BSBLDR402 Lead Effective Workplace Relationships Learner Workbook

This is the learner workbook for the BSBLDR402 unit, which covers leading effective workplace relationships. The workbook includes assessment instructions, requirements, and activities for learners to complete. It also provides information on observations and demonstrations, as well as third party evidence. The workbook is suitable for those studying this unit in any college or university.

BSBLDR402
Lead effective workplace
relationships
Learner Workbook

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Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – BSBLDR402: Lead effective workplace relationships...............................................7
Observation/Demonstration............................................................................................................8
Third Party Guide.............................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities.........................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 1D...................................................................................................................................16
Activity 1D checklist – for assessor..............................................................................................17
Activity 1E....................................................................................................................................18
Activity 1E checklist – for assessor...............................................................................................19
Activity 2A....................................................................................................................................20
Activity 2A checklist – for assessor..............................................................................................21
Activity 2B....................................................................................................................................22
Activity 2B checklist – for assessor..............................................................................................23
Activity 2C....................................................................................................................................24
Activity 2C checklist – for assessor..............................................................................................25
Activity 2D...................................................................................................................................26
Activity 2D checklist – for assessor..............................................................................................27
Activity 2E....................................................................................................................................28
Activity 2E checklist – for assessor...............................................................................................29
Activity 3A....................................................................................................................................30

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Activity 3A checklist – for assessor..............................................................................................31
Activity 3B....................................................................................................................................32
Activity 3B checklist – for assessor..............................................................................................33
Activity 4A....................................................................................................................................34
Activity 4A checklist – for assessor..............................................................................................35
Activity 4B....................................................................................................................................36
Activity 4B checklist – for assessor..............................................................................................37
Activity 4C....................................................................................................................................38
Activity 4C checklist – for assessor..............................................................................................39
Activity 4D...................................................................................................................................40
Activity 4D checklist – for assessor..............................................................................................41
Activity 4E....................................................................................................................................42
Activity 4E checklist – for assessor...............................................................................................43
Summative Assessments................................................................................................................44
Section A: Skills Activity...............................................................................................................45
Summative Assessments: Section A checklist..............................................................................47
Section B: Knowledge Activity (Q & A).........................................................................................48
Summative Assessments: Section B checklist..............................................................................49
Section C: Performance Activity...................................................................................................50
Summative Assessments: Section C checklist..............................................................................52
Workplace Documentation – for learner........................................................................................53
Workplace documents checklist..................................................................................................53
Supplementary Oral Questions (optional) – for assessor................................................................54
Competency record to be completed by assessor...........................................................................57

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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. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
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
 Your assessment tasks include your full legal name on each and every page.
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.

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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. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will notbe accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues.We retain this right at any time,
including after submission of your assessments.
Confidentiality
We 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 thedisclosure 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.

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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
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates 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 .

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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration documentmust be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
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. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

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Candidate Details
Assessment – BSBLDR402:Lead effective workplace relationships
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBLDR402:Lead effective workplace relationships.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed.We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstrationwill require:
 Performing a skill or task that is asked of you
 Undertakinga simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstratethe skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves.The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training.Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidenceare included in the Third Party section in the
Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity1A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to collect relevant information from
appropriate sources and analyse and share with the work team to improve
work performance
1. Why is it important to lead employees and foster team cohesion?
It is important to lead employees in an organization in order to guide them
through work process towards achieving target. The leaders of the company
play a vital role in developing and maintaining strong sense of cohesion as well
as collective identity in the teams and thus assuring that all team members
adapt to change in ongoing situation. It is important to foster team cohesion as
it increases employees performance by producing high effort level. Besides this,
fostering team cohesion is important as individuals in cohesive team apt to
concentrate more on the entire group and hence are highly motivated to work
towards team goal. Moreover, team cohesion is important as it is enhances
productivity and job satisfaction within the team.
2. List three different sources of information on leadership.
Leadership source refers to the database that provides learning content for the
employees training as well as development. Knowledge about evidence based
leadership and application is obtained through different sources of information.
For the evidence based leadership, these sources of information involve-
 Different organizations- The information about leadership is collected
from interviews as well as surveys from the employees in these
organizations
 Scientific sources- Different researches published helped to give
provide information about leadership
 Value-added evidence- The information on leadership is also obtained
from different stakeholders of an enterprise.
3. List three different ways of sharing information with team members.
One of the main determinant to successful decision making in a team is sharing
information among the members. Sharing information with the team members
is classified into two dimensions such as – openness and uniqueness. Unique
information shred with team member results in larger team- decision making
performance. Likewise, open sharing information increases trust as well as
cohesion among the team members. The three different ways of sharing
information with the team members are-
 Open meetings- This method is the efficient and safest way of sharing
information. In this meetings, the team members can ask questions or
provide feedback in any cases.
 Forums- it is a new form of sharing information with the team
members. It allows to post all shared information in main webpage
with the controlled access.

