BSBTWK502 Manage Team Effectiveness - Strategies for Team Cohesion, Communication, and Conflict Resolution

This assessment activity is linked to BSBTWK502 Manage Team Effectiveness unit of competency and covers topics such as developing team performance plan, facilitating team cohesion, teamwork, and liaising with stakeholders. The assessment includes short questions related to team dynamics, consensus, communication processes, and issues resolution strategies. The learning materials include a textbook, readings, and websites. The assessment requires a capable understanding and consistent application of knowledge. The output provides strategies for team cohesion, communication, and conflict resolution.

BSBTWK502 Manage team
effectiveness
Apex Training Institute
Short Questions

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INTRODUCTION
This is an assessment activity linked to an individual unit of competency and contributes to
the overall assessor judgement of competence.
BSBTWK502 Manage team effectiveness
Elements
1. Establish team performance plan
2. Develop and facilitate team cohesion
3. Facilitate teamwork
4. Liaise with stakeholders
How students participate in assessment
You are required to read and follow the instructions below. Additional instructions may be
provided via Apex Learning Management System (LMS), the Student Handbook or other
supporting documentation.
Assessment conditions
Assessment responses must demonstrate a capable understanding and consistent application of
knowledge.
1. You MUST provide responses to all questions at a Satisfactory level
2. You MUST use the referenced learning materials to guide responses
3. You can complete the assessment in a classroom setting or self-study environment
Authenticity requirements
You must genuinely attempt to answer each question appropriately to demonstrate your
acquired knowledge. Intentionally or unintentionally presenting answers to assessment
questions that are another individuals’ work, or the work of a team as your own is considered
plagiarism and may result in exclusion from the unit. You should refer to the Student
Handbook for the Assessment Escalation and Plagiarism policies and procedures.
Assessment instructions

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You are required to read the instructions, the question and the referenced learning materials
to appropriately answer each question.
Attempting assessment tasks
You are required to answer the questions below via the Apex LMS. You are required to select
the correct answers to every question. Your assessment will typically be reviewed and
assessed by a qualified assessor within 7-14 days.
Assessment outcomes
The Early Childhood Education and Care training packages are vocational qualifications that
are competency based. For each assessment undertaken you will be assessed as Satisfactory
or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide
you with feedback regarding what needs to be re-attempted, and the resubmission process.
Reasonable adjustment
You can apply for reasonable adjustment to this assessment activity. Please contact
[e-mail] to request any reasonable adjustment.
Accessing, saving and/ or printing required readings
You are required to access learning materials throughout the assessment process. These
resources provide key information to help you provide appropriate responses to each
question.
You are directed to these learning materials via the list below and at the start of each
question. You may choose to save these files electronically or print them.
Student appeals
You have the right to appeal an unfavourable decision or finding during assessment. Refer to the
Student Handbook for the Appeals Against Assessment Grades Policy and Procedure.

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LEARNING MATERIALS AND REQUIRED READINGS
Students will require access to the following textbooks, readings and websites to
provide responses to the questions in this assessment.
Textbook reference
Kearns, K. (2021) The Business of Child Care, 5th ed., Cengage Learning
Australia, Melbourne.
Chapter 8, 9, 12
Readings
Early Childhood Australia. (2019) ECA Code of Ethics
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-
Brochure-web-2019.pdf
ACECQA. (2020) National Quality Standard
https://www.acecqa.gov.au/nqf/national-quality-standard Blue Bay Early Learning Centre.
Philosophy
Blue Bay Early Learning Centre. Employee Performance Review Policy and Procedures
Blue Bay Early Learning Centre. Certificate III Trainee Job Description

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TEAM COHESION AND EFFECTIVENESS
This question requires you to demonstrate your knowledge of strategies that can support
team cohesion, participation and performance.
Question 1
Textbook reference
The Business of Child Care (5th edition) by Karen
Kearns Chapter 9 (p. 345)
Provide one example from your workplace of how the four components of the team
effectiveness model known as GRPI (Goals, Roles, Processes and Interpersonal
relationships) supports team cohesion, participation and performance.
a. Goals
b. Role clarification
(Thus, setting of the goals in the organization helps the employees to get focus in their work. There is
the clear direction for the team members for completion of their work which helps in increasing the
performance. It helps in achieving the objectives of the organization. To the completion of the work in
a team there is the equal participation of each member.)

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c. Processes and workflow
d. Interpersonal relationships
TEAM DYNAMICS
This question requires you to demonstrate your knowledge of the impact of group dynamics on
team performance.
Question 2
(There is the creation of the connection, trust and collaboration through the interpersonal relationship.
Providing the flexibility in the timing also helps them in getting touched with the organization.
Providing opportunity to participate in the activities to each member will help in engagement of the
employees in the organization. To the success of the organization there should be good relationship
with the members.)
(In the workflow there should be the clear level of coordination and authority level of workload. There
should be correct working of the procedures for completion of the work (Buljac-Samardzi, Doekhie
and van Wijngaarden, 2020). The process should include the good communication with the members,
solving of problem collaboratively, decision making effectively, dealing of conflict.)
(To achieve the goals and the objectives of the organization the work should be defined to each
member. Thus, understanding their role helps them in identifying their work and also helps in
understanding what others were working in the organization. Individual can obligate and opportunity
to contribute their ideas through ensuring of goals.)

