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Student Name Student ID 
Assessor Name Completion Date 
Course NameCertificate III in Commercial CookeryCourse CodeSIT30816
Unit NameUse food preparation equipmentUnit CodeSITHCCC001

 

FIRST ATTEMPT:   q         SECOND ATTEMPT: q

 

 

Please attach the following student evidence to this form

Result

S = Satisfactory

NS = Not Yet Satisfactory

DNS = Did Not Submit

 

Assessment 1

 

q Written Assessment

 

S | NYS | DNS

 

Assessment 2

 

q Practical Assessment

 

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent

C / NYC

Administrative use only

 

Entered onto Student Management Database

q ________________

Date

 

 

Initials

Assessment Task 1

SITHCCC001 Use food preparation equipment Written Test

 

Assessment Submission details:

 

 

  1. Please include following details on the top of your assessment:
    • Your Name
    • Your Student Id
    • Your Trainer’s name
    • Title of your Assessment
    • Assessment Due Date
    • Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

 

  1. This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

 

Body textPage setup
·          Font: Times New Roman

·          Font size: 12 point

·          Line spacing: Double

·          Text style: Normal

·         Top: 2.54 cm

·         Bottom: 2.54 cm

·         Left: 3.17 cm

·         Right: 3.17 cm

·         Header: 1.25 cm

·         Footer: 1.25 cm

 

  1. If hand written assessments are submitted, hand writing needs to be clear and
  2. Do not forget to attach the Cover Sheet at the front of the
  3. Make sure you have signed the Cover sheet to declare this is your own
  4. You can e-mail this assessment to your trainer’s e-mail address with following details:

In ‘subject’ mention your ‘student Id – Your name’.

 

Achieving Competence:

 

 

To be deemed competent in this assessment you must:

  • Correctly address all of the assessment requirements as described in this task
  • Correctly address all of the submission instructions
  • Successfully complete the Assessment Questions
  • Submit assessment on or before the due date with an assessment cover sheet

 

Performance objective:

 

 

You need answer the entire question using information given to you from class and from your course material.

Assessment description:

You must provide a response to all questions in assessment Questions section.

Assessment Questions:

Checkpoint 1
Question 1: What is the purpose of a mise en place list?
Mise En Place provides us with the idea of the entire ingredients that have been prepared for the meal. By ensuring that ingredients are ready and the workplace is well managed before we start to assemble the dish and we will save duration (Adams, 2012).
Question 2: What is the key purpose of organising workflow?
Workflows could help automate and streamline repeatable tasks of the business, decreasing room for faults and maximizing complete efficiency. This dramatically enhances the business.
Question 3: How do hygiene requirements impact on workflow planning?
Requirements of hygiene impact the planning of workflow as the utilization of premises which are accurately clean and could be appropriately maintained is important for the cooking and preparation and service of food (Adams, 2012).

 

 
Question 4. What is the meaning of the term “mise en place? What needs to be done generally to fulfil mise en

place requirements?

It is the process of culinary in which all ingredients are organized and prepared in the kitchen of the restaurant before starting cooking chop and wash vegetables a night before. For fulfilling mise en place requirements pans are particularly prepared. Mixing equipment, tools and bowls set out (Dorsch, 2012).
Question 5. List 7 examples of mise en place tasks required preparing for service of food?
Seven examples of mise en place tasks are given below:

1. Prepare the recipe and develop the plan.

2. Collect all ingredients, equipment and utensils required.

3. Chop, dice, cut, measure and wash all the ingredients.

4. Put them into accurate sized containers, bowls and dishes for easy grasping.

5. Assemble the tools.

6. Prepare the equipment like preheating microwave etc.

7. Set all ingredients across the station of cooking.

Checkpoint 2
Question 6: What is the purpose of a standard recipe card (SRC)? What are the benefits of using a SRC?
The standard recipe card is the tool that aids the owners of restaurants and chefs to know the price of every item on the menu of the restaurant. The benefits of utilizing the SRC include that it could make sure the reliability that the similar quantity and kind of ingredients utilized every time the particular item is cooked.
Question 7: How do methods of cookery and cost factors affect your choice of commodities for the preparation

of dishes?

The factors of cost and cookery methods affect the choice of the commodities for the preparation of dishes as these factors and methods has a direct impact on the effectiveness and productivity of the restaurant. The cooking method that is easy to use and the cheap ingredients are taken into consideration by the customers or restaurants (Dorsch, 2012).

 

 
Question 8. Provide 3 examples of how you could use trimmings and off-cuts from the following commodities?
 

1.              Broccoli – We could get stems of broccoli which are as large as its head, so we utilize the stem in pesto, soups, or stir-frys or we could make the very delicious chips of broccoli.

 

 

2.              Carrots – Tops of carrots we could utilize in salads, soups and stocks.

 

 

3.              Potatoes – Skins of potatoes are utilized for making stock (Duckworth, 2013).

Question 9: Provide 3 examples for each of the following equipment categories?
 

 

1.               Large equipment – Burners, Griddles and Ovens

 

 

2.               Small equipment – Pie server, rubber spatula and offset spatula

 

 

3.               Utensils – Knife, measuring cups and bowls

Checkpoint 3
Question 10. What is large or fixed equipment? Provide 4 examples?
These are the items of equipment that are large and fixed sometimes. Examples of these are refrigerators, washing basins, ranges of cooking and fryers.
Question 11. Provide 4 examples of small equipment?
Four examples are given below:

1. Sandwich scrapper

2. Bench scraper

3. Wheel knife

4. Meat turner (Duckworth, 2013).

 

 
Question 12. Which inspections and routine adjustments for large and small equipment may be required before

use? Which Work Health and Safety aspects need to be considered?

Inspection and adjustment of routine include:

1. Inspection of knife’s edges

2. Food storage area is clean or not.

3. Checking cooking stoves.

 

Aspects of Work Safety and Health that are required to be considered include:

1. Handle the dishes and pans carefully.

2. Utilize different boards of chopping for vegetables, fruit and raw meat.

3. Make sure that fire extinguishers are available in the kitchen (Lawrie & Ledward, 2014).

Question 13. Explain the correct general procedure for cutting items safely?
Make the uniform surface on the ingredient before accurately cutting it. If that ingredient is particularly being cut or chopped is uneven or round like the tomato then slice the little off and then create a stable, flat surface for laying on the chopping board while chopping.
Question 14. Explain the uses of the following knives?
 

1.               Bread knife – For cutting cakes or baked items.

2.               Chef’s knife (French knife) – For chopping, slicing and mincing vegetables, slicing meat etc.

3.               Paring knife – For slicing, chopping and cutting vegetables and fruits

4.              Turning knife – For dicing, mincing, and peeling small vegetables and fruits.

5.               Boning knife – For removing skin and bones from fish and meat.

6 .             Filleting knife – To cut fish and remove bones.

7.               Cleaver – For cutting through bone of animal and meat (Lawrie & Ledward, 2014).

 

 

8.   Buttering knife – For applying spreads like cream cheese, peanut butter and butter on bread.

Checkpoint 4
Question 15. Explain the difference between sharpening and honing. When should these be done?
Sharpening eradicates material or item from the blade for producing the sharp, new edge, whereas honing preserves the blade very sharp by pushing the knife edge back to the middle. Sharpening must be done one to two times a year and honing must be done after three times using a knife.
Question 16. What are the generally recommended provisions for the care and hygienic storage of knives?
The generally recommended provisions are given below:

1. Secure the board of chopping.

2. Always keep the knives washed and clean.

3. Create a uniform surface on the ingredient before chopping.

4. Take proper time.

5. Do not put the knives anywhere lying.

6. Always sharpen the knives.

7. Hold the knife in the leading hand always (Macheix, et al., 2018).

 

Question 17. Provide a description for the use of each of the following utensils: utensils?
 

1.   Peelers – Press down gently to the peeler and then slide the complete length of the fruit or vegetable for peeling of the skin.

 

2.               Garnishing tools – Hold the tools and then sprinkle the item on the dish.

3.               Piping bags and nozzles – Grip the piping bag towards the main top with the leading hand and utilize the opposite hand for helping guide the bag and then grip it steady as the pipe.

4.               Cutting boards – Firstly put the vegetables on the board and then hold the vegetable and start chopping on the board.

5.               Sieves and strainers – Tap gently the strainer or sieves sides till the flour does not fall into the plate or bowl

6.               Bowls – The bottom must be flat for keeping the bowl from rocking or tipping while mixing all ingredients.

 

 

7.               Whisks – Put the whisk in a bowl and also eggs then move the whisks vigorously till the eggs are accurately whisked.

 

 

8.               Thermometers – 1. Insert it into complete poultry and roasts at the start of the time of cooking and then leave it there.

2. Then insert it in the middle of the densest portion without even touching bone or fat.

3. Review readings as the dish cooks (Macheix, et al., 2018).

Question 18. What is the purpose of Standard Operating Procedures (SOPs) for the use of equipment?
The purpose of Standard Operating Procedures for the utilization of equipment is for carrying out the tasks and operations appropriately and in a similar manner always.
Question 19. Which safety aspects must be considered and followed when handling and working with

equipment?

The aspects of safety are given below:

1. Understand the accurate procedures of operating and precautions of safety before operating the equipment.

2. Make sure that complete guards are in the accurate place.

3. Report unsafe or defective equipment to the answerable individual for preventing crucial injury.

 

 

 
Checkpoint 5
Question 20. Provide 5 examples how you can help prevent food poisoning by maintaining hygiene standards for

equipment?

Five examples are given below:

1. Ignore food handling when the person is not well

2. Ensure that every food item is fresh

3. For Seafood, raw meat must be kept separated from the cooked dishes and covered.

4. Utilize clean and washed utensils

5. Put the dishes and food in the refrigerator and in sealed containers.

Question 21. List the [generic] manufacturer’s instructions for assembling a blender in correct order?
The instructions of the manufacturer are given below:

1. Before assembling the blender, accurately wipe the base of the blender with the warm cloth then dry with the damp cloth and then dry it with the soft cloth.

2. Turn the jar of blender upside down and then place the small ring of smearing on the assembly of the blade.

3. Place the assembly of the blade with the ring of sealing in the bottommost opening of the particular jar.

Question 22. Provide a description for the following culinary terms?
1.               Mirepoix – It is the sautéed fusion of chopped vegetables utilized as the basis for sauces, stews and soups.

 

 

2.               Matignon – These are vegetables that are chopped to a particular size such as the mirepoix (Muehlhoff, et al., 2013).

 

 

 

3.               Concasser – It is the term for cooking meaning to chop the ingredient roughly normally vegetables.

 

 

4.               Chiffonnade – It means finely or shredded chopped herbs or vegetables utilized mainly as the garnish.

 

 

5.               Duxelles – It is the mixture of diced shallots, onions and mushrooms that is accurately sautéed and utilized as the filling for various dishes including sauces and pastries.

Question 23. Provide 2 preparation (in terms of cutting) methods for each of the following commodities?
 

1.               Potatoes – Mashing, Steaming

 

 

2.               Onions – Slicing the onion, Peeling

 

 

3.               Garlic – Firstly peel off and then slice it.

 

 

4.               Leek, celery, carrots, and turnips – Peel the vegetables and then cut them into large pieces.

 

 

5.               Radishes – Cut it in half and then slice the halves of it in half for getting wedges.

 

 

6.               Broccoli, cauliflower and broccoflower – Firstly cut the florets and then cut the stalk

 

 

7.               Lemons, oranges and limes – Roll them on the table and then cut them in half

Question 24. Explain the following terms used for cutting?
 

1.              Slicing – It is the cutting of ingredients into broad or thin slices.

 

 

2.              Dicing – It is the culinary cut of the knife in which the item of food is chopped into small dice.

 

 

3.              Chopping – When the ingredient is cut into accurate squares normally about half of an inch thick.

 

 

 

4.              Trimming – It is the process of removing the front of the clip or portions of the tail.

 

 

 

 

5.              Peeling – It is removing the non-edible or unwanted skin.

 

 

 

6.              Turning – It is the method of machining, the removal procedure of material, which is utilized for creating revolving parts by chopping away the undesired material (Muehlhoff, et al., 2013).

Question 25. List the 5 precision cuts and provide the approximate sizes for each cut?
Five precision cuts are given below:

1. Julienne – small bottom 3mm* 3mm* 40mm

2. Brunoise – fine dice 3mm*3mm cube

3. Paysanne – Many shapes of 15mm width* 3mm thick

4. Jordinere – medium baton 5mm*5mm*20mm

5. Macedoine – 8mm*8mm cube

Checkpoint 6
Question 26. List 6 pieces of equipment typically required for preparing a variety of different types of salads and

sandwiches?

Six pieces of equipment are given below:

1. Sandwich spatula

2. Scissors

3. Cookie cutter

4. Grater

5. Spatula

Question 27. What are the hygiene issues for dairy products (including cheese)? Explain the storage

requirements for dairy products including cheese?

The products of dairy intended for the consumption of humans should be free from all dangerous pathogens like Campylobacter jejuni, Salmonella etc. These pathogens could cause ailments significantly in children, elders and persons who are immune-compromised. For optimal safety and quality products, dairy must be stored at a frozen temperature between 34 degrees F and 38 degrees F (Norman, 2015).

 

 

Question 28. Why should flour and powdery dry goods be sifted before use? How could you measure dry goods

effectively for the preparation of dishes?

Powdery goods and flour be sifted before use as putting the flour through the sifter would break up all lumps in the flour which means we could get the more appropriate measurement. We could measure dry goods appropriately to prepare the dishes by utilizing uniform-cup measures.
Question 29. What are the preparation methods for the following types of batter?
 

 

1.               Beer Batter – Steaming

 

 

2.               Yeast Batter – baking

 

 

3.               Tempura Batter – Frying

Question 30. Provide the correct equipment used for the following preparation methods for seafood?
 

1.               Scaling, gutting and cleaning fish – Scraper-style scaler

 

 

2.               Skinning and filleting fish – Fillet knife

 

 

3.               Cleaning shellfish – Boning knife

 

 

4.               Shucking oysters – Oyster knife

 

 

5.               Opening crabs and lobsters – Lobster cracker

 

 

6.               Peeling prawns – The Ezi Aussie Prawn Peeler (Norman, 2015).

 

 

Checkpoint 7
Question 31: Provide the specific use of the following equipment used for the preparation of poultry?
 

1.               Boning knife – It is initially devised to cut bones of meat

 

 

2.               Colour-coded chopping board – It is utilized for high-risk dishes including raw meats.

 

 

3.               Piping bag and nozzles – For adding decorations and designs on dishes.

 

 

4.               Trussing needles and twine – To tie the meat so that it accurately cooks and also keeps the shape accurate.

Question 32: Provide the specific use of the following equipment used for the preparation of meat?
 

1.               Boning knife – For cutting through ligaments and also connective tissues for removing raw meat from the particular bone.

 

 

 

2.               Carving knife – For carving and slicing thick meats.

 

 

 

3.               Larding needle – For inserting cold, small strips of seasoned fat of pork into the raw roast of poultry and meat.

 

 

 

4.               Meat bat/mallet- For softening of the fibres and making the particular very easy for chewing and for digesting.

 

 

 

5.               Meat hook – For hanging meat for chilling, skinning or draining.

 

 

 

6.               Mincer – Fine chop cooked or raw meat.

 

 

 

7.               Slicer – For preparing deli cheeses and meat for sandwiches (Pigott & Tucker, 2017).

Question 33: What are the procedural steps for washing pots and pans?
1. Clean with warm water and a firm brush.

2. Boil water in the pan or pot for loosening remnants of food.

3. Scrub it with a firm brush till the particles of food are removed.

4. Dry the pan or pot instantly.

 

 

 
Question 34: What are the hygiene requirements for effectively cleaning and storing cutting boards?
The hygiene requirements are given below:

1. Scrub them into the bowl utilizing warm water.

2. Wash and dry with a paper towel.

3. Running the boards of cutting through the dishwasher with consistent detergent for getting excellent results (Swayne, 2013).

Question 35: Explain the correct and safe procedure for cleaning a deep fryer?
The procedures are given below:

1. Dip the sponge in soapy lukewarm water and utilize it for scrubbing the remaining oil.

2, Apply the paste of water and baking soda and then scrub once more.

3. Wash it thoroughly in water and dry it by wiping it with a cloth or paper towel (Swayne, 2013).

Checkpoint 8
Question 36: List 5 requirements for the cleaning and maintenance of small and large equipment including WHS provisions?
Five requirements are given below:

1. Dry clean

2. Wash

3. Inspect

4. Sanitize

5. Dry (Pigott & Tucker, 2017).

 

 

 
Question 37: What are the key actions you should take when you encounter any problems with equipment?
The key actions are given below:

1. Inspect daily

2. Wear protective gloves

3. Handle with care

4. Don’t take sharp items

5. Utilize the right equipment (Wilhoit, 2013).

 

Question 38: Provide 6 suggestions how you can reduce the use of water, electricity and gas in a commercial

kitchen?

Six suggestions are given below:

1. Creating the schedule for the airing of devices which must be utilized as per the demand

2. Installing controllers for temperature and pumps in the kitchen

3. Installing controllers for water temperature

4. Utilizing biogas instead of stoves

5. Utilizing solar energy

6. Cooking with the covered container

Question 39: How can you avoid excessive waste and dispose of waste and hazardous waste effectively?
1. Measure the waste.

2. Reduce utilizing harmful chemicals and plastics

3. Recycle the items

4. Separate waste (Wilhoit, 2013).

 

 

Assessment Task 2

SITHCCC001 Use food preparation equipment

 

Assessment Submission details:

 

 

  1. Please include following details on the top of your assessment:
    • Your Name
    • Your Student Id
    • Your Trainer’s name
    • Title of your Assessment
    • Assessment Due Date
    • Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

 

  1. This assessment can be hand written or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

 

Body textPage setup
·          Font: Times New Roman

·          Font size: 12 point

·          Line spacing: Double

·          Text style: Normal

·         Top: 2.54 cm

·         Bottom: 2.54 cm

·         Left: 3.17 cm

·         Right: 3.17 cm

·         Header: 1.25 cm

·         Footer: 1.25 cm

 

  1. If hand written assessments are submitted, hand writing needs to be clear and
  2. Do not forget to attach the Cover Sheet at the front of the
  3. Make sure you have signed the Cover sheet to declare this is your own
  4. You can e-mail this assessment to your trainer’s e-mail address with following details:

In ‘subject’ mention your ‘student Id – Your name’.

 

Achieving Competence:

 

 

To be deemed competent in this assessment you must:

  • Correctly address all of the assessment requirements as described in this task
  • Correctly address all of the submission instructions
  • Successfully complete the Assessment Questions
  • Submit assessment on or before the due date with an assessment cover sheet

 

Performance objective:

 

 

The purpose of this assessment is to assess your knowledge required to complete the tasks outlined in elements and performance criteria

Assessment description:

 

 

You are required to address each question in Part A. Once you have completed all questions, check all responses and calculations and you are required to complete each task in Part B as outlined below, following the relevant recipes, Workplace Health and Safety practices and Hygiene procedures as instructed during the training sessions you have participated for this unit of competency.

Assessment Questions:

 

 

Part A

Answer the following questions:

 

Question 1: Explain the meaning of the following terms in an effective kitchen operation?
TermMeaning in a kitchen operation
A) Mise-en-placeIt is the process of culinary in which all ingredients are organized and prepared in the kitchen of the restaurant before starting cooking chop and wash vegetables a night before.
B) Workflow planningIt could comprise two main efforts: creating or defining the workflow and scheduling or running the workflow.
Question 2: Match the following equipment with the tasks they would be used for?
EquipmentUsed to prepare
BlenderPreparing a pizza dough
Food ProcessorParmesan for a pasta dish
GraterMaking breadcrumbs from stale bread
MixerTo puree a soup
Question 3: What is the purpose of the following pieces of equipment? How are they used?
EquipmentPurposeInstruction for use
Sharpening steelIt flattens the uneven edge of the blade after sharpening the knife on the steel.Hold the knife, sharpen down the edge in the hand and then steel with another one. Cross accurately putting the blade of the knife in contradiction to the steel at the angle of 20 degrees.
Sharpening stoneFor sharpening blades by crushing against the rough surfaceSoak them for 15 minutes, after soaking put them on the topmost part of the towel in the kitchen. Then drag the knife with pressure at an angle of 20 degrees.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   
Question 4: Connect the correct cutting application with the relevant knife?
Type of knifeCutting application
Chef’s knife (French knife)Trimming, turning and peeling
Filleting knifeTurning and carving
Bread knifeLarger cuts, slicing, dicing and chopping
Boning knifeTrimming and boning
Paring or utility knifeLarge flat knife for spreading butter and other

condiments

Turning knifeRemoving the meat and skin from fish
Butcher’s knifeSerrated edge for slicing bread or tomatoes
Palette knifeLong, slightly curved knife for slicing meat
Question 5: Provide an example of how each of the following equipment is used in a kitchen when preparing or cooking foods including adjustments where required:
EquipmentExamples for use in a kitchen
MeasuresTo appropriately transfer the nature of the dish
Peelers, corers, and slicersFor removing the outer skin of fruit or vegetable
MandolineFor slicing ingredients uniformly, efficiently and quickly
ScalesFor measuring the weight of ingredients
ThermometersFor checking the interior temperature near the completion time of cooking
WhisksFor blending all ingredients quickly
Question 6: List 5 general requirements for the legal, safe and hygienic use of equipment including provisions for reporting any issues:
Five requirements are given below:

1. Dry clean

2. Wash

3. Inspect

4. Sanitize

5. Dry

 

 

 
Question 7: Describe the dimensions of the following cuts and provide a menu example that uses each cut?
CutDescriptionMenu
BrunoiseIt is the optimum dice and is derivative from julienneTomato concasse
JulienneGarnish or preparation of food that is cut into very thin stripsZucchini, beets
MirepoixIt is the easy mix of indelicately cut vegetablesCelery, carrots
JardinièreTo chop vegetables into very thicket batonsCauliflower, potato
PaysanneVegetables that are cut into very thin piecesMinestrone
MacédoineFor dicing the vegetables into 1/4 cubesSoup. Salad
ConcasséTo chop ingredients roughly usually fruit or ingredient

 

Tomato
ChiffonadeIt is the technique of slicing in which green vegetables are cut into thin, long stripsSpinach
Question 8: Give three (3) examples of how you could use vegetable trimmings economically?
 TrimmingsUse
1.Extras of scallion, leeks and onionCould be utilized for flavouring stock rather than throwing.
2.Celery leaves and rootsCould be added to salads

 

 

3.Corn corbsCould be part of dishes of soup
Question 9: Indicate the correct order for the steps needed to clean a whole fresh fish, received fresh from the supplier?
Cleaning procedures and storage for further preparation
3Gut the fish by making an incision in the belly from the vent to the gills. Be careful not to damage the

gall bladder.

4Remove any scales by using a fish scaler or by scraping the fish with the back of the knife.
1Sanitise workbench, board and utensils, prepare sanitised bowls and trays for fish and trimmings etc.
6Store on a perforated tray with ice and a drip tray, cover and label with description, name, date.
5Wash the fish to remove any excess scales and then pat dry.
2Wash the fish under cold running water to remove all traces of blood and any excesses from the gut to

ensure the fish is thoroughly cleaned.

Question 10: Indicate the correct order for the steps involved in crumbing fish fillets?
Sequential steps for crumbing
2Add flour (remove excess)
5Crumbs (coat and slightly pat for better adherence)
1Dry food items
3Egg wash (remove excess)
6Season
4Store flat with grease proof paper between layers
Question 11: Provide an example for the use of each of the following by-products?
By-productExample for use (i.e. Mince)
a)  Fish carcasses

 

 

 

 

b)  Meat off-cuts

For cooking them for utilizing the tasty broth

 

 

 

 

Beef cheeks

 

 

 

 

 

 

c) Poultry carcasses

 

 

Sausages

Question 12: Provide 5 examples of how you can help prevent food poisoning by maintaining hygiene standards

for equipment?

Five examples are given below:

1. Ignore food handling when the person is not well

2. Ensure that every food item is fresh

3. For Seafood, raw meat must be kept separated from the cooked dishes and covered.

4. Utilize clean and washed utensils

5. Put the dishes and food in the refrigerator and sealed containers.

Question 13: Calculation

Complete the following recipe conversion for each quantity adjusted for 10 portions each?

Hint: If you divide the quantity by 4 you will know the requirements for 1 portion
 

Item

 

Specification

 

Requirements for 4 portions

Requirements for 10

portions

Asian Vermicelli0.00750.030 kg0.075 kg
Dried Mushrooms0.0050.002 kg0.005
Onion0.01250.050 kg0.125
Garlic0.0010.004 kg0.01
Green Prawn Meat0.0250.1000.25
Question 14: What are the specific points of care when cleaning blenders, food processors and mixers to prevent potential health hazards? List the cleaner you would use and where you would use a sanitiser?
EquipmentPoints of careCleaning Chemical usedIs Sanitiser used?
Blender1. Switch off the power and then remove the motor.

2. Clean the base of the blender by normally wiping the touchpad and base with a cloth.

3. Do not utilize a jet of water of any type for cleaning the base of the blender.

Baking soda

 

Yes
Food Processor1. Take apart the food processor.

2. Rinse the blade

3. Rinse the separate parts

4. Wipe the motor or base

5. Be very sure for drying entire pieces for preventing the growth of bacteria.

Baking sodaNo
MixerUtilize the dry brush for scrapping the food away and then wipe it again with the damp or towel cloth.ChloraminesYes
Question 15: List 4 examples of safety aspects which must be considered when using or cleaning equipment?
1. Inspect daily

 

 

 

2. Handle with care

 

3. Wear protective gloves

 

4. Utilize the correct tools

Question 16: You intend to use the meat slicer to cut salami. The machine won’t start. What should you check

and what should you do if you cannot resolve the problem?

