BSBWOR502 : Lead and Manage Team Effectiveness

BSBWOR502
Lead and manage team
effectiveness
Learner Workbook

Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – BSBWOR502: Lead and manage team effectiveness...............................................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 2A....................................................................................................................................16
Activity 2A checklist – for assessor..............................................................................................17
Activity 2B....................................................................................................................................18
Activity 2B checklist – for assessor..............................................................................................19
Activity 2C....................................................................................................................................20
Activity 2C checklist – for assessor..............................................................................................21
Activity 2D...................................................................................................................................22
Activity 2D checklist – for assessor..............................................................................................23
Activity 3A....................................................................................................................................24
Activity 3A checklist – for assessor..............................................................................................25
Activity 3B....................................................................................................................................26
Activity 3B checklist – for assessor..............................................................................................27
Activity 3C....................................................................................................................................28
Activity 3C checklist – for assessor..............................................................................................29
Activity 4A....................................................................................................................................30

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

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.

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.

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 .

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 PartyObservation/Demonstration documentmust be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third partyobservation must be submitted to your trainer/assessor, as directed.
The third partyobservation 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.

Candidate Details
Assessment – BSBWOR502: Lead and manage team effectiveness
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBWOR502: Lead and manage team effectiveness.
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: ____________________________________________________________

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.

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: ___________________

Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity1A
Estimated Time 20-30 Minutes
Objective To provide you with an opportunity to consult team members to establish a
common understanding of team purpose, roles, responsibilities and
accountabilities in accordance with organisational goals, plans and objectives.
As a role play within the learning group, perform the following:
In groups of three to five determine who will act as team leader and who will be
the team members. Choose a work environment and work roles for the team
and discuss the roles, responsibilities and accountabilities and how these need
to meet organisational goals and plans.
Answer
I will act as the team leader because I believe that I have the proper team spirit
within me and I can inculcate the same within the rest of the team members. I
wanted to opt for this position because I want to work in an organized and
peaceful manner with all my team members and I want to support them at
every single moment. I will not fake the undue advantage of my power or my
position rather I will try to use it for the overall welfare of the team as a whole.
The work environment is within a corporate office. However I will make sure
that there is both a touch of professionalism and personal connections and
emotions within the team. I will also make sure to incorporate some group
activities on a daily or weekly basis that would initiate the team members to
develop a very friendly and cooperative feeling with each other. I will also select
two of the senior members as the assistant team leader who will be looking
after the team in case of any emergencies when I stay absent.
This will also help in creating this feeling among the subordinates that I am
giving them due importance within the business and I value their opinions as
well.
My role will be to look after the attendance and the punctuality of team, the
team effectiveness, the overall performance. I will also be responsible for
providing the training and expertise as and when needed. I will also not be
partial towards anyone.
The role of the assistant team leaders will be to look after the tasks that are
being allocated to the rest of the team mates and how are they performing
those task. They will also guide and help them whenever in need. I will also
create a team forum that will be looked after by two senior employees and two
junior employees and all of them would report to me. This forum will look after
any kinds of complaints that might come from the team members. If anyone is
being ill-treated or bullied they will be registering their complaints to this anti
bullying cell. I will personally look after the matter and will take actions. If
required I will take the matter to the HR.
The assistant team leads will be accountable for not helping the team members

during the time of their needs and the in charge of the anti bullying cell or the
employee forum will be accountable for no taking actions when needed.
I being the team leader will also be accountable in the same way if I do not look
after the interest of the team members or do not provide3 them the proper
support as and when they need.

