Lead and Manage Team Effectiveness- Doc

Course and Unit Details
Unit name Lead and manage team effectiveness
Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a
form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and
reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission
to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.

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Unit Assessment Task 1 Unit Knowledge Test (UKT) S
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Unit Assessment Task 2 Unit Project (UP) S
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Unit Assessment Task 3 Unit Skills Test (UST) S
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Final result C/NYC Date assessed
Trainer/Assessor
Signature

Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to lead teams in the workplace and to actively
engage with the management of the organisation.
It applies to individuals working at a managerial level who facilitate work teams and build a positive
culture within their work teams. At this level, work will normally be carried out using complex and
diverse methods and procedures requiring the exercise of considerable discretion and judgement,
using a range of problem solving and decision-making strategies.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of
publication.
What the student can expect to learn by studying this unit of competency
• Establish team performance plan
• Develop and facilitate team cohesion.
• Facilitate teamwork.
• Liaise with stakeholders.
Training and assessment resources required for this unit of competency
The student will have access to the following:
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
 Access to a computer, the Internet and word-processing system such as MS Word.
 An operational business environment to implement the learning plan
 Computer technology and documentation as required
 Codes of practice and standards issued by government regulators or industry groups
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity.
• Ensure that academic work is in no way falsified.

• Seek permission to use the work of others, where required.
• Acknowledge the work of others appropriately.
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used,
which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or
web page
• Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action.
Other Important unit specific Information
N/A

Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation skills
essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Code of ethics and codes of conduct
 Ethical Principles in the Workplace
 Codes of practice
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004
 Work Health and Safety Act 2011
 Workplace environmental and resource efficiency strategies including organisational
policies, plans and procedures
 Workgroup member responsibilities and duties, and relationship to individual
responsibilities and duties.
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.

The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/BSBWOR502
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT).
• Guide students to adapt and adjust their learning strategies.
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs.
• Be a pivotal feature of learning and assessment design, not an add-on ritual.
• Focus on course and unit learning outcomes.
• Guide students to become independent and self-reflective learners and their own critics.

• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
2. Unit Pre-Assessment Checklist (UPAC)
3. UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.

• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as w
 Non-English Speaking
Background
 Speaking
 Reading
 Writing
 Cultural background
 Confidence
 Discuss with the student and supervis
assessment process
 Use methods that do not require a hig
 Use short sentences that do not conta
 Clarify information by rephrasing, confi
 Read any printed information to the st
 Use graphics, pictures and colour codin
 Offer to write down, or have someone
 Ensure that the time available to com
student’s needs
 Indigenous  Knowledge and understanding
 Flexibility
 Services
 Inappropriate training and assessment
 Culturally appropriate training
 Explore understanding of concepts and
 Flexible delivery
 Using group rather than individual asse
 Assessment through completion of pra
 Age  Educational background
 Limited study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the st
 Ensure that the time available to comp
 Provision of information or course mat
 Changes in teaching practices, e.g. wea
 Supply of specialised equipment or ser
 Changes in lecture schedules and arran
 Changes to course design, e.g. substitu
 Modifications to physical environment
 Educational background  Reading
 Writing
 Discuss with the Student previous lear
 Ensure learning and assessment metho

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 Numeracy
 Limited study skills and/or learning
strategies
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study skills and/or learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the stud
 Appropriately structure the assessmen
 Provide information or course materia
 Changes in teaching practices, e.g. wea
 Supply of specialised equipment or ser
 Changes in lecture schedules and arran
 Changes to course design, e.g. substitu
 Modifications to physical environment
Explanation of reasonable adjustments strategy used (If required)
4. Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions
Assessment task description:
 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of twenty-three (23) written questions.
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.

Applicable conditions:
 All knowledge tests are untimed and are conducted as open book tests (this means you are
able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is your own work.
Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:
 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyze them for a few seconds, this will help you to
identify what is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarize or copy information from the sources you are
using to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).

 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
 Skill to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties.
 Ability/skill to sequence/in order and schedule/plan activities and manage communication.
 Skill to analyze relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
 Skill to use familiar/known digital technology to access/get to information, document
findings/results and communicate them to stakeholders.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
 Skill to establish a common understanding of team purpose, roles, responsibilities and
accountabilities and develop team performance plan to establish expected outcomes, goals
and objectives.
 Skill to establish team performance plan to support team members in meeting expected
performance outcomes.
 Skill to develop team strategies to maximize team members input in planning, decision
making and operational aspects and take responsibility for own work and assist others to
take responsibilities.
 Skill to encourage team members, value their team effort and developing process to ensure
issues identified by team members are addressed.
 Skill to develop process to identify problems and concerns and eradicate them and serving
as a role model for team members and enhance organizations image for all the stakeholders.
 Skill to develop policies and procedures ensuring team members responsibility and providing
them feedback to encourage them and reward them based on the team performance.
 Skill to establish communication process with all stakeholders and line managers and take
corrective measures regarding unsolved issues, concerns and problems raised by internal
and external stakeholders.

Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to assess the students’ knowledge essential to lead
and manage team effectively in a range of contexts and industry settings.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answered in order to gain competency for this assessment.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
Questions:
Question 1: Explain what group dynamics are, and how different ones can affect team performance?
Answer in 150 to 200 words.
Group Dynamics refers to various psychological as well as behavioural processes occurring within or between
social groups. It is an extremely crucial part which directly affects team performance. For instance, if there
are various individuals within a group with a handful being friends, this could create a somewhat negative
atmosphere in the team as they will be the ones communicating that might hinder performance. However, it
could also encourage teams in performing better. As an example, dynamics could be defined by determining
aspects influencing the groups. This, in turn could be well utilised effectively to motivate them in working
together, which would enhance performance as well as help them in achieving business objectives. In