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 Using presentations- This method is adopted by the leaders as it helps
to easily communicate while sharing information with the team
members.
4.
Activity 1A 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment

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Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1B
Estimated Time 10 Minutes
Objective To provide you with an opportunity to communicate ideas and information in
a manner which is appropriate and sensitive to the cultural and social
diversity of the audience and any specific needs
1. List three aspects of being mindful of language.
One part of mindful communication series is being mindful of the language.
Being mindful about the language facilitates in becoming aware of the way it
impact other individuals. Mindfulness has three various aspects which operate
together to bring about state of the mindful awareness. The three aspects of

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being mindful of language are-
 Intention-The strength of intention aids to motivate in practicing
mindfulness on daily basis and quality of mindful awareness.
 Attitude-Mindfulness of language includes paying attention to some
attitudes such as – acceptance, kindness and curiosity.
 Attention-This aspect is mainly developed through various kinds of
meditation either traditional, informal or formal.
2. List three factors you should be mindful of with regard to body language.
Mindful body language is defined as the way an individual thinks about how
body language makes other individual feel and choose to present themselves to
other individuals. Some of the factors one must be mindful with regards to
body language are-
 Becoming aware of facial expression
 Keeping an eye contact while having conversation with others
 Keeping proper body posture while making conversation with others.

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Activity 1B 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

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Learner’s signature
Assessor’s signature
Activity 1C
Estimated Time 10 Minutes
Objective To provide you with an opportunity to lead consultation processes to
encourage employees to contribute to issues related to their work, and
promptly relay feedback to the work team in regard to outcomes
1. What is a consultation process and how should decision makers
undertake them?
Consultation process is a vital theory of managing an enterprise. Consultation is
the procedure by which the enterprise management aims in better
understanding the requirements, wants and expectations of the stakeholders
such that the value can be created. Consultation is the active procedure in
which the management of the enterprise opens informal as well as formal
communication channels between the enterprise and its stakeholders. The
decision makers undertake consultation process through adoption of various
methods that includes- preparation, designing, implementation, synthesis as
well as reporting back, evaluation.
2. List five ways of implementing a consultation process.
The five ways in which consultation process can be implemented are described
below-
 Considering information as well as ideas obtained and evaluate against
the business requirements
 Recording any decisions made and the basic reasons behind this
 Communicating decision and the reason to the employees as well as
representatives
 Implementing change in the enterprise
 Inviting feedback on the procedure for improving the next consultation
procedure

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Activity 1C 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to seek and value contributions from
internal and external sources in developing and refining new ideas and
approaches
1. List three internal sources of information and contributions.
It is vital for every business enterprise to develop and refine new ideas before
starting new product development procedure. Internal sources are one of the
important way of finding and developing new ideas. The three internal sources
of information and contributions in new ideas include-
 Research and development (R&D)-The R&D department of an
organization helps to generate new ideas and complete the journey
with commercialization of his idea.
 Employees- All the employees of an enterprise that is from executive to
the top management is one of the biggest source of new ideas. One
employee share their ideas with others, which in turn leads to
development of new ideas.
 Enterprise management- This source also helps to provide new ideas to
the managers, which in turn helps to integrate new approaches within
the company.

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2. List three external sources of information and contributions.
External sources are the ones that is affiliated with the organization externally.
The three external sources of information for development of new ideas
include-
 Customers- they are the most vital source that helps to provide new
ideas. The customers provide the information to the organization about
their requirements and preferences. This in turn aids the enterprise to
develop new ideas and work accordingly.
 Suppliers and distributors- distributors provides ideas for the new
product possibilities as they works with the market. Similarly, the
suppliers help with information of market , which in turn helps the
managers of the company to develop ideas.
 Competitors- they are also considered as one of the vital source of
developing and refining ideas. The organization can analyse their
competitors and find things that can be used for generation of idea.

