Skip to content

BSBPMG633 Provide leadership for the program Learner Workbook

 

 

BSBPMG633

Provide leadership for the program

Learner Workbook

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Contents

Instructions to Learner 3

Assessment instructions. 3

Assessment requirements. 5

Candidate Details. 6

Assessment – BSBPMG633: Provide leadership for the program.. 6

Activities. 7

Activity 1A. 7

Activity 1B. 8

Activity 1C. 9

Activity 1D. 10

Activity 1A-1D Checklist 11

Activity 2A. 12

Activity 2B. 13

Activity 2C. 14

Activity 2D. 15

Activity 2D Checklist 16

Activity 2E. 18

Activity 2A-2E Checklist 19

Activity 3A. 20

Activity 3A Checklist 21

Activity 3B. 23

Activity 3C. 24

Activity 3D. 25

Activity 3E. 26

Activity 3F. 27

Activity 3F Checklist 28

Activity 3A-3FChecklist 29

Activity 4A. 31

Activity 4B. 32

Activity 4B Checklist 33

Activity 4C. 34

Activity 4A-4C Checklist 35

Summative Assessments. 36

Section A: Skills Activity. 37

Section B: Knowledge Activity (Q & A) 39

Section C: Performance Activity. 40

Case Studies. 41

Case Study A – RNew Food Waste. 41

Case Study B – Code of conduct policy. 42

Case Study C – Risk assessment model 43

Case Study D – Breach of health and safety legislation. 44

Competency record to be completed by the assessor 45

 

 

Instructions to Learner

Assessment instructions

Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

  • Address each question including any sub-points
  • Demonstrate that you have researched the topic thoroughly
  • Cover the topic in a logical, structured manner
  • Your assessment tasks are well presented, well referenced and word processed

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

  • Presenting any work by another individual as one’s own unintentionally
  • Handing in assessments markedly similar to or copied from another learner
  • Presenting the work of another individual or group as their own work
  • Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

 

 

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.

Confidentiality

The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.

Recognised prior learning

Learners will be able to have their previous experience or expertise recognised on request.

Special needs

Learners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

 

 

Assessment requirements

Assessment can be:

  • Direct observation
  • Product-based methods e.g. reports, role plays, work samples
  • Portfolios – annotated and validated

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

 

 

Candidate Details

Assessment – BSBPMG633: Provide leadership for the program

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBPMG633: Provide leadership for the program

Name:                  _____________________________________________________________

Address:               _____________________________________________________________

_____________________________________________________________

Email:                   _____________________________________________________________

Employer:            _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:                 ____________________________________________________________

Date:                    ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed.We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1:           ____________________________________________________________

Signed:                 ____________________________________________________________

Learner 2:           ____________________________________________________________

Signed:                 ____________________________________________________________

Learner 3:           ____________________________________________________________

Signed:                 ____________________________________________________________

 

 

Activities

Activity 1A

Objective To provide you with an opportunity to identify program vision, and organisation mission and values.
  This activity will not require observation.

 

1.      In approximately 50-75 words, define the term program vision.

 

2.      In approximately 50-75 words, explain what is meant by organisational mission and values.

 

3.      In approximately 50-75 words, explain the purpose of a strategic plan.

 

Answer 1. The program vision is the declaration of its long-term and mid-term goals, asserting what they desire to be in the upcoming period. These programs act as the organization to endeavour towards. It also reflects the needs of stakeholders and customers and also the abilities and features proposed for meeting those requirements (Board, 2019).

Answer 2. The statement of mission communicates the key purpose and aims of the organization. The statement of values reflects the core ethics and principles of the organization. Jointly, these particular statements give the strategic way for the organization, notifying present and future strategies of the business.

Answer 3. The purpose of the strategic plan is to make overall objectives for the business and for developing the plan for achieving those objectives. It includes moving back from the daily operations and also asking where the business is heading and mentioning what its main priorities must be (Board, 2019).

Activity 1B

Objective To provide you with an opportunity to identify stakeholder objectives and expectations.
  This activity will not require observation.

 

1.      Identify three examples of stakeholders for an organisation you are familiar with and briefly explain their role.

 

2.      In approximately 100 words, explain the benefits of communicating the expectations of a role to an individual who is to undertake it.

 

Answer 1. Three examples of the stakeholders are given below:

a) Top management – It might involve the president, division managers, directors, vice-president, CEO etc. of the organization. These individuals direct the development and strategy of the particular organization.

b) Manager –They help the staff and employees in executing their work and allocate them the work. When the employees are not clear about the directions they take the help of the manager by asking them for an explanation.

c) Internal clients – These are the people within the company who are the clients for the projects, which meet the requirements of the interior demands. The clients have the power to approve or reject the work (Boyle, 2015).

Answer 2. The benefits of communicating the expectations of the role to the individual are given below:

A. Every individual knows what they have to do – When we set clear responsibilities and roles then each individual has the knowledge that what is expected from them in return. All individuals know how to react and behave and also what they are required to achieve.

B. Every particular thing gets completed – If the individuals know their roles and responsibilities and start working on those then everything also starts to get completed.

C. Individuals work better together if they are aware of their roles and responsibilities.

Defining responsibilities and roles within the business allow us to further efficiently manage the overall business.

Activity 1C

Objective To provide you with an opportunity to identify how to assist relevant stakeholders to develop and sustain the documented program vision.
  This activity will not require observation.

 

1.      Refer to the scenario below. Identify three relevant stakeholders within the scenario.

 

2.      In approximately 75-100 words, suggest a way for Kevin and the team to collaboratively develop the program vision.

 

Scenario A

 

Kevin is the project manager for a building company who have been contracted to build a small shopping complex on the outskirts of Perth. Kevin has recruited a self-employed architect to join his team on the project. The architect has been recommended by Kevin’s site manager but has not previously worked with the organisation. The architect has many contacts at the local planning office and has worked with several of Kevin’s competitors on similar projects.