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
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 15 Minutes
Objective To provide you with an opportunity to know about developing performance
plans to establish expected outcomes, outputs, key performance indicators
(KPIs) and goals for work team.
1. What is a performance plan?
2. How do KPIs differ from work goals?
Answer1
A performance plan is a tool or more specifically a chart that helps the
employees to find out their faults and errors and make proper plan so that
they can overcome those errors or weaknesses. This is a very systematic
approach. It that helps the employees in finding out the areas of their
weakness and thus, work towards achieving the same. This helps the
managers and the other superiors to guide their employees in developing
themselves properly. The performance plan helps the employees in knowing
what is expected of them and what measures they have to take in order to
satisfy and reach those goals.
Answer2
The KPIs are like the markers that decides use in order to measure the
amount of improvement in the health and the treatment of the patients. The
KPIs are the markers that mark the improvement of the employees in their
respective professional grounds. This helps the companies to know how far
the employees are working towards overcoming their weaknesses and
achieve their targets. It is kind a value that can be measured by the company
and that helps in understanding the progress of the company towards the
achievement of the target. The KPIs are different for different kinds of
departments and the kinds of business that the departments are interested
in. At first the company needs to create the objective that they have to
achieve and then they have to create the key performance indicators or the
makers that will help in measuring the rate of success each and every
employee is trying to achieve.

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:
Learner’s signature

Assessor’s signature
Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to understand how to support team
members in meeting expected performance outcomes.
1. State three ways that you could support your team to reach their
performance requirements in work.
2. How can you ensure you are fully aware and informed on each team
member’s work role and responsibilities?
Answer1
 I will develop a proper transparency between myself and my teammates
so that they do not feel shy, afraid or hesitant while reaching out to me.
This will help to speak with me freely about any kind of support that
they need.
 I will give them ample time to learn the job requirements. I will also
arrange for the necessary trainings that they might require.
 I will also implement this rule that all the senior employees will have to
help the juniors and the new joiners with all the necessary
requirements. I will also take weekly feedbacks from the team mates in
order to know about their experiences, their improvement in work or
any kinds of issues that they are facing.
Answer2
I can be aware of the roles and the responsibilities of all the members if I
maintain a daily feedback sheet. I will be taking the views and the opinions of
each and every member. I will also ask them to write about any hindrances that
they are facing in their day to day work. I will also ask every member to
maintain an action plan of their own and also to perform a person al SWOT. This
will help them to find out about their strengths and their areas of expertise and
manage their roles accordingly. I will keep an eye upon the conduct and the
performance of the team members in order to know about their performance of
the key roles and responsibilities.

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:
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 15 Minutes
Objective To provide you with an opportunity to develop strategies to ensure team
members have input into planning, decision making and operational aspects of
work team.
Write down three strategies that you could use to involve your team in aspects
of workplace planning, decision-making and operations within the team.
 I will follow the system of team meeting where I will make sure that all
the members are included. I will give a chance to each individual
member to forward their concerns and speak about the same. I will
involve all of them in the business decision process.
 I will not be the victim of any favouritism or biasness in giving the
promotions. All the promotions or rewards will be done purely on the
merit and the performance.
 I will try to give ample time and training to all the members regarding
any plan or new kinds of business operations that will be started.

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:
Learner’s signature

Assessor’s signature
Activity 2B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to develop policies and procedures to
ensure team members take responsibility for own work and assist others to
undertake required roles and responsibilities.
For your place of work (or an example workplace), briefly outline three policies
and procedures that would benefit your work team.
There will be the incentive policy. Employees who will be working for extra time
and will overshoot the benefit will be rewarded. This reward will be based on
the amount of work or the amount of excess work that has been done by the
employees.
Opinions of the employees will be taken before giving them the reward. It can
happen that the employees do not want the reward in terms of money but in
any other forms. Then there will be flexibility of the shift timings or some extra
additional leave sand many other such policies.
There will be proper refreshments and break times available so that the
employees do not get over burdened due to work. The policies will also include
mediclaim and other insurances kike the health insurance, home and car loans,
accidental damage insurance, and other such facilities.