We will ensure that the power switch is on and will test the cord of electricity. If the problem is not resolved then test the motor and the switch and replace or repair if it is faulty.
Question 17: Provide 6 examples of how you can reduce environmental impacts and save energy and resources in a commercial kitchen environment?
1. Utilize high-performance tools

 

2. Utilize renewable sources of energy

 

3. Turn all sluggish appliances or devices off

 

4. Have an energy-effective layout of the kitchen

 

5. Clean and maintain equipment daily

 

6. Develop the vegan patch

Question 18: Connect the correct preparation method with the relevant type of batter?
Beer BatterMake a well with the flour, ferment yeast in a little milk.

When risen add the rest of the ingredients. Prove, knock back and then draw the floured item through the batter – Used for desserts, fish, and meat.

 

50gCarrots
½Coral lettuce
30gCelery
30gLeek
50gCapsicum
400gOrange
1Avocado
2White bread slices
40gButter
40mLVinaigrette

 

 

Yeast BatterSift flour and cornflour, work in iced water and egg white to batter consistency. Used for seafood and vegetables
Tempura BatterSift flour, add salt, egg and beer slowly to form a smooth batter. Add the water to adjust the consistency – Used for desserts and fish.
Question 19: Read the following recipe and answer the questions below:

 

AVOCADO AND ORANGE SALAD

Key Ingredient: Avocado, orange

Key Skills: Knife skills, dressing preparation Equipment Needs: Bowl, chef’s knife, pan, whisk Preparation Time: 30 minutes

Cooking Time: 10 minutes

Difficulty: **

Serves 2 Ingredients:

 

 

 

 

 

 

 

 

 

Preparation Steps:

Wash, peels re-wash the carrots. Wash the lettuce, celery, leek and capsicum. Tear the lettuce into bite-sized pieces and place into a colander in the fridge. Cut the carrots, celery, leek and capsicum into julienne. Segment the orange. Cut the avocado in half. Remove the stone and peel the avocado. Slice into half moon shapes. Cut the bread into ~5mm squares. Prepare the vinaigrette

Cooking Steps:

1.               Blanch and refresh the celery, leek, carrots and capsicum

2.               Clarify the butter. Add the croutons and fry until browned and crisp. Drain on absorbent paper

Plating:

1.               Layer the avocado and orange segments on a chilled plate

2.               Place the remaining ingredients into a bowl and dress the salad. Place in the middle of the plate and garnish as desired

a)   How many serves will this recipe yield?
The recipe will yield 2 servings.

 

 

 
b) How much time will you need to plan to prepare, cook and plate this salad, if plating will take 3 minutes?
We will need 10 minutes.
c)    The recipe lists for equipment needs: “Bowl, chef’s knife, pan, whisk”. What other equipment will you need

to prepare this salad?

We will need salad tongs, a swivel peeler, serrated peeler.
d)   List the preparation steps in order using numbered steps?
Preparation steps in numbered sequence: 1. Wash and peel the carrots.

2. Wash the capsicum, celery, leek and lettuce.

3. Then tear the lettuce and put it in the colander in the refrigerator.

4. Cut the celery, carrots, capsicum and leek into julienne.

5. Peel the orange.

6. Cut the avocado in half

7. Then cut the bread

e) What should be the temperature of the plate you will use to plate the salad?
The temperature should be 41 degrees.
f) When should you dress the salad?
Prepare the dressing for 2 hours before serving.

 

Part B

Prepare the following dishes to the criteria set out below:

 

Dish to be preparedEquipment usedMajor food groups used

 

Dish 1:

——-Fish Fillet en Papillote

Recipe Source: Futura Group, e- coach recipes SITHCCC001

No. of serves: 2

 

Blender

 

Food processor Grater Sharpening steel Sharpening stone

Knives: Butcher/Boning/Filleting/Palette

 

Mandoline Measures Mouli

Peeler/Corer/Slicer Planetary mixer Scales Thermometer

Whisk: fine/coarse

Fruit/vegetables General food items:

batter/coating/condiment

 

Oils/sauces/marinade Garnishes

Meat Poultry Seafood

 

 

Precision Cuts:

Dish 2:

—— Quiche Lorraine                      

 

Recipe Source: Futura Group, e- coach recipes SITHCCC001

No. of serves: 4

 

Blender

 

Food processor Grater Sharpening steel Sharpening stone

Knives: Butcher/Boning/Filleting/Palette

 

Mandoline Measures Mouli

Peeler/Corer/Slicer

 

Planetary mixer

Fruit/vegetables General food items:

batter/coating/condiment

 

Oils/sauces/marinade Garnishes

Meat Poultry Seafood

 

 

Precision Cuts:

 

 Scales Thermometer

Whisk: fine/coarse

 
Dish 3:

——Tomato Bruschetta         

 

Recipe Source: Futura Group, e- coach recipes SITHCCC001

No. of serves: 4

 

Blender

 

Food processor Grater Sharpening steel Sharpening stone

Knives: Butcher/Boning/Filleting/Palette

 

Mandoline Measures Mouli

Peeler/Corer/Slicer Planetary mixer Scales Thermometer

Whisk: fine/coarse

Fruit/vegetables General food items:

batter/coating/condiment

 

Oils/sauces/marinade Garnishes

Meat Poultry Seafood

 

 

Precision Cuts:

Dish 4:

—— Mayonnaise                      

Recipe Source: Futura Group, e- coach recipes SITHCCC001

No. of serves: 10

 

Blender

 

Food processor Grater Sharpening steel Sharpening stone

Knives: Butcher/Boning/Filleting/Palette

Mandoline Measures

Fruit/vegetables General food items:

batter/coating/condiment

 

Oils/sauces/marinade Garnishes

Meat Poultry Seafood

 

 Mouli Peeler/Corer/Slicer Planetary mixer Scales Thermometer

Whisk: fine/coarse

Precision Cuts:

 

 

 

How to Tell If Your Knife is Sharp Enough

 

 

 

 

 

PUT THE BLADE TO THE PAPER TEST

Even the best knives will dull over time with regular use. To determine if your knife needs sharpening, put it to the paper test. Hold a folded, but not creased, sheet of newspaper by one end. (You can also use a single sheet of basic printer/copy paper.) Lay the blade against the top edge at an angle and slice outward. If the knife fails to slice cleanly, try steeling it (see below). If it still fails, it needs sharpening.

 

 

 

 

 

 

 

A Scientific Glimpse: What a Sharp and Dull Knife Look Like Up Close

 

 

 

 

In our knife sharpener research, we examined blades—from sharp (smooth and sharp) to dull (all chewed up)—under a high-powered laboratory microscope at the Massachusetts Institute of Technology’s Department of Materials Science and Engineering.

When to Use a Knife Sharpening Steel

 

A so-called sharpening steel, the metal rod sold with most knife sets, doesn’t really sharpen a knife, but rather it hones the edge of a slightly dulled blade. Sweeping the blade along the steel realigns the edge. Throughout this motion, make sure to maintain a 15-degree angle between the blade and the steel.

How to Use a Knife Sharpening Steel

 

 

 

 

STEP 1

To safely use a steel, hold it vertically with the tip firmly planted on the counter. Place the heel of the blade against the tip of the steel and point the knife tip slightly upward. Hold the blade at a 15-degree angle away from the steel.

 

 

 

 

STEP 2

Maintaining light pressure and a 15-degree angle between the blade and the steel, slide the blade down the length of the steel in a sweeping motion, pulling the knife toward your body so that the middle of the blade is in contact with the middle of the steel.

 

 

 

 

STEP 3

Finish the motion by passing the tip of the blade over the bottom of the steel. Repeat this motion on the other side of the blade. Four or five strokes on each side of the blade (a total of eight to ten alternating passes) should realign the edge.

 

 

 

All About Whetstones

 

 

 

 

 

 

 

 

 

PROS:

  • Extremely adaptable; because the cook holds the knife at a specified angle to match the blade (Western, hybrid gyutou, Japanese), a whetstone can be used to sharpen any
  • Can sharpen knives with a full
  • Most stones feature a coarse and fine side, which determines the amount of sharpening at each
  • Relatively

CONS:

 

 

 

 

  • Takes practice to master; need to hold the knife at the correct angle to ensure a proper
  • Can take time to restore a very dull

How to Use a Whetstone

 

STEP 1: SECURE STONE ON COUNTERTOP

Place rubberized shelf liner or damp paper towels under whetstone to make sure it stays in place (whetstone should be coarse side up).

 

 

 

 

STEP 2: SHARPEN FIRST SIDE

Face knife away from you and place handle end on whetstone at the angle of your blade (typically 15-degree angle for Asian-style knives and 20-degree angle for Western-style knives). Place other hand in the middle of the flat side of the blade, keeping your fingers flat and away from the sharp edge. Draw blade down the stone in a wide, circular manner, holding the blade at a constant angle until the tip of the knife runs off the other edge. Repeat several times, depending on dullness of blade.

 

 

 

 

STEP 3: CHECK SHARPNESS OF FIRST SIDE

To check if the first side is sharpened, carefully run your thumb perpendicular to the edge of the blade–when you can feel the burr from handle to tip, that side is sharp enough. (Safety tip:

Do not run your finger parallel to the blade.)

 

 

 

 

STEP 4: SHARPEN SECOND SIDE

Switch knife over and repeat the sharpening process in the opposite direction.

 

 

 

 

STEP 5: REPEAT TECHNIQUE ON FINE SIDE

Turn whetstone over to fine side and repeat process on both sides of knife until blade is sharp.

 

Standard Recipe Card
 
 

Name of dish:

Smoked salmon pizza Portion #:5
Ref.source:  
 

Total Cost:

$10  

Portion size:

5
 

Portion Cost:

$2 

Sale Price at

$15
 % 
( Food Cost)7.5%
 
  

Sales Price

$15Food Cost %7.5%
Commodities
 

Item

 

Specification

Weight

kg/l/Unit

 

Cost per kg/l/Unit

Actual

cost

 
Flour250G 0.02 0.25 
Yeast4G 0.03 0.12 
Water125Ml 0.04 0.250 
Olive oil10Ml 0.25 0.250 
Salt1G 0.05 0.50 
Tomato paste30G 0.04 0.120 
Rocket30G 0.25 0.550 
Smoked salmon100G 0.25 0.250 
Feta60g 0.25 0.250 
        
        
        
        
        
        
        
        
 Total Cost $10 
 

Portion Cost

 $2 
        
Method:
To prepare Smoke Salmon Pizza, sift the flour. Then add the yeast and warm water then cover it. Then add the water again, salt and olive oil and work for 15 minutes. Then prove for around 30 minutes then knock back. Then shape as wanted and dock for uniforma baking. Then spread the paste of tomato on the top and evenly distribute crumbled feta, salmon slices and rocket. Then serve the dish.

 

 

 

 

Workflow Plan/End of Service Procedures/De-Brief
 

Time

 

Task (description)

 

Equipment & WHS

Communication (Who, About What?)
09:00 amGathering entire vegetables and ingredients including buying themBag and paper and penChef about quantity
09:00 amWashing all vegetablesWaterChef accurately washed the vegetables
10:00 amCutting the vegetablesKnifeChef
10:30 amCooking of the dishPan, ovenChef
 End of Service Procedures/ Reporting RequirementsEquipment/SystemsCommunication (Who, About What?)
11:00 amServing the dishBowls and platesWaiter
 Post Service De-BriefEquipment/SystemsCommunication (Who, About What?)
11:30 amCleaning of tableKitchen towelCleaner
12:00 amWashing the dishesWater, detergentCleaner

 

 

Assessment Evaluation Tool

Unit Code & Unit NameSITHCCC001 Use food preparation equipment
Assessment TypeWritten task
Assessment NameAT 1
Student’s name & ID 
Assessment date/s 
Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1,2.2,3.1, 3.2,3.3, 3.4] 

Yes

 

No

(1.1) Confirm food preparation requirements from recipes, lists and other workplace information.  
(1.2) Identify and select knives and other routine and specialised equipment suited to the food preparation task.  
(1.3) Confirm cleanliness of equipment before use.  
(2.1) Assemble and use equipment safely and hygienically according to manufacturer instructions.  
(2.2) Prepare food items using suitable knives to make precision cuts.  
(3.1) Maintain equipment cleanliness using appropriate cleaning agents.  
(3.2) Use energy, water and other resources efficiently to reduce negative environmental impacts.  
(3.3) Maintain the condition of equipment and make minor adjustments as required within scope of responsibility.  
(3.4) Identify and report on unsafe or faulty equipment or rectify according to level of individual responsibility.  
Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6, 7]YesNo
(1) Meaning and role of mise en place in the process of preparing, cooking and presenting food  
(2)    Essential features and functions of, and safe operating practices and maintenance requirements for, the following equipment used in food preparation:

·         commercial:

§  blenders

§  food processors

§  graters

§  mixers

·         knife sharpening equipment

·         sharpening steels and stones

·         knives:

  

 

 

§  butcher and boning

§  chef

§  filleting

§  palette

§  utility

§  vegetable

·         measures

·         peelers, corers, and slicers

·         scales

·         thermometers

·         whisks

  
(3) Food safety practices for handling different food types  
(4) Cleaning practices and agents suitable to range of equipment in use  
(5)   Precision cuts used in a commercial kitchen:

·         brunoise

·         chiffonnade

·         concasse

·         jardinière

·         julienne

·         macédoine

·         mirepoix

·         paysanne

  
(6)    Safe operational practices using essential functions and features of equipment used to prepare:

·         dairy products

·         dry goods

·         fruit

·         general food items:

§  batters

§  coatings

§  condiments and flavourings

§  garnishes

§  oils

§  sauces and marinades

·         meat

·         poultry

·         seafood

·         vegetables

  
(7) Safe operational practices for maintenance and minor adjustments of equipment: adjusting blades

oiling machines

  

 

 

Comments/feedback to Student

 

 
 
 
 
 
Outcome:o Satisfactory                                    o Unsatisfactory
Assessor: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks

Google check for plagiarism                               Yes     No

Check for Copying/Collusion                              Yes     No

Check for Authenticity (own work)                  Yes     No Cheating or use of model answers  Yes          No

Assessor name: 
Assessor signature: 

 

a.     blenders¨
b.     food processors¨
c.     graters¨
d.     knife sharpening equipment:

o sharpening steels and stones

¨
e.       knives:

o    butcher and boning

o    filleting

o    palette

¨

¨

¨

f.      mandolin slicers¨
g.     measures¨
h.     mouli¨
i.      peelers, corers or slicers¨
j.      planetary mixers¨
k.     scales¨
l.      thermometers¨
m. whisks: fine and coarse stainless steel wire¨

 

 

Assessment Evaluation Tool

Unit Code & Unit NameSITHCCC001 Use food preparation equipment
Assessment TypeQuestion answers & Practical observation
Assessment NameAT 2
Student’s name & ID 
Assessment date/s 
Is Student able to demonstrate the following: Performance Evidence [1, 2, 3, 4]YesNo
(1) Safely and hygienically prepare food using each of the following fixed and hand-held commercial equipment:  

 

a.   fruit and vegetables¨
b.      general food items:

o     batters

o     coatings

o     condiments and flavourings

o     garnishes

o     oils

o     sauces and marinades

 

¨

¨

¨

¨

¨

¨

c.    meat¨
d. poultry¨
e.   seafood¨

 

 

 

 

(2) Use food preparation equipment to prepare each of the following food types:  
(3) Make precision cuts on fruit and vegetables  
(4) Complete food preparation tasks within commercial time constraints.  
Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,

3.3, 3.4]

YesNo
(1.1) Confirm food preparation requirements from recipes, lists and other workplace information.  
(1.2) Identify and select knives and other routine and specialised equipment suited to the food preparation task.  
(1.3) Confirm cleanliness of equipment before use.  
(2.1) Assemble and use equipment safely and hygienically according to manufacturer instructions.  
(2.2) Prepare food items using suitable knives to make precision cuts.  
(3.1) Maintain equipment cleanliness using appropriate cleaning agents.  
(3.2) Use energy, water and other resources efficiently to reduce negative environmental impacts.  
(3.3) Maintain the condition of equipment and make minor adjustments as required within scope of responsibility.  
(3.4) Identify and report on unsafe or faulty equipment or rectify according to level of individual responsibility.  

 

 

 

Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3, 4, 5, 6, 7]YesNo
(1) Meaning and role of mise en place in the process of preparing, cooking and presenting food  
(2) Essential features and functions of, and safe operating practices and maintenance requirements for, the following equipment used in food preparation:  
(3) Food safety practices for handling different food types  
(4) Cleaning practices and agents suitable to range of equipment in use  
(5) Precision cuts used in a commercial kitchen:  

 

 

 

 

 

(6) Safe operational practices using essential functions and features of equipment used to prepare:  
(7) Safe operational practices for maintenance and minor adjustments of equipment:  

 

a.     Dairy products¨
b.     Dry goods¨
c.     fruit¨
d.       general food items:

o    batters

o    coatings

o    condiments and flavourings

o    garnishes

o    oils

o    sauces and marinades

 

¨

¨

¨

¨

¨

¨

e.     meat¨
f.      poultry¨
g.     seafood¨
h.     vegetables¨

 

a.     adjusting blades¨
b.     oiling machines¨

 

Comments/feedback to Student

 

 
 
 
 
Outcome:o Satisfactory                                    o Unsatisfactory
Assessor: I declare that I have conducted a fair, valid, reliable, and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks

Google check for plagiarism                               Yes     No

Check for Copying/Collusion                              Yes     No

Check for Authenticity (own work)                  Yes     No Cheating or use of model answers  Yes          No

Assessor name: 
Assessor signature: 

 

 

 

References

 

Adams, R. P. (2012). Identification of essential oils by ion trap mass spectroscopy. Academic press.

 

Dorsch, J. A. (2012). Understanding anesthesia equipment. Lippincott Williams & Wilkins.

 

Duckworth, R. B. (2013). Fruit and vegetables. Elsevier.

 

Lawrie, R. A., & Ledward, D. A. (2014). Lawrie’s meat science. Woodhead Publishing.

 

Macheix, J. J., Fleuriet, A., & Billot, J. (2018). Fruit phenolics. CRC press.

 

Muehlhoff, E., Bennett, A., & McMahon, D. (2013). Milk and dairy products in human nutrition. Food and Agriculture Organization of the United Nations (FAO).

 

Norman, J. (2015). Herb and Spices The Cook’s Reference: Over 200 Herbs and Spices, with Recipes for Marinades, Spice Rubs, Oils and more. Dorling Kindersley Ltd.

 

Pigott, G. M., & Tucker, B. W. (2017). Seafood: effects of technology on nutrition. CRC press.

 

Swayne, D. E. (2013). Diseases of poultry. John Wiley & Sons.

 

Wilhoit, K. (2013). Who’s really attacking your ICS equipment?. Trend Micro10.

Assessment 1

Question 1

The reason behind the plain English writing style is the matter is quickly & easily understandable to the reader.

The three benefits of plain English writing style are:

Convey Easily

Save time

Globally Understandable

Question 2

Convey easily: The main benefit of writing in a plain style is that we can easily convey the message. For example, if we found any message or any matter which language is very typical or not understood easily, then the purpose behind writing that matter will not be fulfilled. So it is the main reason to write any matter which can be easily understandable to everyone to convey the message easily.

Save Time: When any message, matter, or document will be short in plain English style it takes very less time to read & understand that matters so that the person takes the action quickly &easily which saves time.

Globally Understandable: As we know that English is the only language that can be used to communicate with people globally. Many companies have been working across their countries.So if it has been written in plain English writing style it will be better to understand & communicate their message or any matter with people around the world(Sharma et ., al 2012).

Question 3

Active Voice: John ate whole rice at lunch

Passive Voice: At lunch, whole rice was eaten by john.

Active Voice: Suzy cleaned the entire house.

Passive Voice: The entire house was cleaned by Suzy.

Question 4

(1)We can use passive voice in that condition where it’s important to indicate the action being performed, rather than who is performing it.

Example: Our house is being painted.

(2) We can use passive voice in that condition when we want to indicate or highlight the person or receiver of a particular action.

Example: Tom was beaten by his father.

(3) We can use passive voice in that condition when we are talking about the general truth or sentence.

Example: Company SOP (Standard Operating Procedure) is made to be followed.

Question 5

Simple Sentence: A Simple sentence is a sentence that includes the basic elements (Sub +Verb)

Example 1: The Bus was late.

In the above sentence “The Bus” = Subject, Was = Verb

Example 2: I looked for john at the airport

In above sentence “ I ” = Subject, Looked = Verb

Compound Sentences: A Compound sentence is a sentence that is made by two independent clauses connected with Coordinating conjunction.

We can learn the Coordinating conjunctions with the word “FANBOYS” – For, And, Nor, But, Or, Yet, So.

Example 1: Jerry waited for his friend Tom but he was late.

Example 2: They left the Railway Station before I arrived, soI did not see them.

Question 6

It has come to our attention that arrears are left in your account. Perhaps anoversight on your part leads to some temporary pecuniary difficulty. It is the long-held policy of this company that client will be responsible for any bad debts & will not be able to access the credit further until the overdue amount has been received by the client. It is very important to look out this matter without losing any further time. If payment will not be received within a month an indeed will be posted to the same that the store will not be able to give you credit further(Baker, et al.,2016).

Question 7

In a Bad newsletter subject line or title not be clear or common so readers generally avoid reading the news

In publishing a bad newsletter the information will not be clear so the reader will confuse or not get understand to read that type of news.

In a Badnewsletter, the Language or matter that has been used in that news will not easily readable or understandable.

In a Bad newsletter, promotional content should be more rather than the information (Azizi., 2014)

Question 8

Interesting title with catchy lines: When we try to write a good newsletter its title & subject line should be more interesting & catching so that it can take the attention of more & more readers.

Provide accurate information: If we want to build the trust with readers, we have to provide reliable & accurate information to them. We should have proper information about the news that we put in the newsletter.

Promotional content should be less: When we try to publish a newsletter we make sure we provide the 90%ofof the news & Informative content & less than 10% of promotional content. Readers looking a valuable content that will provide some knowledge & information

Easy to read: When we going to publish the news the matter & language should be easy to understand. It saves the time &provides the accurate with the information which we want to publish

Recheck before publishing: Before publishing news, we need to recheck it always because if there is any grammatical &content-related error we can rectify it before time.

 

 

 

Assessment Task 2

 

1) E-Mail

To: Eleanor Bloom of Seawaters@au.in
Date: 20-05-2022
Subject: Regarding Business planning
Respected sir,
This mail is written to take a face-to-face appointment with the Senior Accountant in the upcoming two weeks as we want to discuss business planning.

I request you to kindly visit our office.

Regards

Account administration officer.

 

2)

To: Hr manager@au.in Tom Sweeny@au.in
Date: 22-05-2022
Subject: Inform staff of discussing a new performance appraisal
Meeting hour: one hour
Respected sir,

This mail is written to inform you that we conducted a meeting to discuss a new performance appraisal with you all. You all must attend the meeting; the meeting is about one hour. You all will share your idea in the meeting, so we decide on this new performance appraisal.

I request you all to kindly attend the meeting on time.

Regards

Account administration officer.

 

3)

To: Sonya Sears@au.in
Date:24-05-2022
Subject: Sonya
Meeting hour:
Respected Ma’am,

This mail is written to inform you that you are unsuccessful in the post of senior accountant.

Thank you very much to show your interest in our company.

Regards

Manager

 

4)

To: Client@au.in
Date:
Subject:
Meeting hour:
Respected client’s

This Mail is written to inform you all that update your bank details due to the ATO Requirement to ensure that all financial institution account information is up to date.

All of you must update your bank details soon so that the ATO or you are not face any problems.

I hope you all get my point.

Regards

Account Administration officer

 

 

Part A: Plan documents

Planning criteria

 

Notes
What is the purpose of the document?

 

 

The purpose of the document is to respond to the client who’s are interested in our company and discuss business planning with us.
Who is/are the intended recipient/s?

 

 

The client whose name is Eleanor Bloom.
What is the intended format for the document e.g. letter, email, memo?

 

The format for the document is e-mail.
What software will be used to produce the document?

 

Microsoft outlook
What key points will be included in the document? Include each point in a logical structure and the order, they will be addressed in the document.

 

Answer to the client, that we are interested in their business plan.
What style of language will be adopted, standard or formal or informal?

 

The Formal language is used for email.
Does a manager need to sign the correspondence before it goes out as per the Style Guide?

 

Yes, the manager’s sign is very necessary because all official document has to need an official signature.
What template will be used from the Style Guide to develop the document?

 

Plan document

 

Part B: Draft documents and obtain additional information

 

CheckYes/No, comments and/or changes made to the document.

 

Does the tone of the document reflect the writing style required as per the style guide?

 

Yes, style is matching
Is the tone in the document suitable for the intended audience e.g. is it sufficiently formal or informal?Formal but it requires more details
Is the format of the document appropriate to the purpose of the communication e.g. letter for a formal communication?Yes
Is the purpose of the document clear?Yes
Is the document logically sequenced and structured?Yes
Is the document constructed logically?Yes
Has the document been proofread for spelling, grammar and overall readability?Yes
What style guide requirements were observed in developing the document?It was specific to the purpose

 

 

Part C Finalise Documents

A document is a printed or electronic matter of written information that is useful for the official records, as the document of office use must contain the purpose for the specific that is mentioned and also it should be clear and to the point of purpose without any overwriting or making the matter of document too long, the document of official use should be written in a very concise format and specified so that reader will know the purpose.

The official use of documents should contain the subject on which the document has a matter so that the readers will know that by reading the subject of the document what will the content that document body have, and there should be proper mention of the date of the document so there will be proper validation with the deadlines of any task or any content.

As for today’s digital world, there are all matters should be sent personally through the mail so that each of the recipients has the information. And always there is a focus on the interesting content that was asked by the client, and language of content should be formal and the authority signature must be there on the document to make the document authenticate.

 

 

 

 

 

References

Azizi, E. (2014). Authenticity and collaboration: motivating students through newsletter writing. Kwansei Gakuin University humanities review18, 9-18.

Baker, K. M. (2016). Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education17(3), 179-192.

Byers, M. G. (2000). Eschew Obfuscation-The Merits of the SEC’s Plain English Doctrine. U. Mem. L. Rev.31, 135.

Dwyer, M. (2012). write on!.

Ferreira, F. (2021). In defence of the passive voice. American Psychologist76(1), 145.

Hadi, I. (2021). An Error Analysis of Active and Passive Voice Towards English Text of University Students in South Jakarta. Jurnal Ilmiah Wahana Pendidikan7(2), 9-16.

Khasanovna, A. D. (2022). THE ROLE OF SENTENCES IN ENGLISH COMPREHENSION TYPES OF SENTENCES IN UZBEK AND ENGLISH LANGUAGES. Web of Scientist: International Scientific Research Journal3(02), 209-213.

Sharma, P., Chrisman, J. J., & Gersick, K. E. (2012). 25 years of family business review: Reflections on the past and perspectives for the future. Family Business Review25(1), 5-15.

In today’s time, the status of competition in every business has increased to a great extent, even the smallest business is not left untouched by the effects of competition.  In the same direction, a cafe was opened by ABC Accounting Inc as competition for Pax Cafe, which showed a decrease in the business operations and profits of Pax Café (Mayer, 2018).

As a head chef and owner of Pax Cafe, it has become necessary to lay down an action plan or establish of a business contract to maintain and increase the pace of business activities and profits ratio as well. Thus, doing the same type of business at the same place, necessitated the need to complete the process of negotiating a business-to-business contract for the supply of goods and services.  Along with this, in order to run the same type of business in one place, Pax Cafe will have to diversify its products so that the customer is attracted to the origin of its products.  Apart from this, keeping in view the action response of the hotel opened by ABC Accounting Inc, it will have to make changes in its business operations and production. Business contracts are legally binding contracts. The rules and regulations for carrying out the arrangements are set out in this Agreement (Gill, 2016).

To create this business agreement, Pax Café will first demonstrate a business relationship with ABC accounting Inc and discuss the terms and conditions of the contract.  There are mainly four essential features included in the contract or research, which include mutual consent, adequate consideration, validity, and valid proposal.  Along with this, the terms of trade should be fully clarified which includes providing the goods on the basis of time and demand of the customers.

While entering into a contract, it is necessary to fully mention all the terms and obligations under it so that no problem may arise while dealing with business in the future, along with dispute resolution clause and exclusion clause are included.  In the end, also rules and regulations are established to terminate the contract. This business contract shall set forth all federal laws that are essential for the smooth conduct and discharge of a contract.  For smooth conduct of business, Pax Cafe has to lay down an action plan and explain the product, analyze the market, prioritize the products on the basis of timing and customer demand, lay down clear goals, and the action plan to be implemented along with it.  But it will be necessary to keep monitor and controlling (Sadiq and Governatori, 2015).  The action plan and contract to be adopted by Pax Cafe will address the following requirements:

Action plan

Action Plan
Terms of tradeThe terms of the business are first specified while determining the action plan.  These terms of business include the terms related to supply chain management, customer, and sales.
Credit offersOffers will be made to attract customers towards your business and products.  These offers will cover the conditions for customers to borrow and make late but limited payments.  The payment period will be fixed at around 7 to 10 days.  This offer plan will be very fast and most popular among the customers.  But also, if the customer or wholesaler fails to make the payment within the stipulated time or non-payment, then appropriate legal action will also be taken against him (Raab et al., 2018).
Need additional staffThe resources needed to fulfill your contracts and action plans with clients and additional staffing needs will also need to be considered.  As the facilities are made available to the customers (variety in payment and product), the list of such customers will grow and the need for additional staff will come.  The requirement of additional staff or resources will also have an impact on costs i.e., costs will also increase but this can be covered by the increasing number of customers.
Deposit requirementIt is natural to need a deposit to grow any business or to change policies and plans.  Therefore, in the same way, for determining the action plan or contract in the Pax Cafe, the deposit will also be required on the basis of the area and production of the Pax Café (Williams et al., 2015).
Special dietaryIf the business wants to stay ahead in the competition and increase the profit ratio, then it becomes imperative to provide food and a special diet to the customers based on their needs.  Special diet includes vegetarian, non-vegetarian, semi-vegetarian, semi-vegetarian, gluten-free, and vegan products.
Add on PoliciesPax Café has to expand its business and offline service, as well as online service, will also be included.
Cancellation policyThe main motive of determining the action plan is to increase the ratio of customers to profit so that it can maintain its dominance in the market.  In the same direction, certain changes will be made under the customer’s order cancellation policies in which only a limited part of the order price will be returned to the customer.  Suppose that only about 60% to 70% of the order price will be returned to the customer (Chau et al., 2018).
Policy about contractA policy is also prescribed at the time of making each contract which includes a clause to terminate the contract for both parties.  If any such problem or conflict arises in the future, after which the operation of the contract is negligibly possible, then the contract can be terminated under this clause.

 

The contract between Pax Café and Gluten Muten: –

There are some clients of the accounting firm who express their special needs regarding diet.  And as their special dietary needs led to a demand for gluten-free products, it proved impossible for Pax Cafe to produce a gluten-free diet due to health and safety concerns.  But after local research, a company was found that manufactures gluten-free products as well as provides delivery (Harnjo et al., 2021).  So, in this situation, there is a need to make a separate contract which will be between Pax Cafe and Gluten Muten company. A contract is a legal agreement that is going to happen between two companies in this scenario, in which work is done for a fixed and stipulated work and amount.  The contract between Pax Café and Gluten Muten Company will primarily cover the issues related to gluten-free products and the price fixed for these products will also be specified in the contract so that no conflicts arise due to time in the future and changes in customer demand.  Along with this, the specific quantity, quality, and on-time delivery of the product will also be directed in this contract. All these decisions and modifications are done under legislation that is established by the company’s law and government (Kiss and Popovics, 2022).

 

 

Assessment 2

Scenario1: Contract between Pax Cafe and ABC Accounting Inc’s Café

Pax Cafe’s Manager: – Our business, customers, and profit are facing a lot of loss due to the opening of the café by ABC Accounting.  It would, therefore, be appropriate to establish a good relationship with ABC Accounting through a contract and include such issues in the contract as may be helpful in assisting in the conduct and development of the business.

Pax Cafe’s legal advisor: – Yes, absolutely right, I think that in the contract we should discuss all the conflicts that are coming in front of becoming obstacles in the conduct of business.  We have therefore incorporated favorable terms into the contract that seek to mitigate financial, legal, and operational risks.  I believe that in order to operate the same type of business at the same place, we should improve through our relation contract.

ABC Accounting Inc’s Café’s Manager: – But from my point of view, you have made the terms of the contract for the benefit of your company i.e., price and operating costs have been set as per your convenience.

ABC Accounting Inc’s Café’s legal advisor: – Yes, I completely agree with you that if the operating costs are set keeping in mind the scope of our business and the core costs, then we have no objection to accepting this contract.

Pax Cafe’s legal advisor: – But it seems to me that if the contract is set on the basis of both the area of ​​the business and the turnover, then it can help in maintaining the contract for a longer period.

ABC Accounting Inc’s Café’s legal advisor: – If there is a question about the long duration of the contract, then we will not have any objection to renewing the contract if the relationship remains good during the conduct of the business process.

Pax Cafe’s Manager: – Well, if I will come only after these changes are updated in the contract, then I am ready to do these updations.

Scenario2: Contract between Pax Cafe and Gluten Muten

Pax Cafe’s Manager: – As you know that is increasing day by day the demand for gluten-free products to our customers, however, so we are unable to produce the products we want your company supported us all these things’ contracts through be kept regularly up to a specified time frame.

Gluten Muten’s Manager: – Yes, of course, we have no objection to providing our support to your company, but we do have objections to the terms and prices set forth in this contract.

Pax Cafe’s legal advisor: – Yes you can tell me completely about your objection, I will give my full contribution to solve your objection.

Gluten Muten’s Legal advisor: – In the contract you made, we feel that the time limit should be reduced, as well as you know that it takes a lot of costs and effort to make a gluten-free product so we would like to see that you set Product prices should be increased.

Pax Cafe’s legal advisor: – But we have set the deadline to maintain a good relationship and work together for a long time.  And at the same time, we wish that we can enjoy the convenience provided by you for a long time.

Gluten Muten’s Legal advisor: – Yes, there is no doubt that we are not inclined to increase our business, but at the same time we want to reduce the time limit so that the new contract according to the demand of time and the situation to come will be made.

Pax Cafe’s legal advisor: – Well, I don’t mind reducing the time limit but the prices have been fixed only after proper market analysis, so resolving this objection can prove to be harmful to our business.

Gluten Muten’s Legal advisor: – Well if you are ready to accept one of our time limit conditions then we are also ready to increase your business and provide service at the price set by you.

 

 

Reference

Chau, H. W., Newton, C., Woo, C. M. M., Ma, N., Wang, J., & Aye, L. (2018). Design lessons from three Australian dementia support facilities. Buildings, 8(5), 67.

Gill, L. (2016). Using World Café to Enhance Relationship‑building for the Purpose of Developing Trust in Emotional Intelligence Training Environments. Electronic Journal of Business Research Methods, 14(2), pp98-110.

Harnjo, E., Rudy, R., Simamora, J., Hutabarat, L. R., & Juliana, J. (2021). Identifying Customer Behavior In Hospitality To Deliver Quality Service And Customer Satisfaction. Journal Of Industrial Engineering & Management Research, 2(4), 107-113.

Kiss, N., & Popovics, P. (2022). Gluten Sensitive Opinions On The Price Of Gluten-Free Products. SEA-Practical Application of Science, (28), 17-24.

Mayer, C. (2018). Prosperity: Better business makes the greater good. Oxford University Press.

Raab, C., Baloglu, S., & Chen, Y. S. (2018). Restaurant managers’ adoption of sustainable practices: An application of institutional theory and theory of planned behavior. Journal of foodservice business research, 21(2), 154-171.

Sadiq, S., & Governatori, G. (2015). Managing regulatory compliance in business processes. In Handbook on business process management 2 (pp. 265-288). Springer, Berlin, Heidelberg.

Williams, C. M., Nathan, N., Delaney, T., Yoong, S. L., Wiggers, J., Preece, S., … & Wolfenden, L. (2015). CAFÉ: a multicomponent audit and feedback intervention to improve implementation of healthy food policy in primary school canteens: protocol of a randomised controlled trial. BMJ open, 5(6), e006969.

 

Student Name Student ID 
Assessor Name Completion

Date

 
Course NameCertificate III in Commercial CookeryCourse CodeSIT30816
Unit NameClean kitchen premises and equipmentUnit CodeSITHKOP001

 

FIRST ATTEMPT: q         SECOND ATTEMPT: q

 

 

Please attach the following student evidence to this form

Result

S = Satisfactory

NS = Not Yet Satisfactory DNS = Did Not Submit

 

Assessment 1

 

q Written Assessment

 

S | NYS | DNS

 

Assessment 2

 

q Practical Observation

 

S | NYS | DNS

 

Assessment 3

 

q Written Quiz

 

S | NYS | DNS

Final Assessment Result for this unit

C = Competent / NYC = Not Yet Competent

C / NYC

 

Administrative use only

 

Entered onto Student Management Database

q                           

Date

 

 

Initials

 

Assessment Submission details:

 

 

  1. Please include following details on the top of your assessment:
    • Your Name
    • Your Student Id
    • Your Trainer’s name
    • Title of your Assessment
    • Assessment Due Date
    • Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

 

  1. This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

 

Body textPage setup
·         Font: Times New Roman

·         Font size: 12 point

·         Line spacing: Double

·         Text style: Normal

·         Top: 2.54 cm

·         Bottom: 2.54 cm

·         Left: 3.17 cm

·         Right: 3.17 cm

·         Header: 1.25 cm

·         Footer: 1.25 cm

 

  1. If handwritten assessments are submitted, hand writing needs to be clear and
  2. Do not forget to attach the Cover Sheet at the front of the assessment.
  3. Make sure you have signed the Cover sheet to declare this is your own
  4. You can e-mail this assessment to your trainer’s e-mail address with following details:

In ‘subject’ mention your ‘student Id – Your name’.

 

Achieving Competence:

 

 

To be deemed competent in this assessment you must:

  • Correctly address all of the assessment requirements as described in this task
  • Correctly address all of the submission instructions
  • Successfully complete the Assessment Questions
  • Submit assessment on or before the due date with an assessment cover sheet

 

 

 

Performance objective:

 

 

You need answer all the questions using information given to you from class and from your course material.

Assessment description:

 

You must provide a response to all questions in assessment Questions section.

 

 

Assessment Questions:

 

 

Checkpoint 1
Question 1: Drag the correct application to the relevant component of the cleaning process?
1. Cleaning – It is the type of process that kitchen employees use to remove and clean the dirt and germs from the kitchen area and equipment that use to prepare the dish.

2. Disinfecting – Reduce and remove the microorganism that presents on the surface of the kitchen with the help of cleaning chemicals (Omarov, et al., 2017).

Question 2: Describe the properties and application of the following cleaning products?
1. Water – In the kitchen area, water is used to wash the fruits and vegetables, kitchen surface, and kitchen equipment.

2. Detergent – In the kitchen area, detergent is used to remove dirt and germs from the kitchen equipment and utensils.

3. Abrasives – It is a type of equipment that is used to rub the surface of the kitchen to remove dirt and germs.

4. Degreasers – A liquid detergent that use to remove the oil from the kitchen equipment.

5. Acid cleaners – It is a type of cleaning agent that use to clean the tiles and washrooms.

 

 

 

 
Question 3: List and describe 3 common sanitation methods?
1. Chemical method – Use detergent or any chemical agent to remove the dust and germs from the equipment and surface.

2. Heat – Heat is the best method which use to kill pathogenic bacteria (Omarov, et al., 2017).

3. Radiation – UV rays are also the best method used to kill microorganisms and germs.

 

Question 4: Provide 3 requirements for the safe storage of chemicals?
1. Always store the chemical substances away from the food storage area.

2. Always store the chemical substances according to the manufacturer’s guidelines.

3. All the chemicals must be labelled.

Question 5: What are the essential details which must be listed in a Safety Data Sheet (SDS)?
1. The name of chemical substances is labelled or written on the packaging.

2. Information related to chemical substances.

3. Precaution and procedures related to handling the chemical substances.

4. Information related to first aid (De Vries, 2021).

 

Question 6: What will you do in the event of an accident involving chemicals? How could you obtain appropriate

information for first aid procedures?

1. In case of irritation in the skin and eyes, wash the eyes and skin from the cold water.

2. If a person faces a problem with breathing, then he must go outside and intake the fresh air.

3. If any hazard occurs in the workplace related to chemical substances, then stakeholders must read the Australian chemical handling policy to remove the hazards.

 

Checkpoint 2
Question 7: Provide a description for use for each of the following types of cleaning equipment?

 

 

1. Dishwasher – use to clean and wash the crockery and glassware.

2. Cleaning cloths – use to clean the water from the equipment and dust from the surface.

3. Scourers – Use to clean the cookware.

4. Brooms and dustpans – Use to collect the dirt and hard substances that are present on the floor.

5. Mops and hoses – It is the item that use to clean the floor with the help of clean water which contains cleaning chemicals.

6. Floor scrubbers and polishers – use to refresh the surface of the kitchen (De Vries, 2021).

Question 8: Provide 5 examples for kitchen surfaces, food preparation and storage areas which need to be

cleaned and sanitised in a commercial kitchen to ensure food safety?

1. Kitchen surface where the chef prepares the foods.

2. Exhaust fans.

3. Shelves

4. Tiled and painted wall.

5. All the utensils and equipment that use to prepare the food

Question 9: What are the requirements for effective pest control measures including reporting procedures in

food premises?

1. Daily pest inspection is required in the food premises.

2. Do not use chemical substances near the food storage area.

3. Hire the best pest control company to apply pest control measures in the workplace (Wallace, et al., 2018).

 

Question 10: Describe the requirements for inspecting the following types of cleaning equipment before use?
1. Mops – The top of the mops must be affixed properly before use.

2. Brooms – Always check the bristles of the brooms before use. It must be cleaned.

3. Brushes – Always check the top of the brush before use. It must be an insecure position.

4. Buckets – Always check whether the bucket is clean or not before use.

5. Cleaning cloth – Always wash the cloth after use.

 

 

 

 
Question 11: Provide 5 suggestions for safe work practices including safe manual handling when cleaning food

premises?

1. Always follow the manufactures specification written on the products.

2. Create the best procedures to handle kitchen waste.

3. Manager must monitor the activities of the employees to identify whether they do their work properly or not.

4. Always wear safety shoes and gloves while cleaning the premises.

5. Always wear the PPE kit while preparing the food.

Question 12: What are the uses of the following types of Personal Protective Equipment (PPE)?
1. Overalls – it is used by the cleaning staff to protect themselves from chemical substances.

2. Jackets – Used by the kitchen staff to protect the hand and skin from uncertain hazards.

3. Aprons – Used by the chef while preparing the food for the customers (Wallace, et al., 2018).

4. Googles and masks – goggles and masks are used to protect the eyes and face from chemical substances.

5. Gloves – It is used by the chef to cut the vegetables to prepare the dishes. It is also used by the cleaning staff while handling chemical substances.

6. Waterproof clothing and footwear – To keep dangerous fluid away from the skin.

 

 

 

 
Checkpoint 3
Question 13: List the typical the steps for a general cleaning procedure of a kitchen?
1. Always clear the kitchen counters.

2. Always used the clean and washed equipment that use to prepare the food.

3. Always clean and clear the oven exteriors and oven.

4. Always clean the dust from the top of the refrigerator (Motarjemi & Lelieveld, 2013).

 

Question 14: Provide a description for the cleaning methods used for the following surfaces?
1. Glass – use the cleaning detergent and water to clean the glass.

2. Stainless Steel – Use the acidic detergent to clean the stainless steel.

3. Copper – Use a brush, water, and sanitiser to clean the copper equipment.

4. Iron – Use the brush and detergent that remove oil from the iron.

5. Tiles – Use the brush and hot water to clean the tiles.

6. Extraction fans – Use bicarbonate paste and water to clean the extraction fans.

 

 

 
Question 15: Which safety precautions do you need to adhere to when cleaning electrical equipment and areas

which are high up, e.g. ceilings and ceiling lights?

1. Always stay far from the water while working with electricity.

2. Always use the correct equipment instead of using damage.

3. Read the manufacturer’s book before cleaning the electric equipment (Motarjemi & Lelieveld, 2013).

 

Question 16: Provide the procedural steps used for damp “mopping”?
1. Always remove the water from the mop before use.

2. Put the mop in the bucket of water that contains cleaning agents.

3. Washed the mop with hot water.

4. Then use the mop to clean the floor.

5. After cleaning the area, again put the mop in the cleanser water.

 

Question 17: Describe the steps used for sweeping floors in order?
1. Use the broom or vacuum cleaner to remove the dust particles.

2. The broom and floor cleaning spray must be used to clean the floor.

3. Migrating the dirt particles into a clean pile.

4. Dirt particles must be collected in the dustpan (Berekaa, 2015).

 

Checkpoint 4
Question 18: What are the procedures for washing cutlery and crockery, both manually and using a dishwasher?
1. Remove the food garbage that attaches to the plates.

2. Use the hot water to remove the dirt from the cutlery.

3. Wash the cutlery with detergent and water.

4. Dry the cutlery with the help of clean cloths.

 

Question 19: What is the correct procedure for washing kitchen utensils, pots and pans? How does a correct

procedure affect economical aspects?

1. First clean the food that is present in the pan.

2. After removing the food items, clean the edges and handle of the pan with the broom.

3. Clean the pans with water.

4. After cleaning the pan with water, apply the detergent and cleaning agent to the pans.

5. After applying the detergent, clean the pan with the water.

 

 

 

 
Question 20: What are the cleaning, sanitation and storage requirements for cutting boards?
1. Always use the dishwasher to clean and wash the cutting board and dry with the help of air.

2. Store the cutting board upstanding part of the rack (Berekaa, 2015).

 

Question 21: List the procedure for cleaning a deep-fryer in correct order?
1. Always unplugged the deep fryer and allowed it to cool down before cleaning it.

2. Remove the frying basket and put it into the sink.

3. Remove oil with the help of warm water and a clean cloth.

4. Use the detergent to remove the particles from the frying basket.

5. After removing the particles, soak them in warm water.

6. Dry it with the help of air and clean cloths.

7. Always follow the manufacturer’s instructions.

 

Question 22: What are the general provisions for cleaning and maintaining small and large equipment in a

kitchen?

1. Always use the manufacturer specification to clean the large as well as small equipment.

2. All the parts of small and large equipment that are dismantled must be clean and washed with the help of a chemical agent and warm water.

3. After cleaning the dismantled part of the equipment, it will be dried with the help of clean cloths.

4. All the other surfaces of the equipment must be scrubbed with the help of a brush and detergent.

5. Person can use the clean cloth and air-dried method to dry the large as well as small equipment.

 

Question 23: What are the daily requirements for removing rubbish and cleaning rubbish bins effectively?
1. Fit the lids of rubbish bins properly.

2. Remove all the garbage from the kitchen to protect the kitchen from uncertain hazards.

3. After emptying the bin, clean it properly with the help of detergent and warm water to remove the germs and bacteria (Neal, et al., 2012).

4. After cleaning the bin, sanitize it with the help of sanitiser and dry it with the help of air-dried method.

 

 

 

 
Checkpoint 5
Question 24: Describe the provisions for efficient supplies of clean, undamaged crockery during service?
1. The dishwasher must be kept running and fixed.

2. Unload and kept out all the things that are kept in the dishwasher when it becomes spotless.

3. Put all the things in their suitable area. So, it is for the staff member to access things during the period of service.

4. Person must consider one thing things that emerge from the dishwasher are tricky and warm.

5. Dried all the things with the help of clean cloth and air-dried method.

 

Question 25: Provide 6 examples for measures to reduce or improve water and energy usage in a kitchen?
1. Always switch and plug out the wire of the large equipment after use.

2. Always close the cap after use.

3. Switch off all the lights and fans when closing the restaurant.

4. Check all the taps before closing the restaurant (Neal, et al., 2012).

5. While rubbing detergent on the equipment and utensils that time tap must be closed.

 

Question 26: List 6 steps an organisation can take to minimise the environmental impacts of a kitchen?
Six steps are given below:

1. Cut the fryer sluggish duration by three to four hours out of every day.

2. Set and check the cycles of defrosting for as much time it is needed – usually around 15 minutes, three-four times every day. Seals must be reviewed constantly.

3. Whenever required, use the sensors of light. Always prefer to use natural light.

4. Purchase entire machines with the rating of energy proficiency.

5. The machines which are not coming in use must be switched off at the end of the day.

6. Make sure that the temperatures of cooling and warming are at recommended settings (Costa, et al., 2018).

Question 27: What are the common storage procedures for the following equipment or utensil?

 

 

1.       Small utensils – Generally dangled on the particular hangers which are closely present.

 

 

2.       Pots and pans – Fixed in the manner of up and down on the particular tables

 

 

3.       Bain-marie dishes and bowls – Placed on tables

 

 

4.       Cutlery – Kept in specific holders, fixed and also facing a particular direction

Question 28: What are the end-of-service requirements for the following types of cleaning equipment for

storage?

1.       Vacuum Cleaner – The bag of dust is accurately emptied, then the filter is accurately cleaned, and then the outer part is accurately wiped.

 

 

2.       Brooms and Brushes – Firstly, the bristles are appropriately cleaned, air and dirt also are detached, if required wash them and at last dangled them to dry.

 

 

3.       Wet Mops – Wash with warm water and then dangled for drying, these might also be blanched on any occasion.

 

 

4.       Dusters and Cloths – Extra dirt is dazed and then placed in the appropriate bag of laundry for the objective to wash it.

 

 

5.       Polishing Machine – Entire pads are excluded according to the stipulations of the manufacturer and the outer part is wiped and then the pads are dangled for drying.

 

 

6.       Buckets – These are accurately washed and then dried out and put bottom-up.

Checkpoint 6
Question 29: Describe the correct waste management procedures for the following materials?
1.       Recyclable items (commingled) – They must be classified into all the cartons of milk, plastic, metal and glass.

 

 

2.       Food scraps – They must be composited.

 

 

3.       General waste – It is normally kept in bags and after that, they kept in the garbage bins for the objective of gathering.

 

 

4.       Chemical containers and chemical residuals – Disposal and gathering are completed by the exterior company (Costa, et al., 2018).

 

 

 
Question 30: What are the essential environmental considerations and points of care for the disposal of

chemicals and hazardous substances?