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Textbook reference
The Business of Child Care (5th edition) by Karen
Kearns Chapter 9 (pp. 347-348)
In your own words explain the concept of team dynamics and impact of team dynamics on the
functioning of the team.
CONSENSUS
This question requires you to demonstrate your knowledge of strategies to gaining consensus.
Question 3
Textbook reference
The Business of Child Care (5th edition) by Karen
Kearns Chapter 9 (p.349)
a. What is the meaning of team consensus?
(Coming on to the agreement is defined as consensus. There will be the setting of the team in creating
of the consensus when there is no opposing of the member (Özcan and Koca, 2019). There is the
support of each member in the team for the acceptance of the proposal. Engaging and the inclusive of
each member is referred to as the effective consensus.)
(Team collaborative efforts, daily interactions, shared works come into play in the team dynamics.
There will be the more effective of the working as a team if there is the positive dynamics in the team.
The accomplishment of the goals chances is higher, generate more and better creative ideas. Thus, if
there is the poor dynamics it will lead in the reduction of the effectiveness of the team.)

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b. According to Cole (2016) what are the four factors that must be considered when
preparing for a discussion where consensus is being sought?
COMMUNICATION PROCESSES
This question requires you to demonstrate your knowledge of open communication processes.
Question 4
Textbook reference
The Business of Child Care (5th edition) by Karen
Kearns Chapter 12 (pp.457-458)
a. How is workplace communication defined by Samson, Donnet and Daft (2018)?
(To the discussion of the sought of the consensus there was consideration of four factors such as:
Encouraging and ensuring of participation of members.
Multi voting system introducing.
Prioritizing the pinpoint.
To the development of the solution there is the involvement of team.)
(The exchanging of the ideas and the information process is referred to as workplace communication.
To the definition of the workplace communication, it includes three concepts such as the information
sending system, exchange of information and the communication of the information between the
persons. There is the boost of satisfaction, morale of employees, productivity and the engagement of
the people. To the better cooperation and the collaboration of team, communication is considered as a
key. The organization, individual and the team get better results through the effective communication
in the workplace.)

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b. List the four types of communication that may be observed in a workplace.
c. E xplain t he fo ll o wi ng sta te me nt : ‘ In ch il d r en ’ s ed ucat io n a nd car e ser v ices, co mm u nicat io n
t en d s
t o b e d ec en t r a lised o r o p e n’ .
d. Explain why open communication is an effective strategy to use in children’s education and
care services.
(The four types of communication which were noticed at the workplace are Verbal communication,
Nonverbal communication, Visual communication and Written communication. The most and the
common in all of the four which were used in the organization re the verbal and the written
communication.)
(To the young people and the children there is the help in the sharing of the information through the
help of effective communication. In the education of the children and the care service the open
communication is considered as the effective strategy because using the strategy helps the individual
in easy understanding and learning of the concepts.)
(To the local schools and community there is the passing of the power and responsibilities in the term
of decentralization. To the practice and the policy there is the creation of own decision in many
aspects. To connect with the others the range of communication was used by the younger
children. It is important of using the common speak language to the supporting of the
connection with the children.)

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ISSUES RESOLUTION
These questions require you to demonstrate your knowledge of issues resolution strategies.
Question 5
a. List four qualities that must be present for teams to feel that they can act with a
degree of autonomy to resolve problems as they arise.
Textbook reference
The Business of Child Care (5th edition) by Karen Kearns Chapter 9 (pp. 360; 370)
(To the building of the true engagement of the employee autonomy is considered as the most essential
element. The four qualities which were presented in the team are:
 Understanding of the role
 Taking of accountability
 Flexible with others
 Positive attitude with others)

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b. According to Rodd (2013) interpersonal conflict is the main source of conflict in children’s
education and care services. Provide two examples of why interpersonal conflict may arise.
Question 6
Define each of the following strategies which can be used to resolve workplace issues.
a. Negotiation
b. Mediation
Textbook reference
The Business of Child Care (5th edition) by Karen Kearns Chapter 12 (pp. 470 – 474)
(There are the different opinions, values and the thoughts thus, it effects the conflict. To the
relationship of human conflict is considered to be as the inevitable part (Emami Nejad and et.al.,
2021). The examples of the arise of the interpersonal conflict are:
 Example 1: There is the conflict between the married couples because of the finance.
 Example 2: An individual mistake in its work and the employees get frustrated or tempted.)
(To the negotiation and the conflict resolution there is an effective strategy through engagement. To
the conflict there is the learn to work congruously, circumstances sharing and difference recognizing
and better communication developing. Effectively conflicts can be negotiated through defining clear
goals, being proactive, ensuring of the time flexibility. To the success of the business the good
negotiation significantly contributing.)
(To the practices of working individual can make the changes through the help of the meditation.

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Question 7
a. List the six key steps in conflict resolution
DEVELOP AND FACILITATE TEAM COHESION
This simulated workplace task requires you to demonstrate that you can:
● develop strategies for facilitating team member input into planning, decision-
making and operational aspects of team tasks
● provide feedback to team members on team effort and contributions
● encourage team members to participate in and to take responsibility for team activities
● support the team in identifying and resolving work performance problems
● promote work team collaboration through individual behaviour
● provide learning opportunities as needed
To the level of stress individual can able to reduce it and address the issues through the help of the
meditation. Long term absence can be prevented through the help of the meditation (Jochheim,
Orzechowski and Nowodzinski, 2021). The personal clashes of an individual were also resolved at the
workplace.)
(To the resolution of the conflicts there includes six key steps:
 Problem defining – Identifying the problem is the key part for solving issues.
 Communicating and coming together– The problems can be addressed through communication.
 Relationship establishing – There should be the two-way communication.
 Action plan developing – To the solution there should be the creation of action plan.
 Commitment gaining – Should be commit to address the issue.
 Feedback providing – To the measuring of result there should be the feedback.)


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Textbook reference
The Business of Child Care (5th edition) by Karen
Kearns Chapters 8, 9 & 12
Read the scenarios and answer the related questions.
Readings
ECA Code of Ethics. Early Childhood Australia
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-
Brochure-web-2019.pdf
National Quality Standard. ACECQA
https://www.acecqa.gov.au/nqf/national-quality-standard Philosophy. Blue Bay Early
Learning Centre
Team consensus I
It is half-way through the year and 10 of the children in each of the two preschool rooms (P1 & P2) have
turned five or are almost five. Currently, around 50% of the preschool no longer require a sleep and become
quite restless even when provided with individual quiet activities.
The Room Teams
Preschool Room 1
Carl (Room Leader) Connor
(upgrading to
Dip.)
Preschool Room 2
Asima (Room Leader) Anna
(Dip)
Sarah (Cert 3)
P1 room leader Carl and P2 room leader Asima propose that the children be split into two
groups – sleepers and non-sleepers. The ‘non-sleepers’ would consist of the older children and
any other children who no longer need an afternoon sleep from both rooms. These children

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would be assigned to room P1 each afternoon while the children still requiring a sleep would be
assigned to room P2.
It is proposed that the ‘non-sleepers’ be offered an intentional teaching program focusing
STEM. They also argued that the proposal would provide educators with a new challenge, an
opportunity to work collaboratively build new skills and knowledge.
It was proposed that each room team alternate responsibility for the STEM program on a 5-week
cycle. Asima and Carl would like the program to commence in 4 weeks.
As the proposal would require the support of educators and parents, Asima and Carl take their
proposal to Director Kate who agrees that it is an idea worth exploring.
Kate asks Asima and Carl to set up a meeting of the two preschool teams to discuss the
proposal.
Kate volunteers to canvas parents on the proposal once the teams have agreed on a process,
learning goals, an implementation strategy and an evaluation process.
Educators who immediately agree to the proposal are:
● P1: Max (Cert. 3)
● P2: Sarah (Cert 3)
Max and Sarah – voice the view that it will be good for all of the children. The sleepers won’t be
disturbed, and the non-sleepers can be engaged in challenging learning experiences.
Educators who disagree or are undecided:
P1: Connor (upgrading to
Dip.) P2: Anna (Dip.)
Anna – finds change a challenge and often become defensive when change is suggested.
Anna : ‘ It ’ s a ll v ery w ell t o sa y w e need t o f o cu s o n t he ch il d r en but t h e reali t y is I need
t im e t o g et my documentation done. I think we need to consider our own needs. I also
think that the children a lrea d y d o so m u ch – t h ey need a sleep w het h er t h e y li k e it o r
no t ! ’
Connor – he uses the time when children are sleeping to complete workplace assessment
tasks for his Diploma upgrade studies.
Connor: ‘I can see both sides of the argument, but I really need to use the time to get
my
w o r k p lace a ssessm en t t a sk s co m p let ed . It ’ s t h e o nly t im e I ha v e du r in g t h e d a y. ’