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:
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 30 Minutes
Objective To provide you with an opportunity to provide feedback to team members to
encourage, value and reward individual and team efforts and contributions.
As a role play within the learning group, perform the following verbal activity:
In pairs, take turns to be the team leader and the team member. As team
leader, provide two points of feedback to the team member, in a positive and
constructive way that seeks to recognise team success. You should decide on
the work roles and scenario for the role play before you start.
Answer:
The scenario was developing content marketing for a medicine company that
treats the skin problems in a natural way. This task was done by the team over a
period of one month and it required a huge amount of research and analysis.
Now I will take the turn of team leader who was in charge of the team
performing this work and I will be giving feedback to the team member
regarding the success that has been achieved.
The feedback that I will be giving to the team member is that
‘’ we have got very good results from the project that we had undertaken. The
medicine company has been very happy with our work and has given our
company a huge cash prize. They have also asked for a tie upon with our
company for all their future projects. This would not have not been possible at
all , without the efforts of all the team members. I congratulate and appreciate
all of you. It is because of the excellent hard work and team effort that we will
be giving you all a double bonus this year along with the salary. I hope to see
the same zeal and the team effort from you in all our future projects’’

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
Activity 2D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to know about how to develop processes to
ensure that issues, concerns and problems identified by team members are
recognised and addressed.
1. What should a process provide?
2. How should you develop a process to resolve team issues, concerns and
problems?
Answer1
A process is a method or a procedure that will allow the company to know the
kinds of problems that the employees are facing. There has to be a transparency
and a kind of viability involved in the process. The process must be employee
friendly and it must be equal and justified for all. The team members must
never feel that there is any kind of favouritism that is present on the part of the
managers or the employees.
Answer2
The process must include regular team meetings and sessions that will involve
taking the voices of the all the team members into account. The company and
the managers must make the process in such a way that all the employees will
have their say in the decisions that are being taken in the company. I being the
team leader will make the process in such a way that the interests of all the
employees will be taken into account. I will make it a point that there are
meetings being conducted on a weekly basis where all the employees and the
team members will be present. I will also make sure that I am talking with each
and every team member individually so that I get a proper response from them.
I will make myself very approachable and transparent towards the employees. I
will also circulate employee feedback forms and surveys to all of them so that
they can at least talk about all their problems in verbal form if they are unable
to speak it directly in front of everyone else.
I will also make sure that I am providing all the possible support that is needed
by my teammates. I will try to provide them not only the professional but the
moral support as well.

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:
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 20 Minutes
Objective To provide you with an opportunity to encourage team members and
individuals to participate in and to take responsibility for team activities,
including communication processes.
1. How you would encourage participation from team members in taking
responsibility for team activities?
2. How would you assist in team communication processes?
Answer1
I will try to encourage each and every member in taking up responsibility in the
team activities. This is one of the most important ways to promote a proper team
spirit within all the employees. I will make sure to conduct some team activities
like games, team picnics, team sports and many other such activities. This will act
as a stress relief session and will also help in inculcating the spirit of oneness and
cooperation among all the employees. This helps in imbibing a friendly and happy
organizational culture as well. I will also conduct many campaigns that will help
the employees get training about the importance of taking part in all the team or
the group activities. This will also help in reducing the work load and the tension
that often trouble the teammates. They can get refreshment and can also mingle
with one another very closely.
Answer2
I believe that communication is one of the most important thing at had to be
imbibed in a team. I will make it a point that there is a free and flexible
communication process that is existing within my team. I will make it a point to
conduct some break times where my team members will only speak with each
other in a friendly way. This will help them to know each other better and also
refresh their mind a bit. I will make sure that I am using the open door policy
which will help to inculcate a transparency within the team members. The team
members will know that all of them are equally important and their opinions are
valued within the organization. I will also carry on his process of communication
on a day to day basis rather than having a blast of opinions only during the team
meetings.
I will also make sure that the communication is being carried on a two way
method. The communication will always be both sided. I will make sure to collect
the feedback from all my team members regarding any and every decision that is
being taken. I will give them all possible feedbacks so that they do not feel
ignored or left out.