Many wastes that are dangerous to the environment must be thrown away by using the Program of EHS Harmful Waste. For removing the harmful waste from the laboratory, entire chemical and manual waste must be kept in appropriate waste containers. Bags and jugs of plastic generally have further huge demand as compared to glass to put away the harmful waste when the particular problem is focusing on compatibility (Mazengia, et al., 2015).
Question 31: Why is linen sorted and counted? How do you prevent cross-contamination from linen and

separate linen in case of contamination?

Linen must be classified as per the kind and staining degree after the particular day. Totalling the linen could make sure that the particular amount got from the washing laundry is accurate. Towels of tea might be used for specific applications for the protection of cross-contamination.
Question 32: What is a cleaning schedule? What should be included in a cleaning schedule?
The enclosure is there of cleaning tools and equipment, cleaning many containers and structures in the schedule of cleaning. The field that needs cleaning is recognized and the duration needed for doing the similar thing, and the individual selected to execute the particular task. On the accomplishment of the particular schedule, it turned out to be the record of completion of work.
Question 33: What is the purpose of a cleaning checklist?
The checklist of cleaning helps to control the responsibilities of the house and ensures that all the areas of the house are sanitized and cleaned accurately. For ensuring that the particular surrounding where the individuals are living is free from waste and dirt, it is needed that the ordinary checklist of cleaning is appropriately trailed (Mazengia, et al., 2015).

 

 

Assessment Task 2

SITHKOP001 Clean kitchen premises and equipment

 

Assessment Submission details:

 

 

  1. Please include following details on the top of your assessment:
    • Your Name
    • Your Student Id
    • Your Trainer’s name
    • Title of your Assessment
    • Assessment Due Date
    • Actual Submission Date

Please Note: Any changes in the assessment due date must be approved by your trainer.

 

  1. This assessment can be handwritten or in Microsoft word format. Following settings should be made for this assignment to keep consistency among all the assessments:

 

Body textPage setup
·         Font: Times New Roman

·         Font size: 12 point

·         Line spacing: Double

·         Text style: Normal

·         Top: 2.54 cm

·         Bottom: 2.54 cm

·         Left: 3.17 cm

·         Right: 3.17 cm

·         Header: 1.25 cm

·         Footer: 1.25 cm

 

  1. If handwritten assessments are submitted, hand writing needs to be clear and
  2. Do not forget to attach the Cover Sheet at the front of the assessment.
  3. Make sure you have signed the Cover sheet to declare this is your own
  4. You can e-mail this assessment to your trainer’s e-mail address with following details:

In ‘subject’ mention your ‘student Id – Your name’.

 

Achieving Competence:

 

 

To be deemed competent in this assessment you must:

  • Correctly address all of the assessment requirements as described in this task
  • Correctly address all of the submission instructions
  • Successfully complete the Assessment Questions
  • Submit assessment on or before the due date with an assessment cover sheet

 

 

Performance objective:

 

 

The purpose of this assessment is to assess your underpinning knowledge to complete the tasks outlined in the elements and performance criteria for this unit of competency

 

Assessment description:

 

 

Part A: You are required to address all questions to achieve competence. Your trainer will provide you with instructions for time frames and dates to complete this assessment.

Once completed, carefully read the responses you have provided and check for completeness. Your trainer will provide you with feedback and the result you have achieved.

You are required to complete each question of this assignment. To complete the cleaning schedules in Question

2 and 3, use the attached templates “Cleaning Schedule Kitchen area” and “Cleaning Schedule Equipment”.

 

Part B: You will be observed on 6 separate instances, performing cleaning procedures in a kitchen including all the equipment and utensils listed in the observation checklist on the following pages.

Assessment Questions:

 

 

Question 1: What is the importance of cleaning kitchen premises and equipment? What are the main

components of cleaning and what is involved for each process?

Importance of Cleaning
cleaning kitchen premises before cooking food and after cooking food ensure that you are maintaining the good hygiene of food and it will help in maintaining good health and safety.

 

Components of the cleaning process
the three main components of the cleaning process are washing, rinsing, and drying the kitchen premises.
 
Reason for cleaningReason for sanitizing
It is important to clean kitchen premises because it prevents us from food borne disease due to contamination of food (Aziz, et al., 2021).It leads to a healthy kitchen and sanitizing reduces the risk of bacteria, viruses, etc.

 

 

Question 2: Use the template “Cleaning Schedule Equipment” for this task.
Select 6 pieces of equipment from the list below and complete in the template for each piece of equipment:
a)       Item

b)      Person responsible (e.g. your name)

c)       The frequency when this equipment must be cleaned

d)      When the equipment should be cleaned (for example after each use, at the end of the night shift etc.)

e)      Instructions for how to clean and the cleaning equipment to be used

f)        The chemicals to be used including sanitizers or disinfectants and points of care

g)       The safety equipment (Personal protective equipment and signage) to be used and points of care

Equipment (select 7):
·         cooking equipment

·         dishwashers

·         garbage bins

·         scales

·         temperature probes

·         food processors

·         blenders and attachments

·         mincers

·         slicing machines

Question 3: Use the template “Cleaning Schedule Kitchen area” for this task.
For each item/area listed below, complete in the template for each:
a)       Item or area

b)      Person responsible (e.g. your name)

c)       The frequency when this equipment must be cleaned

d)      When the equipment should be cleaned (for example after each use, at the end of the night shift etc.)

e)      Instructions how to clean and the cleaning equipment to be used

f)        The chemicals to be used including sanitisers or disinfectants and points of care

g)       The safety equipment (Personal protective equipment and signage) to be used and points of care

Kitchen:
·          kitchen floors

·          shelves and walls

·          service-ware typically encountered in a commercial kitchen

·          cutting boards

·          knives

·          cooking utensils

·          containers

Question 4: What are the uses and applications for the following cleaning equipment? Which aspects do you

need to check for each piece of equipment before use to ensure it is safe and ready to use?

EquipmentApplications for useArea to inspect
DishwashersHelps in cleaning and directing the solution of detergent around the dishesMaterial of dishwasher

Sensor technology

Size and type of dishwasher

Cleaning clothsHelps in cleaning dust on any utensilQuality of cloth
MopsUse to clean kitchen floor having dust of large particleSmoothness and quality
Floor scrubbers and polishersUse to clean the floor with sticky dust and materialScrubber should be made with good and strong metal
Brooms and dustpansUse to clean dust floorDustpans and brooms
Vacuum cleanerUse to clean small dust and sand particlesQuality of cleaning ,warranty, and brand
Question 5: Provisions for the safe use of cleaning agents and chemicals required for cleaning stoves, grills and ovens. Read the attached Safety Data Sheet “SDS Selley Oven Gel” and answer the following questions:

 

a) What are the Major Health Hazards of the product listed in the section “Hazards Identification – Risk

Phrases”?

(a)   Major health hazards of product listed are:

1.      H314 – cause severe skin burns and eye damage

2.      H318 – cause serious eye damage

 

b) What must be considered for “Exposure Control/Personal Protection” for consumer use?
b.      Wear safety shoes, rubber boots, and gloves, face shield, apron etc. for personal care. A concentration should go maximum in working hours of workers.

 

c) First Aid Measures:

What should be done if the product comes in contact with skin?

What should be done if the product comes in contact with eyes?

c.       For skin contact remove clothes immediately and make bath to person with running water

For eye contact wash eyes immediately for wash eyes for 15 min and seek medical attention as soon as possible.

 

d) Handling and Storage:

What are the conditions for safe storage of the product?

D.    Avoid getting in contact with product in any condition and store in cool, dry and well ventilated place and avoiding product from direct sunlight.

 

 

 

Question 6: The table below lists different types of cleaning agents and chemicals for bar areas and equipment.

In the column “Application examples”, list 2 applications for use for each product.

In the column “Amount of chemical required”, calculate the amount of chemical required based on the ratio

provided and the quantity of water to be used.

 

The formula to use is:

Example: ratio 1:50 means 1 part chemical to 50 parts water

To calculate how much chemical is required for 1.000 litres (=1000 millilitres), we divide 1.000 by 50 = 0.020 litres.

Now we know we need 20 ml or 0.020 litres of chemical per litre of water.

If the mixture we require uses 5.000 litres of water then the calculation is: 5.000 (litres of water) divided by

0.050 (Chemical per litre) = 0.100 Litres chemical.

ChemicalDilution per litreWater quantityAmount of chemical requiredApplication examples
Dishwashing liquid1:25050.000 litres0.200 litresRemove left food from tableware
Floor cleaners1:759.000 litres0.120 litresRemove stains, dirt from floor
Bleach1:505 litres0.100 litresKeep floor clean and white
Question 7: What are the 5 risk controls for manual handling tasks suggested by Safe Work Australia? What do

these suggest to reduce injuries as a result from lifting?

5 risk control tasks during the manual handling tasks are such as pushing, pulling, and lifting, and it is important to ensure that do not take the weight more than you handle, and not do any manual tasks in the slippery areas, as well as make the wet areas dry and clean, manage the risks of the hazardous places, and control the risks of the workers by giving them information that what places need to avoid and what not.

It suggests that injuries must be reduced by not lifting the heavy weights and use the proper machinery system where the weights will be lifted by the machinery.

Question 8: One important aspect in business operations is the effective reduction of environmental impacts.

List 4 examples for each of the following categories to conserve energy, reduce waste and prevent harm to the environment and provide a general description of how various wastes can impact on the environment:

Water ConservationCheck the washrooms that there is no leakage,

take shorter showers,

Turn off the tap while not in use.

and install water efficient fixtures.

Energy ConservationUse energy efficient light bulbs,

Bake with ceramic pans

Turn off the technology devices when not in use.

Use smart power trips.

 

 

Waste Management & RecyclingReuse the water for washing dishes.

Remaining water must be give to plants.

Reuse the water for car wash.

Reuse excess drinking water (Chang, et al., 2021).

Hazardous SubstancesPurchase the personal protective equipment.

Know which chemical to use at what place.

Follow the safe procedures.

Aware of hazardous substances during the contact process.

Cooking fats and oilsUse oven and air fryer.

Use shallow frying pan for reduce the cooking fat.

Use steam cooking or pre-cooking.

Cut down the excess oil while cooking.

Impacts of wastes on the environmentThere are several impacts of wastes on the environment such as it can generate the methane gas and contributes to the greenhouse effect, some waste will eventually rot, and some types of waste when decomposes also cause the pollution.
Question 9: What are the requirements for managing pest control in a food premises? Complete each aspect in

the table below:

Methods to control pestsAspects to consider for using pest control tools in food areasAction required where presence of pests are

identified

Sticky BarriersSticky trap will be usedThey are good in controlling small insect or the mite pests, and when pests are identified it can monitor the pest abundance.
Heat Killing Heat killing will destroy the vital proteins.Insect tissues will be dissected, and heat treatment will kill the insects immediately.
TrapsTrap Copping luring the insects, and for that net is used.The trap crop will destroy the pest and then killed it
Biological Pest ControlIt leads to the quick pest control (Chang, et al., 2021).It helps in achieving the control of the pests.

 

Question 10: Your chef has asked you to ensure that there are sufficient plates and cocktail glasses for seafood cocktails available at any time during service. What do you need to check to ensure there are no problems

during service for the following aspects:

TemperatureWashing of glasswareDamageReporting
Check the temperature of the cocktails that they will be given to the customersEnsure that all glassware are properly washed and they are not dusty (Aziz, et al., 2021).There is no damage in the glassware.Report to the Manager for all the glassware available.
Question 11: Service has finished. Your chef has asked you to sort the linen for the laundry pick up. What does this require from you to ensure that all linen is accounted for?

What are common cross contamination issues that must be considered when using linen in a kitchen?

Sorting: Ensure that all items are done properly laundry and they are usable for the future now.

 

Cross contamination issues: Touching raw meats for handling the vegetables and eat foods without washing hands.

 

Part B

Complete the following tasks on 6 occasions:

Dish to be preparedClean EquipmentClean UtensilsSort Linen
Instance 1:large pots small pots fry pans deep-fryers baking trays dishwashers garbage bins

food processors, blenders mincers

slicing machines ovens microwaving

cutting boards containers cooking utensils cutlery glassware

graters and peelers knives

temperature probes scales

cleaning cloths clothing napkins serving cloths tablecloths tea towels
Instance 2:large pots small pots fry pans deep-fryers baking trays dishwashers garbage bins

food processors, blenders mincers

slicing machines ovens

cutting boards containers cooking utensils cutlery glassware

graters and peelers knives

temperature probes scales

cleaning cloths clothing napkins serving cloths tablecloths tea towels

 

 microwaving  
Instance 3:large pots small pots fry pans deep-fryers baking trays dishwashers garbage bins

food processors, blenders mincers

slicing machines

ovens microwaving

cutting boards containers cooking utensils cutlery glassware

graters and peelers knives

temperature probes scales

cleaning cloths clothing napkins serving cloths tablecloths tea towels
Instance 4:large pots small pots fry pans deep-fryers baking trays dishwashers garbage bins

food processors, blenders mincers

slicing machines ovens

microwaving

cutting boards containers cooking utensils cutlery glassware

graters and peelers knives

temperature probes scales

cleaning cloths clothing napkins serving cloths tablecloths tea towels
Instance 5:large pots small pots fry pans deep-fryers baking trays dishwashers garbage bins

food processors, blenders mincers

slicing machines ovens

microwaving

cutting boards containers cooking utensils cutlery glassware

graters and peelers knives

temperature probes scales

cleaning cloths clothing napkins serving cloths tablecloths tea towels
Instance 6:large pots small pots fry pans deep-fryers baking trays dishwashers garbage bins

food processors, blenders mincers

slicing machines ovens

microwaving

cutting boards containers cooking utensils cutlery glassware

graters and peelers knives

temperature probes scales

cleaning cloths clothing napkins serving cloths tablecloths tea towels

 

Cleaning Schedule – Kitchen Equipment

 

ItemStaffMTWThFSSWhenInstructions including cleaning equipment to be usedChemicals to be Used Points of careSafety Equipment Required Points of careSigned
Cutting Boards 

 

 

 

Jack

 

 

 

 

X

 

 

 

 

X

 

 

 

 

X

 

 

 

 

X

 

 

 

 

X

 

 

 

 

X

 

 

 

 

X

As requiredRemove food scraps Place in Dishwasher Allow to air dry

Move to rack and store upright

 

If hand washing is used:

Wash in hot soapy water, rinse and spray with a food grade disinfectant

Mild detergent 1:150

Foods safe disinfectant spray

Gloves and apron for hand washing procedureJack
Cooking equipmentJohnX X  X  M W FWash these with soapy water and rinse them with clean water (Choiriyah, et al., 2019).DisinfectantRemove all detachable before cleanJohn
DishwashersDavid X X X T Th SFill it with vinegar and set in running hot waterVinegarUse a limited amount of vinegarDavid
Food processorsPeterX X   XM W SFirst, wash blades and then removable part with clean waterBaking sodaThere should no moisture on the blades for rustingPeter

 

 

Blenders and attachmentsKelvin X X  XT Th SWash these with soapy water and hot waterVinegarDetach every part and washed separatelyKelvin

 

 

 

Cleaning Schedule – Kitchen area

 

ItemStaffMTWThFSSWhenInstructions including cleaning equipment to be usedChemicals to be Used Points of careSafety Equipment Required Points of careSigned
Service pass 

 

 

Jack

 

 

 

X

 

 

 

X

 

 

 

X

 

 

 

X

 

 

 

X

 

 

 

X

 

 

 

X

Post serviceRemove felt and cloth Replace cloth as required

Wash surface area with hot soapy water Rinse and sanitize

Allow to dry

Replace felt and table cloth

Detergent 1:150 Sanitizer sprayApron Gloves

Slip resistant shoes Signage: Caution-wet floor

Jack
kitchen floorDavidXXXXXXXPre-ServiceSweep and mop will be used to clean the areas of the mobDetergent and disinfectantFirst, there should be mopping and then swipingDavid
shelves and wallsJohnXXXXXXXPost serviceScrubbing will be done by him for cleaning the shelves and wallsBaking sodaScrubbing will not be so hardJohn
Cutting boardPeterXXXXXXXPre-ServiceClean the cutting board before using itdisinfectantCleaning will be done properlyPeter
containersKelvinXXXXXXXPost-ServiceSoapy water, scrub, and hot waterDisinfectantsNo moisture should be left and handling of the container must be in mind.Kelvin

 

 

Workflow Plan/End of Service Procedures/De-Brief
 

Time

 

Task (description)

 

Equipment & WHS

Communication (Who, About What?)
10:00 AMCleaning all the utensilsDishwash bar will be required for cleaning all the utensils and ensure that proper cleaning will be done.Communication will be done with a cleaner of the restaurant.
10:30 AMClean kitchen premises before starting the cooking processDishwash and list of cleaning will be requiredCommunication will be with the cleaner who will clean all the premises and guide them from where they have to start
11:00 AMEnsure that all the cutlery items are clean and clear and there will be no dust remain on them (Choiriyah, et al., 2019).Cutlery items that are need to be clean are required.Communication with the chef will be done that what all items are need to be clean.
11:30 AMDry all the cutlery items before using it.Dry cloth will be required to make dry all the wet utensils and itemsCommunication will be done with the cooking staff who need to ensure that all the cooking items are dry
 End of Service Procedures/ Reporting RequirementsEquipment/SystemsCommunication (Who, About What?)
12:00 PMStart taking orders from customers when they enter into the restaurantMenu card, or the online menu system in which they will order the items.Communication with the customers for taking orders.
12:30 PMOnce take the orders from customers, start preparing them.Cooking utensils are required to cook dishes for customers.Communication with the chef and waiters.
 Post Service De-BriefEquipment/SystemsCommunication (Who, About What?)
1:00 PMServing dishes to customers in clean utensils and cutlery itemsDishes, and plates, bowlsCommunication with the customer and chef
1:30 PMBilling of all the food itemsBilling systemCommunication with the chef

 

 

Assessment Evaluation Tool

Unit Code & Unit NameSITHKOP001 Clean kitchen premises and equipments
Assessment TypeWritten task & Quiz
Assessment NameAT 1
Student’s name & ID 
Assessment date/s 
Is Student able to demonstrate the following: Performance Evidence [1,2,3,4,5,6,7,8]YesNo
(1) Efficiently follow cleaning schedules to clean food preparation and food storage areas in a commercial kitchen on at least six different occasions  
(2) Clean each of the following large and small equipment items on at least six occasions according to cleaning schedules:

·     cooking equipment:

§  large and small pots

§  fry pans

§  deep-fryers

§  baking trays

·      dishwashers

·      garbage bins

·      glass washers

·      measures:

§  scales

§  temperature probes

·     mechanical food preparation equipment:

§  commercial mixers: food processors, blenders and attachments

§  mincers

§  slicing machines

·      ovens

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(3) Clean and replenish the following commercial service-ware and utensils on at least six occasions:

·    cutting boards

·   containers

·   cooking utensils

·   crockery and dishes

·   cutlery

·   glassware

·   graters and peelers

·   knives

  
(4) Sort soiled linen and prepare for collection by laundry staff according to organisational procedures on at least six occasions:

·      cleaning cloths

·      clothing

·      napkins

·      serving cloths

·      tablecloths

·      tea towels

  
(5) Perform the above cleaning work demonstrating use of:

·      different types of cleaning agents and chemicals for kitchens and equipment

·      cleaning, sanitising and disinfecting methods for kitchens and equipment

·      correct and environmentally sound disposal methods for waste and hazardous substances

·      efficient use of energy, water and other resources

  
(6) Complete above cleaning tasks:

·      within commercial time constraints

·      selecting and using correct personal protective equipment

  
Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1,2.2,2.3,2.4,3.1,

3.2,3.3, 3.4,3.5,4.1,4.2,4.3,4.4,4.5]

 

Yes

 

No

(1.1) Select and prepare cleaning agents and chemicals according to cleaning schedule and product instructions  
(1.2) Clean and sanitise kitchen equipment to ensure safety of food that is prepared and served to customers.  
(1.3) Store cleaned equipment in designated place.  
(2.1) Sort service-ware and utensils and load dishwasher with appropriate items.  
(2.2) Hand wash any items not appropriate for dishwasher.  
(2.3) Dispose of broken or chipped service-ware within scope of responsibility, and report losses to supervisor.  
(2.4) Ensure that sufficient supplies of clean, undamaged crockery are available at all times during the service period.  
(3.1) Clean and sanitise kitchen surfaces and food preparation and storage areas according to cleaning schedule to ensure the safety of food that is prepared and served to customers.  
(3.2) Clean areas of any animal and pest waste and report incidents of infestation.  
(3.3) Follow safety procedures in the event of a chemical accident.  
(3.4) Sort and remove linen according to organisational procedures.  

 

 

(3.5) Sort and promptly dispose of kitchen waste to avoid cross-contamination with food stocks.  
(4.1) Use cleaning agents, chemicals and cleaning equipment safely and according to manufacturer instructions.  
(4.2) Use personal protective equipment and safe manual handling techniques when cleaning equipment and premises.  
(4.3) Reduce negative environmental impacts through efficient use of energy, water and other resources.  
(4.4) Sort general kitchen waste from recyclables and dispose of them in designated recycling bins.  
(4.5) Safely dispose of kitchen waste, especially hazardous substances, to minimise negative environmental impacts.  
Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3,4,5,6,7,8,9,10,11,12]YesNo
(1) Hygiene and cross-contamination issues for kitchens and the importance and purpose of cleaning regimes  
(2) Different types of cleaning and sanitising products and chemicals for kitchens and equipment:

·         automatic dishwasher:

§  liquid

§  powder

§  tablets

·   bleach

·   cleaning agents for specialised surfaces

·   deodorizers

·   dishwashing liquid

·   disinfectants

·   floor cleaners

·   glass cleaner

·   pesticides

·   stainless steel cleaner and polish

·   window cleaner

  
(3) Uses of different types of cleaning and sanitising products and chemicals for kitchens and equipment  
(4) Safe practices for using and storing different types of cleaning and sanitising products, chemicals and hazardous substances  
(5) Safe operational practices using essential functions and features of equipment used to clean kitchen premises and equipment  
(6) Content of safety data sheets (SDS) for cleaning agents and chemicals, or plain English workplace documents or diagrams that interpret the content of SDS  
(7) Cleaning, sanitising and disinfecting methods that avoid risk to food for the following food preparation and storage areas:

·       kitchen floors, shelves and walls

·     kitchen equipment, service-ware and utensils

  

 

 

 

(8) Purpose of the following personal protective equipment used when cleaning:

·       face masks

·   gloves

·   goggles

·   rubber aprons

  
(9) Safe manual handling techniques for cleaning equipment and premises, especially bending, lifting and carrying heavy equipment  
(10) Environmental impacts of cleaning commercial kitchens and equipment and minimal impact practices to reduce them, especially those that relate to water and energy use  
(11) Correct and environmentally sound disposal methods for kitchen waste:

·   broken service-ware

·   food waste

·       hazardous substances:

§  animal fat

§  chemicals

§  cleaning agents

§  cooking oils

§  ghee

§  grease

·      pest waste recyclables:

§  glass bottles and jars

§  plastics

§  paper and cardboard

§  tin or aluminium containers

§  fruit and vegetable matter

·       used or out of date ingredients and food items

  
(12) Organisation-specific information:

·     contents of cleaning schedules

·   contents of safety procedures for chemical accidents

·   procedures for disposing of contaminated food

·   reporting mechanisms for infestations

·   standards of presentation for the premises

  
Assessor name: Assessment Date: 
Assessor signature: 

 

 

Assessment Evaluation Tool

Unit Code & Unit NameSITHKOP001 Clean kitchen premises and equipment
Assessment TypeQuestion answer & Practical observation
Assessment NameAT 2
Student’s name & ID 
Assessment date/s 
Is Student able to demonstrate the following: Performance Evidence [1,2,3,4,5,6,7,8]YesNo
(1) Efficiently follow cleaning schedules to clean food preparation and food storage areas in a commercial kitchen on at least six different occasions  
(2) Clean each of the following large and small equipment items on at least six occasions according to cleaning schedules:

·     cooking equipment:

§  large and small pots

§  fry pans

§  deep-fryers

§  baking trays

·      dishwashers

·      garbage bins

·      glass washers

·      measures:

§  scales

§  temperature probes

·     mechanical food preparation equipment:

§  commercial mixers: food processors, blenders and attachments

§  mincers

§  slicing machines

·      ovens

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(3) Clean and replenish the following commercial service-ware and utensils on at least six occasions:

·    cutting boards

·   containers

·   cooking utensils

·   crockery and dishes

·   cutlery

·   glassware

·   graters and peelers

·   knives

  
(4) Sort soiled linen and prepare for collection by laundry staff according to organisational procedures on at least six occasions:

·      cleaning cloths

·      clothing

·      napkins

·      serving cloths

·      tablecloths

·      tea towels

  
(5) Perform the above cleaning work demonstrating use of:

·      different types of cleaning agents and chemicals for kitchens and equipment

·      cleaning, sanitising and disinfecting methods for kitchens and equipment

·      correct and environmentally sound disposal methods for waste and hazardous substances

·      efficient use of energy, water and other resources

  
(6) Complete above cleaning tasks:

·      within commercial time constraints

·      selecting and using correct personal protective equipment

  
Is Student able to demonstrate the following: Performance Criteria [1.1, 1.2, 1.3, 2.1,2.2,2.3,2.4,3.1,

3.2,3.3, 3.4,3.5,4.1,4.2,4.3,4.4,4.5]

 

Yes

 

No

(1.1) Select and prepare cleaning agents and chemicals according to cleaning schedule and product instructions  
(1.2) Clean and sanitise kitchen equipment to ensure safety of food that is prepared and served to customers.  
(1.3) Store cleaned equipment in designated place.  
(2.1) Sort service-ware and utensils and load dishwasher with appropriate items.  
(2.2) Hand wash any items not appropriate for dishwasher.  
(2.3) Dispose of broken or chipped service-ware within scope of responsibility, and report losses to supervisor.  
(2.4) Ensure that sufficient supplies of clean, undamaged crockery are available at all times during the service period.  
(3.1) Clean and sanitise kitchen surfaces and food preparation and storage areas according to cleaning schedule to ensure the safety of food that is prepared and served to customers.  
(3.2) Clean areas of any animal and pest waste and report incidents of infestation.  
(3.3) Follow safety procedures in the event of a chemical accident.  
(3.4) Sort and remove linen according to organisational procedures.  

 

 

(3.5) Sort and promptly dispose of kitchen waste to avoid cross-contamination with food stocks.  
(4.1) Use cleaning agents, chemicals and cleaning equipment safely and according to manufacturer instructions.  
(4.2) Use personal protective equipment and safe manual handling techniques when cleaning equipment and premises.  
(4.3) Reduce negative environmental impacts through efficient use of energy, water and other resources.  
(4.4) Sort general kitchen waste from recyclables and dispose of them in designated recycling bins.  
(4.5) Safely dispose of kitchen waste, especially hazardous substances, to minimise negative environmental impacts.  
Is Student able to demonstrate the following: Knowledge Evidence [1, 2, 3,4,5,6,7,8,9,10,11,12]YesNo
(1) Hygiene and cross-contamination issues for kitchens and the importance and purpose of cleaning regimes  
(2) Different types of cleaning and sanitising products and chemicals for kitchens and equipment:

·  automatic dishwasher:

§  liquid

§  powder

§  tablets

·   bleach

·   cleaning agents for specialised surfaces

·   deodorizers

·   dishwashing liquid

·   disinfectants

·   floor cleaners

·   glass cleaner

·   pesticides

·   stainless steel cleaner and polish

·   window cleaner

  
(3) Uses of different types of cleaning and sanitising products and chemicals for kitchens and equipment  
(4) Safe practices for using and storing different types of cleaning and sanitising products, chemicals and hazardous substances  
(5) Safe operational practices using essential functions and features of equipment used to clean kitchen premises and equipment  
(6) Content of safety data sheets (SDS) for cleaning agents and chemicals, or plain English workplace documents or diagrams that interpret the content of SDS  
(7) Cleaning, sanitising and disinfecting methods that avoid risk to food for the following food preparation and storage areas:

·       kitchen floors, shelves and walls

·     kitchen equipment, service-ware and utensils

  

 

 

(8) Purpose of the following personal protective equipment used when cleaning:

·       face masks

·   gloves

·   goggles

·   rubber aprons

  
(9) Safe manual handling techniques for cleaning equipment and premises, especially bending, lifting and carrying heavy equipment  
(10) Environmental impacts of cleaning commercial kitchens and equipment and minimal impact practices to reduce them, especially those that relate to water and energy use  
(11) Correct and environmentally sound disposal methods for kitchen waste:

·   broken service-ware

·   food waste

·       hazardous substances:

§  animal fat

§  chemicals

§  cleaning agents

§  cooking oils

§  ghee

§  grease

·      pest waste recyclables:

§  glass bottles and jars

§  plastics

§  paper and cardboard

§  tin or aluminium containers

§  fruit and vegetable matter

·       used or out of date ingredients and food items

  
(12) Organisation-specific information:

·     contents of cleaning schedules

·   contents of safety procedures for chemical accidents

·   procedures for disposing of contaminated food

·   reporting mechanisms for infestations

·   standards of presentation for the premises

  

 

 

 

Observation Criteria

1.Instance2.Instance3.Instance 

Comments

SNYSSNYSSNYS
Kitchen Area:       
The cleaning schedule/ instructions are

identified

       
The cleaning equipment for tasks is

identified

       
Cleaning equipment is checked and

prepared

       
The PPE is identified       
The PPE is prepared       

 

        
Suitable chemicals are identified       
Labels are interpreted correctly and

chemicals are mixed to ratio

       
Suitable warning signs are erected       
Wears protective equipment /clothing for tasks where these are prescribed or

instructed for use

       
The area is cleared of loose dirt       
The area is washed according to standards       
The area is sanitised as required       
Floors are mopped using correct

techniques

       
Tasks are undertaken without disruption

to others

       
Removes workplace hazards within own

capacity

       
The area is clean and presented to

industry standard

       
Crockery is checked for cleanliness       
Crockery is checked for chips /cracks       
Damage and breakages are reported

promptly

       
Sufficient warm and cool crockery is

available as required for service

       
Rubbish is separated into waste and

recycling

       
Correct recyclables are identified       
Resources are used without wastage

according to required quantities

       
Safe manual handling procedures are applied where required:       
Equipment:       
The cleaning schedule/ instructions are

identified

       
The cleaning equipment for tasks is

identified

       
Cleaning equipment is checked and

prepared

       
Suitable chemicals are identified       

 

 

Labels are interpreted correctly and

chemicals are mixed to ratio

       
Suitable warning signs are erected       
Wears protective equipment /clothing for tasks where these are prescribed or

instructed for use

       
Equipment is unplugged and/or switched

off as required

       
Equipment is cleaned according to

manufacturer’s instructions

       
Equipment is disassembled and re-

assembled correctly

       
Equipment is cleaned using the correct

techniques

       
Equipment and utensils are sorted for use

in dishwasher

       
Hand washing is used for equipment and

utensils as relevant

       
Equipment sanitised by using dishwasher       
Clean items are stored in the correct

location

       
Parts not washed in a dishwasher are

sanitised using a food grade sanitiser

       
Utensils are sanitised as required       
Linen is segregated and counted       
Line stock is recorded and reported       

 

 

 

 

Observation Criteria

4.Instance5.Instance6.Instance 

Comments

SNYSSNYSSNYS
Kitchen Area:       
The cleaning schedule/ instructions are identified       
The cleaning equipment for tasks is identified       
Cleaning equipment is checked and prepared       
The PPE is identified       
The PPE is prepared       
Suitable chemicals are identified       
Labels are interpreted correctly and chemicals are mixed to ratio       
Suitable warning signs are erected       
Wears protective equipment /clothing for tasks where these are prescribed or instructed for use       
The area is cleared of loose dirt       
The area is washed according to standards       
The area is sanitised as required       
Floors are mopped using correct techniques       
Tasks are undertaken without disruption to others       
Removes workplace hazards within own capacity       
The area is clean and presented to industry standard       
Crockery is checked for cleanliness       

 

Crockery is checked for chips /cracks       
Damage and breakages are reported promptly       
Sufficient warm and cool crockery is available as required for service       
Rubbish is separated into waste and recycling       
Correct recyclables are identified       
Resources are used without wastage according to required quantities       
Safe manual handling procedures are applied where required:       
Equipment:       
The cleaning schedule/ instructions are identified       
The cleaning equipment for tasks is identified       
Cleaning equipment is checked and prepared       
Suitable chemicals are identified       
Labels are interpreted correctly and chemicals are mixed to ratio       
Suitable warning signs are erected       
Wears protective equipment /clothing for tasks where these are prescribed or instructed for use       

 

 

 

 

Equipment is unplugged and/or switched off as required       
Equipment is cleaned according to

manufacturer’s instructions

       
Equipment is disassembled and re- assembled correctly       
Equipment is cleaned using the correct techniques       
Equipment and utensils are sorted for use in dishwasher       
Hand washing is used for equipment and utensils as relevant       
Equipment sanitised by using dishwasher       
Parts not washed in a dishwasher are sanitised using a food grade sanitiser       
Utensils are sanitised as required       
Clean items are stored in the correct location       
Linen is segregated and counted       
Line stock is recorded and reported       
Assessor name: Assessment Date: 
Assessor signature: 

 

References

 

Aziz, M. I., & Saeed, S. (2021). A Study of Urban Domestic Water Service Delivery through User Perspective Survey. International Journal on Emerging Technologies12(2), 1-8.

Berekaa, M. M. (2015). Nanotechnology in food industry; advances in food processing, packaging and food safety. Int J Curr Microbiol App Sci4(5), 345-357.

Chang, H. S., Capuozzo, B., Okumus, B., & Cho, M. (2021). Why cleaning the invisible in restaurants is important during COVID-19: A case study of indoor air quality of an open-kitchen restaurant. International Journal of Hospitality Management94, 102854.

Choiriyah, S., Febryano, I. G., Wahono, E. P., Nurcahyani, N., Suwandi, J. F., & Bakri, S. (2019). Characteristics of laundry and detergent level (MBAS) Effluen laundry liquid waste in Iringmulyo Region. Social Sciences and Humanities, Economics, Education, Law, and Sustainable Development (SHIELD), 17.

Costa, C., Ferreira, L. P., Sá, J. C., & Silva, F. J. G. (2018). Implementation of 5S methodology in a metalworking company. DAAAM International Scientific Book17, 001-012.

De Vries, J. (Ed.). (2021). Food safety and toxicity. CRC press.

Lai, H., Tang, Y., Wang, Z., Ren, F., Kong, L., Jiao, X., & Huang, J. (2022). Handling practice as a critical point influencing the transmission route of campylobacter throughout a commercial restaurant kitchen in China. Food Control, 109056.

Mazengia, E., Fisk, C., Liao, G., Huang, H., & Meschke, J. (2015). Direct observational study of the risk of cross-contamination during raw poultry handling: practices in private homes. Food Protection Trends35(1), 8-23.

Motarjemi, Y., & Lelieveld, H. (Eds.). (2013). Food safety management: a practical guide for the food industry. Academic Press.

Neal, J. A., Binkley, M., & Henroid, D. (2012). Assessing factors contributing to food safety culture in retail food establishments. Food Protection Trends32(8), 468-476.

Omarov, R., Agarkov, A., Rastovarov, E., & Shlykov, S. (2017). Modern methods for food safety. В сборнике: Engineering for Rural Development Proceedings, 960.

Wallace, C. A., Sperber, W. H., & Mortimore, S. E. (2018). Food safety for the 21st century: Managing HACCP and food safety throughout the global supply chain. John Wiley & Sons.

Conducting the assessment 3

After the assessment 3

Credit transfer and recognition of prior learning.. 3

Learner Workbook Activity. 4

Activity 1A.. 4

Activity 1B.. 7

Activity 1C.. 9

Activity 1D.. 10

Activity 2A.. 11

Activity 2B.. 12

Activity 2C.. 14

Activity 2D.. 16

Activity 3A.. 17

Activity 3B.. 19

Activity 3C.. 21

Activity Checklist – for assessor 23

Knowledge Activity. 26

Knowledge Evidence Activity Checklist – for assessor 28

Performance Evidence Activity. 29

Performance Evidence Activity Checklist – for assessor 36

Competency record to be completed by assessor 38

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 – BSBPMG632 – Manage program risk

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBPMG632 – Manage program risk

Name:             _____________________________________________________________

Learner ID:      ______________________________________________________________

Email:              _____________________________________________________________

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:            ____________________________________________________________

 

 

Learner Workbook Activity

Activity 1A

Performance Criteria

P.C. 1.1Identify potential, actual and residual risks
P.C. 1.2Select and modify program risk methodology to match the context for risk
P.C. 1.3Consult with relevant stakeholders and identify, document and analyse program level risks

 

Instruction:

Work in a small group of 3-4 people or as instructed by the trainer

  • One person pretends as Kate and others are relevant stakeholders
  • Make sure that your group members and you use both active and passive listening to explain clearly to each other, use listening and questioning techniques to confirm or show understanding of different perspectives, use appropriate body language where is required, and collaborate to reach a joint understanding and outcomes.
  • Summarise in your word

Scenario:

Kate is the CEO of the Joker clothing company. The company has been established for 2 years and currently owed 10 stores in Australia. As planned previously, this year the store will be expanded for 5 more stores. Kate recently held a meeting with relevant stakeholders and identified the possibility of expanding the company. However, some stakeholders claimed that we have to carefully plan and decide as this time is quite unstable due to the COVID-19 pandemic. Her team also claim that will involve increasing the range of clothing and using different marketing channels to increase the reach to potential customers.

Question 1

Provide three (3) examples of risk management methods/techniques/tools which Kate might successfully select and implement.

There is three method that is successfully select and implemented are:

1) Prevent damage and reduction- This method is very effective to reduce the loss of the organization, it prevents loss and breaks its continuity of spreading. This method is applied by many firms to reduce the cruelty of losses.

2) Avoidance- The avoidance method is hazardous; this activity has affected the company and its assets in a negative way. It helps while the project plan is adjusted because the project has no lengthier induction a risk event.

3) Retention- This method is helpful for everyone who is in the company because this method requires a wary plan and decision-making.

 

 

 

Question 2

Discuss the following elements based on a provided scenario:

  1. Provide five (5) examples of risk identification methods.
  2. Provide five (5) examples or risks that may be identified during the process of project risk-management planning.
  3. When developing a risk register, what details you would need to consider and include.

Answer

  1. a) Here the risk identification method gives below:

1) SWOT Analysis

2) Techniques used of NGT

3) Stakeholder interviews

4) Project Plans

5) Brainstorming

  1. B) There is some risk which is identify early while you do plan for project. That risk is given below:

1) Operational risk

2) Legal risk

3) Cost risk

4) Market risk

5) Government risk

  1. C) While making a register, some important point is included in it, the points are:

1) Risk categories which is internal and external both.

2) Fleeting description of the risk

3) Identification number

4) From where risk is occurred

 

Activity 1B

Performance Criteria

P.C. 1.4Support and mentor project managers in the analysis, evaluation and treatment of risks

 

Scenario:

Sam is the manager of the Trex cycling company. He recently held a meeting with a number of company stakeholders and identified the possibility of acquiring a line of Caltec mountain bikes for sale in the Trex cycling shops. He is aware that there are a number of risks associated with the acquisition which will need to be addressed in collaboration with the project managers.

Question 1

Identify three (3) steps that Sam might take as part of the risk analysis process.

Answer

Sam wants to know that how much risk is involved in Sam’s plan so that he uses risk analysis process which is taken by him is:(Koulinas, 2019)

1) First step is Identify the ambiguity or risk- Main goal of Risk analysis is to identify the sources of ambiguity. Uncertainty means when decision maker is not aware from the company probabilities.

2) Second step is Assess the risk- This step is for comparing the actual risk and pre-determined risk, after company assessing the risk take decision to solve them.

3) Third step is managing the risk- After assessing the risk this is the next step to manage the risk. this process is for finding, Monitoring risk, it also reduces the undesirable impact on the company.(Koulinas, 2019)

 

 

Question 2

Simply develop the process of evaluating program risks that Sam might follow.

Sam might follow the process of evaluating program risk so that this process helps him to regulate the consequence of risk.

 

 

 

 

 

 

 

Question 3

Identify and provide details of four (4) risk treatment options which Sam might consider.

Risk treatments are which same might consider are:

Risk treatment is basically for framework of risk, classifying risk, examining, assessing, treating the risk, observe the risk and liaise risk. its main objective is minimize risk and lossess and increase opportunity. Risk management has types that is:

1) Acceptance- This treatment option mean accepts the risk, after that when you recognize the loss from risk don’t avoid it.

2) Sharing – Sharing has another word that is “distribution” it refers that all employee and member of company contributing in insurance benefits.

3) Residual risk- Residual risk reflect that risk leftward over or not.

4) Transfer-This is for when individual faced adverse outcome and entity is transfer to other party.

 

 

 

Activity 1C

Performance Criteria

P.C. 1.5Confirm risk management is transparent and dynamic across the program so that risks are assigned and managed in a timely manner

 

Question 1

Specify five (5) reasons for implementing communication and consultation processes.

Answer

As everyone know communication and consultation is very important for organization, for their employees at work place. It creates healthier understanding between two people. This process is for leading the employee with effective way and take better decision and find solution of the problems by contributing all members by communicate with each other.

Reasons for implementing communication and consultant process are given below:

1) Communication maintains relationships

2) Create an operative unit

3) Rise employee appointment

4) Ease innovation

5) Main reason is it subsidize in company growth

 

 

 

 

 

 

Question 2

Specify three (3) tasks that should be undertaken by the risk management team.

Task that should be undertaking by risk management team are:

1) Pre planning of project- This task is very important because of that how could we know about what should we do, what’s plan an all. This process is for identifies that how we complete the project with needed resources.

2) Alert project management- This task is for alignment of the project goals by planned vision of the company. This process is handled by project manager, and use high level of management in aligning goals.

3) Project scheduling- This involved project started time, date, due date of project submission, basically for listing all actions of the projects.

 

 

 

 

Activity 1D

Performance Criteria

P.C. 1.6Develop and maintain a program risk-management system for effective management and communication of risks, controls, treatments and outcomes to stakeholders across the program

 

Question 1

Give five (5) examples of policies/procedures/programs which may be implemented for the effective control of risk.

Policies are:

1) Keep precautions, which means conducted security training, inspection and conducted session.

2) Monitoring that when last time these services perform.

3) Broadcast and hiring employees.

4) Redesigned Business models.

5) Provide welfare facilities

These policies should follow for controlling risk at work place.

 

 

Question 2

Identify five methods which may be used for communication with stakeholders.

 

Methods used while we communicate with stakeholders are:

1) Conduct presentation by online- This method is used when you want to communicate with stakeholder, provide information by online so that there is no issue for place.

2) Screen meeting – Do video call meeting for communicating with stakeholder. exchange information with them by video call.

3) By email- This means e- mail, which involved short information and send them in very short time.

4) Email mechanization- It means marketing with email automation in this process person send email for stack holders to communicate them at the right time.

5) By report which is in summary format- this summary format delivers overview of the objective of the organization.

 

 

 

Activity 2A

Performance Criteria

P.C. 2.1Direct management of the program in accordance with agreed program risk-management plans

 

Question 1

Identify five (5) responsibilities that you are expected to fulfil in relation to risk management.

 

Answer

1) First responsibility is to analysis the risk, which risk factors affect our organization.

2) Second responsibility is to consider risks significances of each risk and also evaluate risks gravity.

3) Next is Audit your risk processes and policies.

4) Fourth responsibility is after evaluate and identify risk or reduce this risk develop risk control management for that.

5) For manage risk its responsibility to create possibility plan for solving the risk problems of organization.

Question 2

Specify five (5) duties that team members may be expected to perform as part of risk management.

Answer

Duties of team members in relation to risk management are given below:

1) To help other employees when needed

2) Find risk and places from where this risk is occurs.

3) Then assessing those risk its duty of team member and their risk manager.

4) Resounding out activity which relate to risk management.

5) Important duty is to closing down which is already passed or solve.

 

 

 

 

 

Activity 2B

Performance Criteria

P.C. 2.2Review progress, analyse variance and initiate risk responses to achieve program objectives in dynamic risk environments

 

Question 1

Specify three (3) processes that the risk management framework should enable in relation to the management of risk.

Three process of Risk management is mentioned below:

1) Risk identification- Very first process is to identify the risk at work place, in organization. so, we know about what risk is harm our organization.(Zaiceanu, 2015)

2) Analyse risk- This process is for identify potential risk issue.

 

3) Risk treatment- This process has sub process that is:

1) Evaluate risk treatment.

2) Options for planning

3) Finding remaining risk.

 

 

Question 2

Specify three (3) instances in which recommended responses to variations may be made.

Instances are given below:

1) Risk identification- This is very first process and very important without identification we don’t know the risk and effected area. This is important because they develop plans for less the risk, which is harmful for company. As an example- Technologies breaches, claims.(Zaiceanu, 2015)

2) Analysis risk- Analysis risk is very important because it is helpful to finding factors which is harmful or effect our organization with negative in nature.

3) Risk treatment- It is the process of risk management because that provides the necessary tools and techniques which help us in dealing with risk.

 

Question 3

Describe the ways in which the following risk responses may be implemented

 

  • Avoidance

This risk is removal of hazards, which result negatively, affects a company and their assets. It avoided the risk and focused on compromising with the situation.

  • Transfer

This is risk control strategy which is included in or transfer risk from one person to another person.

  • Mitigation

This process is used to reduce risk and prepare plan for diminish the effects of fears met by every business.

  • Acceptance- when risk manager and individual or business recognizes the loss and its risk factor.

 

 

 

Activity 2C

Performance Criteria

P.C. 2.3Confirm risks are monitored and assessed across the program at agreed intervals

 

Scenario

Jane is the manager of the Virage hair and beauty company. They specialise in the development of various hair and beauty products for sale in retail stores. She has recently begun a program focussing on the differentiation of the Virage products and services from those of the competition. This has involved writing project descriptions emphasising the superior quality of the Virage products and delivering outstanding service to the retail stores. Gwen has been happy with the success of the program so far. However, she is aware that there are some risks associated with the product differentiation program.

Question 1

Identify and describe five (5) methods which Jane might use for the purpose of monitoring program risks.

Methods of monitoring program risk-(Geissert,et al.,2018)

1) Identify current risk

2) Create a plan for risk

3) Feedback from the consumer and from employees

4) Evaluate new possibilities inside the organization

5) Finding out the quality of the products as per the requirement of the consumer.(Geissert, et al.,2018)

 

Activity 2D

Performance Criteria

P.C. 2.4Direct response to actuated program risk and confirm remedial actions are authorised with impact analysis according to program objectives

 

Question 1

Identify three (3) worker responsibilities associated with the direction of response to actuated program risk.

Worker’s responsibilities are: (Burbano, 2016)

1) Be aware from the risk and consult it with their risk manager and their co-worker.

2) Always attended the assessment related to risk management.

3) Account changes at the workplace.(Burbano, 2016)

 

 

 

 

 

 

Question 2

Give three examples of remedial actions that may be authorised with impact analysis for the achievement of program objectives.

Example of remedial action of impact analysis are:

1) Generating of good quality of product for the consumer

2) Providing proper training to employees

3) Conducting survey and as per survey policies is applied inside the organization.

 

Activity 3A

Performance Criteria

P.C. 3.1Identify and document program residual risk and communicate to stakeholders any transferred liability at program completion

 

Scenario:

Peter is the manager of the Billatong bar and grill. He recently began a program for the purpose of increasing the popularity and encouraging customers to spend more. This has involved adding more meals to the menu, introducing special drinks offers, and providing existing customers with rewards for loyalty. Peter has been generally satisfied with the level of success achieved through the adoption of these strategies. However, some customer complaints have been made about the new meals, and the introduction of drinks offers has had a negative financial effect. Peter has used different controls for the purpose of addressing these negative aspects. However, there is still some risk associated with the program for the bar and grill.

 

Question 1

What is residual risk and how does it relate to the program which Peter has implemented for the Billatong bar and grill?

Residual risk refers to reducing the risk of the organization.

1) It is helpful for identifying the risk

2) Finding the asset and weaknesses of companies.

3) Recognize the current risk

This residual risk is helpful for peter for his Billatong bar and grill after identifying the risk, they should plan for this risk. they need to evaluate their current resources and techniques and find what controls they have to put in the risk place.

 

Question 2

Identify five (5) types of stakeholders who Peter might be expected to alert to the residual risk.

Stockholders name

1) CFO of the company

2) Managers of the organization

3) Support staff of the organization

4) Navigation committee

5) End users

 

 

 

 

Activity 3B

Performance Criteria

P.C. 3.2Review and analyse program outcomes to assess the effectiveness of the risk-management methodology

 

Question 1

Identify five (5) types of risk records that may be referred to for the purpose of determining the effectiveness of the risk management methodology.

Risk records that help to determine the effectiveness of the risk management technologies are:(Pikoula, et al., 2019)

1) Legal records of the company

2) Fiscal records

3) Historical records of the company

4) Automated records

5) Research records (Pikoula, et al., 2019)

 

Question 2

Specify three (3) questions that may be asked in relation to effectiveness of the risk-management methodology.

The questions are:

1) What question is on high risk, how could we survive or solve that risk in appropriate time?

2) What are the organization current performance and previous performance, which is reduce by risk.

3) Who take the risk responsibility to solve it, who is responsible for the outcome and who report the risk to their manager of risk.

 

Question 3

Specify five (5) aspects that may be considered in relation to outcomes of risk-management methodology implementation.

1) Identify the risk

2) Analyse risk

3) Create planning to solve the risk

4) Extenuation

5) Monitoring the risk

Question 4

Specify four (4) considerations in relation to the outcomes of implementing risk management methodologies.

Consideration of risk management technology while implementing them are:

1) Contractual risk or company

2) IT risks of the company

3) Corporeal safety risk

4) Financial risk of organization

 

 

 

Activity 3C

Performance Criteria

P.C. 3.3Seek feedback and respond to relevant stakeholders on risk management
P.C. 3.4Analyse, document and recommend lessons learned for application in other programs

 

Instruction:

Work in a small group of 3-4 people or as instructed by the trainer

  • One person pretends as Kate and others are relevant stakeholders
  • Make sure that your group members and you use both active and passive listening to explain clearly to each other, use listening and questioning techniques to confirm or show understanding of different perspectives, use appropriate body language where is required, and collaborate to reach a joint understanding and outcomes.
  • Summarise in your word

Question 1

Discuss and seek opinion from your group then identify three (3) aspects that will be necessary in order to perform effective analysis of program risk.

Important aspects which are necessary for an organization to analyze the risk are:

1) Risk analysis, ensure about the risk that what threats are in the organization.

2) Analysis ensures their negative or positive impact on the organization.

3) Threats should appear.

 

Question 2

Specify four (4) issues that may be identified when performing analysis of the risk management program.

1) Mismeasurement of recognized risk

2) Face letdown to take recognized risk into version

3) Face disappointment in managing the risk management

 

4) Fail in risk system of measurement.

 

Question 3

Identify four (4) improvements that could be made for the purpose of reducing program risk.

1) Appreciate organization policies

2) Authorize your workforce

3) Instruct yourself

4) authorize risk management

 

 

 

Activity Checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and 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.

ChecklistKnowledge Evidence (KE),
Did the learner correctly provide three (3) examples of risk management methods/techniques/tools which Kate might successfully select and implement.?Yes         No

(Please circle)

PC 1.1-1.3
Did the learner correctly discuss the following elements based on a provided scenario:

– Provide five (5) examples of risk identification methods.

– Provide five (5) examples or risks that may be identified during the process of project risk-management planning.

– When developing a risk register, what details you would need to consider and include.?

Yes         No

(Please circle)

Did the learner correctly identify three steps that Sam might take  as part of the risk analysis process?Yes         No

(Please circle)

PC. 1.4
Did the learner correctly simply develop the process of evaluating program risks which Sam might follow?Yes         No

(Please circle)

Did the learner correctly Identify and provide details of four (4) risk treatment options which Sam might consider?Yes         No

(Please circle)

Did the learner correctly specify five (5) reasons for implementing communication and consultation processes?Yes         No

(Please circle)

PC. 1.5
Did the learner correctly specify three (3) tasks that should be undertaken by the risk management team?Yes         No

(Please circle)

Did the learner correctly give five (5) examples of policies/procedures/programs which may be implemented for the effective control of risk.Yes         No

(Please circle)

PC. 1.6
Did the learner correctly identify five methods which may be used for communication with stakeholders?Yes         No

(Please circle)

Did the learner correctly Identify five (5) responsibilities that you are expected to fulfil in relation to risk management?Yes         No

(Please circle)

PC. 2.1
Did the learner correctly Specify five (5) duties that team members may be expected to perform as part of risk management?Yes         No

(Please circle)

Did the learner correctly Specify three (3)  processes that the risk management framework should enable in relation to the management of risk?Yes         No

(Please circle)

PC. 2.2
Did the learner correctly Specify three (3) instances in which recommended responses to variations may be made?Yes         No

(Please circle)

Did the learner correctly Describe the ways in which the following risk responses may be implemented?Yes         No

(Please circle)

Did the learner correctly Identify and describe five (5) methods which Jane might use for the purpose of monitoring program risks.?Yes         No

(Please circle)

PC. 2.3
Did the learner correctly Identify three (3) worker responsibilities associated with the direction of response to actuated program risk.?Yes         No

(Please circle)

PC. 2.4
Did the learner correctly Give three examples of remedial actions that may be authorised with impact analysis for the achievement of program objectives?Yes         No

(Please circle)

Did the learner correctly analyse what is residual risk and how does it relate to the program which Peter has implemented for the Billatong bar and grill?Yes         No

(Please circle)

PC. 3.1
Did the learner correctly Identify five (5) types of stakeholders who Peter might be expected to alert to the residual risk?Yes         No

(Please circle)

Did the learner correctly Identify five (5) types of risk records that may be referred to for the purpose of determining the effectiveness of the risk management methodology?Yes         No

(Please circle)

PC. 3.2
Did the learner correctly Specify three (3) questions that may be asked in relation to effectiveness of the risk-management methodology?Yes         No

(Please circle)

Did the learner correctly Specify five (5) aspects that may be considered in relation to outcomes of risk-management methodology implementation?Yes         No

(Please circle)

Did the learner correctly Specify four (4) considerations in relation to the outcomes of implementing risk management methodologies?Yes         No

(Please circle)

Did the learner correctly Discuss and seek opinion from your group then identify three (3) aspects that will be necessary in order to perform an effective analysis of program risk?Yes         No

(Please circle)

PC. 3.3-3.4
Did the learner correctly Specify four (4) issues that may be identified when performing analysis of the risk management program?Yes         No

(Please circle)

Did the learner correctly Identify four (4) improvements that could be made for the purpose of reducing program risk?Yes         No

(Please circle)

Comments
 

 

 

 

 

 

 

 

 

 

 

 

 

 

The learner’s performance was:Not yet satisfactorySatisfactory

 

 

 

Knowledge Activity

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
KE 1.0the use of risk management tools, frameworks, systems, methodologies and standards
KE. 2.0the use of a dynamic risk register across a program.

 

  1. Give descriptions of these tools and techniques for risk identification:

 

  • The Delphi technique

this technique is held with experts and it is collection communication method. This techniques is used for assessing and forecasting.(Pandey, & Pandey, (2021)

 

 

  • Root cause analysis

Root causes analysis is refer to identifying the root problems and their causes and also identifying the way to solve them.

  • Benchmarking

Benchmarking is the process by which we quantity the products and services which is against the company.(Pandey, & Pandey, (2021)

 

 

  1. Give descriptions of the following methods and how they may be used in the process of risk management:

 

  • Brainstorming

Brainstorming is a solution technique for the problem and has lots of ideas for all group members. It is very helpful in risk management because it provides methods and these approaches inspire project team members.(Hubbard,2020)

  • Ranking risks

This risk goal is to assess the daily activity risk and identify their level of low, high, and medium and these approaches help to collapse the all risks hooked on risk mechanisms and assess them.

  • Creating mitigation strategies.

This strategy is conducted to lessen the effect of the intimidation which is faced by the organization.(Hubbard,2020)

The best mitigation strategy work step by step, First, identify the risk and then create a planned strategy for solving them.

 

 

  1. Identify three aspects that the risk management framework should enable in relation to risks.

Answer

Three aspects of risk framework.(World Health Organization ,2019)

1) Risk Measurment

2) Mitigation strategy

3) Risk journalism (World Health Organization ,2019)

 

 

 

 

  1. Give five examples of policies/procedures/programs that may be included within the risk management system.

Answer

Programs are included in risk management system which achieve risk and breaks.

1) Identify the risk

2) Next is asses the risk

3) Handle risk

4) Risk scrutiny

5) Last is risk conclusion(Leveson,2015)

 

  1. Identify three types of outcomes that should be included when updating the risk register.

1) Possibility- Identify what is the sources of risk.

2) Impact – After ucknowleleage, the risk source finds at a place that has a serious impact.

3) Rating – with your perspectiveon where this risk is stand.

4) Approaches- identify risk and monitor them, avoid it.

 

  1. Specify four details that should be included within a risk register.

 

Answer

Four main details which included in the risk register are given below:(Liu, et al.,2021)

1) Define and note the category of risk. in easy language risk has low, medium or high in category.

2) Proper description of risk

3) Documentation of risk

4) Who take the priorities of risk.(Liu, et al.,2021)

 

 

Knowledge Evidence Activity Checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and 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.

ChecklistKnowledge Evidence (KE),
Did the learner correctly give descriptions of these tools and techniques for risk identification?Yes         No

(Please circle)

KE 1-2
Did the learner correctly give descriptions of the following methods and how they may be used in the process of risk management?Yes         No

(Please circle)

Did the learner correctly identify three aspects that the risk management framework should enable in relation to risks?Yes         No

(Please circle)

Did the learner correctly give five examples of policies/procedures/programs that may be included within the risk management system?Yes         No

(Please circle)

Did the learner correctly identify three types of outcomes that should be included when updating the risk register?Yes         No

(Please circle)

Did the learner correctly specify four details that should be included within a risk register?Yes         No

(Please circle)

Comments
 
The learner’s performance was:Not yet satisfactorySatisfactory

Performance Evidence Activity

Performance Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
PE 1.0direct the planning of program risk management
PE. 2.0manage program risk,
PE. 3.0assess project and program risk-management outcomes
PE. 4.0respond to risk within complex programs that are subject to unpredictable contextual pressures.

 

  1. Direct the planning of risk management for a program specific to your prefered organisation.

 

Perform the following activities as part of the planning process:

 

  • Assess and select appropriate methods according to the risk context

1) Risk Avoidance

2) Risk reduction

3) Shifted the risk

4) Prevent loss

 

  • Direct the identification, documentation, and analysis of risk as the basis for planning

Identification of risk techniques:(Vishambar, et al., 2016)

1) By checklist

2) By suggesting

3) By Assume analysis

Documentation necessity of risk are:

1) Risk register

2) Risk importantly

Analysis risk by:

1) Delphi technique of risk

2) Decision tree analysis(Vishambar, et al., 2016)

 

  • Direct, support, and mentor project managers in the analysis, evaluation and treatment of risks

Some important step that is taken by the project manager during the evaluation of risk are:

1) Citations the risk

2) Urgencies the risk

3) Plan the retort

  • Ensure risk management is visible and timely

Before implementing the risk management strategy firstly confirm whether is visible or not and give the outcome on time or not.

 

  • Develop and maintain a risk management system across the program.

1) always clear your responsibility.

2) Create risk management system

3) Clear context

4) Identify risk

5) Evaluate the risk

6) Communicate with others

 

 

  1. Undertake management of program risks in accordance with the plans that were developed during the previous activity.

 

Perform the following activities as part of the risk management process:

 

  • Manage the program in accordance with plans

This program is created by risk manager to identify the risk. Project manager manage the program and project .

  • Review progress, analyse variance, and initiate risk responses

1) Avoid them

2) Shifted them on others

3) Mitigate

4) receives

  • Ensure risks are assigned and monitored across the program at agreed intervals

Always monitor the programs that is implemented by project manager for risk management

  • Assess issues for impact and authorise remedial actions.

1) Historical review

2) Place identification

3) pledge a testing program

4) Comprehensive testing program

 

  1. Conduct an assessment of project and program risk-management outcomes in relation to the implementation of methods during the previous activity.

 

Perform the following activities as part of the assessment process:

 

  • Identifying and documenting residual risk

To identify residual risk there is a formula is given below:

Residual risk= Characteristic risk- effect of the risk control strategy.

(Reith, & Armitage,2016)

  • Reviewing and analysing program risk outcomes

From the analysis of risk, we acknowledge the risk and its outcome and develop changes if there is wrong something in the risk management plan.

  • Documenting, analysing and recommending lessons learned

This lesson is about the risk management process, how we identify the risk, how we analyze the risk, and their control system which will help the organization reduce the risk. we also learn the effective strategies related to the risk management process. We learn how could the organization overcome this risk problem.

Performance Evidence Activity Checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and 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.

ChecklistPerformance Evidence (PE)
Did the learner manage direct the planning of risk management for a program specific to your preferred organisation.?Yes         No

(Please circle)

PE 1-4
Did the learner correctly undertake management of program risks in accordance with the plans that were developed during the previous activity.?Yes         No

(Please circle)

Did the learner correctly conduct an assessment of project and program risk-management outcomes in relation to the implementation of methods during the previous activity?Yes         No

(Please circle)

Comments
Provide your comments here:
The learner’s performance was:Not yet satisfactorySatisfactory

 

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.

Learner’s name 
Assessor’s name 
Unit of Competence

(Code and Title)

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

(Please circle)

Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?    Yes         No

(Please circle)

Learner is deemed:Not yet competentCompetent

 

REFRENCES

Burbano, V. C. (2016). Social responsibility messages and worker wage requirements: Field experimental evidence from online labor marketplaces. Organization Science27(4), 1010-1028.

Geissert, P., Hallvik, S., Van Otterloo, J., O’Kane, N., Alley, L., Carson, J., … &Deyo, R. A. (2018). High risk prescribing and opioid overdose: prospects for prescription drug monitoring program based proactive alerts. Pain159(1), 150.

Hubbard, D. W. (2020). The failure of risk management: Why it’s broken and how to fix it. John Wiley & Sons.

Koulinas, G. K., Marhavilas, P. K., Demesouka, O. E., Vavatsikos, A. P., &Koulouriotis, D. E. (2019). Risk analysis and assessment in the worksites using the fuzzy-analytical hierarchy process and a quantitative technique–A case study for the Greek construction sector. Safety science112, 96-104.

Leveson, N. (2015). A systems approach to risk management through leading safety indicators. Reliability engineering & system safety136, 17-34.

Liu, B., Sjölander, A., Pedersen, N. L., Ludvigsson, J. F., Chen, H., Fang, F., &Wirdefeldt, K. (2021). Irritable bowel syndrome and Parkinson’s disease risk: Register-based studies. NPJ Parkinson’s disease7(1), 1-7.

Pandey, P., & Pandey, M. M. (2021). Research methodology tools and techniques. Bridge Center.

Pikoula, M., Quint, J. K., Nissen, F., Hemingway, H., Smeeth, L., &Denaxas, S. (2019). Identifying clinically important COPD sub-types using data-driven approaches in primary care population based electronic health records. BMC medical informatics and decision making19(1), 1-14.

Reith, C., & Armitage, J. (2016). Management of residual risk after statin therapy. Atherosclerosis245, 161-170.

Vishambar, A., Kaustubh, S., Kartik, P., &Salunkhe, A. (2016). Risk planning in construction of highway project: Case study. International Journal of Latest Research in Engineering and Technology (IJLRET)2(3), 57-63.

World Health Organization. (2019). Health emergency and disaster risk management framework.

Zaiceanu, A. M., Hlaciuc, E., & Lucan, A. N. C. (2015). Methods for risk identification and assessment in financial auditing. Procedia Economics and Finance32, 595-602.

I have attended all the class activities and participated in class discussions as well as observations, and how it has improved my communication. In one of the lectures, I learned about persuasive communication, in which the tutor explained emotional intelligence. I gained knowledge regarding interpersonal and intrapersonal communication. I understand that intrapersonal communication comes from the inside, and it simply means internal communication or known as self-talk. Interpersonal communication simply means communication between two or more people. Internal communication refers to the communication in which people interact with each other. I get to know how can I improve my interpersonal communication, and I learn that firstly we need to identify the needs of clients and staff members with whom we are communicating, and we must need to be a flexible, and adaptable communicators. Attending class sessions will make me gain the information from different students and listening to them will make me an informative person.

How do the readings, class activities, discussions observations, and lectures improve the communication

Class activities and lectures have provided me the extensive knowledge regarding the several topics that I have learned and it has also improved my communication in my professional as well as personal life. One of the activities of Lecture 4 was conducted regarding what is emotional intelligence, and in pairs, we watched the video, we get to know about emotional intelligence, and discussed in the class what we have learned. Listening to the points of different students in class has improved my overall learning, and gathered several new opinions that what other students have understood from that video. In this activity, I participated with my friend and we both explained very well we ideas and opinions we have gathered.

In the discussion of Emotional intelligence, several topics have been discussed such as what are the emotions and what are the different levels of emotional awareness. I get to know about the self-talk and it has improved my level of communication. It has been determined that conversations that are mainly done with ourselves are also used in speech therapy, sports training as well as in motivation lectures. I mainly try to use the assertive communication style and I have started avoiding my aggressive behavior of mine at the workplace as well as while I talk to my friends and family members. After following the assertive behavior or the assertive communication style while talking to other people, I start making requests to them and give as well as receive the compliments, and mainly stand up for my rights, and express my personal opinions including the disagreement. To become a better communicator, it is important to be a good listener, and ensure that a person is listening properly before communicating because if we do not listen to them effectively, then how we communicate to them according to their needs and requirements.

For better communication in the workplace, I get to know about organizational communication in my lecture class. Firstly, I have learned that an organization is a group of people who group to achieve the organizational goal, and the alignment strategy is to communicate consistently across the organization. In communication channels, memos, as well as formal and informal meetings will be used, and most importantly the suggestion boxes and 360-degree feedback will be used and focus groups are used to communicate with other people.

Different Communication Channels

Other communication channels such as formal and informal, permanent or transient, and communicate through technologically mediated such as communicate via technology, computer, or video. Interpersonal channels are used to communicate for meeting the specific customer needs. Then one activity has been conducted at the workplace and in those questions have been asked such as what is the corporate culture, and what is at its worst, and one of the most important questions is what is the best way to change the culture for the better. In this activity, we were three people who participated as a group, and we all answered all the questions correctly, and we were very confident while giving the answers our tutor also give us appreciation because we provide real examples while answering the questions.

Learning Experience

I learned in the class lecture about the different communication flows including horizontal communication, vertical communication, and downward communication. In downward communication, messages will be sent from the upper level of the organization to the lower level of the organization. For any important announcement of the organization, downward communication is used. Also, when two or more departmental managers have to communicate with each other, then they have to send and receive messages between the different levels of the hierarchy. It is used to communicate between the managers only, and when the managers have to communicate regarding their departments with each other, they used the horizontal flow of communication.

Also, I have learned that managers need to communicate with their employees frequently and understand what issues they are facing and provide them with the right method to solve those issues, and in this way, I learn that I can improve my communication in work life. In the upward communication at the organization, I am sending messages from the lower level to the upper level. There is one concept used in organizational communication including the span of control in which it states how many employees are directly reporting to the person who is at the above position in the hierarchy level. Another level of communication channel that is used in organizations for discussing and taking ideas are such as increases the level of participation in the process of decision-making, and most importantly encourage the two-way communication when the information is exchanged, and it leads to the accurate exchange of information, and that is known as the grapevine communication channel.

Organizational culture is important to consider during the communication of an organization, and the different cultures of communication that I have learned about are the Silo Culture in which the culture of reporting is built and there is learning as well as flexibility among all the managers and employees of the organization. It is very important to communicate about the organizational culture and it will be learned from the stories of the organization, as well as company newsletters, blogs, podcasts, and the national newspapers.

The lectures have changed my communication as I observe students how they are communicating effectively, and how they are responding to the questions of the tutor and they too are performing well. I was giving amazing examples to the questions while stating the answers but my voice was not clear and it makes the tutor not able to understand my statements and opinions. Another person who is communicating effectively and has a bold voice (mainly what other good communicators have) was gaining the attention of the audience and the communicator must know how to gain the attention of the audience while speaking and communicating. This is how my level of communication has improved. For making the communication better, it is important to make the good networks and from those networks, conduct meetings and learn from them as well. It leads to an increase the connections and most importantly build good relations with people.

Oral Communication has also improved by participating in class discussions and class activities and knowing about the public speakers that speakers can also be one or many. It is essential to be polite and friendly with the audience, as they are the listeners. Also, during the oral communication, assess the audience types and determine their needs and preferences, and assess whether they are the decision-makers or influencers, because the decision-makers have different tastes as compared to the listeners, and I also learn that while communicating with people, it is important to use the real-life examples so that we can directly relate with them and using this strategy has improved my overall communication. When they relate with you, they will ask questions about what you are speaking about, and if they do not ask questions then it means that they are getting bored with your communication. Also, in the organization, I have started using the participative leadership style in which I experience that involving people in making decisions will make the communication two-sided and effective both. I assess that using the grapevine will help me to find out about the individuals before meeting them and analyze their decision-making style and their needs and preferences. And it is important to know about the stuff that you are going to speak about in front of people, and if you don’t know the real facts about your topic then you cannot speak about it to make the speech or communication effective.

For the presentation, it is important to use the right words, and have the right information to give to the audience, and for preparing the presentation, planning must be done priorly, and it is essential to plan 10 times before the presentation, and rehearsal will be done at least 2 times before the presentation. For the 1-hour presentation, 8-10 hours of planning are required and 2 hours of practice or rehearsal are also required for giving the proper presentation. I have learned from one of the lectures, that planning for the presentation includes what are you going to present, and how much content you are going to present in the presentation. And most importantly, focus on the unique message during the presentation, and decide how much you vary the content to maintain the audience’s interest.

While giving the presentation, I learn that attending to many audiences will make the presentation better and always try to give creativity in content, as well as variety in content, and avoid a dull recitation of the facts. It is important to have a formal presentation, and for that full text must have of the presentation, and it is essential to be well-dressed and groomed for the presentation. And most importantly use the video to record so that you can analyze the performance and the venue will be determined for the presentation. During the presentation, it is essential to be relaxed and have an easy posture, have the appropriate attire, as well as grooming objects, and use the right equipment while giving the presentation. Non-verbal communication can also be used informally in that eye contact, and gestures are used.

Becoming the better communicator from here to there

To become a better communicator, building the skill of asking questions and active listening is very important, and I need to focus on working on my voice more, as I have to use my voice wisely while communicating at the workplace or in my life. To make the communication effective, it is essential to have the four skills including such as listening with the empathy and speaking up when it is necessary, because the communication begins with you only, and for becoming a better communicator, I observe that preparing before communicating is considered a good point, because a person knows what he has to communicate, and I have seen that if we know what we have to speak on stage or while conducting a meeting, then we can speak clearly and give examples to illustrate the statements. Most importantly use different words, because using the same words will make the communication boring. So, for that, a communicator needs to work on the vocabulary and know what words are used in what situation because we cannot use the wrong words, as it will create a problem for the communicator and the listener will think that the communicator is not using the right words to state their opinions. And the communicator also asks questions frequently from another person to make the communication more engaging and effective. As one-sided communication is considered as boring but the two-way communication cannot be boring, because those two persons are communicating and using their minds and stating their opinions regarding the topic.

 

References

Brown, K.L. and McLeod, C.L., 2020. Strategies for Preparing and Delivering an Effective Online Presentation. https://scholarship.depauw.edu/cgi/viewcontent.cgi?article=1000&context=geo_facpubs

Chatman, J.E., Johnson, A., White, E. and Bell, R.L., 2020. The leader as effective communicator. American Journal of Management20(2), pp.22-32. http://www.m.www.na-businesspress.com/AJM/AJM20-2/2_Chatman_BellFinal.pdf

Gbarale, K.D. and Lebura, S., 2020. Vertical Communication and Employee Performance in Emerging Economy Public Organizations: The Imperatives of Organizational Culture. organization17(22), p.27. https://pdfs.semanticscholar.org/7ded/1077a37b1a731d4cc07ffc655ac7bd3d2bef.pdf

RAO, P.S., 2019. ENHANCING EFFECTIVE ORAL COMMUNICATION SKILLS AMONG THE EFL/ESL LEARNERS _. Alford Council of International English & Literature Journal2, pp.62-74. https://www.acielj.com/Papers/vol2issue2/3.ACIELJ%20-Srinu%20sir%20%20(19-31)%20OK.pdf

Rao, P.S., 2019. The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ)2(2), pp.6-18. https://www.researchgate.net/profile/Parupalli-Rao/publication/334283040_THE_IMPORTANCE_OF_SPEAKING_SKILLS_IN_ENGLISH_CLASSROOMS/links/5d21b2db458515c11c18dbf3/THE-IMPORTANCE-OF-SPEAKING-SKILLS-IN-ENGLISH-CLASSROOMS.pdf

Sariakin, B.A. and Sibuea, A.M., 2020. The Effect of Organizational Culture, Transformational Leadership, Vertical Communication toward Lecturers’ Organizational Commitment at Serambi Mekah University of Banda Aceh. https://www.scitepress.org/Papers/2019/90376/90376.pdf

Terzić, E., 2018. The significance of vertical and horizontal communication for business effectiveness in sports organisations. Edukacijski fakultet11(1), pp.110-118. https://www.researchgate.net/profile/Faris-Rasidagic/publication/327780051_Differences_in_the_morphological_and_motor_status_of_female_students_from_inner-city_and_suburban_city_areas/links/5ba400d7a6fdccd3cb675565/Differences-in-the-morphological-and-motor-status-of-female-students-from-inner-city-and-suburban-city-areas.pdf#page=110

Zhurakovskyi, B., Boiko, J., Druzhynin, V., Zeniv, I. and Eromenko, O., 2020. Increasing the efficiency of information transmission in communication channels. Indonesian Journal of Electrical Engineering and Computer Science19(3), pp.1306-1315. https://www.researchgate.net/profile/Juliy-Boiko/publication/342344773_Increasing_the_efficiency_of_information_transmission_in_communication_channels/links/5eef214092851ce9e7f78ec0/Increasing-the-efficiency-of-information-transmission-in-communication-channels.pdf

Executive Summary

In this report, we have discussed the importance of leadership skills in the Australian Board, they are searching for the new Captain and they are searching for an appropriate leadership style in their New Captain also included in its skills three important theories of the Leadership and always ready to support their team in the situation and also work in a proper team and achieve the combined target of the team and also ready to serve for their country.

Introduction

The role of a Leader in any organization is very important and the same for the Australian Cricket Association also because the Leaders after the ball-tampering scandal, the Australian Cricket Board is confusing to select the appropriate captain for the Australian team because Steve Smith was banned, they needed a new captain which leads the team from the front and also fulfills the gap which was not present due to absence of David Warner and Steve Smith. The Leader is very important because it is those people who communicate and interact with the team to work in a group and fulfill the policies and help to achieve the roles of every team member and work on plans to subordinate to start the work properly. Throughout sports, an athlete leader is defined as an individual who has an official or casual leadership location inside one squad which affects other participants in the achievement of shared goals. As a result, the site of the sports leader was imperative in accomplishing its determination. Furthermore, a successful leader owns the propensity to hold all competitors attentive in a shared area. A sturdy leader who principals in opposite could have a variability of belongings just on the entire squad. He can motivate and surge the team’s self-assurance levels.

Background

With the help of proper strategies and proper plans, the Leader achieves the target on time and always motivates their team, and is always ready to lead the team from the front and fulfill the desire of the team. A group is brought together like a leader who has a similar goal. They assist decrease ambiguity, impact and concentrate user focus but also production, give positive leadership behaviors and rules, and reinforce the experience and provide direction, transparency, participation, & purpose to all parties involved. Psychological qualities including such extroversion-introversion, monitoring, trying to think, and judging-perceiving may assist enlighten that woman’s inherent character. Also, with great man’s ideas of leadership in the twentieth century, this was thought that leaders are blessed with particular psychological attributes that make them respectable. This research shows that group efficiency overall goal achievement is linked to the leader’s management style, which has a major impact on employee behavior. This motivates them to work harder to work and see its leadership as effective. Personal attributes that discriminate against good leaders are denoted as control personalities (Deshwal & Ali, 2020).

The volume of an individual or corporation to help assess, teams, or administrations is mentioned as leadership. According to top the aims of either a firm as well as the market, working more towards the achievement of the goals. Although integrity, sincerity, and sincerity are all valuable leadership attributes, leaders must also be effective in reaching their objectives. Some leaders are effective in accomplishing their dreams because they can convince, inspire, engage and urge everybody else to take their advice. Ponting constantly set clear goals for his team as well as outlined how they would attain them. He accepted responsibility for the targets that were established as well as shared those only with the public and indeed the rest of the group (Vasilescu, 2019).

Captains are familiar with their players as well as their duties because they have some strategy in place for them. Captains are familiar with the respective bowler that knows what pitches to prepare for them. For approximately a century, cricket was a vital component of Australian culture. This is extremely fixed in Australian culture & component of its collective mind (Deshwal & Ali, 2020).

Harnessing your team’s skills might be difficult, however, the most effective leaders collaborate with respective employees to get the best outcomes. Irrespective of it never ‘to-do’ list, one must keep overall momentum, remain prepared to accept chances, & create choices to reach your objectives. It’s critical to keep in mind that it’s either obvious or straightforward. Involve everyone in the strategy was utilized, but also teammates using factors that contribute towards the common objective. Keep their goals obvious throughout your whole project and get only based on a protracted approach. Make regular engagement among some of the group’s many segments (Demirtas & Karaca, 2020).

Take the essential steps and keep track of your development regularly. Concentrate on the Organizational culture. Make an extra effort in learning about the company’s culture; it will help you to figure out that use their team’s attitudes, talents, perspectives, or beliefs to reach bigger goals. Try your best to collaborate and foster a climate of mutual trust and respect. Engage your teammates and convey that you care about them as individuals. Clarify the goals’ purpose and stress-specific contribution to overall aims. To express thankfulness for outstanding work, create annual employee initiatives. Create a friendly environment that values diversity and collaboration. Encourage your team(s) to claim ownership of their objectives. Instead of exerting strong control & requiring your staff to obtain permission for every tiny task, give everyone a chance to operate independently. Encourage your employees to think creatively. Offer the flexibility so that they may make changes. Responsibilities and authorities, but set clear limits (Vasilescu, 2019).

Following were the leadership traits and characteristics are as follows:

Morality inside the leadership, Interpersonal capacity to distribute in the proper way of work inside the team, Self-awareness of the leader is needed to be applied within the organization, and Flexibility. Increasing trust is need to be applied within the organization to fulfill the desire of the organization (Demirtas & Karaca, 2020).

Theories

Some theories are needed in the new Test captains of Australia as per the requirement in its leadership style which is as follows:

1) Contingency Theory

This theory is explaining whether this is perfect as per the situation of the work. And as per the requirement of the ideas, it would be applied in every leadership style and the appropriate style of leadership is needed to include in the academic format and which provides the balancing in the behaviors and appropriate objectives as well as the circumstances (Huihui, 2018).

The Appropriate leader doesn’t have good attributes but they have always there to support its team and work in a team whenever any situation is raised. At the last, the Contingency theory plays an important role in the Australian team selecting a good leader because it would provide exceptional leadership and it shows the result of interactions of the complex at various factors (Huihui, 2018).

2) The Situational Theory

This Situational Theory is connected to the Contingency Theory because it claims that no solitary leadership style seems greater than all the alternatives. Even as the title indicates, this mindset of effective leadership is conditional here on context. In simple terms, leadership should still match its leadership to the particular scenario by examining specific elements including the sort of work, the character of members, and much more. Primarily presented by US academic Paul Hersey with leadership expert Ken Blanchard, this situational theory integrates two critical elements: the overall style of leadership as well as the supporters’ characteristics (Manyuchi & Sukdeo, 2021).

3) Behavioural Theory

This same focus of Behavioral theory seems to be on leadership’s particular traits but also deeds then instead of its attributes. As per the requirement, and good team leading doesn’t come from the talent it would need to be included with proper perfection and with hard work and during that time 3 things are necessary to include which areas technical, human, & intellectual.  Technical skills affect something like a leader’s empathy of a course or procedure; social times mention someone’s skill to participate with everyone else, and abilities relate to the leader’s asked to originate up with fresh concepts about successfully functioning its corporation or culture (Manyuchi & Sukdeo, 2021).

Conclusion

Australian Cricket Board is searching for the new Captain for its Test Team after the scandal of ball-tampering on the Australian Cricket Team. Board is searching for a new Leader which has various qualities and skills which is needed by the Australian team also the Leader has a leadership style and follows the three theories of the Leadership which is included Contingency Theory, The Situational Theory, Behavioural Theory is needed to present in its leadership skills also and the characteristics of leadership help the team and as well as country and also its team members also help to support each team members and always motivate them and fulfil the desire of its team. The characteristics and traits of a leader help the organization to achieve its performance and provide a good profit to the team and make the team successful and work in a proper team. The goals are also achieved with the help of a good team leader and for the Australian team, the Captain is changed but in the end, Board easily fulfills the leadership style.

 

 

References

DEMIRTAS, O. and KARACA, M., 2020. CHAPTER THREE ETHICAL LEADERSHIP. A Handbook of Leadership Styles, p.60.

https://books.google.com/books?hl=en&lr=&id=QwXPDwAAQBAJ&oi=fnd&pg=PR5&dq=theories+of+leadership+styles&ots=PGWK5NIQfI&sig=X8MK3vPC8fjR33Ki4Xf6dxxu83E

Deshwal, V. and Ali, A., 2020. A systematic review of various leadership theories. Shanlax International Journal of Commerce, 8(1), pp.38-43.

https://shanlax.com/wp-content/uploads/SIJ_Commerce_V8_N1_005.pdf

Hai, T.N. and Van, Q.N., 2021. Servant Leadership Styles: A Theoretical Approach. Emerging Science Journal, 5(2), pp.245-256.

https://www.researchgate.net/profile/Thanh-Nguyen-Hai/publication/350969289_Servant_Leadership_Styles_A_Theoretical_Approach/links/60c97848458515dcee92f365/Servant-Leadership-Styles-A-Theoretical-Approach.pdf

Huihui, T., 2018. The Implications of taylorism, contingency theory, Behavioral management theory and systems theory on organization management in the globalization era: a comparative and critical review. Human Resource Management Department of Business School.

http://www.clausiuspress.com/conferences/AETP/ETMHS%202018/BCW037.pdf

Manyuchi, M. and Sukdeo, N., 2021. Application of the Situational Leadership Model to Achieve Effective Performance in Mining Organizations Teams. In Proceedings of the International Conference on Industrial Engineering and Operations Management (pp. 412-416).
http://www.ieomsociety.org/brazil2020/papers/217.pdf

Vasilescu, M., 2019. Leadership styles and theories in an effective management activity. Annals-Economy Series, 4, pp.47-52.

https://utgjiu.ro/revista/ec/pdf/2019-04/06_Vasilescu.pdf

Task 1: Determine Project Costs

1.1 Project budget

  1. a) Project budget planning
ResourcesCost ($)
Equipment$3000
Internet$1000
Human resources$4000
Materials$2000
Rent$3000
Statutory costs$2000

Contingencies and tolerances

We should always have a plan B for program improvement if are budget goes wrong or things do not happen according to plan so we should have a second plan for that and we have money to cover potential incidents. The tolerance that how much we can bend within our project and how much variation should be tolerated within a project for example we have a $15000 budget so we can tolerate up to $17000.

Overhead and indirect cost

An overhead cost occurs indirectly and it’s also called indirect cost. We should have some extra amount of money to cover overhead. And to achieve the organization’s goal. Overheads are in equipment and material that variances are for equipment is $1 and in material $.4.

  1. B) The assumptions we take while budgetary is that –

Expecting about income, expecting about expenses, problems about potential, alternation and expected and suppose income and expenditure. And it is very important to assume cost before committing resources.

1.2 Cost Management Plan

The project cost management program defines as a figure. Cost allocation, as well it gets controlling the performance of the project. Project planning has an essential part of cost management.

Cost management covers the template which is

Unit of measure: It should be right for example the value and quantity, etc. it is the first unit in cost management. That is what measure I should take in my project.

Precision level: This is the main term that keeps us away from any kind of misleading and derivations.

Level of accuracy: Accuracy is very important for each department while doing project planning.

The roles and responsibilities of an organization in cost management are also very important for both employees and workers. For achieving goals.

Threshold control: It is very necessary or important it helps to control the cost or cost management (Savitsky & Puchniak, 2019).

Measurement of performance: It helps us to determine the value we earn. And Pay employees according to their part.

Reporting format: It is very important to maintain the format in our project. Regular reporting is an important key to determining the deviation in projects related to cost.

Process description

Approval process: After our budget gets really, we have to take approval from senior authorities and show them all the projects before implementation.

Financial and delegated authority: Show them all the terms related to financial needs or projects, expenses, profit, etc.

Communication process: Communication must be clear and effective so that everyone can understand the project well. The report must be clear and easy to understand for everyone. It is professional nut friendly. And effective in archive desired goals.

Invoice procedure: Check the details of the invoice on receipt, record it in a system, and do payment after taking approval.

Task 2 -Monitor and control project cost

2.1 Cost Analysis Method

The methods of cost analysis to demonstrate the cost variation in the project is: effective cost evaluation is important for project success.

Parametric model: So, this is based on a mathematical equation in that we use old recorded data or old software, or historical data. For mathematical performance and help to demonstrate that occurs in the project (Pérez, et al., 2020).

Expert model: discuss with the expert in the project who already worked many times in that kind of project. And this is very important to discuss with experts or seniors.

2.2 Budget performance report

NamesBudget costActual costvariance
Equipment$5 $6negative
human resources$3$3Same
materials$2 $2.4negative
Service and statutory costs$3.5 $3Positive
Other expenses$2 $1.5positive

2.3 Re-planning of project

The variances in the budget are not good for any project budget. we have to find out what are the reasons behind these variances, we need to identify the reasons for variance and an effective plan to bring back the project according to plan. The equipment we have purchased is expensive we should buy the equipment according to needs of a project and understood worker so they use it an effective manner don’t they use it a harsh manner so that they break, material and other expenses are being fully checked and preplan is important according to budget only expenses should be made.

For the back project on the back we have to use a technique like:

Reviewing the situations

Problems are too solved and clear.

The action plan should be developed and implement

The high-performance team should be there.

Task 3- Complete Cost management process

3.1 Financial completion activity

At the end of the project, a financial activity needs to undertake first gather the records of the project: Spread in the establishment and approve acceptance of the product, service, or project. As a manager, I’ll have to review the documents of the project to be sure that they are up to date and check the overall project and check if some changes and alternations are needed or not. And have to double-check all the resources of the project and don’t forget to update as well (Bodiako, et al., 2016). Prepare the balance sheet, liberate the project team and make the final payments.

3.2 Project performance review

I reviewing my performance of the project in terms of cost management. First, regulate how to do every task in the form of a percentage. Establish plan value. I make sure that everything related to cost is done in an effective manner and compared my desired plan with my actual plan. Cost management is an effective method of implementation as well as provides the resources and process it ensures the high possible degree of quality, and also for overall productivity.

3.3 Cost issues and recommendations

DateDescription of problem/opportunityRecommended Action for next time/projectLesson Learnt Raised By
25 April 2022Shortage of resourcesMake sure that we have resources in advance so the shortage can be solved.This raised by the project or resource team.
30 April 2022overheadOverhead is a really concern matter we have to make sure that we should have a money in an accurate manner.By cost and budget department.
4 may 2022

 

 

 

Shortage of laborWithout labor we can’t do our projects in our next project we make sure that we have another labor team in advance.This is raised by the labor’s head.
29 April 2022Internet is not workingIf the internet is not working we must a second option like Wi-Fi or another internet option.By project designing and computer team.
2 May 2022Light cutWithout light we can’t work company should have a proper generator system. In the absence of electricity.By assistant manager.

References

Bodiako, A. V., Ponomareva, S. V., Rogulenko, T. M., Karp, M., Kirova, E., Gorlov, V., & Burdina, A. (2016). The goal setting of internal control in the system of project financing. International journal of economics and financial issues6(4), 1945-1955.

Lindhard, S., & Larsen, J. K. (2016). Identifying the key process factors affecting project performance. Engineering, construction and architectural management.

Pérez, V., Klemen, M., López-García, P., Morales, J. F., & Hermenegildo, M. (2020, November). Cost analysis of smart contracts via parametric resource analysis. In International Static Analysis Symposium (pp. 7-31). Springer, Cham.

Savitskyi, A., & Pikhniak, T. (2019). METHODOLOGICAL APPROACH TO COST MANAGEMENT IN PURCHASING ACTIVITIES: SAVINGS PLAN AND ITS IMPLEMENTATION. Moderní věda, 76.

This assessment task requires you to:

  • plan and allocate human resources to a project
  • identify and organise project personnel training and development
  • manage project personnel to achieve project outcomes
  • apply human resource management (HRM) methods, techniques and tools to the

Assuming your organization was awarded the following tender:

ATM ID: NAA RFT 20xx/1058

Agency: National Archives of Australia Category: 81110000 – Computer services

Close Date & Time: 15-Aug-20xx 2:00 pm (ACT Local Time)

Publish Date: 15-Jul-20xx Location: ACT Canberra

ATM Type: Request for Tender APP Reference: NAA20XX-1 Multi Agency Access: No Panel Arrangement: No Description:

A service provider is being sought for the technical upgrade of the Archives’ website Destination: Australia. In order to ensure the best value for money and optimal functionality (for the website and related exhibition interactive) going forward, it is necessary for the website to be transferred from a proprietary CMS to a commonly available CMS (including, but not limited to, an Open Source CMS).

The website will enable the National Archives of Australia to collect user contributed data about the photographic collection featured on the site. The interface must be modern, engaging and user-friendly, designed to meet the needs of people of all ages, and differing levels of computer and English literacy. The website must interact successfully with an exhibition interactive via an existing API. There is an option for hosting, maintenance and support services to be provided from contract execution until 31 December 2019.

Timeframe for Delivery: November/December 20XX with a possible extension of up to 3 years for hosting and maintenance.

The Requirement

The National Archives of Australia (Archives) (the Customer) is responsible under the Archives Act 1983 (Cth) for the preservation and storage of Commonwealth records, including the archival resources of the Commonwealth.

This procurement request relates to the website redevelopment and hosting and maintenance services for website Destination: Australia. The current website is located at https://www.destinationaustralia.gov.au

The photographs showcased on this website are part of the Immigration Photographic Archive (Series A12111). This collection comprises more than 22,000 black-and-white and colour photographs taken by government photographers between 1946 and 1999 to record the arrival and settlement of migrants in Australia after World War II. The photographs were used in newspapers, magazines, posters, brochures and displays to promote Australia as a prosperous welcoming nation to potential migrants and to reassure the Australian public that new migrants would readily settle into the Australian way of life.

In 2014, Destination: Australia was upgraded to encourage users to upload their own photographs and stories to share their migrant experience, further adding rich personal context to the Archives’ collection. These ‘Feature Stories’ are also available (via an API) in a ‘Globe’ interactive in the Archives’ exhibition A Ticket to Paradise?, which is touring nationally from April 2016 to September 2019.

 

Required

  • Redevelopment of existing website Destination: Australia
  • Software to be either open source or common-use proprietary Content Management System (CMS)
  • One website prototype round, with testing and feedback
  • Website testing including content review
  • Final revisions
  • Final testing and bug fixes
  • Website handover
  • Final documentation including website style guides, master templates, admin user guidelines, technical This must be written in English with clear instructions for non-technical experts to operate the CMS.

Optional

  • External hosting and ongoing support with a service level agreement (3 years).
  • Updates and post implementation changes in response to user feedback Required deliverables

API compatibility

  • The website must continue to work with the pre-existing API linking the content with an exhibition interactive
  • The administrator account to the Destination: Australia CMS must have a check box function that allows the administrator to select which feature stories will be published through the API to the exhibition
  • The API must be able to draw all user-added content in the selected feature stories, including photographs, through to the linked exhibition
  • The website will support sourcing and storing its data from the Archives’ API, according to API calls provided by the Archives, to ensure valid, up to date data is displayed on the
  • The website must successfully GET, POST and PUT and DELETE data using the API within agreed timeframes.
  • Data from the API contains a mix of official records and user generated content
  • API compatibility and function must be maintained at all times until December 2019
  • The successful supplier will be provided with further documentation on the

 

Accessibility/compatibility

  • All elements of the solution must comply with the relevant Australian Government mandatory criteria including meeting Web Content Accessibility Guidelines (WCAG) 2.0 – to Level Refer to the Australian Government Digital Transformation Office website for more information – https://www.dto.gov.au/standard/design-guides/
  • Any online forms should include identifying mandatory fields, error validation and error suggestion on input fields (e.g. include @ for email addresses), as per the WCAG 0 Level AA.
  • All elements of the solution must display consistently across popular Windows, Macintosh and Linux browsers including Internet Explorer (V9 up), Firefox, Chrome, Safari and
  • Code to ensure ease of use and accessibility from desktop, tablet and smart phone / mobile platforms using responsive interface

Privacy, security and intellectual property

  • Data captured in online forms should reflect the Australian Privacy Principles (which unify the National Privacy Principals and the Information Privacy Principles) and security obligations of (ASD). Including any updates to how data should be stored according to the Australian Privacy Principles or security
  • Website security appropriate to support administration module, members’ pages, API developer key hidden and enables encryption of stored data including indexes and registered user’s personal details e.g. email address.
  • Hosting
  • The website application must be built to be hosted externally to the Archives’ IT infrastructure taking into account data sovereignty, data protection controls (see the Australian Government Protective Security Policy Framework (PSPF) and Information Security Manual) and compliance with the Privacy
  • Please see ‘Optional Deliverables’ for information on the optional hosting component of

this procurement process.

 

Aesthetic design

  • The aesthetic design of the website must be maintained for the upgraded
  • Style guides and other necessary components will be provided to the successful

 

Content Management System

  • The website must support formats to enable crowd sourced data and display of collection data including
  • The solution must provide an easy way for administrators to view and record user- generated activity across the site from within the administration
  • The website’s supporting CMS or web application must have both a design and source interface enabling recognition of user contributed data and has the ability to manage full user administration and content moderation in-house. This must include tasks such as updating all content (including descriptions on collection photographs), monitoring and moderating user-generated data and where necessary, blocking, removing, editing and/or extracting user-generated
  • Administration module must be secure
  • Administration page displays name (as well as screen ID) of contributing users
  • The solution must support Google Analytics for website visitor statistics and pre-scripted database reports for listing and exporting all user generated content.
  • The website must comply with records management requirements to enable the website to be archived with user-generated data extracted (e.g. XML, CSV format and image formats) with relevant references for future re-purposing.

Email notifications to administrator

  • Email notification to be sent to destinationaustralia@naa.gov.au when a user adds a comment, tag, person, location to a collection photograph, or adds a feature

story. Notifications should include a hyperlink to the new content in the CMS administrator account.

  • Email notification to be sent to destinationaustralia@naa.gov.au when a user reports comments or other Notifications must include a direct hyperlink to the reported content.

Public user login

  • Website users have the option of browsing and searching the website without registration. Anyone wishing to input data to the website must register and login with a unique email address and
  • Existing usernames and passwords must carry over to the redeveloped site
  • Profile must include an online form for users to contact Archives to remove or edit their user-added content
  • Optional: ability for the user to ‘link’ together multiple stories that they have contributed by the user, or to allow sorting by tag with user name. The published feature story page would display a link to take viewers to the related stories.

 

Navigation

  • Website navigation must align with pre-existing information architecture for Destination: Australia.
  • Breadcrumbs must be added to the top of each page to enhance user navigation

 

Search function

  • Ability to query search and return search results, this will be supported through the API calls, and the interface will need to be configured to return merged search requirements and apply search parameters (e.g. filters) for the Discovering Anzacs interface.
  • Required: free text feature stories and comments contributed by users must be posted back to the API to become searchable on Destination: Australia.
  • User-added tags on stories must be posted back through the API to become
  • User-added locations on stories must be searchable and clickable to sort stories by place
  • Adding terms to the search parameters should refine the search (it currently expands the result field)
  • The website must include all images within the A12111 series/collection, and search results must display all relevant images. Check that search picks up all photographs in collection (or that Destination: Australia captures all images in A12111) – e.g. searching for “Petrus Mouwmans” does not give a result, although it is listed in RecordSearch: A12111, 1/1963/14/9.
  • Results distinguish between feature stories, collection items and user added
  • Results able to be sorted by category (feature story, collection item) or by date range (earliest to latest or vice versa)
  • Image title to appear at the top of the results display (currently “view this photograph”).
  • Hit highlighting – the search interface will support search term (eg. keyword, name) hit highlighting using bold or similar

 

Updates/fixes to ‘add your story’ form (see Attachment B for images of changes)

 

 

 

 

 

 

 

  • All free text fields must allow users to copy and paste text from other
  • The fields ‘Year’, ‘Country of origin’, ‘Theme’ and ‘Photos’ (at least one) must be

compulsory

 

Adding images

  • ‘Add photos’ must be moved to location above ‘Add Your Story’
  • When adding an image from the website, the citation and image caption must also be The citation (e.g. NAA: A12111, 2/1969/4A/18) must be locked in, with the option for the user to personalise the caption.
  • When adding an image from the website, users must be able to search by collection control symbols and non-consecutive key words.
  • When adding an image from the website, user has the ability to refine the search using date
  • When adding an image from the website, clicking ‘enter’ after typing keyword must initiate

the search (currently takes user to blank error page).

  • ‘Add image from website’ search must return all results available through Destination: Australia.
  • The website must perform checks to ensure the user is uploading an accepted size and format (e.g. png, jpeg) and provide error messages where limits are
  • Optional: add a new function to allow users to select from their ‘Favourite’ images to add

to their story.

  • Optional: users able to crop images before they

 

Add your story

  • ‘Add your story’ text field must allow simple formatting: paragraph breaks,
  • Must display Latin diacritics (accents g. acute é, grave è, circonflex ê, caron č; dots e.g.

diaeresis ë; cedilla ç, ogonek ą).

 

Feature story publishing process

  • Selecting ‘Preview’ must save a copy that allows for the user to return and edit

This draft copy must not be publicly available at this stage.

  • Selecting ‘Save your story’ (on contribution form page) or ‘Save and submit’ (on preview

page) submits the story to the CMS and publishes the feature story on the live website

  • Stories are automatically published on

 

Feature story display page (front end)

  • On published feature stories, viewers must be able to click on categories (year, country, tags, locations) to bring up a list of any other stories/images with the same user-added metadata

 

 

 

 

 

 

 

  • Must display Latin diacritics (accents g. acute é, grave è, circonflex ê, caron č; dots e.g.

diaeresis ë; cedilla ç, ogonek ą)

  • Must display simple formatting: line breaks, italics
  • Images must be able to open for larger display in a lightbox, with accompanying caption
  • Optional: where a user has added a photograph from the website, the image on the published feature story page links back to the image display page for the particular record (i.e. with metadata, comments, tags etc).
  • Optional: if users add data to ‘location’, map with tagged locations should be shown on published feature story

 

Record display page (front end)

  • Required: create ‘order record’ button that takes the user through to PhotoSearch result for that image and the associated ‘ordering images’ text

 

Home page

  • Optional: preview of ‘Feature stories’ displays feature stories at random

 

Testing

  • The Supplier must outline the project plan and team roles and the testing strategy and It should also include any handover files and documentation to be provided for implementation.
  • Extensive testing will be required prior to the website This includes iterative testing during development, implementation of changes and subsequent re-testing.
  • On implementation and handover the Destination: Australia website should be fully functional and populated with relevant content and As part of the website handover, training sessions and support documentation for nominated administrators will also be required.
  • Testing must include success of API calls to/from the Destination: Australia website for creation, deletion, updates and retrieval of data in conjunction A Ticket to Paradise? ‘globe’
  • The National Archives will determine when the website is ready to be launched and the However, the supplier must be able to meet the nominal launch date of 25 October 2016.

 

Acknowledgements

The banner (visible on all pages) must include:

 

  • Destination: Australia web tile
  • Multi-agency logo for the National Archives of Australia and the Department of Immigration and Border Protection (to be provided by the Customer)

 

 

 

 

 

 

 

  • The following tagline:

o ‘The National Archives acknowledges the support of the Department of Immigration and Border Protection for the Destination: Australia website’, with the text ‘Department of Immigration and Border Protection’ hyperlinked to the website https://www.border.gov.au/

 

Progress meetings and reports

 

The successful Supplier will be required to:

  • Attend the project kick-off meeting (face-to-face / teleconference)
  • Attend regular updates at an agreed time and day, at least
  • Attend scheduled project meetings to report at key milestones or deliverables throughout the
  • Communicate any issues which may impact agreed project tolerances as they occur
  • Attend project wrap-up meeting with final deliverables and website handover including report/documentation.
  • Work collaboratively with National Archives staff and Suppliers to meet expectations and resolve

 

Optional

  • Should the option of host services be agreed to by the Customer, the Supplier must attend ongoing support meetings or maintain regular communication as required, up until the end of the

 

Project Management Requirements

  • The Archives will nominate a Project Manager who will be responsible for liaison with the successful supplier in relation to management of the contract and overall service
  • Potential Suppliers must specify all staff and subcontractors proposed to complete the
  • The successful Supplier will be required to nominate a Project Manager as the primary point of contact for the This person will be responsible for the management of the contract as a whole and for liaison with the Archives’ Project Manager.

 

After delivery

The Supplier must commit to providing defect resolution in the post-launch period, up to 30 April 20xx, in response to Archives user testing and feedback. In this period the Supplier must complete full internal testing and bug fixes before any solution release for publishing.

 

Optional deliverables

 

 

Within your practice environment, complete each of the following parts:

 

  • Develop a Project Human Resource Plan for the project (The attached may be used as a basis).
  • Create a Responsibility Assessment Matrix (RAM).
  • Provide a ‘Project Closure Report’ addressing the Human Resources, Communications and Stakeholder areas of the project. Write a report reflecting on the contributions you made in the process. (The attached may be used as a basis).
  • Conduct an evaluation of the Human Resources, Communications and Stakeholder areas of the project, and

document your findings in a ‘Project Evaluation Report’ or ‘Post Implementation Review’.

  • Outline how you will incorporate your findings and lessons learned into future
  • Identify any skill development/training needs you may have applicable to human resources, communication and stakeholder

 

 

[Company] [Company Address]Tel: Fax:[Company Phone] [Company Fax] [Company E-mail]
   

[Ref. number]

 

Business Plan Template

  
   
[Sub-Project, phase, etc.]  

 

 

 

 

 

 

 

 

 

 

 

 

 

1

  1. The human Resource Plan must be working for the organization. We have the supplier it must be in the project plan and the team’s roles or the testing for the strategy for the plan. In the plan of the human resource plan for this, we have the communication strategy and the management strategy for the national archives in Australia. The human Resource Plan must be working for the organization. We have the supplier it must be in the project plan and the team’s roles or the testing for the strategy for the plan. (Snoeys et ad., 2017)

 

 

  1. The create a responsibility assessment matrix we can go with this thing. List all of the project tasks and the deliverables. Assign the stakeholders to each task for the stakeholders. Also, we have the overall stakeholders. If we also have the determining responsibility and the accountability. we, also have some of the things for development. It is the project communication management plan, risk management plan, and something also we have to develop in the technical uppers. This that thing in the order to ensure the best values for the money in the technology we have the designed to be meet all the needs of the people of all ages.

 

 

Introductions

 

The technical upgrade of the archives. It is the website destination of Australia. This that thing in the order to ensure the best values for the money in the technology we have the designed to be meet all the needs of the people of all ages. The exhibition is interactive via the existing API.  All the maintenance and the support for the technology are to be them from the contract until 31 December 2019.

 

Body

The technical upgrade for the future we have the develop this all thing in over organization. The project management plan, project scope, management plan, and many more things we have to develop for the organization. For the human resource management plan, we, also have some of the things for development. It is the project communication management plan, risk management plan, and something also we have to develop in the technical uppers. This that thing in the order to ensure the best values for the money in the technology we have the designed to be meet all the needs of the people of all ages. The exhibition is interactive via the existing API. The technical upgrade for the future we have the develop this all thing in over organization. The project management plan, project scope, management plan, and many more things we have to develop for the organization. For the human resource management plan.

 

Conclusion

For this, we have many more things for the development of the organization plan the first thing we have to develop it is the communization management and the stakeholders to this thing are the back boons of the organization so we have to develop the first in the organization. technical upgrade for the future we have the develop this all thing in over organization. The project management plan, project scope, management plan, and many more things we have to develop for the organization. For the human resource management plan, we, also have some of the things for development. It is the project communication management plan.

 

  1. The conduct and the evaluation of the human resources it then has to set all the goals and the monitor goals too and the important thing is the feedback provided. Communication is also we have to make the stakeholders to this thing are the back boons of the organization so we have to develop the first in the organization. technical upgrade for the future we have the develop this all thing in over organization. The project management plan, project scope, management plan, and many more things we have to develop for the organization. we, also have some of the things for development. It is the project communication management plan, risk management plan, and something also we have to develop in the technical uppers. This that thing in the order to ensure the best values for the money in the technology we have the designed to be meet all the needs of the people of all ages

 

  1. The lessons for the learned Communication is also we have to make the stakeholders to this thing are the back boons of the organization so we have to develop the first in the organization. technical upgrade for the future we have the develop this all thing in over organization. The project management plan, project scope, management plan, and many more things we have to develop for the organization. For the human resource management plan, we, also have some of the things for development. It is the project communication management plan, risk management plan, and something also we have to develop in the technical uppers. the development of the organization plan the first thing we have to develop it is the communization management and the stakeholders to this thing are the back boons of the organization so we have to develop the first in the organization. (Ferrière et ad., 2021).

 

 

 

Is the bachelor’s degree is the typical entry-level we have to develop the first in the organization. technical upgrade for the future we have the develop this all thing in over organization. The project management plan, project scope, management plan, and many more things we have to develop for the organization. technical upgrade for the future we have the develop this all thing in over organization. The project management plan, project scope, management plan, and many more things we have to develop for the organization. For the human resource management plan, we, also have some of the things for development. It is the project communication management plan, risk management plan, and something also we have to develop in the technical uppers. This that thing in the order to ensure the best values for the money in the technology we have the designed to be meet all the needs of the people of all ages.

 

  • Revisions and Distribution
 

 

 

Revision

 

 

 

Release date

 
ClientConsultantJV Main office(s)All project mgmt. dept.Sub-contractorsSuppliers
Rev. 0 (draft)29/10/2013PerspectivesDefine problemsSIntegrationAir conditioningKnowledge
 1.30/10/2013IdeasEstablish scopeSScopePaper hangingQuality
 2.02/11/2013Be willing to collaborateFind solutionSTimeElectrical workInnovative
 3.05/11/2013Confidence in over abilityWork deliverSCostMasonryBreakthrough
 4.10/11/2013Listen reallyKeep your personal opinionsSManagement costStoneworkCollaboration
 5.20/11/2013Craft a compelling solutionListen moreSQualityFoor workAccountability
 6.30/11/2013Customer avoidKeep it positiveSResourceRoofingContinuous improvement
 7.30/11/2013CommunicationDo or do notSCommunicationSidingRisk sharing
 8.10/12/2013Connect personallyTake breaksriskSheet metal workConsistency
 9.15/12/2013Provide valueTackle the tough stuffSHRMConcrete workCost improvement

*) Detailed distribution lists shall be prepared for each distribution event. Further details as per the project communication plan

2.1          Amendments

The [Category] from time to time may require updates. Any amendment to this plan shall be informed to the change control board by use of the change request form and approved by the project change control board prior to distribution. Only revised parts of the plan will be distributed along with the approval and shall be accompanied by instructions how to implement the changes.

The initial page numbering system (to be added upon initial approval) will be a normal continuous numbering displayed in the lower right corner of each page. In the event that pages have to be added, characters shall be added to the number. In case entire pages are deleted, the corresponding page shall be replaced by a blank page stating “page removed”.

Each added/changed page shall have the revision number and date of approval displayed on the bottom of the page.

 

3   Project Sponsor Approval

Prepared by:Reviewed by:Approved byProj. Sponsor:
Place, dd/mm/yyyyPlace, dd/mm/yyyyPlace, dd/mm/yyyy
Inside the organization

12/12/2013

 Organization

15/12/2013

 HR’s office

20/12/2013

 

Designation

Name DesignationName Designation

 

  • Objective

In order to deliver the project successfully, staffs with the right skills and experiences are needed.

The aim of the HR Management Plan is to identify and define the necessary roles and positions and to assess how critical the respective role for the success of the project is. Roles are therefore categorized in proficiency levels and appropriate measures are planned to close possibly existing gaps.

Subject of this planning is also the subsequent use of personnel.

Missing or incorrect personnel can mean a significant risk for the project’s success. Please refer to the Project Risk Management Plan.

4.1 Other Project Plans

This project communication management plan forms part of the overall project management plan. Further project plans to be read in conjunction to this project quality management plan are:

  1. Project Management Plan,
  2. Project Scope Management Plan,
  3. Project Requirements Management Plan,
  4. Project Schedule Management Plan,
  5. Project Cost Management Plan,
  6. Project Quality Management Plan,
  7. Process Improvement Plan,
  8. (this Project Human Resource Management Plan),
  9. Project Communication Management Plan,
  10. Project Risk Management Plan,
  11. Project Procurement Management Plan,
  12. Project Stakeholder Management Plan,
  13. Project Financial Management Plan,
  14. Project Health and Safety Management Plan,

 

  1. Project Environmental Management Plan,
  2. Project Claim Management

5         HR Requirements in Overview

 

SN

 

Role

 

When needed?

Desired Skill LevelActual Skill Level 

Skill Development Strategy

ABCDABCD
01Project ManagerProject Initiation through Project ClosureX    X  Send for PMP training
02Communication managerCommunication is not on the ad wayX    X  Need for coaching
03General managerWhen the organization management is not goodX    X  Need for coaching
04Production managerThe production needs the managementX    X  Need for coaching
05Quality managerWhen the quality good & services are not good X   X  Need for coaching
06Environment managerWhen the environment of the office is not good X   X  Need for coaching
07Claim managerFor the management  X  X  Need for coaching
08Financial managerWhen the cost of goods is not managed X   X  Need for coaching
09Health managerFor the healthy management  X  X  Need for coaching
10Risk managerWant to decrease the riskXX   X  Need for coaching
11Cost managerWhen the organization management is not good x   X  Need for coaching

A = proficient, B = well experienced, C = experienced, D = basic

 

6         Description of Roles & Responsibilities

6.1          Project Manager

The Project Manager

  • Prepares the project management plan and revision(s)
  • Participates in and manages project planning
  • Manages, reviews, and prioritizes the project work plans with objective to stay on time and on
  • Provides status and progress reviews to Sponsor and receives
  • Manages and supervises project

 

  • Brings issues to the Sponsor as needed and makes
  • Identifies required project team members and forms project
  • Motivates and coaches project team
  • Monitors contract
  • Manages change
  • Conducts risk management
  • Meets facility and resource
  • Reviews

6.2  QA & QC Manager

The QA & QC Manager

  • Develops the project quality management system and prepares the project quality management plan and the process improvement plan and revision(s)
  • Distributes the project quality management plan and relevant documentation to sub-contractors and
  • Monitors the effectiveness of the project quality management system and recommends and implements improvements when
  • Performs project

Ensures that all quality requirements are collected and informed to the concerned persons and parties.

  • Directs and manages all quality related processes on the project including all inspections, testing, audits, verifications, approvals .
  • Verifies that production activities and deliverables or part(s) thereof are in accordance with applicable
  • Attends client quality management
  • Chairs the regular QA & QC meetings with sub-contractors and
  • Coordinates, manages and controls the compilation of the project quality
  • Reviews project staff qualifications and determines training
  • Monitors and controls the remedial action of all issued non-conformance reports and closes all client complaints related to project
  • Coordinates project requirements with the procurement
  • Coordinates all quality related correspondence with the client and/or the client
  • Archives the project documentation upon completion of the
  • Supervises the activities of the subsidiary

 

6.3 QC Inspector (on-site)

The QC Inspector at site

  • Verifies the quality of material and/or intermediate
  • Monitors the production of all products and/or intermediate
  • Inspects during all stages of the production
  • Verifies the quality of products and/or intermediate
  • Documents inspections and tests conducted on materials, products and/or intermediate
  • Maintains
  • Identifies risks and issues with

6.4   QC Inspector (off-site)

The QC Inspector off the project premises

  • Verifies the quality of material and/or intermediate
  • Monitors the production of all products and/or intermediate
  • Inspects during all stages of the production
  • Verifies the quality of products and/or intermediate
  • Documents inspections and tests conducted on materials, products and/or intermediate
  • Maintains
  • Identifies risks and issues with

6.5         QA Eng.

The QA Engineer

  • Contributes in process improvement
  • Establishes best
  • Develops and implements quality assurance
  • Ensures compliance to established processes and
  • Participates in project
  • Reviews project
  • Analyzes non-compliances and recommends
  • Contributes to change

6.6         QA Eng. (submittal review)

The Submittal Review Engineer

  • Receives and reviews submittals from sub-contractors and suppliers and checks completeness of the
  • Verifies that proposed materials and/or intermediate products are in accordance with the project requirements and
  • Marks deviations and either corrects them or comments or asks for re-submission if necessary (depends to severity of deviation).
  • Updates and communicates approved material
    • Document Controller

 

7         Responsibility Assign Matrix (RAM)

 

SN

 

Task

Roles as described above
Project Mngr.QA & QC

Mngr.

 

C

 

R

 

 

A

 

L

01ACCOUNTINGL       XARC L
02CONSULTEDLüAACL
03INFORMATIONLüARCL
04COMMUNICATIONLüALAL
05MANAGEMENTLüARLL
06RESPONSIBLELüACRL
07FUNCTIONALL       XAAAL
08Environment managerL       XAARL
09Claim managerL       XALAL
10Financial manager           (Bicudo & 2021).LüALRL

Key:        R = Responsible for completing the task

A = Accountable for ensuring task completion, C = Consulted before any decision taken

I = Informed of taken decisions

 

Note:       For each task only one role can be accountable.

 

8         Staffing management

8.1          Staff Acquisition

From where and how are you getting the resources?

8.2         Resource Calendar

The timeline when resources are required

8.3         Training

What trainings must be provided respective which skills need to be developed?

8.4         Performance Review

How and how often are you doing performance reviews?

8.5         Recognition and Rewards

Explain how you will recognize/reward team members

 

Project Closure and Post Implementation Report (Section) Project Name

Project Name: 

Communication

Date: 

10-12-2013

Version: 
Author: 

 

Project Sponsor: 

Post-implementation report

Senior User:: 
Senior Supplier: 

OVERVIEW

 

  • END PROJECT REPORT
    • Performance against plans and tolerances
Target/TolerancePlannedActualDetails
For best profit Make the cost sheet first and the financial management 2 to 4 days to implement Nothing
The project has no issues

Good communication

 Make a good communication we have the best communication skill, managers. Implement in 10 daysNothing
Management Give the coaching for the manager Implement in just 5 daysNothing
Production Make the products with the quality 15 to 20 days for implement Need some time
  • Benefits delivered

 

  • Residual benefits

 

  • Changes

 

  • Project issues

 

  • Recommendations

 

  • POST PROJECT REVIEW

 

  • Date(s) for review

 

  • Responsibilities

 

  • Plan

 

  • FOLLOW-ON ACTIONS
    • Open project issues
Issue ID:Issue summaryProposed actionReason
Manger We want the good management for the manager by the cant gives as. Good The manager is not skilled
General manager The general manager is doing very good work Very good The skill of the general manager
Production managerIn the production, we see that the quality of the production is very good Excellent Skills
Stakeholders The stakeholders can do communicate with as without any type of problem. Excellent    (Bizzi 2020). Skills

 

  • Ongoing risks
Risk ID:Risk summaryProposed actionReason
 LegalThe legal risk is the risk of the financial Need for the budget Nothing
Environment The pollution radiation is the noise, land Need for the good environment Nothing
Market The market risk is the interest rate Make the monopoly in the market Nothing
Regulatory Changes in the laws and the regulations Need for the backup Nothing (Clement 2014).
  • Handover/training needs

 

  • Other required activities

 

  • LESSONS LEARNED
    • Report summary

 

  • Key areas for improvement

 

  • Lessons learned summary

 

Lesson No:Situation DescriptionOutcomeImpactLesson Learned
1Strategic planning Positives  Good
2Customer relationship managementPositives Good
3Balanced scorecardPositives Good
4 Benchmarking PositivesNot good

 

  • Controls and tools
Lesson No.Control/Tool UsedPositivesNegatives
1ManagementüX
2CommunicationüX
3ProductionüX
4 SalesüX

 

References

Bicudo, E., Faulkner, A., & Li, P. (2021). Software, risks, and liabilities: ongoing and emergent issues in 3D bioprinting. Journal of Risk Research24(10), 1319-1334.

 

Bizzi, L. (2020). Should HR managers allow employees to use social media at work? Behavioral and motivational outcomes of employee blogging. The International Journal of Human Resource Management31(10), 1285-1312.

 

Clement, T. P. (2014). Authorship matrix: a rational approach to quantify individual contributions and responsibilities in multi-author scientific articles. Science and engineering ethics20(2), 345-361.

 

Ferrière, C., Zuël, N., Ewen, J. G., Jones, C. G., Tatayah, V., & Canessa, S. (2021). Assessing the risks of changing ongoing management of endangered species. Animal Conservation24(2), 153-160.

 

Lo, K., Macky, K., & Pio, E. (2015). The HR competency requirements for strategic and functional HR practitioners. The International Journal of Human Resource Management26(18), 2308-2328.

 

Miften, M., Olch, A., Mihailidis, D., Moran, J., Pawlicki, T., Molineu, A., … & Low, D. A. (2018). Tolerance limits and methodologies for IMRT measurement‐based verification QA: recommendations of AAPM Task Group No. 218. Medical physics45(4), e53-e83.

 

Snoeys, W., Rinella, G. A., Hillemanns, H., Kugathasan, T., Mager, M., Musa, L., … & Leitner, T. (2017). A process modification for CMOS monolithic active pixel sensors for enhanced depletion, timing performance and radiation tolerance. Nuclear Instruments and Methods in Physics Research Section A: Accelerators, Spectrometers, Detectors and Associated Equipment871, 90-96.

 

Question 1

  1. Facts of the scenario

The scenario shows that John has purchased the theatre hall which was not in its best conditions. Because starting any operations in the hall, it is very necessary to repair some of the portion of the ceiling in order to start any operations in the hall. John has decided to replace total ceiling instead of repairing one portion as he has thought of replacing the ceiling with the raw materials that is better in comparison of the old one so that the operations can be better. The addition of the new ceiling, erecting the ceiling as well as cost of the raw materials will together cost in 210,000. It is estimated that is that one portion  repairing will consists of the expense of 150,000. But John is concentrated on changing the entire ceiling that will help in improving the acoustics as well as the appearance of the hall. The scenario revolves around the income tax assessment act 1997 and needs detailed description of the allowable deductions for the purposes of income tax.

Relevant laws and cases

The determination of the deductions in terms of the income tax can be explained with the help of case law FCT v Western Suburbs Cinemas Ltd(1952) 5 AITR 300. This case law is helpful in making this clear as whether the expenses have incurred or they can be seen in capital character. As per the section 25-10 of the ITAA 1997 if a person has restored the ceiling or repaired, he/she is entitled to get deduction as per this section. Section 25-10 states that is the thing is completed changed or improved then that cannot be explained as repairs as the matter has gone beyond that. The case law W Thomas & Co Pty Ltd v FCT(1965) 9 AITR 710 states the scenario as restoring the effectiveness of the operations rather than creation of the exact thing in that form or material is imperative (Arnold, et al., 2019).

Application of laws and cases

According to the case laws and sections that have been applied it explains that the evaluation of the repairing of the ceiling can be done with the help of determination of the whether the ceiling consists of pieces that are worn out or replacing the flawed parts and correction of the same has been done is entitled of the deductions as per income tax act. Moreover, is the repaired and the improvement done is seen going beyond the matter of just repairs and the changes have been done completely, so in that case the deduction cannot be provided on the whole amount as it does not mean repairs, it means the complete change and installation of the ceiling in the hall (Zoepf, et al., 2018).

As per the income tax reasons, the allowable deduction will be on the following amount:

Repair cost that is estimated = 150,000

Total cost of repairs (actual) = 240,000

Deductions allowable on the amount = Total cost of repairs (actual) – Repair cost that is estimated

= 240,000 – 150,000

= 90,000

The amount that is liable to be deducted is 90,000 as it shows the costs that are in excess in comparison of costs that were expected for the repair. This amount of deduction is permitted as it is an additional expense. The owner of the hall will get the allowable deduction amount (Sachs, et al., 2012).

Conclusion

It can be seen that for improving the acoustics of the hall, 240,000 amount has been occurred. It is considered as capital amount. The estimated costs of repairs were 150,000. The deduction of the income tax will be entitled on the amount 90,000 as these are the additional expense. The taxable income of the owner will be decreased because of the deductions that are allowable as per the Income Tax Assessment Act 1997.

  1.  If the car is utilized for the business purpose, the total costs is deducted on the operations and the ownership. But the utilization of the car is happening for personal and business purposes both, then the deduction is done only of the utilization of the business cost. It is generally the amount of figure that is deductible on the expense of the car with the help of  different methods that are actual expense method and mileage rate method. If both the methods qualify. The deduction figure can be chosen with the help of the method that provides with the larger deduction.

Actual expense method : For utilization of the actual expense method, determination of the operating costs related to the portion of the car in comparison of overall utilization of the car that is used for the use of business. It certainly consists of the Depreciation, lease, registration fees, insurance, repairs, oil, tire, gas and many attributable portions related to driving the car for business purposes.

Depreciation: This can be calculated with the help of the MACRS method that is utilized by the car owners for the depreciation of the car that is seen to be in service since the time.

Recordkeeping: The substantiate of the expenditure must be recorded with the help of the adequate record required by the law. The deduction of the car expenses that is self-employed is done as per the Schedule C (Form 1040) if the organization is a sole proprietorship company.

Standard Mileage Rate: It can be understood as a method that can help in deriving the expenses on the car used for business purposes. For this method:

The operations of the car cannot go up to 5 cars at the same time as it will lead to fleet operations.

The depreciation must not be claimed.

The deductions on car must not be claimed as per Section 179.

The special depreciation must not be claimed on the car allowance.

The actual expenses must not be claimed after the year 1997 related to the lease of the car.

There are other ways by which the deductions are availed as per the expenses of the car. That can be seen as follows:

  • With the help of charity contributions
  • If the car is hybrid of electric
  • Conversion of the automobile
  • Deduction of the business use expenses
  • Deduction of the fleets of small business
  • No reimbursement of the expenses of the business.

Question 2

With the help of the analyzation of the case study, it can be observed that the total assessable income, tax liability, taxable income, Medicare levy surcharge and Medicare levy is needed to be calculated.

Total assessable income can be described and explained as the sum of passive income and taxable wages.

Calculation of the Total assessable income:

Taxable income+ Passive income

= $ 109,000 + $ 7,000

= $ 116, 000

Taxable income can be described as the gross income portion on which the taxes will be applied. It includes unearned and earned income. It consists of certain deductions so it ultimately decreases. The calculation of the taxable income can be derived as subtracting the deductions from Total assessable income.

Calculation of the Taxable income:

= Total Taxable income – Deductions

= $ 116, 000 – $ 11,000

= $ 105, 000

Tax liability can be described the sum that is due on the income that is taxable. It is the sum that is needed to be paid to the authorities that are related to the particular department. It is the accountable income tax liability owed to the government.

Calculation of the Tax liability:

= (0.1* $ 105,000) + (0.2 * ( $ 105,000 – $ 37,000)

= (0.1* $ 105,000 + (0.2 * ( $ 105,000 – $ 37,000)

= $ 10,500 * $ 16,600

= 27, 100

Medicare levy can be understood as the levy or a tax that is paid on the taxable income. It reduces or decreases if the taxable income is less than the slab amount. So, situations do not even need levy to be paid. It is equals to almost 2% of the taxable income.

Calculation of the Medicare levy:

= 2% of Taxable income

= 2% of $ 105, 000

= 2/ 100 * $ 105, 000

= $ 2,100.

In Australia, Medicare Levy Surcharge can be observed as 1% of the taxable income.

Medicare levy surcharge can be explained as an additional tax that is deducted on the income that as it is not needed to be paid after a certain level of income.

Calculation of the Medicare levy surcharge:

= $ 105,000 * 1%

= $ 1,050.

According to the outcome, the due tax of Julia in the financial year 2021 – 2022 is as $ 27,000 as well as the Medicare Levy Surcharge is $1,050 and Medicare Levy is $ 2,100.

Note: The Medicare Levy Surcharge is only applied when taxpayer doesn’t consist of the coverage related to health insurance (Sammut, 2017).

 

References

Arnold, B.J., Ault, H.J. and Cooper, G. eds., 2019. Comparative income taxation: a structural analysis. Kluwer Law International BV. https://books.google.co.in/books?hl=en&lr=&id=WGfIDwAAQBAJ&oi=fnd&pg=PT20&dq=Income+Tax+Assessment+Act+1997+allowable+as+a+deduction+for+income+tax+purposes.&ots=cwYdrCPMDe&sig=f_UoJ2WjKb0WwuKQNKPR4tseQNU&redir_esc=y#v=onepage&q=Income%20Tax%20Assessment%20Act%201997%20allowable%20as%20a%20deduction%20for%20income%20tax%20purposes.&f=false

Sachs, H.M., Russell, C., Rogers, E. and Nadel, S., 2012. Depreciation: Impacts of Tax Policy. An ACEEE Working Paper, American Council for an Energy-Efficient Economy, Washington. https://www.aceee.org/sites/default/files/pdf/white-paper/depreciation-tax-paper.pdf

Sammut, J., 2017. Fiscal Fiction: The Real Medicare Levy. Centre for Independent Studies. https://www.cis.org.au/wp-content/uploads/2017/05/rr27.pdf

Zoepf, S.M., Chen, S., Adu, P. and Pozo, G., 2018. The economics of ride-hailing: Driver revenue, expenses and taxes. CEEPR WP5, pp.1-38. http://fuelandtiresaver.com/wp-content/uploads/2020/03/Zoepf_The-Economics-of-RideHialing_OriginalPdfFeb2018.pdf

 

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