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Question 8
To reach consensus Asima and Carl must first provide clarity about the proposal – the outcome
they are seeking, how it will benefit the children, how it reflects the service philosophy. They
must also address the barriers to consensus.
a. Write a clear statement of the outcome Asima and Carl wish to achieve.
b. How will the outcome benefit the children and team members?
Reading
Philosophy. Blue Bay Early Learning Centre
(The outcomes which were wished to achieve by the Carl and Asima is to get the sleep to the
children’s whether they want or not. Thus, the non sleepers and the sleepers two group were split by
the Carl and Asima. The children who do not require the afternoon sleep or the younger children were
shifted to non sleeper room.)
To the children and the team members the outcomes benefit in getting the adequate sleep. It helps in
developing of the knowledge and the new skills of the individual and to also work collaboratively the
opportunity was provided to them through offering the intentional teaching program to the non sleepers
focusing on the STEM.)
Asima is surprised by Connor’s response as he is a hard worker and likes a challenge. She
doesn’t know that Connor is struggling to keep up with his studies because of family issues
and really needs the time at work to get through his assessment tasks.
While expressed in different ways, both Anna and Connor are concerned that the proposal
will result in less time to focus on their own work-related priorities. Connor is struggling to
support the proposal because he is stressed about completing workplace assessment tasks.
He is also experiencing some family issues that are compounding his stress. The response of
both Anna and Connor has created a barrier to the proposal moving forward.
As Carl and Asima listen to each response – they are feeling a little disheartened as they were
sure everyone would agree with their proposal.

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c. Explain how the outcome reflects the Blue Bay Philosophy?
d. What barriers to consensus must be acknowledged and addressed by Asima and Carl?
e. Anna states: ‘I think we need to consider our own needs. I also think that the children
already do so m uch – t hey need a sleep w h et her t hey li k e it o r n o t !’
With reference to the ECA Code of Ethics and NQS 7.1.1., explain why Anna’s response is
unprofessional.
(To the philosophy of the Blue Bay the outcomes reflects as that the needs of the children were
provided the responsive under the program of Blue Bay learning. To the program of STEM each team
is alternatively responsible for proposing the each room. In 4 weeks, the program will be commenced
in the program by the Carl and Asima.)
There is the unprofessional response by the Anna as when the change was suggested thus it become
offensive and also the challenge was found to it. Thus, it states that the own need should be fulfilled as
many children getting their sleep whether they were required for it or not.)
(Carl and Asima will address the barriers to the acknowledged consensus by exploring the idea to the
Kate director by Carl and Asima. Thus, they proposed to the director as the parents and the educators
required the support in the proposal. For the discussion of the proposal the meeting of two preschool
team was set by the Carl and Asima as per the Kate.)

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Question 9
Textbook reference
The Business of Child Care (5th edition) by Karen
Kearns Chapter 9 (pp. 343-344)
Read the scenarios and answer the related questions.
Explain how Asima and Carl’s decision reflects the three factors suggested by Gulati, Mayo and
Nohria (2014) that must be in place for teams to be effective.
a. Factor 1: Producing meaningful results for the organisation
Team consensus II
While the majority of team members agree to the proposal, which they argue is in the best
interests of the children, Asima and Carl decide to take a collaborative approach and work
towards a solution that will address the concerns of Anna and Connor. However, they are not
willing to extend the start date of the program beyond 6 weeks.
Anna and Connor are asked to work together to develop a compromise for Asima and Carl to
explore that will address their workload concerns while at the same time allow the program to
proceed.
They also decide to continue working towards the implementation of their proposal by
researching STEM curriculums and identifying any additional resources that may be needed.
Asima and Carl, with the approval of Director Kate, planned and prepared a workshop for
the whole team focusing on STEM and how it could be implemented in the services across
all age groups.
(To the organization there is the development of the results. Through the help of the decision, it help
them in getting the work completed. It also helps the members in working together collaboratively for
achieving the business success.)

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b. Factor 2: Satisfy team members
c. Factor 3: Enhance the ability of team members to work together in the future
d. Suggest a procedure/strategy that Asima and Carl could consider to assist Anna
and Connor to complete their workplace tasks that supports a compromise.
(Thus, through the help of the decision it help them in the satisfaction of the team as the members of
the team will work collaboratively the problems were solved easily and the decision will also be made
efficiently.)
(In the future the decision will help the members of the team in getting the success in their workplace
and the skills of the members will also developed in the process. Working ability of the members will
also increase in the future.)
(Providing the autonomy strategy can be used by the Asima and Carl which will help in the
development of the trust between the members. There will be provide of a good structure support.)

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Question 10
Reading
ECA Code of Ethics. Early Childhood Australia
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-
Bro chur e - we b - 2019. pdf
Read the scenario and answer the related questions.
Team consensus III
The STEM program with the non-sleepers has now been in operation for 8 weeks. The children
have responded with great enthusiasm and look forward to the afternoon program. When
asked fo r fee dba ck t he chi ldre n re spo nded: ‘I li k e d o ing h a rd w o rk ! ’ W e a re b ein g scient ist s
a r en ’ t w e? Ca n w e d o exp er i men t in g a g a in ?’ Several chi ldre n ha ve bee n able t o e xte nd
t he ir inte re st in pa tte rns working with an educator on a project to take photos of patterns in
the environment which they are going to display for the other children and parents.
Anna and Connor worked together on a solution to their needs and now have a system in place
which allows them to focus on their workplace tasks while at the same time contributing to the
STEM program. They decided to split their time between the two areas and also work together
on STEM planning. Providing an opportunity for Anna and Connor to reach a compromise
solution ensured that the STEM program could go ahead without creating tension. This
strategy also communicated Asima and Carl’s commitment to working towards consensus
while at the same time not compromising workplace innovation.
The STEM professional development presented by Asima and Carl was a resounding success
and has generated service-wide enthusiasm from both educators and parents. Educators
working
with the under 3’s were particularly grateful to be provided with information that allowed them
to
explore STEM experiences that could be included in the weekly program.
At an evaluation meeting Kate supported Asima and Carl to identify that introducing change
into the program was not simply about a new idea. It requires careful consideration of how to
introduce change in ways that allow everyone to feel comfortable, have their view heard and
have their concerns addressed in a respectful manner. Kate reinforced the importance of
ensuring that all team members are offered the opportunity to have input into planning and
decision-making.

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a. With reference to the ECA Code of Ethics (In relation to colleagues I will) explain why
taking a collaborative approach with Anna and Carl to develop a solution to their
workplace concerns supports teamwork, collaborative decision-making and team
planning.
(To develop a solution in the workplace Carl and Anna develop the collaborative approach as it helps
in the easy making of decision. Tough problems opinions can be solved, ideas diversification and
generation of experiences. The goals can be achieved more effectively and the problems were also
solved through help of collaborative approach.)
Kate thanked Asima and Carl for working with Anna and Connor reach a compromise, heading
off potential conflict and promoting team collaboration.

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b. How did Asima and Carl involve the children and families in seeking feedback or
sharing information about the program?
c. Explain the benefits to the team of the professional development focusing on STEM
offered by Asima and Connor.
d. What feedback would you provide to the team members on their team effort
and contributions to the program.
(To share the program information Carl and Asima involve the families and the children which helps
them in getting the success and wide service enthusiasm was generated (Krumm, Boyce and Everson,
2021). Involving the children enables them in engaging and also, they will able to do the hard work.)
(The benefits of the offered STEM are that it allows the individual to focus to their workplace. In the
respectful manner the issue will addressed. It also enables in the creation of the innovation in their
work. Children’s will work hardly to their workplace by adapting STEM.)
(To the contribution to program and the efforts of the team members to the team will collectively help
them in getting success in their workplace and it also enables them in the developing of the skills.
Thus, there will also be the engagement between the members.)

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PERFORMANCE MANAGEMENT AND KPI’S
This task requires you to demonstrate your knowledge of how to:
● develop performance plans with key performance indicators (KPIs), outputs and
goals for individuals or the team which incorporate input from stakeholders
● support team members in meeting expected performance outcomes
● develop processes for identifying and addressing issues, concerns and problems
identified by team members
● establish and maintain open communication processes with relevant stakeholders
● encourage and foster shared understanding of purpose, roles and responsibilities
● support team to meet expected performance outcomes including providing
formal and informal learning opportunities as needed
Question 11
a. What is included in performance management?
b. List four factors that must be considered in performance management
Textbook reference
The Business of Child Care (5th edition) by Karen Kearns Chapter 8 (pp. 308-314)
(The expectations of clarifying, goals identifying, results reviewing, objective setting and the feedback
providing were included in the process of communication. The goals of the business were achieved
through the systematic and the continuous approach of performance management. In the organization
strategic objectives were accomplished through the building of the communication system between the
employees and the managers in the performance management.)
(To the consideration of the project management there are four factors:
 Purpose – In the hierarchy each level of leader should describe its roles and the work which it
accomplishes. The purpose of its in the position should be defined.
 Outcomes – Outcomes is considered as main in the performance management. It was designed
in a well-mannered. Making of difference was proved through outcomes.

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c. List the four steps in performance management
d. What are Key Performance Indicators (KPI’s)?
DEVELOP PERFORMANCE
The purpose of this simulated workplace task is to demonstrate that you can:
● develop processes for identifying and addressing issues, concerns and problems
identified by team members
Accountability – Accountability means an individual should be responsible for taking of actions.
Teams – There is the relation between the individual employees and the managers in the performance
management.)
(To the performance management system there are four steps:
Planning – Planning is the first step in the system of performance management.
Coaching – On the regular basis there should be the organized meeting for the training.
Reviewing – The steps include the process of reviewing the performance of the employee.
Action – The steps include the taking of the necessary action such as recognizing or reward.)
(Key performance indicator is the full form of KPI. Over the specific time the performance was
measured through the KPI. The business achievements and the success can be evaluated through set of
measurable data. To the strategic outcomes of the business, it helps in the getting the track to the
targets. The important aspects can be focused in the team through the help of the KPI.)