addition to this, group dynamics could help in implementing innovative methods of working that suits every
person. This would ultimately lead to appropriate team performance.
Question 2: List and explain any eleven (11) strategies to support your team’s cohesion, participation
and performance?
It is essential for a team to apply various strategies which are appropriate to improve various aspects within
the team in relation to team's cohesion, participation and performance. These strategies are mentioned below:
Team Cohesion:
 Appropriate recruitment: The most crucial step to support cohesion must be recruiting keeping in
mind how they will be performing together with other members.
 Trust: Development of trust is again one effective strategy which is crucial for supporting cohesion.
Building of trust would pave ways for flow of transparent communication and ethical working which is
essential for developing unity.
 Conflict Resolve: Conflicts within a team are inevitable and must be resolved appropriately and with
utmost priority. This would facilitate harmony within the company that would help achieve
organisational objectives.
 Accountability: Each member's contribution must be given utmost importance as it will develop a
sense of belongingness crucial for strengthening association of individuals within a team.
Team Participation:
 Team Structure: Structure and framework of a team must be formulated in such a manner which
minimises scope of conflicts and encourages maximum commitment. Having such framework is crucial
as it would consider ideas and judgement of each group member, thus, promoting participation.
 Encouraging socialising: Each group member wants themselves to be heard and respected.
Promoting socialising would help them in keeping their views forward and participate within each
task.
 Definite Goals: To ensure appropriate participation, it is crucial to minimise threat of possible conflict
of interest where personal and organisational goals are concerned. Thus, these two aspects must be
aligned in ways which ensure maximum participation from team members.
Team Performance:
 Open Communication: A team must have open and transparent communication and effective flow of
information as it would help members in taking instructions appropriately and working as per
requirements.
 Rewards: Team performance could be enhanced through having effective appraisal and reward
systems that would encourage group members in performing at their full potential each day.
 Delegation: Authority enhances capabilities and improves performance. Thus, it could be used as a
strategy in providing some authority which enhances sense of responsibilities and encourage
members to enhance their performance.
 Training: To enhance team performance, training must effectively be given to all members which
would develop capabilities of each member appropriately and help in achieving success.
Question 3: Explain three (3) strategies that used to gain consensus. Write 150 to 250 words for
each.

Question 4: How can you differentiate between poor performing teams and high performing teams?
Differentiate on the basis of their feelings, behaviour and results?

Question 5: Explain eight (8) strategies used to resolve workplace conflict. Explain each in 25–50 words.
Question 6: What are the benefits of involving team members have in the planning, decision making
and operational aspects of a work team? Answer in 200-250 words.

Question 7: Explain the process of developing policies and procedures for an IT organisation. Answer in 500-
600 words.

Question 8: Explain the importance of giving feedback to team members and how feedback can help
improve performance? Answer in 250-300 words.
Question 9: Read the case study and answer following question in 250-350 words:
Jane’s manager had not ever told her that he felt she lacked decisiveness and was not assertive
enough to be a senior manager. It was not until the third time that she had been overlooked for
promotion that her manager eventually told her this reason. Jane was left wondering why she had
not been given this feedback previously during the three years that she had been working for him.
The verbal feedback was only provided upon her request.
Based on the above scenario, how should Jane’s manager have managed the situation better? (Answer in
250-350 words).

Question 10: Explain what a SMART goal is? Use 100- 150 words.
Question 11: By setting SMART goals in your work, you will achieve your goals, targets and KPI’s.
Explain the statement in 50-100 words.

Question 12: Explain any 5 ways through which Information can be shared with all stakeholders?
Explain each in 2-3 sentences for each.
Question 13: What are some major factors which can create problems among the team members?
(List any seven (7)).
Question 14: In order to work effectively as a team leader or supervisor who is planning team
activities or building a team, what abilities will you need? Mention any five (5).

Question 15: You are working for an IT company and you are the team leader for a networking unit.
The mission statement of the company is to provide the highest quality IT networking services at
network support level 1 (Basic help desk resolution and service desk delivery), 2 (In-depth technical
support) and 3 (Expert product and service support).
The vision is to be the chosen IT company for providing services to government organisations.
You need to formulate the objectives for your team who are planning to implement a cloud-based document
management system for all current and future clients. Using the information provided and the SMART
criteria write at least three (3) team objectives.

5. Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code BSBWOR502
Unit name Lead and manage team effectiveness
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the

information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
6.Unit Pre-Assessment Checklist (UPAC)
7. UAT 2 – Unit Project (UP)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand
the requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.

• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.
Reasonable Adjustment
Strategies Matrix
(Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists

 Non-
English
Speaking
Background
 Speaking
 Reading
 Writing
 Cultural
background
 Confidence
 Discuss with the student and supervisor (if applicable)
whether language, literacy and numeracy are likely to
impact on the assessment process
 Use methods that do not require a higher level of
language or literacy than is required to perform the job role
 Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral
responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements, takes
account of the student’s needs
 Indigenous  Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and practical
application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in the
field after demonstration of skills and knowledge.
 Age  Educational
background
 Limited study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the student’s experience
 Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift

Educational
background
 Reading
 Writing
 Numeracy
 Limited study skills
and/or learning
strategies
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need

 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study skills
and/or learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in accessible
format, e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note
taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an assessment
task
 Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
8.
9.
Explanation of reasonable adjustments strategy used (If required)
Unit Assessment Task (UAT)
Assessment Task 2 – Unit Project (UP)
Assessment type
 Unit Project (UP) – Establish team performance plan
Assessment task description:
 This is the second (2) assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task requires you to complete a Unit project (UP).
 You will complete following tasks in this assessment task:

A. Participate in a role play on establishing a common understanding of team purpose,
roles, responsibilities and accountabilities.
B. Prepare a team performance improvement plan.
 You are required to participate in a role play with the trainer/ assessor and other students.
 You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task.
 You must ensure that premise of the role play is closely related to the scenario and the given
criteria.
 You must establish team performance plan by following all given instructions, for the
trainer/assessor to assess competency in this assessment task.
Applicable conditions:
 This project is untimed and are conducted as open book tests (this means you can refer to
your textbook).
 You must read and respond to all criteria of the project.
 You may handwrite/use computers to answer the criteria of the project.
 You must complete the task independently.
 Time allowed for the role play is 10 -15 minutes.
 Time allowed to develop required resources for role play is 3 weeks prior to the role play.
 You must use the provided templates for writing your answers.
 Electronic devices are permitted.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task student predominately demonstrating his/her
practical skills, techniques and knowledge to trainer/assessor.
 The trainer/assessor may ask student relevant questions on this assessment task to ensure
that this is his/her own work.
Resubmissions and reattempts:
 Where your answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in an independent learning environment or learning
management system.
 Trainer/Assessor will provide you further information regarding the location of completing
this assessment task.
General Instructions for attempting the project:

10. You must correctly attempt all activities of this assessment task.
11. You will participate in a role play on establishing a common understanding of team purpose,
roles, responsibilities and accountabilities and prepare a team performance improvement
plan in this assessment task.
12. Answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
13. You must use non-discriminatory language. The language used should not devalue, demean,
or exclude individuals or groups on the basis of attributes such as gender, disability, culture,
race, religion, sexual preference or age. Gender inclusive language should be used.
14. Assessor will not accept answers copied directly from texts, paraphrased or summarised
information without acknowledgement of the source.
15. You must explain the topics appropriately.
16. Tone, gestures, body language must be according to the role students are portraying.
17. You are required to correctly discuss all topics appropriately in easy-to-understand, slang
and abbreviation free language, friendly yet professional manner for this assessment task.
How your trainer/assessor will assess your work?
18. This assessment task requires you to participate in a role play on establishing a common
understanding of team purpose, roles, responsibilities and accountabilities and prepare a
team performance improvement plan.
 Answers must demonstrate your understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
19. The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
 Interactive role play must demonstrate your understanding and knowledge of the unit.
 You need to be briefed on the Interactive role play a minimum of 3 weeks prior to the due
date as set out in the delivery and assessment guide for this unit.
 Trainer/assessor shall provide you with initial oral feedback in online class, after the role
play. This may take the form of individual feedback, if time allows, or it may be incorporated
in observations of a general nature in the debriefing exercise following the Interactive role
play. Written feedback incorporating the feedback on student’s individual Interactive role
play and preparatory work must be provided within two weeks from the due date of this
assessment, using the Observation Checklist.
Purpose of the assessment task:
This assessment task is designed to evaluate student’s following skills and abilities:

• Skills to establish a common understanding of team purpose, roles, responsibilities and
accountabilities and develop team performance plan to establish expected outcomes, goals
and objectives.
• Skills to encourage team members, value their team effort and developing process to ensure
issues identified by team members are addressed.
• Skills to encourage team members to participate in team activities and take responsibilities.
• Skills to establish team performance plan to support team members in meeting expected
performance outcomes.
• Skills to develop team strategies to maximise team members input in planning, decision
making and operational aspects and take responsibility for own work and assist others to
take responsibilities
• Skills to establish open communication process with all stakeholders.
• Written and oral/speech communication skills to organise and deliver information to
effectively lead and manage team effectiveness to a range of stakeholders/interested
people.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when
reviewing and analyzing scenario/setting-situation business information.
• Skills to work independently/freely as well as collaboratively/together to make decisions.
• Ability to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties.
• Ability/skill to sequence/in order and schedule/plan activities and manage communication.
• Ability to analyse relevant/appropriate information to identify scope/range of work, goals
and objectives and to evaluate/review options/other choices.
• Ability to use familiar/known digital technology to access/get to information, document
findings/results and communicate them to stakeholders.

Assessment Task 2 – Unit Project (UP)- Establish Team Performance
Plan
Assessment Instructions
 This assessment task requires you to act as the new Customer service team leader at Careers
call centre of sales team B.
 You will complete following tasks:
A. Participate in a role play on establishing a common understanding of team purpose,
roles, responsibilities and accountabilities.
B. Prepare a team performance improvement plan.
C. Develop and facilitate team cohesion
 Answers must demonstrate application of your information and knowledge to required skills
and other applicable criteria according to the unit of competency.
 During the role play, the Trainer/ Assessor will switch the roles of the three members
(Fernando, Chaoran and Yuki).
 Student must use the provided templates while writing their answers.
 The word limit for each task is provided in the templates.
 Your assessor will assess your work according to the given performance criteria/
performance checklist.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through
the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
 Computer
 Internet
 MS Word
 Printer or e-printer Team members

Scenario
You are the new manager for Careers Call Centre Sales Team B. The team has 3 staff members-
Fernando, Chaoran and Yuki.
Careers Call Centre sell mobile phone plans and Sales Team B has the lowest sales figures of all the
current teams.
All three sales members are from different cultural backgrounds and there seems to be quite a bit of
tension between different team members, as well as between your team members and the other
teams.
 Chaoran’s average sales per day are 3.5 and he has issues with Fernando. He thinks
Fernando is being overly loud and very opinionated. He believes that Fernando is trying to
become the new team leader and complains that he has no right to tell him what to do.
 Yuki’s average sales per day are 2. Yuki finds Chaoran to be very abrasive in his mannerisms
and feels that he is always angry and upset at her. This makes her not want to talk to him
and she avoids him where possible.
 Fernando’s average sales per day are 4. He feels frustrated that Yuki doesn’t speak up for
herself when Chaoran is being mean to her and feels Chaoran is stubborn; refusing help and
advice.
The reason for your appointment as manager is that there have been complaints about the services
delivered by this team, and this is why senior managers decided to hire someone externally to
manage the team efficiently. They have also identified a few problems in the team:
 Communication between team members appears to be strained at times
 The levels of cooperation are falling
 Communication with the other teams within the organisation are not as good as they should
be.
 There is no one currently taking on a leadership role
 Prioritisation of tasks appears to occur on an ad-hoc basis
 Average individual sales are supposed to be 5 units per day and 25 per week for a full time
employee

 Last week the total sales were 50 (10 for Yuki, 25 for Fernando and 15 for Chaoran)
While each of the team members were selected for their role on the basis of demonstrated skills and
expertise, they seem unable to work together effectively.
Your initial role, therefore, is that of trouble shooter, problem solver and team facilitator. You need
to bring this group of people together to form a cohesive, effective and productive team and to
make sure that the organisational goals, plans and objectives are well understood by them, and that
there is a common understanding of team purpose, roles, responsibilities and accountabilities.
The organisational goals, plans and objectives are as follow:
Organisational goals
 A sustainable workplace environment.
 Meet or exceed call center metrics while providing excellent consistent customer service.
Organisational objectives
 Improving sales and recommendations for products and services better suit client needs.
 Building lasting relationships with clients and other stakeholders based on trust and reliability.
 Improve support for team members regular feedback on performance.
 Improve conflict resolution between members
 Focus on the efficiency of the organisation, not the effectiveness of the individual
 Continuous professional development and training of employees
 Continuous gathering of internal and external feedback from all stakeholders for improvement of
workplace processes better.
 Empower customer service staff to handle customer issues and trust them to do the right thing.
Key performance indictors
 Average sales per day
 Compliance with all company policies and procedures
 Achievement of sales targets

Task
A: Participate in a role play
You (the student) will play the role of the new manager and participate in a role play.
The aim of the role play is for the team manager to establish a mutual understanding of team
purpose, roles, responsibilities and accountabilities.
Your trainer/assessor will allocate the role of team members (Fernando, Chaoran and Yuki) to the
students in the class. If there are insufficient number of members in the class, then your
trainer/assessor will play multiple roles and switch the role based on the requirements of the role
play.
During the role play, Fernando will:
 Complain that Yuki doesn’t speak up for herself when Chaoran is being mean to her and
feels Chaoran is stubborn; refusing help, advice.
During the role play, Chaoran will:
 Complain that Fernando is overly loud and being very opinionated. He believes that
Fernando is trying to be the acting team leader and trying to tell him what to do.
During the role play, Yuki will:
 Complain that Chaoran to be very abrasive in his mannerisms and feels that he is always
angry and upset at her.
During the role play, you (the manager) will be required to:
 Gain trust and confidence of team and provides feedback to them in forms that they can
understand and use.
 Adapt personal communication style to build positive working relationships and to show
respect for the opinions, values and their needs.
 Demonstrate high level conflict resolution skills and ability to engage and motivate
others.
 Establish a common understanding of team purpose, roles, responsibilities and
accountabilities in accordance with organizational goals, plans and objectives
 Provide support to team members to achieve expected performance outcomes.
The role play must cover the following points:
PRJ2.1: Discussion about team purpose, roles, responsibilities and accountabilities as per the
organisational goals, plans and objectives.
After the role play, you must fill in template 1 for a Team Learning Plan.

Template 1:

TEAM LEARNING PLAN
Team members
present
Chaoran, Fernando, Yuki
Date 13th March, 2019
Venue Careers Call Centre
Review conducted by Manager
1. Understanding of goals
Do all team members clearly understand purpose
and goals of the team?
No, there Is no clear understanding of goals or
purpose of the team in any member.
How is this expected to be achieved?
This could be achieved through establishing
appropriate communication channel where each
member must be an effective speaker as well as
listener. In addition, they must also effectively
achieve reasoning capabilities where they must
develop understanding of each member's point of
view.
What opportunities can you identify for
improvement?
While each team member is willing to work
effectively, their conflicts could be resolved
through giving them training and creating mock
role-play situations which would help them in
developing trust within the team.
2. Team member support
Are team members provided with the support
required to achieve team outcomes?
No. There is not much of support that is being

TEAM LEARNING PLAN
provided to these team members.
What support is usually provided?
Usually, sales target along with initial training to
handle clients are provided as support which is quite
insufficient, seeing the scenario of conflicts and
failure in achieving sales target.
How can team members be supported more
effectively?
Yes, these group members within the organisation
could be supported in a better manner and various
strategies like conflict management and feedbacks
could be provided to them to enhance their
performance.
3. Strategies for Team member input
Are team members given sufficient opportunities to
provide input into planning, decision-making and
general operational aspects of the team?
Yes. Sales team B, along with other teams are being
given opportunity to provide their inputs in
planning, decision making and general operational
aspects. They are required to work and operate as
per their convenience and achieve targets on their
own.
How is this currently done?
Currently, there is an absence of the role of
leadership within the group which refrains these
individuals from acquiring sufficient opportunities to
achieve their targets and fulfil purpose of the firm.
What opportunities can you identify for
improvement?
External help could be used which would allow
these members to analyse their own shortcomings
and enhance their performances. Moreover, training

TEAM LEARNING PLAN
must be given to members, so that they could
develop team management skills essential to
achieve target and handle pressure. It would also
promote a sense of togetherness and support within
the team.
4. Responsibility for own work
Are team members encouraged sufficiently to take
responsibility for their own work?
No. They are not being effectively encouraged to
own up responsibility of their operations. This is
because there is no leadership role present which
makes them inefficient despite of getting the role on
the basis of expertise.
KPI’s/Targets/Goals for each team member
(minimum of two for each team member)
There are various goals that could enhance
performance of each team member of Sales Team B.
These goals are mentioned below:
Yuki:
 To effectively overcome her problems and
enhance her performance, a goal for Yuki
must be to develop confidence to keep her
point of view effectively.
 Another goal for Yuki could be to develop
her speaking skills which would allow her to
communicate with other members
appropriately without hesitation.
Fernando:
 A goal for Fernando must be to develop
reasoning skills where he could back up his
opinions on basis of concrete facts. This
would not develop perception among other

TEAM LEARNING PLAN
members of him being opinionated.
 He must also develop communication skills
which would enable him to speak
appropriately and conversing without being
loud.
Charoan:
 Most important goal for Chaoran must be to
develop chivalry which is essential to
communicate with others, women in
particular. This would allow others to
converse and exchange their views with
Chaoran without fear of him being abrasive.
 He must also develop understanding skills
which would enable him of being flexible
and not stubborn enough for the team and
respect views of other members.
How is this expected to be achieved?
All these goals could be achieved through training
and external help which would help them in
analysing their mistake and develop required
skills and behaviour to facilitate work
performance.
What opportunities can you identify for
improvement?
Personality development training and sessions for
communication could be given by managers
along with other team management skills to
promote equality and understanding within the
team which helps them to achieve their goals
and sales targets.