 

Answer 1. Three relevant stakeholders are Architect, the Site Manager, Project team.

Answer 2. The way that Kevin and the team to collaboratively develop the program vision can be:

1. Firstly, they should decide who must be included in the project.

2. Then they should plan the collaborative time of working.

3. After planning, they must assign an impartial facilitator for a meeting.

4. Then they must be prepared for the meeting.

5. After preparing for the meeting, they must review the anticipated process, agenda and outcomes.

6. Then they must create the strategy and utilize the process.

7.  After creating the strategy, they must write the statement of vision.

8. Then afterwards, if someone disagrees with the program of vision they must talk to that individual in person.

9. Then after crafting the statement of vision, they must hold a short meeting.

10. Then they must review and communicate the draft of the vision with the colleagues who were not present at the meeting.

11. Then they must begin communicating the program vision (Boyle, 2015).

Activity 1D

Objective To provide you with an opportunity to identify how to consult with stakeholders and confirm program vision is in line with organisational mission and values.
Equipment needed Case Study A – Rnew food waste.
  This activity will not require observation.

 

Refer to Case Study A – Rnew food waste

 

1.      Identify two of the organisation’s values and outline these in approximately 50-75 words.

 

2.      In approximately 75-100 words, define the vision of the project and explain how this aligns to the organisation’s values.

 

 

Answer 1. Two of the value of an organization are given below:

A. Collaboration – The first value of RNew is collaboration as they have presently collaborated with the department of education and local authority schools for formulating the program of training for the children of primary school for educating them on the advantages of renewable energy.

B. Passion – Another value of the RNew is a passion as the organization is very passionate about finding sources of renewable energy.

Answer 2. The vision of the project is to give biofertilizers while advantaging the native areas which instantly improve the crop across the site infinitely minimizing the requirement for alternatives to fossil fuels. As the organization’s key values are collaboration and passion, it mainly focuses on supporting various projects inthe community. They also collaborate with the native authority schools and the department of education to achieve their program vision (Broadbent, 2013).

Activity 1A-1D Checklist

This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist
1A-1 Did the learnerdefine the term program vision? Yes         No

(Please circle)

1A-2 Did the learnerexplain what is meant by organisational mission and values? Yes         No

(Please circle)

1A-3 Did the learnerexplain the purpose of a strategic plan? Yes         No

(Please circle)

1B-1 Did the learner identify three examples of stakeholders for an organisation he/she is familiar with? Yes         No

(Please circle)

1B-2 Did the learnerexplain the benefits of communicating the expectations of a role to an individual who is to undertake it? Yes         No

(Please circle)

1C-1 Did the learner identify three relevant stakeholders within the scenario? Yes         No

(Please circle)

1C-2 Did the learnersuggest a way for Kevin and the team to collaboratively develop the program vision? Yes         No

(Please circle)

1D-1 Did the learner identify two of the organisation’s values? Yes         No

(Please circle)

1D-2 Did the learnerdefine the vision of the project and explain how this aligns to the organisation’s values? Yes         No

(Please circle)

Comments
Provide your comments here:

 

 

 

 

 

 

 

 

The learner’s performance was: Not yet satisfactory Satisfactory

Activity 2A

Objective To provide you with an opportunity to identify and manage differences in views and expectations.
  This activity will not require observation.

 

1.      Identify the four actions that must be taken regarding dispute management and explain why this is necessary using less than 100 words.

 

2.      Refer to the scenario below. Using the actions identified in question one, suggest a suitable approach for Erik to take to rectify the problem.

 

Scenario A

 

Erik is the owner of the Why Thai? restaurant where he employs a large team of ten kitchen staff and eight front of house staff, both of which have their respective managers appointed. During a weekend evening service, the front of house manager and the kitchen manager have a disagreement over an incorrect order. Both managers claim that the fault lies with the other team and are refusing to be accountable.

 

After the disagreement, communication breaks down between the two teams meaning that more orders are miscommunicated, and more meals are returned to the kitchen resulting in a loss of profits. The other members of the teams are becoming stressed, and the atmosphere between the teams is increasing. Erik acknowledges that he must take action to improve the team’s performance.

 

Answer 1. The four actions that should be taken regarding the management of dispute are given below:

A. Accept dispute – Everyone at the restaurant must accept the disputes as these are natural and occurs in every workplace.

B. Be the calming agent– If a dispute happens between the individuals and one is very angry and not listening to anything, then the other individual should be calm and positive.

C. Listen proactively – It is important in the situation of disputes, individuals must listen first and then react.

D. Work together – Individuals should committo working together and also listen actively to each other’s points of view for solving the conflict.

Answer 2. A suitable approach that Erik must take is given below:

A. He should communicate with both teams and understand the root cause of the problem.

B. He should proactively listen to the points of view of both sides.

C. Then he should review all the options that could be applied to solving the issue.

D. In the end, he must agree on the option that is accurate for solving the dispute and executing it (Broadbent, 2013).

Activity 2B

Objective To provide you with an opportunity to identify how to attend to issues and concerns according to organisational policies and procedures.
  This activity will not require observation.

 

Identify relevant policies and procedures and suggest action for Isla to take to rectify the situation.  Explain your answer in approximately 100 words.

 

Scenario A

 

Isla is an office manager at a debt management company. Recently she has identified several breaches of data protection legislation by multiple members of her team. Isla must identify the unresolved issue that has caused this and implement and refer to relevant policies to rectify the problem.