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:
Learner’s signature

Assessor’s signature
Activity 3B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to know how to support the team in
identifying and resolving work performance problems.
1. List three things that you can do to support your team to resolve work
performance problems.
2. What is a root analysis?
Answer1
I will ask all my team members to report to be immediately if they ever face any
problem. I will make myself approachable and I will also inculcate kind of
transparency
I will always use the root analysis method. This will help in making sure that
whatever is the problem the analysis is being done from the root level. This will
help in understanding the problems that is being faced by the team members. I
will also arrange for trainings for the team members if they face the problem in
understanding the requirements of the job or any other such problem
Answer2
Root analysis is the process by which the problem or the issue is analyzed right
from the root cause level. This is one of the best method as it helps in finding
out the exact issues that lies at the grass root level or the initial stages of the
problem
This is also one of the major aspects of the effective management method. This
helps in not only solving the issue somehow but also in finding the root cause
that was responsible for causing the problem and then finding a long term
solution to it. This is one of the best ways to prevent the problem and find the
best effective preventive measures than just solving it somehow.

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:
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 3C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to ensure own contribution to work team
serves as a role model for others and enhances the organisation’s image for all
stakeholders.
List and briefly explain (in approximately 30 words) five ways you can be a
positive role model for your team.
I will maintain honesty and integrity. This will help me to abstain myself from all
kinds of greed or any other problems.
I will be resilient.
I will be empathetic towards all my employees.
I will be very punctual and I will also be accountable for my own actions.

Activity 3C 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
Activity 4A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to establish and maintain open
communication processes with all stakeholders.
For the following stakeholders, briefly describe how you would maintain a
process of open communications (approximately 40-50 words for each one):
 Your team
 Department managers
 External supplier.
 I will develop a transparency between me and my team members. I will
appear very friendly with them and will ask them to report me directly
about any and every problem that they are facing. I will ask them for
regular surveys and feedback sheets so that they can reach out to me
very easily. I will also follow the method of two ways communication
process so that there is proper feedback from both the ends. This will
make the communication process complete.
 I will create a special system of emails that will help me to interact
properly with all the department managers. This mail chain will be
forwarded to all the managers in line who will be getting the notification
about any and every important meeting that is taking place. This will
help them to give the necessary feedback that is needed.
 As far as the external suppliers are concerned, t here has to be a proper
system of communication so that they can get proper information
regarding the rules and regulations of the company and they can also
forward their concerns very easily.

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
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 30-45 Minutes
Objective To provide you with an opportunity to communicate information from line
manager/management to the team; and communicate unresolved issues,
concerns and problems raised by team members and follow-up with line
manager/management and other relevant stakeholders.
As a role play activity within the learning group, perform the following:
In one group, or in smaller groups (as determined by the trainer/assessor), take
turns to act as the team leader, while other individuals take the part of team
members and senior management.
 In a meeting with your team, you are presented with an issue (of the
team’s choosing), discuss this to determine the situation and facts
 Take this issue to your management and discuss this further to
determine a way to resolve this
 Discuss the outcome of this meeting with your team members and
provide them with constructive approaches to resolve the situation.
The situation is that the team members are not really happy with the leaves and
the duration of the refreshment break that they receive. They feel that the work
pressure is increasing a lot and they are not getting any sufficient amount of
time for refreshing themselves. I feel that this is indeed a matter of huge
concern and that this at any cost has to be taken to the note of the senior
management.
I took this matter to the note of the senior management and said that it is really
a very important issue and this matter must be taken into strict consideration.
The senior managers were not really very much eager to take any positive steps
towards this aspect. They were of the opinion that if the length of the break
time and the number of leaves are increased then it will lead to the fall in the
total production as the employees will spend less time in working and more
time in their breaks and other leaves. I rejected and said that the employees
really work hard and they need a bit more flexibility in their break and leave
structure. They are really working very hard and they have all the rights to get a
bit more flexibility and then it will be a greater motivation for them to work
even in a better way. I fought for them and arranged a meeting with the
managers. I said “We need to make the employees feel wanted and valued
within the organization. This is their right to demand for some flexibility for
themselves and it is our duty to provide them with the same. I do not feel that
they are demanding anything that is unjust. I will take this responsibility that
they do not ignore their work”
I said to my team member
“ I had conducted for a meeting with all the senior members of the management
and they were initially of this opinion that extending the duration of the break
time and the number of leaves will hamper the overall production. However I
fought for all of you and assured them that this is a very justified ground and

this demand must be fulfilled. I assured them that all of you are working hard all
day long and are often overburdened with the work load. So, it is for this reason
that the leaves and the duration of the break must be increased. So, finally this
proposal has been accepted. However I want all of you to work really hard and
keep up the efficiency so that the managers cannot ever regret on their
decision.

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:
Learner’s signature

Assessor’s signature
Activity 4C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to evaluate and take necessary corrective
action regarding unresolved issues, concerns and problems raised by internal or
external stakeholders.
Following on from Activity 4B, evaluate your discussions and write down the
corrective action that you have decided upon.
I have decided that I will be narrating the entire struggle that I had to do with
the senior managers in order to make sure that their demand is fulfilled. I will
ask them to make sure that they are not violating any of the ethics or the rule.
They must not take undue advantage of this right and spend more time in their
break time. They must also not take unnecessary leaves. They have to make
sure that they prove their efficiency and their work even more this time.
I will also enforce some tough penalties on the employees if they are taking the
undue advantage of the new rules made as per their demands.

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)
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
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).
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.

Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
 Reading
 Writing
 Oral communication
 Navigate the world of work
 Interact with others
 Get the work done
Answer the activity in as much detail as possible, considering your organisational requirements.
1. As a workplace activity (or simulated workplace activity) perform the following.
You are tasked to assess your team’s performance plans in order to review team goals against
organisational goals. From current organisational documentation on objectives and
performance needs, and team performance plans you should:
 Read and interpret information to assess where team performance can be improved upon
to assist in reaching organisational goals
 Prepare a brief report to outline your findings
 Present this to your manager/management and discuss where improvements in
performance can be made.
This activity should be observed by the trainer/assessor or third party in the workplace, and all
observations recorded in the observations and demonstrations checklist.

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

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:
 How group dynamics can support or hinder team performance
 Strategies that can support team cohesion, participation and performance
 Strategies for gaining consensus
 Issue resolution strategies
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. What are group dynamics and how can they affect your team?
2. Provide three strategies that support team cohesion, participation or performance.
3. How can developing strategies to gain consensus help your team?
4. What is issue resolution and how can strategies help in this matter?

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

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:
 Use leadership techniques and strategies to facilitate team cohesion and work outcomes
 Develop policies and procedures to ensure team members take responsibility for own work
and assist others to undertake required roles and responsibilities
 Establish processes to address issues and resolve performance issues
 Support team to meet expected performance outcomes
 Develop performance plans with key performance indicators (KPIs), outputs and goals for
individuals or the team which incorporate input from stakeholders
 Communicate effectively with a range of stakeholders about team performance plans and
team performance
 Facilitate two-way flow of information between team and management
 Evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders
Answer the activity in as much detail as possible, considering your organisational requirements.
1. As a workplace activity (or simulated workplace activity), perform the following.
Using your leadership skills, techniques and strategies to facilitate team cohesion and work
outcomes, you will need to:
 Develop policies and procedures to enable team members to take responsibility for their
work roles and responsibilities
 Establish processes to address issues and to resolve performance issues
 Develop mechanisms to support your team to meet work outcomes and performance
needs
 Determine performance plans with KPIs, work goals and performance outputs for the
team and/or individual team members (in conjunction with the team and with
management).
2. In a management meeting, communicate your team’s performance plan(s) and how this will
assist in meeting organisational goals.
3. After a short period of implementation (to be decided by the trainer/assessor), assess the
team’s performance and evaluate if there are work or team issues. If these are found,
determine corrective action that can be taken to resolve these.
This activity should be observed by the trainer/assessor or third party in the workplace, and all
observations recorded in the observations and demonstrations checklist.

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

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
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:
Assessor judgement: Satisfactory Not Satisfactory

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

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

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)

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