TEAM LEARNING PLAN
5. Mutual support
Do team members assist each other in undertaking
required roles and responsibilities?
What current policy or document makes this
expectation?
What opportunities can you identify for
improvement?
6. Dealing with issues
Are issues, problems or concerns that arise in the
team environment generally resolved successfully?
What policy or procedures should be in place?
What opportunities can you identify for
improvement?
Identify who you consulted with when undertaking
this review and describe how you consulted with
them.
Feedback/Gap analysis given by Team Leader for
each team member (minimum of two points each)
Chaoran:


TEAM LEARNING PLAN

Yuki:


Fernando:


B - Team Performance Improvement plan
Continuing from PART A, with your groups, fill in the team performance improvement plan – based
on the discussions held in the role play, on the template provided underneath.
The team performance improvement plan must cover the following point:
PRJ2.2: Develop a team performance improvement plan and take into consideration the expected
outcomes, outputs, key performance indicators (KPIs) and goals for the work team. You must use
template 2 to prepare team performance plan.
Template 2:
Team Performance Improvement Plan (TPIP)
Confidential
TO: (insert employee’s names)
FROM: (insert manager’s name)
DATE: (insert date)
RE: Team Performance Improvement Plan (TPIP)
The purpose of this Team Performance Improvement Plan (TPIP) is to define serious areas of
concern, gaps in work performance, reiterate the organisation’s expectations, and allow the team
the opportunity to demonstrate improvement and commitment.

Areas of Concern:
Observations, Previous Discussions or Counselling:
Step 1: Improvement Goals: These are the goals related to areas of concern to be improved and
addressed:
1.
2.
3.
Step 2: Activity Goals: Listed below are activities that will help the team reach each goal:
Goal # Activity/Strategy How to Accomplish Start Date Projected
Completion
Date

Step 3: Resources: Listed below are resources available to the team to complete the Improvement
activities (may include other people’s time or expertise, funds for training materials and activities, or
time away from usual responsibilities.)
1.
2.
3.
Management Support: Listed below are ways in which your manager will support your
Improvement activities.
1.
2.
3.
Step 4: Expectations: The following performance standards must be accomplished to demonstrate
progress towards achievement of each Improvement goal:
1.
2.
3.
4.
5.
Step 5: Progress Checkpoints: The following schedule will be used to evaluate the team’s progress
in meeting the Improvement activities.
Goal # Activity/Strategy Checkpoint
Date
Type of Follow-up
(memo/call/meeting)
Progress
Expected
Notes

Follow-up Updates: You will receive feedback on the team’s progress according to the following
schedule:
Date Scheduled Activity Conducted By Completion Date
30-day Update Memo [Supervisor/Manager]
45-day [or 60-day] Update Memo [Supervisor/Manager]
60-day [or 75, or 90 – Day] Status
Memo
[Supervisor/Manager]
Timeline for Improvement, Consequences & Expectations:
Effective immediately, the team is placed on a 90-day PIP. During this time, all team members will
be expected to make regular progress on the plan outlined above. Failure to meet or exceed these
expectations, or any display of gross misconduct will result in further disciplinary action, up to and
including termination. In addition, if there is no significant improvement to indicate that the
expectations and goals will be met within the timeline indicated in this PIP, employment may be
terminated prior to 90 days. Failure to maintain performance expectations after the completion of
the PIP may result in additional disciplinary action up to and including termination.
Signatures:
Print Employee Name: _____________________________________
Print Employee Name: _____________________________________
Print Employee Name: _____________________________________
Print Supervisor/Manager Name: _____________________________________
Supervisor/Manager Signature: _____________________________________

Date: ___________________________
C: Develop and facilitate team cohesion
During the discussion with the team members, you came to know that the team members issues
were never discussed before and neither were they addressed. The team members told you that
their inputs have never been valued and that has also led to change in their behaviours toward work
and downfall in their performance.
You discovered that there had been no strategies, policies and procedures and processes to develop
and facilitate team cohesion. You have discussed these matters with the executive management
team. After the discussion, they have allocated you the task to develop strategies, policies and
procedures and processes to improve and facilitate team cohesion.
Task:
In this task, you are required to develop:
PRJ 2.3. Strategies that ensure that team members participate in planning, decision making
and operating activities.
Strategies must include:
o Roles and responsibilities
o Training and development activities
o Mentoring and 'buddy' systems to support team members in providing input
o Strategies must also include strategies to ensure that team members feel that they
are a part of the organisation and that their input is valued.
PRJ 2.4. Development of processes to make sure that issues identified by team members are
recognised and addressed.
Create a matrix of issues and concerns and distribute them to top management for their
inputs on how to address the situation.
PRJ 2.5. Policies and procedures to:
o Ensure that team members take responsibility for their work.
o Assist others to undertake the required roles and responsibilities.
Polies and procedures must include Standard Operating Procedures (SOP’s)
Document your work in the template provided below.
Template:

Strategies to ensure that the team members
participate in planning, decision making and
operating activities
Roles and responsibilities
(Any three)
Training and development
activities
(Any three)
'Buddy' systems to
support team members in
providing input
(50-100 words)
Strategies to make sure
that the team members
feel that they are a part of
this organisation and their
input is valued
(Any five)
Responsibility Matrix of Issues and Concerns
Distribution chart
Policies and procedures
Make sure that the team members take responsibility of
their work. (150-200 words)

Assist others to undertake required roles and
responsibilities. (150-200 words)
Performance criteria checklist for unit assessment task:

Assessment activities to be
completed
 Participa
te in a
role play
on
establishi
ng a
common
understa
nding of
team
purpose,
roles,
responsi
bilities
and
accounta
bilities.
 Prepare
a team
performa
nce plan.
 Develop
and
facilitate
team
cohesion
 For a full
project
outline,
please
refer to
the
student
assessme
nt
instructi
ons
Resources required for the
unit assessment task
 Unit
assessme
nt guide
template
 Access to
live or
simulate
d
working
environ
ment
Interacti

on with
others

Does the candidate meet
the following criteria
YES NO Trainer/Assessor Comments
a) Demonstrated
evidence of
consultation with
team members
during the planning
process allocating
roles and
responsibilities.

b) Developed key
performance
indicators and
supporting team
members in meeting
expected
performance
outcomes.

c) Covered details of
team development
activities and
ensuring that the
issues and problems
identified are
addressed.

d) Aptly provided
feedback to the team
members and steps
taken to achieve
learning objectives
encouraging team
members and
rewarding their and
team’s performance.

e) Appropriately
covered all the
elements of template
on report writing and


evidence of
consultation with
team members to
establish common
understanding of
team purpose, roles
and responsibilities in
accordance with
organisational goals
and plans.
f) Developed
performance plan to
establish expected
outcomes, key
performance
indicators and goals
and supporting team
members in meeting
expected outcomes.

g) Displayed ability to
perform progress
review in terms of
employee
participation and
their ability to take
responsibilities for
team activities and
supporting them in
identifying and
resolving work
performance
problems.

h) Displayed ability to
support team
members in meeting
the expected
performance
outcomes.


i) Completed learning
plan that clearly
identifies teams input
into planning,
decision making and
operational aspects
and assist others to
undertake required
responsibilities.
 
j) Correctly identified
the steps to be taken
to achieve each
learning objective
including
encouraging team
members and
rewarding their
performance,
identifying problems
and addressing them.
 
k) Gained trust and
confidence of team
and provides
feedback to them in
forms that they can
understand and use.
 
l) Adapted personal
communication style
to build positive
working relationships
and to show respect
for the opinions,
values and their
needs.
 
m) Demonstrated high
level conflict
resolution skills and
ability to engage and
motivate others.
 

n) Established a
common
understanding of
team purpose, roles,
responsibilities and
accountabilities in
accordance with
organizational goals,
plans and objectives
 
o) Developed policies
and procedures to
achieve
organisational goals
and objectives
 
p) Policies and
procedures
developed for
ensuring that the
team members take
responsibility of their
work were effective
and included SOP’s.
 
q) Matrix created
included the issues
and concerns and
distribution chart was
accurate.
 

Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit Project (UP)- Establish Team Performance
Plan
Student and Trainer/Assessor Details
Unit code BSBWOR502
Unit name Lead and manage team effectiveness
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.

 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)
20. UAT 3 – Unit Skills Test (UST)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.

• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue
 LLN  Speaking
 Reading
 Writing
 Confidence
 Non-English Speaking
Background
 Speaking
 Reading
 Writing
 Cultural background
 Confidence
 Indigenous  Knowledge and understanding
 Flexibility
 Services
 Inappropriate training and assessment
 Age  Educational background
 Limited study skills
 Educational background  Reading
 Writing
 Numeracy

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue
 Limited study skills and/or learning strategies
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study skills and/or learning strategies
Explanation of reasonable adjustments strategy used (If required)
21. Unit Assessment Task (UAT)
Assessment Task 3 – Unit Skills Test (UST)
Assessment type:
 Unit Skills Test (UST) - Prepare a team progress report
Assessment task description:
• This is the third (3) task you have to successfully complete to be deemed competent in this
unit of competency.
• This task is in continuation to the previous assessment task.
• This assessment task is comprised of a Unit Skills Test (UST).
• You are required to prepare a team progress report in this assessment task.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task.

• You must prepare team progress report by following all given instructions, for your
trainer/assessor to assess your competency in this assessment task.
• You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
• This test is untimed and is conducted as open book test (this means you are able to refer to
your textbook or other learner materials during the test).
• Word-limit for this assessment task is 600- 800 words.
• You will be assessed independently on this assessment task.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
• Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
• Where your answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.
Location:
• This assessment task may be completed in a learning management system (i.e. Moodle etc.)
or independent learning environment.
• Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.
General Instructions for completing the report:
 You must correctly attempt all activities of this assessment task.
 You will prepare a team progress report in this assessment task.
 Answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
How your trainer/assessor will assess your work?
• This assessment task requires you to prepare a team progress report.
• Answers must demonstrate the student’s understanding and skills of the unit.
• Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have
successfully completed and submitted the assessment task.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:
This assessment task is designed to evaluate student’s following skills and abilities:
• Skills to support team members by encouraging them to participate in team activities,
identifying their work-related problems and enhancing the organisations image for all
stakeholders.
• Skills to develop open communication processes with all stakeholders, communicate
information from line manager to the team and communicate unresolved issues, concerns
and problems raised by team members.
• Skills to analyse and take necessary corrective action regarding unresolved issues, concerns
and problems raised by stakeholders.
• Reading skills to collect, review, interpret/understand and analyse/review text-based
business information from a range/number of sources.
• Written and oral/speech communication skills to organise and deliver information to
effectively communicate on leading and managing team effectiveness to a range of
stakeholders/interested people.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when
reviewing and analysing scenario/setting-situation business information.
• Skills to work independently/freely as well as collaboratively/together to make decisions
about leading and managing team effectiveness.
• Skills to interact/cooperate with others using appropriate conventions/systems when
communicating to, and consulting/discussing with stakeholders/interested parties.
• Ability/Skills to sequence/in order and schedule/plan activities and manage communication
• Skills to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
• Skills to use familiar/known digital technology to access/get to information, document
findings/results and communicate them to stakeholders.