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● develop performance plans with expected outcomes, key performance indicators
(KPIs) and goals for work team as well as outputs and goals for individuals
● support team members in meeting expected performance outcomes
● develop strategies for facilitating team member input into planning, decision
making and operational aspects of team tasks
● develop or modify policies and procedures for promoting team member
accountability for personal work and team tasks
● model desired behaviour and practices
● encourage and foster shared understanding of purpose, roles and responsibilities
● support team to meet expected performance outcomes including providing
formal and informal learning opportunities as needed
Question 12
Read the scenario and answer the related questions.
Readings
Employee Performance Review Policy and Procedures. Blue Bay Early Learning Centre
Certificate III Trainee Educator Job Description. Blue Bay Early Learning Centre
Tooba: Performance management I
At Blue Bay Early Learning Centre it is 6 months into the traineeship program – with the
exception of Tooba, the trainees are progressing well in the development of their skills and
knowledge as beginning educators.
Asima has found supervision of Certificate III trainee Tooba to be very challenging.
● She believes that Tooba doesn’t listen to instructions or information.
● She has found that Tooba doesn’t follow correct policy and procedures when
carrying out her duties – she tends to take short-cuts ‘to save time’ (e.g. doesn’t
always follow correct lifting procedures when setting up outdoors)
● Tooba doesn’t always use correct WHS procedures e.g. hand washing, use of PPE)

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● Tooba is often seen standing around not engaged with the children
● Tooba struggles to complete workplace assessment tasks because of poor time
management skills. She is also disorganised in the way she carries out simple daily
tasks. For example, she will leave a task such as wiping the tables or sweeping the
floor midway through to attend to something that has caught her eye and then
forgets to go back to her original task.
● Tooba has been late for her shifts on 12 occasions; she has been sent home on 3
occasions to change because she did not meet the centre’s dress code
● Tooba has also been reprimanded several times for speaking to the children in a
harsh and threatening manner.
The RTO assessor has also expressed concerns in relation to Tooba’s literacy skills - her
literacy screening test on commencement showed that she needed to improve her
spelling. The trainer reports that Tooba has been reluctant to take up any of the support
offered to her to improve her spelling. Tooba has repeatedly dismissed these concerns
saying that she rushes too much and can be forgetful.
Asmina believes that intensive intervention is required. She believes that unless Tooba can
improve her performance dramatically her traineeship should be terminated.
a. How are employees engaged in the staff performance process?
b. How is underperformance defined in the Blue Bay Policy?
(To the engagement of the employees in the process of staff performance there are some tips such as
great leaders developing, rich culture recognizing and feedback building, meaningful work making.
Rather than the output of the employees there is the emphasis of the employee’s motivation and the
need. It helps the organization in becoming more productive employees in the work through the
engagement of people.)
(At the best practices the responsibilities and the task were not completed by the member is referred to
as the underperformance. The reasons for the underperformance are the misunderstanding of the
culture, difference in the interpersonal, bullying workplace, morale low, miscommunication, personal
issue and also due to the lack of motivation. The underperformance was caused in the workplace due
to the unacceptable behavior; team impacts due to the behavior managing at the place or the
disruptive.)

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c. In relation to Tooba, provide an example of each key area of underperformance.
i. Unsatisfactory work performance (failure to perform duties of the positions or to
perform duties to the standard required)
ii. Non-compliance with workplace policies, rules or procedures
iii. Unacceptable behavior in the workplace
d. With reference to the Blue Bay Policy what information is provided to employees in
relation to performance requirements?
(The information or the instructor was not listened carefully by the Tooba, this lead in the
unsatisfactory performance of work. For example, there is the failure in the duties of Tooba because it
is not engaged with the children. Due to the poor time management skills, it was not able to perform its
duty timely.)
(Tooba is unable to comply with the procedures, rules and the policies in the workplace because of its
poor spelling. WHS procedure was not correctly used by Tooba in its work performance. For example,
to the work of sweeping or wiping it was not organized with its work (Mathieu and et.al., 2019).
Correct lifting procedures was also not always used by Tooba.)
(To the concern of the literacy skills of Tooba the assessor of RTO expressed it. The spelling of the
Tooba was not acceptable she needs the improvement according to the commencement of the literacy
screening test. For example, to take the support for the spelling improvement it has been found that
Tooba is not willing to make changes.)
(To the requirement of the performance of employees the information provided is that the requirement
of the intensive intervention. To the health and the safety there should be the diligence in the

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Question 13
Read the scenario and answer the related questions.
Tooba: Performance management II
Asima undertakes a performance review with Tooba. In preparation for the review Tooba is
given a copy of her job role/duties statement and a copy of the daily shift tasks. Asima asks
Tooba to identify what she believes she does well and areas where improvement is needed.
Asima explains that she will use the same documents to identify Tooba’s strengths and areas
for
improvement and together they will discuss Tooba’s performance.
Asima has also come prepared with documented examples of performance issues, relevant
policies and procedures, the Educator Code of Conduct and the ECA Code of Ethics.
The review begins by Asima inviting Tooba to share her self-assessment of her performance.
Tooba gives herself a glowing report. She believes that she is performing all tasks to the
required standard, following policies and procedures, and progressing in her studies.
Asima is a bit taken back by Tooba’s self-assessment. She begins by asking a series of
questions designed to encourage Tooba to critically reflect on her skills, knowledge and
performance. For example:
workplace relation. The behavior and the trait-based information should be required by the Tooba.
Improving the behavior will help Tooba in improving its performance.)