 

Answer.  Relevant policies and procedures are given below:

1. Isla should instantly as she is aware of the data breach.

2. Then she should close all the compromised methods that result from the breach of data.

3. Then she must check the impact and risk of the data breach on individuals.

4. Then shoe must review the impact of the data breach on the debt management company.

5. Then she must report the incident.

Actions that Isla should take for rectifying the situation are given below:

1. Notify the clients immediately about the breach of data.

2. Disclose entire important information and data to the clients.

3. Instruct the clients on further procedures (Hayek, 2012).

Activity 2C

Objective To provide you with an opportunity to identify and address threats to socially responsible practice within the program.
  This activity will not require observation.

 

Analyse the two following scenarios. Identify TWO threats to socially responsible practice that are presenting within each scenario and explain your answers in approximately 50 words.

 

Scenario A

 

Hannah has collected a survey of customer feedback forms. The feedback forms contain the client’s personal information. Hannah has been asked to transfer the data onto a digital file as soon as the forms are returned, but she is working close to a deadline for another project. Hannah decides to put the forms into an envelope in her desk until she has more time.

 

Scenario B

 

Marco runs an independent bakery that provides a delivery service for customers. Marco employs one driver and provides them with a van for delivering the goods. Marco should have a commercial insurance policy running on the van but claims the cost is too high and it is not necessary. When the driver asked Marco about this, he said “How will anyone know? They’re not going to check.”

 

Answer.  Two threats are given below:

1. Disclosure of clients’ privacy – If Hannah forgets to transfer the data onto the digital file then it could be a threat to the company as it could lead to the disclosure of the privacy of clients.

2. There is the threat of larger fines for Macro if there is no policy of insurance for the delivery one as it is illegal to drive without insurance of CTP in Australia (Hayek, 2012).

Activity 2D

Objective To provide you with an opportunity to identify how to develop program socially responsible practice policies and procedures to guide team members to report breaches of socially responsible practice.
Equipment needed Ø  Case Study B – Code of conduct policy

Ø  Access to the internet or organisational policies and procedures.

  This activity will not require observation.

 

1.      Design a relevant policy for the organisation in Case Study B. You may refer to your organisation’s policy or source examples form the internet should you wish.

 

2.      Write an incident report for a hypothetical incident that breaches the policy, as an example of how to report such instance to management.

 

Answer 1. The policy of the organization is given below:

1. Purpose – The key purpose of TechRich is to promote its business, increase revenues, and build loyalty for consumers, and it is the brand through the efforts of digital marketing.

2. Principles – The main principles of TechRich are iterating, integrating and initiating.

3. Expectations –TechRich expects to reach more numbers of customers and earn huge profits.

4. Integrity – Another policy of TechRich is to be loyal to customers by offering the best quality products (Thomas, et al., 2015).

Answer 2. In a Restaurant in Victoria at 10:00 am, an individual named Tom Warner is a manager. One day he tries to take the confidential information of an internal client of the organization secretly. This incident was recorded in CCTV footage of the Restaurant. The senior manager saw the clip and then he took the following measures for reporting the incident to the top management of the restaurant which is given below:

1. He took the CCTV footage with him.

2. Then he reviewed the agreement of confidentiality.

3. After that he consulted the incident to the top management (Thomas, et al., 2015).

Activity 2D Checklist

This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date:
Did the artefact produced:

Tick

S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria
1 Demonstrate good written skills:

Ø  Correct grammar

Ø  Proper English

Ø  Correct punctuation

Ø  Outline the organisation’s objectives

Ø  Outline the objectives of the role.

 
All task criteria must be satisfactorily demonstrated by the student.  The task has been confirmed:
 Satisfactory                                             Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:

 

 

 

 

 

Assessor Declaration: I declare that the task has been conducted as per assessment procedures and the instructions provided for this assessment task.  I have viewed the evidence provided.  I have provided appropriate feedback to the student.
Assessor Name:  
Assessor Signature:  
Date Marked:  

 

 

Activity 2E

Objective To provide you with an opportunity to identify how to develop risk management plan and strategies.
Equipment needed Case Study C – Risk assessment model.
  This activity will not require observation.

 

1.      Identify three types of workplace risks.

 

2.      Refer to the scenarios below. Using the risk assessment model in Case Study C, assess the level of risk to the two situations in the scenarios and suggest suitable actions to be taken to reduce the risks.

 

Scenario A

 

Ali is the branch manager at a regional estate agents. A new local competitor has just opened and have cut their sales fees to 2% as an introductory offer. Ali has noticed that they have attracted nearly 40% fewer vendors this month. Vendors account for 66% of the agents’ revenue, and they are reliant on this income to survive as a business.

 

Scenario B

 

Jack runs a builders merchants. One of his sales advisors calls him to assist with an irate customer who has not received a large delivery of gravel. The customer is a large, reputable builders firm who have been using Jack’s company for many years but are threatening to move to a competitor and leave negative feedback on their website.  Jack realises that the fault lies with his team and tries to seek a solution for the customer.

 

Answer 1. There are three types of risks that could be found at workplace such as

1) Physical risk – There could be any physical loss due to any error and circumstances at the workplace

2) Biological risk – There could be any risk related to stress and confusion.

3) Chemical risk – There could be any risk related to the chemical components at the workplace

Answer 2. The suitable actions that should be taken are given below:

A. Jack and Ali must identify entire risks that are impacting their business.

B. Then they should review impacts and probabilities of risks.

C. After that they should make strategies to mitigate those risks.

D. After making the strategies, they should monitor the process (Kreitner & Cassidy, 2012).

E. Customer service department must be improved effectively and efficiently

 

Activity 2A-2E Checklist

This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist
2A-1 Did the learner identify the four actions that must be taken regarding dispute management and explain why this is necessary? Yes         No

(Please circle)

2A-2 Did the learnersuggest a suitable approach for Erik to take to rectify the problem? Yes         No

(Please circle)

2B-1 Did the learner identify relevant policies and procedures and suggest action for Isla to take to rectify the situation? Yes         No

(Please circle)

2C-1 Did the learnerIdentify two threats to socially responsible practice? Yes         No

(Please circle)

2D-1 Did the learner design a relevant policy for the organisation? Yes         No

(Please circle)

2D-2 Did the learner write an incident report for a hypothetical incident that breaches the policy? Yes         No

(Please circle)

2E-1 Did the learner identify three types of workplace risks? Yes         No

(Please circle)

2E-2 Did the learnerassess the level of risk to the two situations in the scenarios and suggest suitable actions to be taken to reduce the risks? Yes         No

(Please circle)

Comments
Provide your comments here:

 

 

 

 

 

 

 

 

 

The learner’s performance was: Not yet satisfactory Satisfactory

Activity 3A

Objective To provide you with an opportunity to identify how to establish behavioural expectations for constituent project managers.
Equipment needed Access to a peer.
  This activity will require observation. Your assessor has a list of criteria to base your assessment on.

 

Refer to the scenario below.

 

1.      Engage in a role play with a peer. Using the scenario below, you will undertake the role of the manager and your peer will play the employee. As the manager, respond appropriately to the employee’s request.

 

2.      Engage in a role play with a peer. Using the scenario below, you will undertake the role of the manager and your peer will play the employee. As the manager, respond inappropriately to the employee’s request.

 

Scenario A

 

A member of staff approached their employer and asked to have an early finish on a shift the following week so they can take an elderly relative to the hospital. The member of staff only works part-time hours but leaving early will mean the team is understaffed if arrangements aren’t made.

 

Answer.

Role play

Employee – Good morning sir!

Manager –Good morning!

Employee – Sir, I want to request from you.

Manager – Yes, tell me.

Employee – One of my relatives is unwell and at present, he is admitted to the hospital and I have to go to meet him as his condition is serious. Can you please give me a half-day leave?

Manager – No, I cannot approve your request. As you are doing a part-time job and asking for a half-day leave and my team is also understaffed as all the arrangements are not established yet. Therefore, I cannot approve your request.

Employee – Sir I sincerely request you to accept my request. It is very important to meet my relative he is in very severe condition.

Manager – Sorry but I cannot approve it at this time you have to complete your allocated work first then you can go.

Employee – Okay sir.

Manager – Now you proceed to your respected work.

Employee – Okay sir.

Activity 3A Checklist

This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date:
Did the student:
Tick
S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria
1 Demonstrate an appropriate reaction:

Ø  Speak calmly

Ø  Be welcoming

Ø  Respond to questions

Ø  Offer to compromise

Ø  Make constructive suggestions.

 
2 Demonstrate an inappropriate response:

Ø  Be abrupt

Ø  Be unwelcoming

Ø  Seem irritated

Ø  Lack compassion

Ø  Display blame culture

Ø  Be unwilling to reach compromise.

 
All task criteria must be satisfactorily demonstrated by the student.  The task has been confirmed:
 Satisfactory                                             Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:

 

 

 

Assessor Declaration: I declare that I have observed the student perform this task.  The task has been conducted as per assessment procedures and the instructions provided for this assessment task.  I have provided appropriate feedback to the student.
Assessor Name:  
Assessor Signature:  
Date Marked:  

 

 

Activity 3B

Objective To provide you with an opportunity to identify how to define, document and communicate with relevant stakeholders agreed roles and responsibilities.
  This activity will not require observation.

 

1.      Identify three things that should be included in project role descriptions.

There are three things that must be included in the project role description such as

1) Presentation of entire scope of the project

2) Develop and update documentation of a project

3) Develop appropriate forecasting framework for the estimated expenses and revenue

2.      In approximately 100 words, explain the importance of effectively communicating roles and responsibilities to relevant stakeholders.

 

Answer 2.

Effective communication with the relevant stakeholders just not only targets to make sure they know the key points and objectives of the project, but it also aids to help the company in understanding those who would be impacted by the project and how they might interpret and access information and data from the particular organization and permits the organization for anticipating how the relevant stakeholders would respond (Kreitner & Cassidy, 2012).

Activity 3C

Objective To provide you with an opportunity to identify how to communicate with relevant stakeholders, and identify and define learning needs and opportunities.
  This activity will not require observation.

 

1.      In approximately 50 words, explain the importance of open discussion within the workplace.

 

2.      Refer to the scenario below. Identify a learning need and suggest a solution in approximately 75 words.

 

Scenario A

Amy has just started a role as a junior accountant at a financial advisors. On her first day, she openly tells her manager that she has not used some of the computer software packages before and is concerned that she will struggle to use them.

 

Answer 1. Open discussion in the organization provides confidence to the individuals for speaking up. If not any kind of fear is there of punishment for giving valuable feedback then opinions get extremely effective and the organization become very safe and all the procedures get easier.

Answer 2. Amy needsto learn to operate the computer software. For that, the Manager should teach him about the computer and also help her in operating computer software. He should teach him how accounting is done on the computer software and should learn about Microsoft excels and some other software of computer related to accounting (Lawrence & Weber, 2013).

Activity 3D

Objective To provide you with an opportunity to identify how to develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge.
  This activity will not require observation.

 

1.      Identify two sources for identifying information related to your role.

 

2.      In approximately 50 words, explain what is meant by capturing information.

 

3.      Refer to the scenario below. In approximately 50-75 words, explain what information Bob should have shared and with who, to avoid the situation.

 

Bob is the warehouse manager for a branch of an international courier service. His line manager is Felix, who oversees the logistical operations within the organisation, including dispatch and storage needs. Felix has just secured a contract with a new client who supplies medical equipment to hospitals and will be using their services daily.

 

Felix has been made aware of this contract, and Bob has already liaised with representatives from the new client and secured a contact at their dispatch centre.

 

One afternoon, Bob receives a call from his contact, asking him to store an extra refrigerated delivery overnight in preparation for dispatch first thing the next morning. Bob agrees, but when the delivery arrives, Bob finds that the cold store is full and cannot contain the required amount of goods.

 

Answer 1. Two sources are given below:

1. Systems of computer

2. Yearly reports

Answer 2. Capturing information is the procedure of gathering the documents of paper, e-documents and forms, converting all of them into retrievable, appropriate, digital data and also delivering the particular information into databases and applications of business for instant action.

Answer 3. Bob should have shared the information with Felix that he is liaising with all representatives from the particular new client (Lawrence & Weber, 2013).

Activity 3E

Objective To provide you with an opportunity to identify how to facilitate environment for reflection on and review of practices and activities.
  This activity will not require observation.

 

1.      In approximately 50 words, explain the benefits of reflecting on performance.

 

2.      In approximately 50 words, explain the purpose of a performance review.

 

3.      What is a KPI, and how are these used in measuring performance?

 

Answer 1. Reflecting on performance makes all experiences further productive and effective. Reflection builds the confidence of an individual in the capability for achieving the goal which in turn interprets into huge learning rates.

Answer 2. The performance review evaluates the work performance of the employee, identifies weaknesses and strengths, gives feedback and sets the objective for future work performance.

Answer 3. KPI is the computable measure of individual performance over a particular time for a particular goal. KPI measures the success of the organization in comparison to the set of objectives and targets (Liebowitz & Beckman, 2020).

 

 

Activity 3F

Objective To provide you with an opportunity to identify how to coach relevant stakeholders to work toward attainment of program benefits.
Equipment needed Access to a peer.
  This activity will require observation. Your assessor has a list of criteria to base your assessment on.

 

 

1.      Identify two potential benefits to a role that you are familiar with and explain how they relate to the role in less than 75 words.

 

2.      Engage with a peer in a role play that depicts the situation in scenario A. you will take the role of management, and your peer will play Ryan. Outline the benefits that Ryan should work toward and give relevant advice on how this could be achieved.

 

Scenario A

 

Ryan works for a pharmaceutical company as a salesperson. His manager suggests they host a Charity race night as a networking event. Ryan is unsure of the proposal.

 

Answer 1. Two benefits of the manager role are given below:

A. More impact on the culture of the organization – Various managers enjoy impacting how their organization operates and runs by improving and shaping the culture of the organization.

B. Opportunity for making some personal decisions – Many managers have the advantage of making many personal decisions (Liebowitz & Beckman, 2020).

Answer 2. Management – Good Morning, Ryan!

Ryan – Good morning, sir!

Management – We want to inform you that we are hosting a Charity race night as the event of networking on 17th May at 10:00 am.

Ryan – Okay sir.

Management – We want you to attend this event.

Ryan – Okay sir but I am unsure about this.

Management – Why it is so?

Ryan – Sir I am not aware of these events.

Management – No, the problem I will tell you as it will be good for you if you will attend this event. This will strengthen your connections of business, will give you many innovative ideas, will raise your business profile, also advance your professionalism.

Ryan – Okay, if so then I will surely attend this event.

Management – Very good and make sure to be on time.

Ryan – Okay sir I will be on time.

 

 

Activity 3F Checklist

This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date:
Did the student:
Tick
S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria
1 Communicate the benefits of the event appropriately to the peer:

Ø  Use appropriate language

Ø  Showcase the organisation

Ø  Identify benefits such as meeting new contacts, advertising, etc.

 
All task criteria must be satisfactorily demonstrated by the student.  The task has been confirmed:
 Satisfactory                                             Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:

 

 

Assessor Declaration: I declare that I have observed the student perform this task.  The task has been conducted as per assessment procedures and the instructions provided for this assessment task.  I have provided appropriate feedback to the student.
Assessor Name:  
Assessor Signature:  
Date Marked:  

Activity 3A-3FChecklist

This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist
3A-1 Did the learner respond appropriately to the employee’s request? Yes         No

(Please circle)

3A-2 Did the learnerrespond inappropriately to the employee’s request? Yes         No

(Please circle)

3B-1 Did the learner identify three things that should be included in project role descriptions? Yes         No

(Please circle)

3B-2 Did the learnerexplain the importance of effectively communicating roles and responsibilities to relevant stakeholders? Yes         No

(Please circle)

3C-1 Did the learnerexplain the importance of open discussion within the workplace? Yes         No

(Please circle)

3C-2 Did the learner identify a learning need and suggest a solution Yes         No

(Please circle)

3D-1 Did the learner identify two sources for identifying information related to his/her role? Yes         No

(Please circle)

3D-2 Did the learnerexplain what is meant by capturing information? Yes         No

(Please circle)

3D-3 Did the learnerexplain what information Bob should have shared and with who, to avoid the situation Yes         No

(Please circle)

3E-1 Did the learnerexplain the benefits of reflecting on performance? Yes         No

(Please circle)

3E-2 Did the learnerexplain the purpose of a performance review? Yes         No

(Please circle)

3E-3 Did the learner discuss what a KPI is and the way these are used in measuring performance? Yes         No

(Please circle)

3F-1 Did the learner identify two potential benefits to a role that he/sheare familiar with and explain how they relate to the role? Yes         No

(Please circle)

3F-2 Did the learner identify outline the benefits that Ryan should work toward and give relevant advice on how this could be achieved? Yes         No

(Please circle)

Comments
Provide your comments here:

 

 

 

 

 

 

 

 

 

The learner’s performance was: Not yet satisfactory Satisfactory

 

 

Activity 4A

Objective To provide you with an opportunity to identify how to evaluate outcomes and identify opportunities for improvement.
  This activity will not require observation.

 

1.      In approximately 100-150 words, explain the purpose of evaluating outcomes and suggest potential questions used during such a process.

 

2.      Refer to the scenario below. In approximately 75-100 words, identify one area for improvement. Identify possible causes and suggest actions that could be taken to improve future outcomes.

 

Scenario A

 

Adele has been doing a performance evaluation for a project that her team was responsible for, advertising wedding fayres through social media. The events that the team were promoted turned out to be a success, with plenty of clients who attended crediting the presence of the event on social media for how they had become aware of it.

 

Adele had received a complaint from one of the fayre’s producers claiming that there had been discrepancies in the details of the fayre. On some of the online adverts, times and locations had been inaccurately documented, and there were often brands and designers missed off the adverts. The producer claims that they would have had higher attendance had this been communicated correctly.

 

Answer 1. Evaluating outcomes measures the results of the program and concludes whether the desired outcomes were obtained or not.

Potential questions are:

1. Which of the outcomes are essential to society?

2. What were the particular outcomes of the specific program?

Answer 2. The area of improvement is that Adele should have reviewed all adverts before making them final. The possible actions that Adele must have taken are:

1. He must have checked all the documents accurately.

2. He should apologise for his mistakes to the producer.

3. He must make all the arrangements by observing everything personally.

4. He must recruit more staff that can help him in monitoring (Phillips & Gully, 2012).

Activity 4B

Objective To provide you with an opportunity to identify how to seek feedback from relevant stakeholders on leadership skills and processes.
Equipment needed Access to a peer.
  This activity will require observation. Your assessor has a list of criteria to base your assessment on.

 

 

Refer to one of the scenarios below. Engage in a role play with a peer. You should give the peer a role of a relevant stakeholder of your choosing, applicable to the scenario below. Ask your peer for feedback on leadership for your chosen scenario and document their answers.

 

Scenario A

 

A team of telesales advisors have become frustrated with the sales manager after being miscommunicated information regarding targets. Some members of the team had been given incorrect target figures and have subsequently underperformed. Management refuses to accept any responsibility.

 

Scenario B

 

An argument has broken out between two car sales executives over a customer. Their manager quickly diffuses the situation by speaking with each of them separately before organising mediation between the two. The manager deals with the situation fairly and does not pass judgement, and the two employees reconcile. 

 

Answer Roleplay

Team member – Good morning sir!

Sales Manager – Good morning!

Team member – Sir, I have an issue to discuss with you.

Sales Manager – Yes please tell me.

Team member – Sir, the targets that are communicated to us are incorrect and improper. We are performing as per those targets and this is affecting our work performance as we are doing the work as per the target communicated to us.

Sales Manager – What is the target that is communicated to you?

Team member – Sir $70,000 per month.

Sales Manager – But our target is $90,000.

Team member – Yes sir, this information was not communicated with us earlier and because of this, we are considered underperformers. This is not fair at all Sir as we are trying very hard to achieve our targets.

Sales Manager – Okay, don’t worry I will communicate your case with top management and will let you know.

Team member – Okay sir, thank you for considering our situation.

Activity 4B Checklist

This should be used by the trainer/assessor to document the learner’s performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date:
Did the student:
Tick
S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the student’s performance against the criteria
1 Seek feedback from their peer appropriately:

Ø  Use appropriate language

Ø  Speak professionally

Ø  Take notes

Ø  Be respectful

Ø  Ask appropriate and relative questions.

 
All task criteria must be satisfactorily demonstrated by the student.  The task has been confirmed:
 Satisfactory                                             Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:

 

Assessor Declaration: I declare that I have observed the student perform this task.  The task has been conducted as per assessment procedures and the instructions provided for this assessment task.  I have provided appropriate feedback to the student.
Assessor Name:  
Assessor Signature:  
Date Marked:  

Activity 4C

Objective To provide you with an opportunity to identify how to document feedback received and identify improvement needs and opportunities for future leadership.
  This activity will not require observation.

 

1.      In approximately 50 words, explain the purpose of a strategy document.

 

2.      Using your answer from Activity 4B, document the relevant information into a strategy document.

 

Answer 1. The strategy document details the current situation of the company outlines the future strategies and also shows how the organization could achieve these strategies.

Answer 2. The relevant information includes that the target that is communicated with the telesales employee is incorrect as the target in actuality is $90,000 per month that the team members have to achieve.

Activity 4A-4C Checklist

This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Checklist
4A-1 Did the learnerexplain the purpose of evaluating outcomes and suggest potential questions used during such a process? Yes         No

(Please circle)

4A-2 Did the learner identify possible causes and suggest actions that could be taken to improve future outcomes? Yes         No

(Please circle)

4B-1 Did the learner ask his/her peer for feedback on leadership for his/her chosen scenario? Yes         No

(Please circle)

4C-1 Did the learnerexplain the purpose of a strategy document? Yes         No

(Please circle)

4C-2 Did the learnerdocument the relevant information into a strategy document? Yes         No

(Please circle)

Comments
Provide your comments here:

 

 

 

 

 

 

 

 

 

The learner’s performance was: Not yet satisfactory Satisfactory

 

 

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge, and performance may be termed as:

  • Skills – skill requirements, required skills, essential skills, foundation skills
  • Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
  • Performance – evidence requirements, critical aspects of assessment,performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.

 

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

 

This activity will enable you to demonstrate the following skills:

This activity will enable you to demonstrate the following skills:

  • Learning:
  • uses feedback to grow and develop own skills and experience and applies practical strategies to facilitate learning
  • Reading:
  • applies appropriate strategies to construct meaning from complex texts
  • Writing:
  • develops and updates roles and plans using language and structure to suit the audience
  • designs and develops documents according to organisational formats
  • Oral communication:
  • participates in a range of verbal exchanges using clear and detailed language to provide relevant information
  • uses active listening and questioning techniques to confirm understanding
  • Self-management:
  • contributes to the design of organisational policies and protocols that support goals of the organisation
  • understands responsibilities of own role and its contribution to broader goals of the work environment
  • Teamwork:
  • selects and uses appropriate conventions and protocols when communicating with stakeholders to share information
  • encourages a collaborative culture within own sphere of influence, investing time in building and maintaining effective working relationships and facilitating respect and commitment between stakeholders
  • Planning and organising:
  • organises and implements tasks required to action knowledge management plans
  • makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account
  • identifies issues, and used problem-solving skills to evaluate options and decide on appropriate actions.

 

Answer the activity in as much detail as possible.

 

Instructions to Assessor:

 

The learner may refer to organisational policies and procedures or examples that they have sourced on the internet for questions one and two of this activity.

 

Equipment needed:

 

  • Access to relevant health and safety legislation and/or organisational policy and procedures
  • Case Study D.

 

  1. Present a verbal warning to your assessor, meant for an employee that has breached health and safety legislation in the workplace.

Answer 1. Roleplay

Karl –Good morning!

Employee – Good morning mam!

Karl – I am observing you many days you are not doing the work at the warehouse accurately and I have seen that you are also not coming on time. One day I caught you speeding the car at the warehouse that should be ignored completely.

Employee – I apologise to you, mam.

Karl – I am letting go of your mistake this last time, if this mistake happens again then I will fire you from the job.

Employee – No, mam I am assuring you that I will not repeat mistakes I will be on time daily at the warehouse and also I am apologising to you once again.

Karl – Okay, proceed to your work now.

Employee – Yes mam.

 

 

  1. Write a new warehouse health and safety policy that defines how issues must be reported to management.

 

There is a new warehouse health and safety policy that explains how issues could be reported to the management department. It must cover ergonomic in the workplace environment. It includes management of appropriate posture of management apart from lifting and operation of lifting different tables. It includes utilization of lifting in the proper method that will be easy to protect from the different injuries.

 

 

  1. Create a list of relevant stakeholders that should be informed of the incidents and updated procedures. Draft an email explaining the issues you have had and how you have subsequently rectified those issues.

Answer 3. The relevant stakeholders are given below:

  1. Teams of security
  2. Executive management
  3. Project managers(Phillips & Gully, 2012).

 

Email

 

To – management@warehouse.au.in

From – manager@warehouse.au.in

Date – 16th May

Subject – Explanation of the issues

 

Respected sir,

This mail is to inform you that I have come across many issues that are happening at the warehouse. All the workers are behaving recklessly> I have seen the driver who was speeding the car at the warehouse and the other worker is unwilling to wear PPE. To resolve this issue, I have given the warning to the employees that if these mistakes continue to happen then I will fire them from the job.

 

I request you to kindly consider these issues and take some strict actions.

Regards,

Karl

 

 

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

 

The answers to the following questions will enable you to demonstrate your knowledge of:

  • Behavioural models for the role of program manager
  • Program benefits
  • Strategies relevant to program management including
  • communication and negotiating styles and approaches
  • ethics, equity and fairness norms, regulations and legislation
  • learning and development methods and strategy
  • risk management plan and strategies
  • types and formats for program vision.

 

Answer each question in as much detail as possible.

 

  1. In approximately 50 words, identify and outline two management models.

Answer 1. Two models of management are:

  1. Rational goal – It pressures the necessity of exterior control of managerial that outcomes from the exercise of producer responsibilities and roles for employing individuals.
  2. Model of human relations – It pressures the necessity of the interior flexibility of managers that outcomes from the particular exercise of mentor and facilitator’s responsibilities and roles for improving relations of human at workplace (Pruitt, 2013).

 

  1. In approximately 75 words, explain how mentoring can be used to help stakeholders achieve benefits.

Answer 2. Mentoring facilitates the development and growth of very high-potential managers and leaders. It also explains the visible pledge to the development of staff. It maintains and transfers the knowledge of the institution. It also fosters a collaborative, diverse and inclusive working environment (Rausand, 2013).

 

  1. Identify three skills that leadership must apply to ensure effective negotiation.

Answer 3. Three skills are given below:

  1. Emotional intelligence
  2. Proactively listening
  3. Communication(Rausand, 2013).

 

  1. In approximately 50-75 words, explain what is meant by the term business ethics.

Answer 4. It means to execute accurate practices and policies of business regarding debatably provocative matters or subjects. Some problems that arrive in the debate on ethics are discrimination, bribery, corporate governance etc. (Rausand, 2013).

 

  1. In approximately 50-75 words, explain why risk management plans must be related to program vision.

Answer 5. The plans of risk management should be linked with vision because the plans of risk management empower the businesses with the important equipment so that the business could adequately recognize and also deal with some possible risks (Rausand, 2013).

 

 

 

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

 

This activity will enable you to demonstrate the following performance evidence:

 

  • Provide leadership for a program of work.

 

In the course of above, the candidate must:

 

  • Choose and apply interpersonal and leadership styles according to situation
  • Treat stakeholders fairly and equitably
  • Embed confidence, trust, ethical and sustainable practices
  • Develop and support personnel within program environment
  • Treat errors, mistakes and expressed concerns as learning opportunities
  • Design knowledge management methods and processes.

 

Answer the activity in as much detail as possible.

 

Equipment needed:

 

  • Access to a peer
  • Access to Equal Opportunities legislation.

 

  1. Devise a job description for a role of your choosing. The job description must outline the role but also the ethical vision of the organisation and how the recruitment process will comply with equality legislation.

Answer 1. Job description for Manager – The Manager must be accountable for directing, planning and overlooking the business operations and financial health of the department, division and unit of business. The process of recruitment will comply with the legislation of equality as the fair selection in the process of recruitment should be non-discriminatory, consistent and objective. The process of selection might include tests selection, shortlisting, assessment interviews and centres (Shaw, 2016).

 

  1. Engage in a role play with a peer. Your peer will be interviewing for the role you devised in Question 1, and you shall be interviewing as management. During the role-play, you must ask relevant and appropriate questions and explain your duties in supporting them to undertake the role.

Answer 2.  Roleplay

Management – Good morning, Candidate!

Candidate – Good morning sir!

Management – How are you?

Candidate – Good sir, how about you?

Management – All good. So tell me how would you explain the responsibilities and roles of a manager?

Candidate – Sir, as the manager my responsibilities and roles include:

  1. 1. Staffing and hiring
  2. Training and mentoring new staff
  3. Developing and coaching the current employees

Management –How will you describe the usual day in this particular position.

Candidate – As my main duty will be to regulate and direct the employees, I will begin my day by allocating the work to all employees, monitoring their performance of the employees, and giving them feedback on their work performance.

Management –Okay, are you comfortable doing overtime?

Candidate – Yes, I can do overtime if it is needed.

Management – Okay, that is all for the interview. We will let you know about our decision.

Candidate – Okay, thank you, sir!

 

 

  1. Design a progress management plan for the role you have advertised and interviewed for. Ensure the plan features KPI’s to monitor progress and suggests learning opportunities relevant to the role.

Answer 3.  Progress management plan

Activity Timeframe KPI
Allocating the work Daily Work is allocated to the employees
Staffing and hiring Daily The recruitment process is completed
Conducting well-timed evaluations of performance Twice a week Performance evaluation is done
Dealing with employees’ performance and also terminations Every month A performance review is done

 

Opportunities of learning relevant for the manager are:

  1. Management of time
  2. Delegation
  3. Communication
  4. Resolving the issue
  5. Decision-making
  6. Planning(Shaw, 2016). 

Case Studies

Case Study A – RNew Food Waste

RNew Food Waste is a company that is passionate about finding renewable energy sources. The organisation provides food waste management solutions for local authorities and subsequently recycles food waste into biogas, via the process of anaerobic digestion. This is turn produces gas, electricity and fertiliser products. Biogas is then used as fuel in CHP engines in place of fossil fuels, and the bio fertiliser replaces the need for fossil fuel-derived fertilisers, ensuring complete loop of carbon and energy capture.

The organisation is keen to provide bio fertilisers while benefitting the local areas which directly enhances the crops around the site, vastly reducing the need for fossil fuel alternatives. The organisation strongly believe in supporting and reinvesting in their local community and support many community projects.

RNew knows that more is needed to educate the next generation on the need to replace fossil fuels with renewable energy to ensure a better future for all. They have recently collaborated with the local authority schools and education department to formulate a training program for primary school children to educate them on the benefits of renewable energy. RNew would like to have an education centre at the site in time so that they can reach a wider range of people.

 

 

Case Study B – Code of conduct policy

TechRich is an online marketing company that has launched in Victoria. Liam has been appointed team leader and has been tasked with writing a code of conduct policy to present to his team. The policy must relate to relevant legislation and be specific to the organisation.

The policy must include the purpose, principles and expectations of the team.

 

 

Case Study C – Risk assessment model

 

 

 

Case Study D – Breach of health and safety legislation

Karl is the warehouse manager of a large warehouse that stocks white goods and household appliances. It has recently been brought to his attention that the forklift operators have started to behave recklessly at work. Karl recently caught one driver speeding in the warehouse, whilst another is reluctant to wear PPE. This has been going on for some time but has not been reported to management by any of the warehouse staff.

 

 

 

Competency record to be completed by the assessor

This section should be completed by the trainer/assessor to document the overall outcomes of the learner’s assessments in Learners Workbook. The table below indicates whether the learner is deemed competent or not competent

Learner’s name  
Assessor’s name  
Unit of Competence

(Code and Title)

 
Date  
Has the learner completed all required assessments in this workbook to a satisfactory standard?     Yes         No

(Please circle)

Comments from trainer/assessor:

 

 

 

 

 

 

 

 

 

Learner is deemed Not competent Competent
Assessor’s signature  

 

 

 

References

Board, A. G. W. (2019). Code of Conduct Policy. Policy.

Boyle, T. (2015). Health and safety: risk management. Routledge.

Broadbent, D. E. (2013). Perception and communication. Elsevier.

Hayek, F. A. (2012). Law, legislation and liberty, volume 2: The mirage of social justice (Vol. 2). University of Chicago Press.

Kreitner, R., & Cassidy, C. (2012). Management. Cengage Learning.

Lawrence, A. T., & Weber, J. (2013). Business and society: Stakeholders, ethics, public policy. Tata McGraw-Hill Education.

Liebowitz, J., & Beckman, T. (2020). Knowledge organizations: What every manager should know. CRC press.

Phillips, J., & Gully, S. M. (2012). Strategic staffing. Upper Saddle River, NJ: Pearson Prentice Hall.

Pruitt, D. G. (2013). Negotiation behavior. Academic Press.

Rausand, M. (2013). Risk assessment: theory, methods, and applications (Vol. 115). John Wiley & Sons.

Shaw, W. H. (2016). Business ethics: A textbook with cases. Cengage Learning.

Thomas, L., Jones, R., & Ottaway, J. (2015). Effective practice in the design of directed independent learning opportunities. York: Higher Education Academy and the Quality Assurance Agency.

 

 

 

 

 

 

 

 

 

Leave a Reply

Your email address will not be published. Required fields are marked *