Assessment Task 3 - Unit Skills Test (UST)
Assessment task instructions
 This assessment task requires student to assume/ take on the role of new Customer service
team leader at the Careers call centre of Sales team B.
 This assessment task is in continuation woth previous assessment task.
 This assessment task is divided into following four types:
o Part A: Facilitate teamwork
o Part B: Team progress report
o Part C: Liaise with stakeholders
o Part D: Evaluate stakeholder feedback and follow up with stakeholders
 Student must prepare team progress report as per the provided template to them.
 Word-limit for this assessment task is 500 - 600 words.
 Time frame to complete part A of this assessment task is 10-15 minutes.
 Time frame to complete part C of this assessment task is 5-10 minutes.
 Time frame to complete part D of this assessment task is 5-10 minutes.
 Your assessor will assess your work according to the given performance criteria/
performance checklist.
 You may attach a separate sheet if required.
 You must include the following in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted
 Please do any corrections by striking through the incorrect words with one or two lines and
rewriting the correct words.
 The premise of the project report must be closely related to the previous assessment tasks.
 This submission must be well presented and follow the guidelines and instructions provided.
 Please follow the format as indicated in the template section below.
 One of the most important steps that you can take: proofread your project report.
 Appropriate citations are required.
 All RTO policies are in effect, including the plagiarism policy.
Resources required to complete the assessment task:
 Computer
 Internet

 MS Word
 Printer or e-printer
 Adobe acrobat/reader

Task: Meeting with individual team members
In continuation with the scenario provided in UAT2, following is the additional scenario provided for
the task.
Three months after this learning plan was implemented you have noticed a significant improvement
in the overall performance of your sales team.
 Sales are now, on average 27 units for each term member per week which is above the
overall average.
 The team is a lot closer and works together to solve issues and problems that arise.
Chaoran has become far happier and protective of his team mates. Fernando and Yuki
have both commented that now he has accepted them as part of his social group, he is a
very loyal and helpful – sometimes becoming slightly overprotective, especially of Yuki.
He has had some heated exchanges with other sales teams and they have stopped
harassing her so much since.
 Your team has begun to emulate your positive behaviour somewhat, and to some extent
your negative habit of twirling your pencil.
 Yuki is still struggling with her sales volume and this has been identified as being a part
of her quiet attitude (though she has improved somewhat from observing your methods
of dealing with customers). She believes she would benefit from further training.
Part A:
You are the new Customer Service Team Leader of the company. Your role is to encourage, value
and reward individual and team efforts and contributions. You also need to encourage your team
members (Chaoran, Yuki, Fernando) to take responsibility for team activities and improve the
internal and external communication.
You need to act, communicate and support the team in a professional manner to make sure you
serve as a role model.
Three fellow students will act in the roles of Chaoran, Yuki, Fernando and your trainer/assessor will
observe you during the role play.
Chaoran, Yuki, Fernando will discuss the concern above and discuss how it affects them in dealing
with customers and resolve their issues.
The role play must cover the following points:
PRJ3.1: Encourage, value and reward the team members
 Discuss the strengths of each team member and how his/her contribution is helping the
organisation to achieve the goals
Each team member somewhat is contributing now towards accomplishment of team and
organisational goals. Each have their own strengths and effectiveness which allows them to gain
appropriate momentum within the team and appropriately align their efforts towards achieving
success.

Fernando has effective team leader skills. He handles each operation appropriately and
monitors work of other members as well. Whereas, Yuki, while struggling with her sales figure, is an
effective strategist and problem solver. She handles complex operations easily and accomplish them
as appropriately as possible. Charao too, monitors the environment and is protective of other
members which keeps the harmony intact within the team and he provides support to other
members.
 Discuss that how teamwork can lead to better customer service
Teamwork is essential for better customer service. A healthy culture where each member
supports other to achieve their goals would naturally lead to effective customer service. It would
provide others appropriate method of working and new creative ideas which would help in giving
robust and effective service to customers. In addition to this, each member would be working for
similar agenda which would further develop culture of goal integration. Thus, teamwork serves well
and is absolutely essential for customer service.
PRJ3.2: Encourage each team member to participate in the meeting and discussion
 Explain the importance of teamwork to achieve success
Teamwork could achieve maximum success. It leads to establishment of appropriate
communication channels which further ease the flow of information within the company. In addition
to this, teamwork also leads to taking calculative risks essential for higher profits. Furthermore, it
also leads to successful integration of goals which provide effective structure and unanimous agenda
to all members.
 How teamwork can improve the effective communication
It allows each member to be considerate in terms of taking other people's views into
consideration and appropriately present their point of view within the group. These also relate to
being effective listeners and speakers which is essential for establishment of effective
communication.
 How to take responsibility for team activities
Each member within the team must have leadership qualities which would allow them in
taking appropriate risks and responsibility for each action taken by them. One must analyse their
frame of work and must discuss each team member before coming into a decision. However, one
must only go out of the way if they are sure of the outcome being positive for the team. Thus, this
way responsibility could be taken appropriately.
PRJ3.3: Support the team by identifying and resolving the work performance issues
 Actively listen to the team member concerns and issues
 Provide required resources to perform the task
 Provide facilities and create an environment that supports the team to achieve their
goals
PRJ3.4: Your contribution serves as a role model
 Communicate with team members in a professional manner
 Make sure you set a high standard for you and your team

 Do not discriminate or use discriminatory language

Part A Performance criteria checklist for unit assessment task
(Trainer/assessor to complete):
Trainer/ Assessor to
complete
Does the candidate meet the
following criteria
Yes No Trainer/Assessor Comments
a) Effectively participated in
the role play
 Body language
was appropriate
 Voice tone and
gesture was
appropriate
 Maintained
good eye contact with
team member
b) Provided feedback to all
the team members to
encourage, value and
reward
 Discussed
strength of each team
member and how
his/her contribution is
helping organisation
to achieve the goals
 Discussed that
how team work can
lead to provide better
customer service
c) Encouraged
each team member to
participate in meeting
and discussion
 Explained the
importance of
team work to
achieve the
success

 Explain that how
team work can
improve the
effective
communication
 Explained that
how to take
responsibility for
team activities
d) Supported the team by
identifying and resolving the
work performance issues
 Actively listen the
team member
concerns and
issues
 Provided required
resources to
perform the task
 Provided facilities
and create an
environment that
support the team
to achieve their
goals
e) Serves as a role model
 Communicated
with team in a
professional
manner
 Sat a high standard
for you and you
team
 Do not
discriminate or do
not use
discriminative
language

Part B: Team progress report
Based on the part A of the assessment task, you are required to write a report and send it to the
Sales Director (your trainer/assessor) via email (ask trainer/assessor for email address) outlining the
feedback you have observed and received from your team and the progress they’ve made. Discuss
current unresolved issues with the team and strategies that you plan to take, with consultation, to
solve these issues.
Word limit to complete the report is 500-600 word.
The report must incorporate the following points:
PR3.5: Any five (5) steps to encourage team members and individuals to participate in team
activities.
PR3.6: Any three (3) ways to support team members while resolving work performance problems.
PR3.7: Five (5) factors to consider while serving as a role model for team members.
PR3.8: Methods and tools to develop open communication processes with all stakeholders.
PR3.9: Steps to follow while communicating information between management and team members.
PR3.10: Tools and procedures for communicating unresolved issues, concerns and problems raised
by team members and follow up procedure with the management.
PR3.11: Analyse unresolved issues, concerns and problems raised by team members and suggest
corrective actions for them.
Student must use the given template, prepare report using MS word and send it to your
trainer/assessor via email.
Template:
Team progress report
Company:
Venue:
Time:
Steps to encourage team members and individuals to participate in team activities:
Ways to support team members while resolving work performance problems:
Factors to consider while serving as a role model for team members:
Methods and tools to develop open communication processes with all stakeholders:
Steps to follow while communicating information:
Tools and procedures for communicating unresolved issues, concerns and problems raised by team
members:
Analysis of unresolved issues, concerns and problems raised by team members

Performance criteria checklist for unit assessment task: (Part B)
Trainer/ Assessor to
complete
Does the candidate meet the
following criteria
Yes No Trainer/Assessor Comments
a) Completed template
b) Included five (5) steps
to encourage team
members and
individuals to
participate in team
activities.
c) Included three (3) ways
to support team
members while
resolving work
performance problems.
d) Included Five (5) factors
to consider while serving
as a role model for team
members.
e) Identified methods and
tools to develop open
communication
process with all the
stakeholders
f) Identified steps to follow
while communicating
information between
management and team
members
g) Explained tools and
procedures for
communicating
unresolved issues,
concerns and problems
raised by the team
members and follow up
procedure with the
management. activities

and supporting them in
identifying and resolving
work performance
problems .
h) Analysed unresolved
issues, concerns and
problems raised by team
members and suggest
corrective actions for
them.

Part C: Liaise with stakeholders
In part B, you have prepared a team progress report.
In this part of the assessment task, you are required to liase with the Sales Director (your
trainer/assessor) and customer care manager (fellow student)
You must allocate the role of customer care manager to a student.
During the role play, you will be required to establish and maintain open communication processes
with Sales Director and customer care manager.
For each of the unresolved issues, concerns and problems raised by Chaoran, Yuki, Fernando (team
members), you are required to follow up with the Sales Director and customer care manager.
You will be required to:
 Discuss all the unresolved issues as given in case study thoroughly.
 Discuss the impact these issues will have on the customer service.
 Evaluate the situation.
 Suggest necessary corrective actions regarding those unresolved issue. (Refer to part B)
 Ask Sales Director and customer care manager on their point of view on suggested necessary
actions.
 Ask Sales Director and Customer care manager regarding their issues, concerns and
problems.
 Evaluate and take necessary corrective actions regarding those unresolved issue.

Part C Performance criteria checklist for unit assessment task
(Trainer/assessor to complete):
Trainer/ Assessor to
complete
Does the candidate meet the
following criteria
Yes No Trainer/Assessor Comments
a. Effectively discussed all the
resolved issues given I case
study and the impact that it
will have on the customer
service;
 Body language
was appropriate
 Voice tone and
gesture was
appropriate
 Maintain good
eye contact with
team member
 Presentation
was interactive
 Answer all the
questions asked by
the stakeholders
b. Followed open communication
and discuss all improvements and
unresolved issues
c. Suggested corrective actions
were effective and addressed
the unresolved issues.

e. Discussed unresolved issues,
concerns and problems
realised by the team member
 Explained all the
issues thoroughly
 Discussed that how
and when it can
resolve
 Considered the
stakeholders inputs
to resolve the
issues and
problems
f. Discussed unresolved issues,
concerns and problems
realised by the stakeholders

Part D: Evaluate stakeholder feedback and follow up with stakeholders
This part of this assessment task is in continuation with part C of this assessment task.
One of the necessary actions that the Sales Director and Customer care manager agreed to
implement was to arrange a professional development session for the team members of Sales team
B. This professional development session will take place next week on Monday at 1:30 pm.
You are required to communicate this information to the team members. Before communicating,
you are required to create an action plan using the template provided.
You must document the unresolved issues, concerns and problems raised by internal or external
stakeholders in the template provided.
You will disseminate the action plan to the team members and communicated them the details of
the professional development session.
Action Plan Template
Problem/issue/
concern
Action/s to resolve Who Start
date
End date
Example:
Communication
Professional
development
External
consultant
May
2018
May 2018

Part D Performance criteria checklist for unit assessment task
(Trainer/assessor to complete):
Trainer/ Assessor to
complete
Does the candidate meet the
following criteria
Yes No Trainer/Assessor Comments
a) Effectively participated in
the role play
 Body language
was appropriate
 Voice tone and
gesture was
appropriate
 Maintained
good eye contact with
team member
b) Prepared the action
plan using the template
provided.
c) Documented the
unresolved issues,
concerns and problems
raised by internal or
external stakeholders in
the template provided
d) Disseminated the action
plan to the team members
and communicated them
the details of the
professional development
session

Unit Assessment Result Sheet (UARS)
Assessment Task 3 – Unit Skills Test (UST)
Student and Trainer/Assessor Details
Unit code BSBWOR502
Unit name Lead and manage team effectiveness
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of

falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
22.