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Give me some examples of how you apply WHS policies and procedures in your daily tasks.
Te ll me a b o ut ho w yo u o r g a nise a n d p rior it ise yo ur d a il y t a sk s t o en su re t he y’ r e co m p let ed i n
a t im ely
manner.
Talk me through what you do when supervising and supporting the lunch routine.
Tell me what you think about when responding to a child who presents with challenging
behaviour.
As the discussion progresses Tooba becomes increasingly defensive. ‘I try to do my best but I
have so much to do and nobody helps me!; There are so many rules to follow I just can’t
remember them all! Some of the children are really naughty and that annoys me.’
Asima listens respectfully without confronting or challenging Tooba.
Next Asima provides Tooba with her assessment of Tooba’s performance. As she gives this
feedback she provides examples of the behaviours of concern.
As Asima anticipates, Tooba becomes angry, defensive and finally upset. She begins to cry
and tells Asima that she is struggling with the demands of her workplace tasks and is finding
it impossible to stay on top of her assessment tasks.
Asima decides to terminate the review. She gives Tooba a written copy of her performance
review and asks Tooba to take a few days to reflect on the feedback. She tells Tooba they will
meet again in two days to work on a Performance Management Plan. She asks Tooba to write
down some things that she thinks they could work on to improve her performance. She also
asks Tooba to identify two performance goals she would like to work on over the next few
weeks.
a. Explain why the performance review strategy used by Asima was a collaborative
process. (think also about how feedback was used)
(Thus, the process is the ongoing in the creation of the working environment in the performance
management the collaborative approach was used by the Asima (Cicconi, 2020). Through the
collaborative approach it measures the performance of Tooba. Through this it measures the area of
performance and the strengths of the Tooba with the same document.)

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b. In relation to accountability for her performance, why was it important for Asima to
provide Tooba with a copy of her job role/duties statement and a copy of the daily shift
tasks?
Question 14
Read the scenario and answer the related questions.
Textbook reference
The Business of Child Care (5th edition) by Karen Kearns Chapter 8
Tooba: Performance management III
Asima meets with Tooba as agreed and asks Tooba to share the things she was asked to do at
the conclusion of the previous meeting.
Tooba states that to improve her performance she would like Asima to provide more on-the-
job training and feedback. ‘Can you watch me do things like nappy change, supervising lunch
and setting up a n d g ive m e f eedb a ck so I ca n d o b et t er ? ’
Too ba ’ s pe rfo rma nce goals: Ma na g ing ch il d r e n’ s b eha v io ur a nd b ein g b et t er o r g a nised .
Asima: ‘You would like me to provide you with on-the-job coaching and immediate
feedback.
Tha t ’ s a g rea t idea a nd o ne t ha t I t hink w e can a ch ie v e. I t h in k yo u r g o a l t o b e
b et t er organised is also a good one and we can include time management and
prioritising work tasks. Behaviour management is something that challenges all
educators and it takes a long
(There will be the engagement of the employees and the boost of the performance through the ideal
accountability and the honest feedback. The copy was provided to Tooba to identify its feedback. It
will help in the efficiently completion of the work and performing of its roles and to the actions it will
also feel them responsible for the duties and the job.)

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time to develop these skills. How about we start with small steps like how to follow
through when asking children to do something.
Asima then went on to outline performance goals she had developed for Tooba, explaining
why they had been selected and the strategies that would be put in place to support Tooba to
achieve these goals in a reasonable timeframe.
Performance goals include:
● Communication: Listen to instructions and ask questions to clarify and confirm instructions
● Work standards: Follow policies and complete procedures in correct sequence.
● WHS: Be familiar with and perform WHS procedures to the standard required.
● Interactions: Interact with children in a respectful and caring manner.
● Organisational and time-management skills: Prioritise and complete tasks in a
timely manner. Arrive and be ready to start shift on time.
● Learning: Complete assessment tasks by due dates. Improve spelling skills.
● Behaviour management: follow through when giving directions to children.
Refer to the performance goals developed by Asima for Tooba and develop your own
template to document these goals in order of priority. Provide a rationale for your priorities.
To do this you may like to refer to Tooba’s duty statement, the Regulations, risk management,
the NQS and/or the ECA
Code of Ethics. Refer to an example of a template below when creating your own template.
Example Template

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Note: There is no single correct response to this question – your rationale should clearly
justify your choice of priorities.
This template is a professional tool that can be added to your Service’s policy and used to
document
performance goals for staff.
a. Complete the performance measurement criteria for Tooba’s Performance Management
Plan. To assist you with this task an example has been provided.
i. Communication: Listen to instructions and ask questions to clarify and confirm
instructions Performance Measurement Criteria
(It was identified that Tooba is not focused to the work it is concerned to the lack of communication. It
is not listening to the educator properly which leads in the underperformance of the work. She has a
lack of communication which should be improved by it which will also help Tooba in engaging with
the children to increase the performance in its work.)

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ii. Work standards: Follow policies and complete procedures in correct
sequence. Performance Measurement Criteria
iii. WHS: Be familiar with and perform WHS procedures to the standard
required. Performance Measurement Criteria
iv. Interactions: Interact with children in a respectful and caring
manner Performance Measurement Criteria
v. Organisational and time-management skills: Prioritise and complete tasks in a
timely manner. Arrive and be ready to start shift on time.
Performance Measurement Criteria
(The work standard of Tooba is not appropriate as there is no correct sequence of its work because of
not following the procedures and the policies for the completion of the work (Chambers and et.al.,
2020). WHS and the correct lifting procedures should be followed by Tooba for the improvement in
the performance in its work. Following the procedures will also help in completion of work on time.)
(To the standard requirement in the work following of the WHS procedure will help Tooba in getting
the suggestions and identifying of its weaknesses. For example, in the WHS using of PPE, hand
washing there is no use of correct procedure by Tooba (Bekkers and Tummers, 2018). This leads to the
uncompletion of the work will.)
(In the caring and the respectful manner Tooba should interact with the children for the proper
measurement of the performance. It was found that many times Tooba is behaving with the children in
the threatening and the harsh manner. Thus, this behavior will lead to the termination of the Tooba.
Several times Tooba scolded the children’s. This should be improved by it.)
The RTO assessor
● Tooba will repeat instructions to demonstrate they have been heard and understood.
● Tooba will ask questions to clarify any part of an instruction that has not been clearly
understood.

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vi. Learning: Complete assessment tasks by due dates. Improve spelling
skills. Performance Measurement Criteria
vii. Behaviour management: follow through when giving directions to
children. Performance Measurement Criteria
Question 15
a. List three documents Asima could share with Tooba to assist her to understand
her obligations as an employee.
(There should be the timely completion of the work else Tooba will left over the work. Due to the poor
time and organization management skills Tooba was not able to complete some work such as sweeping
and wiping which leads in the poor measurement of the performance. Thus, improving the skills will
help the Tooba in completion of the work timely.)
(Spelling skills were poor of Tooba as the concern was founded by RTO assessor that to the literacy
skills of Tooba there should be the commencement of the screening test (Nikfarjam and et.al., 2020).
Thus, improving the skills will assist Tooba in the completion of the task assessment timely and on due
dates and there will also be the improvement in the learning.)
(To the proper children direction there should be the management in the behavior of Tooba. Improving
of the management of the behavior will help in improvement of skills, increase in the engagement with
children and facilitates better communicating with others. This also helps in assisting the providing the
direction to the children in their daily lifestyle.)
(To assist in the understanding the employee’s obligation Asima can assist the Tooba with three
documents such as:
 Providing the Acknowledge form will assist the Tooba in the completion of the work.

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b. Suggest two strategies that Asima could use to support Tooba to develop her skills
and knowledge in the workplace.
c. Provide an example of how Asima could use elements of the NQS and
corresponding policy/procedures to encourage and foster Tooba’s understanding
of her roles and responsibilities. To assist you with this question an example has
been provided.
Show/explain how the policy links to the standard – e.g the policy will state that educator-
child ratios must be maintained at all times; that no child is to be left unsupervised etc.
 The job letter offering to the employees will also help in understanding their role.
 Contract employment for the work which will help in the defining its job and the period of time
to do job.)
(To the development of the knowledge and the skills in the workplace by the Tooba Asima suggested
two strategies such as:
 Learning and Development team establishing – Various hard and the soft skills were
focused through the outsourcing the service of education and the technology platform
implementing. In the process of learning providing the incentivize to the employees.
 Experience engaging – To develop the new skills experience is considered as the best way. In
its work Tooba will able to develop the new skills by engaging with the others.)
Example
NQS: 2.2.1 Supervision. At all times, reasonable precautions and adequate supervision ensure
children are protected from harm and hazard. Policy/procedure: Supervision policy

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(To encourage the understanding of the Tooba’s responsibility and the roles educational leadership can
be used which will help them in getting the supportive lead and also the planning cycle program of
education will implement and develop.)
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Jochheim, E., Orzechowski, M. and Nowodzinski, P., 2021, July. Managing the Team by
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Efficiency?. In International Conference on Applied Human Factors and Ergonomics (pp. 132-139).
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Chambers, C.T., and et.al., 2020. Implementation effectiveness of a parent-directed YouTube video (“It
Doesn’t Have to Hurt”) on evidence-based strategies to manage needle pain: Descriptive Survey
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