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Activity 1D 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

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Learner’s signature
Assessor’s signature
Activity 1E
Estimated Time 10 Minutes
Objective To provide you with an opportunity to implement processes to ensure that
issues raised are resolved promptly or referred to relevant personnel as
required
1. List three ways of finding out who you need to contact to ensure that
issues are dealt with by appropriate staff members.
The three ways of finding that who must be contacted to ensure that issues are
dealt with appropriate staff members are –
Firstly, meet with all the individuals those who are involved in the conflict. This
in turn helps to find out the appropriate staff members who must be contacted
for resolving issues.
Secondly, arranging the meeting with the staff members and motivate them to
summarize their view. This facilitates to contact with the relevant personnel as
required.
Thirdly, Paying careful attention to each individual concerns. By listening with
the issues, it can be ensured that issues raised are resolved promptly.
2. List three possible solutions for workplace issues.
The three possible solutions for workplace issues are described below-
 Brainstorming-This is a vital way to get input from the staff members
and the managers which gives the company huge options it requires to
create workable solution.
 Delegation-Every member in a team has their own set of
responsibilities. These responsibilities are mainly based on the
experience as well as educational background of staff members.
However, respecting the responsibility also facilitates the employees to
solve any kind of workplace issues.
 Committees-This are the work groups which are responsible for solving
workplace issues. The skills of the employees facilitates to resolve the
workplace issues.

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Activity 1E 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No

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activity? (Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2A
Estimated Time 5 Minutes
Objective To provide you with an opportunity to treat all internal and external contacts
with integrity, respect and empathy
List five questions you should ask yourself to ensure you are treating contacts
with integrity, respect and empathy when making decisions.
The five questions that one can ask oneself for ensuring that they are treating
contacts with integrity, respect and empathy while making decisions are-
 Do integrity in workplace helps to guide all decisions as well as actions
of the managers?

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 Do empathic response cause us to assess morality of the actions?
 What is the significance of integrity, empathy and respect in the
workplace?
 Do trust will inevitably grow in treating people with integrity, empathy
and respect?
 Does adoption of effective strategies help to assure that treating
contacts with integrity and empathy improves business decision
making?

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Activity 2A 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

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Learner’s signature
Assessor’s signature
Activity 2B
Estimated Time 5 Minutes
Objective To provide you with an opportunity to use the organisation's social, ethical
and business standards to develop and maintain effective relationships
List five organisational factors to which social, ethical and business standards
may relate
Ethical and business standards are not always enforceable since it is frequently
defined and open to interpretation. The five organizational factors to which
social, ethical and business standards might relate to includes-
 Legislation-Ira has been known that the government of the nation will
intervene as well as enact laws when the businessman becomes
unethical as well as selfish.
 Rules and regulations of government-the law supports rules and
regulations by the government relating to working conditions.
 Social pressures-Social forces also have significant influence on the
ethical and business standards. If the company involves in unethical
conducts, the consumers becomes indifferent towards the
organization.
 Personal ethics code-The personal code of ethics refers to the one that
considers business and ethical standards.
 Ethical standards imposed on the manager-The ethical standards that is
implemented by the manager also affects their decisions as morality of
behaviour.

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Activity 2B 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2C
Estimated Time 10 Minutes
Objective To provide you with an opportunity to gain and maintain the trust and
confidence of colleagues, customers and suppliers through competent
performance
1. List three ways to establish rapport with colleagues, customers and
suppliers
The three ways by which an individual can build rapport with the suppliers,
customers and colleagues are given below-
 Being the good listener-The employees of the organization must
pay heed to these people in order to analyse them and understand
their point of views.
 Building trust with them-The trust among them can be build if the
employees of the organization knows their well-being beyond their
potential level. This in turn helps the employees to fulfil their
requirements and build rapport.
 Being polite with them-One should be polite in the way of speaking
with the customers, suppliers and colleagues.
2. What is a professional code of conduct and what is its function?
Professional code of conduct is one of the vital component to any kind of

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profession that helps to maintain the standards for individuals within those
professions to adhere. It mainly brings about responsibility, trust and
accountability to the person which the profession serves. This helps to guide
the workers of the enterprise by supporting every day decision making. The
functions of professional code of conduct are-
 Maintain highest standards of competence as well as integrity mainly
while carrying out statutory duties.
 Professional code of conduct helps the members of the enterprise to
solve issues based on the circumstances.
 It helps in building inclusive work culture within the organization but by
not being comprehensive solution on its own.

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Activity 2C 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 2D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to adjust interpersonal styles and
methods to meet organisation's social and cultural environment
1. List three benefits of adjusting interpersonal styles according to the social
and cultural environment.
Interpersonal styles is defined as the way one can interact with all other
individuals in the organization. The three benefits of adjusting interpersonal
styles based on their social and cultural environment are described below-
 Understanding one’s own style and the others helps to communicate in
more effective way,
 Being aware of the different interpersonal styles of the team members
also facilitates to make conscious choices on the selection of team
members while building teams for meeting particular goals
 Adjusting interpersonal styles based on social and cultural environment
helps to understand the strength as well as weaknesses of one’s
behavioural style that makes effective contribution to the company.
2. List three problems you may cause if you fail to adjust interpersonal styles
and methods.
The three problems that might cause if one fails to adjust interpersonal
styles and methods are illustrated below-
 This might lead to bad work culture or environment in the
workplace. This in turn lowers the productivity of the employees
working in this organization.
 It leads to ineffective communication among the employees
working in this organization.
 Failing to adjust interpersonal styles as well as methods creates
conflicts among the team members regarding task related
activities.

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Activity 2D 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2E
Estimated Time 5 Minutes
Objective To provide you with an opportunity to lead and encourage other members of
the work team to follow examples set according to organisation's policies and
procedures
List three expected behaviours you would demonstrate in order to set an
example to your team members.
The behaviour of a leader mainly demonstrates to set example before their
team members and improve their work within the team. By determining
appropriate set of expected behaviours helps to enhance the productivity in a
team and improve the dynamics of the team. The three expected behaviours
that one must demonstrate for setting example before their team members
are-
 Treating all the team members with high dignity as well as respect
 Consistently share the knowledge as well as information within the
team
 Actively seeking and receiving feedback from the team members for
further improvement in the work.

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Activity 2E 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No

P a g e | 34
activity? (Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3A
Estimated Time 10 Minutes
Objective To provide you with an opportunity to use networks to identify and build
relationships
1. List three ways you could help staff to start networking.
The three ways by which an individual can help staff to start networking are
described below-
 Teaching the staff how to effectively network for the organization
by bringing the local networking professionals for the in- house
trainings
 Motivating the staffs to bring referrals to the organization.
 Ensuring that the staff watches the leaders practicing their
networking skills , so that it can help to improve their networking
skills.

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2. List three ways of maintaining a relationship.
The three ways by which relationship with the employees, customers,
suppliers, stakeholders and other business associates can be met are –
 By paying attention to the requirements of the business associates-An
individual must be proactive by predicting the requirements of business
they interact on regular basis.
 Effective communication- The employees of the organization
communicate with the clients, customers and suppliers to build
relations with them
 Meeting face to face- The employees of the enterprise must have in-
person meetings with the business associates whenever possible.

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Activity 3A 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

P a g e | 37
Learner’s signature
Assessor’s signature
Activity 3B
Estimated Time 10 Minutes
Objective To provide you with an opportunity to use networks and other work
relationships to provide identifiable benefits for the team and organisation
1. List three benefits of networking for team members.
The three benefits of networking with the team members of the organization
are illustrated below-
 As networking is about sharing as well as caring, it helps to strengthen
relationship with other team members as each one assists each other
towards goals
 It develops and refine new ideas in the business and provides huge
source of new perspectives
 It facilitates the team members to build confidence, as it requires
meeting new individuals and effectively stepping out of comfort zone.
2. List three benefits of networking for the organisation.
The three benefits of networking for the enterprise are illustrated below-
 Enhances opportunities in business- Networking creates new
opportunities for the business owners in align with the business
mission and vision
 Raises an employees profile- Being visible as well as getting noticed is
one of the benefits of networking. It helps to build reputation and
increases ones profile.
 Stay connected- Networking helps an individual to stay connected with
all the clients and other business partners.

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Activity 3B 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4A
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify and analyse difficulties and
take action to rectify the situation within the requirements of the
organisation and relevant legislation
1. What is the Platinum Rule?
The platinum rule in business is defined as the way of treating others the want
to be treated. The main goal of this Platinum rule is to make productive
relationships with the other individual so that they can take action for rectifying
the situation within the enterprise requirements. One of the keys to use the
Platinum rule is to understand the personality style of the person and treat him
or her in appropriate way.
2. List three guidelines to bear in mind when resolving conflict.
A conflict refers to a disagreement between the two persons in which one
individual perceives threats to their requirements, interests, concerns and
values. For preventing conflicts , it is vital to understand responses of the
persons and be aware of their requirements and concerns. The three guidelines
that one should keep in mind while resolving conflicts are-
 Make distinction between an individual and the problem- The opinions
as well as emotions must be expressed in the way it facilitates process
of attaining satisfying outcomes
 Maintain contact with the counterpart- Working in a contact can help
to improve relationship and resolve conflicts.

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 Treating each other with utter respect and confidentiality- This can
facilitate to resolve conflicts without any further issues.
Activity 4A 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name

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Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4B
Estimated Time 10 Minutes
Objective To provide you with an opportunity to guide and support colleagues to
resolve work difficulties
1. List five steps you could take when you notice that a member of your
team is struggling at work.
The five steps that one must notice that a member of the team is struggling at

P a g e | 42
work are given below-
 Attain team member perspective- The first thing one should assure is to
understand the perspective of a team member
 Highlight strengths- The employees personal evaluation of strengths
along with the performance management data must be determined in
order to highlight their strengths
 Providing team member few insights-the conversation with tem
member helps to share how work affects the company
 Set the target and Milestones- The target and milestones must be set in
order to make improvement in their work
 Recognizing results- Different ways must be found out for recognizing
how a team member can be motivated.
2. List three extra sources of help for colleagues who are experiencing work
difficulties.
The three extra sources of help for the colleagues who are experiencing work
difficulties are given below-
 Advising and supporting for the management and prevention of
employees mental health problems
 Providing assistance to the employees in dealing with addiction
 Providing guidance regarding team building and support.

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Activity 4B 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

P a g e | 44
Learner’s signature
Assessor’s signature
Activity 4C
Estimated Time 10 Minutes
Objective To provide you with an opportunity to regularly review and improve
workplace outcomes in consultation with relevant personnel
1. Describe what is involved in a performance appraisal.
Performance appraisals refers to performance review of an employee during
one financial year. The six steps that are involved in the performance appraisals
process are given below-
 Establishing the performance standards of the respective employees
 Communicating performance expectations to the employees
 Measuring the actual performance of an employee
 Comparing actual performance with the standards
 Discussing appraisal wit employees
 Initiating corrective action
2. List three benefits of performance appraisals.
The performance appraisal of an employee is one of the vital part of human
resource management contribution to the enterprise. Effective appraisal helps
to eliminate behaviour as well as work- quality issues and thereby encourage
an employee to contribute. The three benefits of performance appraisal are-
 It helps to improve the ability to make decisions and hence these staffs
strengthens the enterprise.
 It aids to motivate good work as well as improvement in the
performance of the employees
 Lack of communication is also resolved with the help of this employees
performance appraisal

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Activity 4C 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)

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Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4D
Estimated Time 10 Minutes
Objective To provide you with an opportunity to manage poor work performance within
the organisation's processes
1. List three benefits of effective performance management.
The three benefits of the effective performance management system
includes –
 Consistency- Selection of workers for transfer and promotion must
be highly consistent. However, proper person must be matched
with proper job. This provides benefits to improve consistency
level.
 Motivated workforce- All the employees of an enterprise becomes
motivated due to effective performance management system.
 Increases employees retention- Effective performance
management practices increases retention of employees and
reduces the turnover rate.

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2. List three steps involved in managing poor work performance.
Managing poor work performance is vital for every managers of the
organization as it helps to improve the performance of employees and increase
productivity. If the poor work performance of employees is not managed
properly, then it will adversely impact the enterprise financial performance.
The three steps that must be involved in managing poor work performance are-
 Identifying the behaviour that causes the workers to underperform
 Confront the employees poor work performance
 Redirecting the employees behaviour in order to enhance performance.

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Activity 4D 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Activity 4E
Estimated Time 10 Minutes
Objective To provide you with an opportunity to manage conflict constructively within
the organisation's processes
1. Explain why you may have to seed advice and assistance for certain
conflicts.
Seeking advice as well as assistance for certain conflicts is necessary for every
employees in the organization as it helps in proper decision making. It
ultimately leads to good judgement for resolving the conflicts. Receiving
guidance is generally seen as passive consumption of wisdom. Seeking advice
from other leaders can also help to generate new ideas regarding solving of
these conflicts. In fact, this aids to develop better solutions to the problems as
compared to those they have by themselves. It also adds texture as well as
nuance to the employees thinking and overcome cognitive biases and self-
serving rationales.
2. List five types of mediator you could ask for advice or assistance when it
comes to managing conflict.
The five kinds of mediator that one should ask for advice and assistance while
managing conflict in workplace are –
 Facilitative mediator-This mediator seeks in facilitating negotiation
among the participants. The main aim is to aid achieve interest and
attain durable agreement.
 Evaluative mediator-This is mainly concerned with attaining a deal. It
focuses more on court result and less on interest of parties.
 Narrative mediator-It focuses on new story for understanding as well as
reshaping conflicts.
 Transformative mediator- This is one of the emerging forms of
mediation that focus on building relation and resolving conflicts.
 Toolbox approach- This approach usually fits into one of these
mediation styles and hence are also used for taking advice for
managing conflict.

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Activity 4E 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
 Performance – evidence requirements, critical aspects of assessment,performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).

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It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
Thisactivity will enable you to demonstrate the following skills:
 Reading
o collects, analyses and evaluates textual information from a range of resources to inform
improvement strategies
 Oral communication
o selects or adjusts communication style to maintain effectiveness of interaction and build
and maintain engagement consistent with organisational requirements
 Navigate the world of work
o recognises and follows legislative and organisational requirements relevant to own role
 Interact with others
o selects and uses appropriate conventions and protocols when communicating with
diverse stakeholders
o adapts personal communication style to build trust and positive working relationships
and to show respect for the opinions, values and particular needs of others
o plays a lead role in situations requiring effective collaboration, demonstrating conflict
resolution skills and ability to engage and motivate others
 Get the work done
o plans and implements activities and processes to manage and review work performance
o systematically gathers and analyses all relevant information to formulate and evaluate
possible solutions to difficulties.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Identify, gain access to, read and understand three different sources of information on
leadership (e.g. trade magazines and journals, newspaper articles, websites, blogs, statistics
and data, books, legislation etc.).
As evidence of your understanding, write a one-two page report detailing the sources of
information you have used and what you have learned from each one. Try to include up to
three points of information for each information source used.
2. Over the course of one week, pay attention to the way in which you communicate and interact
with team members from different social and cultural backgrounds.
Ask yourself:
 How do I adjust my interpersonal styles and methods according to the social/cultural
background of my employees?
 Which specific styles and methods do I use?
 Why do I use these styles and methods?
 Are these styles and methods effective?
 What could I do to improve the way I communicate and interact with team members from
different social and cultural backgrounds?

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Keep a log of your observations, perhaps dividing them by the days of the week. At the end of
the week, write a one page report summarising the answers to the above questions.
3. Over the course of one week, pay attention to the various organisational policies and
procedures, as well as relevant pieces of legislation, that you observe and factor in when
making decisions that affect your team. Keep a log of your observations, perhaps divided by
the day’s of the week. At the end of the week, write a one page report summarising your
findings.
Include specific policies, procedures and legislation you observe. E.g. ‘When mediating in a
conflict between Jack and Niamh, I considered the Fair Work Australia Act 2009, which states
that…’
4. Identify a particular team member whose performance is lower than what it needs to be. Over
the course of one week, take measures to monitor and review that team member’s output
and, at the end of the week, sit down with the individual to discuss their performance, their
role, and what the two of you can both do to ensure that the individual gets their work done
to a satisfactory standard. To this end, you may choose to conduct a performance appraisal
with the individual.
Keep a log of the observations you make and the steps you take. Then, at the end of the
process, use your notes to write a one-two page report summarising everything, as well as the
results of the process.
Do not include any details that may identify the individual to a third party. Use a pseudonym
in place of their name.

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Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Give examples of how work relationships, and the cultural and social environment, can
support or hinder achieving planned outcomes
 Explain techniques for developing positive work relationships and building trust and
confidence in a team including interpersonal styles, communications, consultation, cultural
and social sensitivity, networking
 Explain the impact of legislation and organisational policies on workplace relationships
 Describe a range of methods and techniques for communicating information and ideas to a
range of stakeholders
 Outline problems solving methods
 Explain methods to resolve workplace conflict
 Explain methods to manage poor work performance
 Explain how to monitor, analyse and introduce ways to improve work relationships.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. List three benefits of adjusting interpersonal styles and methods to meet the organisation’s
social and cultural environment and three risks associated with failing to do so.
2. List three ways of establishing rapport with a colleague.
3. Explain how you could ensure that you are aware of all relevant policies, procedures and
legislation relating to workplace relationships.
4. List five methods and/or techniques for communicating information and ideas to team
members and stakeholders.
5. List three methods for solving the problem of poor work performance.
6. List three techniques for resolving conflict.
7. List three methods for managing poor work performance.
8. Using the knowledge you have gained in this unit, outline three ways you could improve work
relationships with your team members in the future.

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Summative Assessments:Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the followingperformanceevidence:
 Access and analyse information to achieve planned outcomes
 Apply techniques for resolving problems and conflicts and dealing with poor performance
within organisational and legislative requirements
 Review and improve workplace outcomes in consultation with relevant personnel
 Adjust interpersonal style and communications to respond to cultural and social diversity
 Apply relationship management and communication skills with a range of people that:
o demonstrate integrity, respect, empathy and cultural sensitivity and promote trust
o forge effective relationships with internal and/or external people and help to maintain
these networks
o encourage participation and foster contribution of and respect for ideas and feedback
o provide support to colleagues to resolve difficulties.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Identify, gain access to, and analyse three separate sources of information that you can use to
help you and your team achieve your desired objectives. This information could include
performance data and statistics, reports, performance appraisal results, content from
newspapers, magazines, websites and blogs, legislation, etc.
Once you have understood this information, produce and give a 5-10 minute presentation to
your team members, detailing what you have learned and how you intend to put this
information into practice.
Allow 10 minutes at the end of the presentation for a question and answer session,
encouraging all relevant personnel to voice their thoughts and opinions and to ask questions
regarding the attainment of desired outcomes.
2. Over the course of two weeks, keep a log of every inter-team conflict, and every perfomance-
related issue you have to deal with, however great or small.
Specifically, you should log:
 The techniques you used for resolving the conflicts
 The techniques you used for dealing with poor performance
 Why you used these techniques
 The extent to which you judge your conflict resolution techniques to have been a success
 How you could have done better
 The organisational requirements you had to abide by
 Any relevant legislation you had to bear in mind.
At the end of the two-week period, write a one page report summarising the three things you
have learned.

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3. Over the course of one week, considers how you adjust interpersonal styles and methods to
communicate with people from different social and cultural backgrounds.
Specifically, you should consider:
 The social and cultural make-up of your team
 The specific styles and methods you use to communicate with different social and cultural
backgrounds
 Why you use these methods
 Whether these styles and methods are effective
 What you could do to improve the way you communicate and interact with team
members from different social and cultural backgrounds.
Keep a log of your observations, perhaps dividing them by the days of the week. At the end of
the week, write a one page report summarising the answers to the above questions.
4. Write a two page email (to be sent to your colleagues) detailing your five top tips for
communicating with people at work, maintaining relationships, and networking. For each tip,
write one-two paragraphs explaining why it is important and how it can help the individual
and their team in the long-term.
The tips you choose are up to you.

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Summative Assessments:Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace
documents?
Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature

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Assessor’s signature
SupplementaryOral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

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Assessor judgement: Satisfactory Not Satisfactory

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Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

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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 theunit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learnercompleted 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)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

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Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature