☐      Online submission via Learning Management System (LMS)

☐      Any other method _________________________________________________

(Please describe here)

•         I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;

•         I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;

•         For the purposes of assessment, I give the trainer/assessor permission to:

o    Reproduce this assessment and provide a copy to another member of staff; and

o    Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature:   ________________________________

Date:  ____/_____/______________

S / NS (Second Attempt)

S / NS (Second Attempt)

•         You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.

•         Your work has been reviewed and assessed by your trainer/assessor.

•         You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.

•         You have been provided with relevant and detailed feedback.

Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:

•         Result of Assessment (satisfactory or unsatisfactory)

•         Student name, signature and date

•         Assessor name, signature and date

•         Relevant and detailed feedback

☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

☐ Make sure you understand what evidence is required to be collected and how.

☐ Make sure you know your rights and the Complaints and Appeal process.

☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor).

☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).

☐ Make sure that you have all the required resources needed to complete this assessment task.

☐ The due date of this assessment task is in accordance with your timetable.

☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.  Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

☐ The request for an extension to submit your assessment work must be made before the due date.

☐ I do require reasonable adjustment

☐ I do not require reasonable adjustment

☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me.

☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

☐ I confirm that I am ready for assessment.

Student Name: ______________________________________                     

Student Signature: ___________________________________

• Written Questions

·         The Knowledge Test is comprised of six (6) written questions

·         You must respond to all questions and submit them to your Trainer/Assessor.

·         You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task

·         You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.

·         You must read and respond to all questions.

·         You may handwrite/use a computer to answer the questions.

·         You must complete the task independently.

·         No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

·         As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the Training Organisation’s Student Handbook.

• This assessment task may be completed in:

☐ a classroom

☐ learning management system (i.e. Moodle),

☐ workplace,

☐ or an independent learning environment.

• Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.

·         You will be required to answer all the questions correctly.

·         Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.

·         Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.

·         Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.

·         You must write your responses in your own words.

·         Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.

·         When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.

·         Knowledge of the sources of information on awards and other industrial provisions

·         Knowledge of the industrial agreements and other considerations which impact the preparation of staffing rosters:

o    single or multiple awards and enterprise agreements

o    award provisions for:

§  leave

§  mandated breaks between shifts

§  maximum allowed shift hours

§  standard, overtime and penalty pay rates

o    overall number of hours allocated to different staff members

o    use of:

§  contractors and consideration of fees

§  permanent or casual staff

·         Knowledge of the key elements of applicable awards and enterprise agreements:

o    leave provisions

o    mandated breaks between shifts

o    maximum allowed shift hours

o    standard, overtime and penalty pay rates

·         Knowledge of the organisational human resource policies and procedures which impact the preparation of staffing rosters:

o    sociocultural-friendly organisational initiatives

o    family-friendly workplace initiatives

o    provisions for leave:

§  carers

§  compassionate reasons

§  illness or injury

§  jury service

§  long service

§  maternity or paternity

§  rehabilitation of injured workers

§  study

o    recreation

o    social, cultural and skills mix of the team to be rostered

·         Knowledge of the operational requirements of the business activity, department or event subject to rostering

·         Knowledge of the role of rosters and their importance in controlling staff costs

·         Knowledge of the wage budget for the business activity, department or event subject to rostering

·         Knowledge of the system capabilities and functions of rostering software programs

·         Knowledge of the different formats for and inclusions of staff rosters

·         Knowledge of the processes for modifying rosters

·         Knowledge of the methods used to communicate rosters, including both electronic and paper-based.

·         To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

·         To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.

1.     Integrate with leading technology.

2.     Planning and discipline.

3.     Getting right ability of mix employees (Nasution, et al., 2018).

4.1. Explain the following formats for staff rosters using 70-100 words.

a)    Spreadsheet format

b)    Paper-based format

4.2. What are the different inclusions of staff rosters? Write your answer using 50-70 words.

1.    Opening blank spreadsheet.

2.    Creating header.

3.    Giving titles to columns with proper weekdays.

4.    Listing the names of employees. 

5.    Entering details of shifts.

6.    Saving the schedules.

Paper based formats –

It is basically the main working condition related to what normally this roaster means and the answer which might be satisfactory will be it is a paper sheet, usually based on a table. It gives a detailed analysis of time slot, the completion of tasks and the list of people responsible for it.

4.2. the different types of staff roasters might include flexible roasters, staggered roasters and also duty roasters which gives the ideas of selective roasters of what will suit in which  conditions.

1.    Organizational needs.

2.    Patient needs.

3.    Staff needs.

4.    Workforce availability.

5.    Conformity to relevant legislation.

6.    Skill required and workforce to deliver services.

9.1. Explain the single or multiple awards and enterprise agreements related to staff employment using 100-150 words.

9.2. Explain the award provisions for key factors mentioned using the word-limits specified.

9.3. Discuss the guidelines on the overall number of hours allocated to different staff members mentioned in the table 30-50 words each.

9.4. What factors should you consider when hiring/using the following? Write your answer using 150-200 words.

a)    contractors and consideration of fees

b)    permanent or casual staff

1.    Level of business-relevant experience/industry.

2.    Safety policies, training records and risk assessment.

3.    Familiarity with hazards of a certain industry.

4.    Safety and health performance records.

B. they should make it from the perspective of the knowledge of the selective field which they are selecting for their role in the organization (Bromstad, et al., 2017)

10.1. How do sociocultural-friendly organisational initiatives impact the preparation of staffing rosters? Write your answer using 150-200 words.

10.2. What can organisations incorporate family-friendly initiatives into staffing rosters? Write your answer using 100-150 words.

10.3. What are the provisions for different leaves (mentioned in the table) in Australia? Write your answer using 1-2 sentences each.

10.4. Explain the organisational human resource policies and procedures related to the following using 100-150 words each.

a)    recreation

b)    social, cultural and skills mix of the team to be rostered.

b.    Based over the experiences of HR department and the continuous compensation, training, promotion, leaves, termination and work environments over other important functions.  

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

·         I have kept a copy of all relevant notes and reference material that I used as part of my submission.

·         I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

·         I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

·         All appeal options have been explained to me.

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment.  I have provided feedback to the student.

on _________________ (insert date)

by (insert Name) __________________________________

☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

☐ Make sure you understand what evidence is required to be collected and how.

☐ Make sure you know your rights and the Complaints and Appeal process.

☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).

☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers).

☐ Make sure that you have all the required resources needed to complete this Assessment Task (AT).

☐ The due date of this assessment task is in accordance with your timetable.

☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.  Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

☐ The request for an extension to submit your assessment work must be made before the due date.

☐ I do require reasonable adjustment

☐ I do not require reasonable adjustment

☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me.

☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.

☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

☐ I confirm that I am ready for assessment.

Student Name: ______________________________________                     

Student Signature: ___________________________________

·         This assessment task is a Skills Test.

·         This assessment task consists of four (4) practical demonstration activities.

o    Activity 1: Develop staff rosters that meet diverse operational requirements across three (3) different roster periods.

o    Activity 2: Present and communicate rosters.

o    Activity 3: Maintain rostering records.

o    Activity 4: Evaluate rosters.

·         You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.

·         You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.

• This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).
• You will be assessed independently on this assessment task.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.
• Your trainer/assessor may ask you relevant questions during this assessment task

• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the Training Organisation’s Student Handbook.

• This assessment task may be completed in:

☐ a classroom

☐ learning management system (i.e. Moodle),

☐ workplace,

☐ or an independent learning environment.

• Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

·         Skills to create rosters in accordance with applicable labour agreements, other considerations, and wage budgets.

·         Skills to improve operational and customer service efficiency while lowering labour costs.

·         Skills to when possible, combine duties to make the best use of available resources.

·         Skills to form teams with complementary skill sets to meet operational needs.

·         Skills to consider social and cultural factors, as well as broader organisational policies that affect staff rosters.

·         Skills to consult with colleagues to get their feedback on rosters.

·         Skills to administer rosters, use roster systems and equipment.

·         Skills to present rosters in the required formats to ensure information clarity in accordance with organisational standards.

·         Skills to distribute rosters to appropriate colleagues within the timeframes specified.

·         Skills to maintain records of employees’ or contractors’ shift time.

·         Skills to keep staff rostering records in accordance with organisational procedures.

·         Skills to in consultation with colleagues, assess the effectiveness of rosters.

·         Skills to identify and take appropriate action to improve rosters and roster development processes.

·         This assessment task requires the student to develop, administer and communicate staff rosters.

·         All questions must be answered to gain competency for this assessment.

·         This assessment task requires the student to assume/ take on the role of a Budget Manager.

·         The student must manage finances within a budget based on given case studies.

·         The student must prepare variance reports based on given case studies.

·         The student must perform the calculations in MS-Excel.

·         The trainer/assessor must assess the performance of the student as per the performance checklist provided.

• Computers, printers and rostering software programs
• Records of shift time and where relevant electronic equipment used by staff to log commencement and completion time of rostered duties.
• Applicable industrial awards and enterprise agreements
• Operational information about the business activity, department or event subject to rostering
• Information about the social, cultural and skills mix of a team subject to rostering.

Submit the completed rosters to the trainer/assessor via e-mail.

Date:

(Comment and feedback to students)

• Followed relevant industrial agreements, other considerations, and wage budgets.
• Maximised operational and customer service efficiency while minimising wage costs.
• Completed planning activities involving dates, times and staff ratios.
• interpret documents outlining opening and closing times, operational hours, and expected customer traffic.
• Took account of social and cultural considerations and broader organisational policies that affect staff rosters.

• Combined duties where appropriate to ensure effective use of staff.
• Considered staff requests and personal commitments when planning rosters.

• Asked colleagues questions to confirm their requirements.
• Listened to and interpreted messages.

• Used system capabilities and functions of rostering software programs.

q  Satisfactory

·         Print out the final roster and share them with the staff members in clear format by Thursday evening. Also, prepare email with the roster copy and information that they need to log their time in the register book to record shift time of each staff.

Date:

(Comment and feedback to students)

Printed out the final roster and share them with the staff members in clear format by Thursday evening.

q  Satisfactory

Ask employees to complete the register book and submit the completed register book to the student.

·         Establish the rostering records/register books using Google Sheets.

·         Update the database in accordance with the completed rostering records/register books.

·         Share the completed rostering records/register books to the trainer/assessor.

Date:

(Comment and feedback to students)

Asked employees to complete the register book and submit the completed register book to the student.

·         Established the rostering records/register books using Google Sheets.

·         Updated the database in accordance with the completed rostering records/register books.

·         Shared the completed rostering records/register books to the trainer/assessor.

q  Satisfactory

During meeting, identify the ways in which rosters and roster development processes can be improved and decide on action items.

Further, document the following using Template 1.

·         Area of improvement.

·         Appropriate action to improve roster development process.

Date

(Comment and feedback to students)

Further, documented the following:

·         Area of improvement.

·         Appropriate action to improve roster development process.

q  Satisfactory

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

·         I have kept a copy of all relevant notes and reference material that I used as part of my submission.

·         I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

·         I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

·         All appeal options have been explained to me.

☐ Vocational competencies at least to the level being delivered

☐ Current relevant industry skills

☐ Current knowledge and skills in VET, and undertake

☐ Ongoing professional development in VET

I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment.  I have provided feedback to the student.

on _________________ (insert date)

by (insert Name) __________________________________

•         Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.

•         The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.

•         The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.

•         The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.

•         All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

(select as applicable)

¨ Reading

¨ Writing

¨ Confidence

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ Use short sentences that do not contain large amounts of information

¨ Clarify information by rephrasing, confirm understanding

¨ Read any printed information to the student

¨ Use graphics, pictures and colour coding instead of, or to support, text

¨ Offer to write down, or have someone else write, oral responses given by the student

¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments

¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨ Limited study skills

¨ Trainer/Assessor should refer to the student’s experience

¨ Ensure that the time available to complete the assessment takes account of the student’s needs

¨ Provision of information or course materials in an accessible format.

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Ensure learning and assessment methods meet the student’s individual need

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨ Provide information or course materials in an accessible format, e.g.  a textbook in braille

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift