Manage Team Effectiveness Assessment Tool for BSBTWK502 - Manage Team Effectiveness

This assessment tool is for BSBTWK502 - Manage Team Effectiveness. It includes a declaration of originality, assessment summary, unit overview, performance criteria, performance evidence, knowledge evidence, and assessment task 1 which is a set of short answer questions. The questions are designed to test the student's understanding of the effects of group dynamics on team performance.

BSBTWK502 - Manage team
effectiveness
Assessment Tool
Mode | Classroom Delivery
Project Cover Sheet
Student ID
Student Name

Unit BSBTWK502 - Manage team effectiveness
Assessment Task - Title/Number
Trainer/Assessor
Date Submitted
Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of
suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism
and Academic Misconduct Policy available in student handbook, college’s website and student administration.
Declaration of Originality:
By submitting this project for assessment, I acknowledge and agree that:
 This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct
Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties
attached to being found guilty of committing such offence
 No part of this assessment task/work has been copied from any other source without acknowledgement of the
source
 No part of this assessment task/work has been written by any other person, except to the extent of team and/or
group work as defined in the unit/assessment task
 A copy of the original assessment task/work is retained by me and that I may be required to submit the original
project to the trainer/assessor upon request
 The trainer/assessor may, for the purpose of assessing this assessment task/work:
o Provide a copy of this project to another member of the faculty for review and feedback; and/or
o Submit a copy of this project to a plagiarism checking service. I acknowledge that a plagiarism checking
service provider may then retain a copy of this assessment task/work on its database for the purpose of
future plagiarism checking
Late submission: Late submission without a prior approval of the trainer/assessor will not be
accepted and may delay the assessment outcome. You may also need to resubmit work as per
college’s Reassessment Policy.
I declare that this assessment is my own work.
Student
signature: Date:
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Received | Date
Stamp
Comments (if any)
Assessment Summary
Read all the instructions below before attempting the assessment task. Assessment tasks are tools
used to determine if you have the knowledge and skills to complete tasks to industry standards
within the workplace. Your trainer/assessor will help you throughout this task and it is your
responsibility to provide enough evidence to justify a competent decision by the trainer/assessor. If

you do not understand the questions or what is required, ask your trainer/assessor for assistance.
For group assessments, all students are to contribute to the assessment tasks. You can work in
groups up to a maximum of four people.
You are to complete all tasks by the due date and assessments must have a coversheet attached. If
you think you do not have enough time to complete the tasks by the due date, discuss with the
trainer/assessor the reasons of why you cannot submit on time.
Writing your responses
When answering questions, ensure that your answers are detailed enough to so the assessor can
draw a conclusion that you have the knowledge and/or skills to demonstrate competency.
Handwritten answers must be written in blue or black pen. When producing reports, ensure that
your project has a title page, table of contents, page numbers, reference list, ensuring that your
answers thoroughly match the questions asked.
Answer all questions in your own words to avoid plagiarism. Plagiarism is copying someone else’s
work or ideas and saying that it your own work. Sources of work must be properly referenced,
outlining the source of your ideas. Penalties may include having to resubmit the assessment task
again, repeating the Unit of competency, or for repeat plagiarism, expulsion from Australian College
of Hospitality & Business Management.
Marking of Assessments
On submission of your assessment will be marked for a result of either Satisfactory (S) or Not Yet
Satisfactory (NYS). If you receive a NYS result, you will be asked to redo the tasks again. To achieve a
competent result with this unit, all tasks need to be completed and marked as satisfactory. Your
trainer/assessor will provide feedback to you on each task, outlining where you must improve to
achieve a Satisfactory (S) result. When all tasks are marked as Satisfactory (S), you will receive a
result of Competent (C) for this unit otherwise, you will be marked Not Yet Competent (NYC).
Assessments submitted to the trainer/assessor after the due date may not be accepted, and you
may have to pay a resubmission fee / adjustment may apply.
Students with Special Needs
If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding
assessment, they should be directed to discuss these with the Course Coordinator. The college will
endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to
address those needs. Some examples of additional support could include:
 Language, literacy and numeracy (LLN)
 Assistive technology
 Additional materials or tutorials
 Assistance in using technology for online delivery components.
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification
requirements, training delivery or assessment method to help learners with a disability access and
participate in education and training on the same basis as those without disability (IBSA, 2015). The
Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992.

They clarify the obligations of training providers to ensure that learners who have a disability are
able to access and participate in education and training on the same basis as those without
disability.
Some examples of reasonable adjustments could include:
 Personal support services, e.g. a reader, Auslan interpreter, a scribe
 assistive technology or special equipment, e.g. screen readers, magnifiers, alternative
keyboards
 modifying the presentation method, e.g. visual, oral, print, electronic
 adjustments to timeframes, e.g. providing materials prior to class, extended time limits
 adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.
The determination of “reasonableness” requires judgement that must take into account the impact
on the RTO and the need to maintain the integrity of the qualification. While reasonable
adjustments can be made to the ways in which evidence of performance is gathered and
demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding
grades) should not be altered in any way. That is to say, the standards expected should be the same
irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on
presentation of evidence of successful completion of the same unit in an equivalent or higher
qualification. Under the Australian Qualifications Framework, this qualification recognises
competencies achieved as part of a Nationally Recognised Qualification from other institutes or
universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have
the required skills and knowledge in the specific areas of competency through work/industry
experience and/or completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures.
The policy is available either through the faculty coordinator or college’s website
Academic Policies and Procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals
and complaints, can be found with the course coordinator as well as in the “Policies and Procedures”
section of the college’s website.
Submission of Work
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if
required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each

Assessment Cover Sheet should be signed by the student and must contain student details and date
of submission.
Material submitted for assessment—Word processed projects, reports, essays, projects, etc. must
contain student’s name, ID (if available). Within the context of these assessment tasks, the assessor
fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within
this context must demonstrate care and attention to detail, such that the student inspires
confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, students are encouraged to name the files according
to established procedure. This would typically include a course or unit code, assessment or
submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also
be required to be submitted within an enclosing folder (with similar, appropriate naming
conventions) or archive format—e.g. zip. Follow submission guidelines in each assessment task for
specific instructions.
Unit Overview
This unit describes the skills and knowledge required to lead teams in the workplace and to actively
engage with the management of the organisation.
The unit applies to individuals working at a managerial level who lead 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. It will also
involve using a range of problem solving and decision-making strategies.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
 Establish team performance plan
 Develop and facilitate team cohesion
 Facilitate teamwork
 Liaise with stakeholders
As well as demonstrating the performance criteria, to be assessed as competent, the learner must
demonstrate their ability to apply the required knowledge and skills in a range of situations. These
are summarised in the Competency Standards section below.
Prerequisite Requirements
This unit does not have a pre-requisite.
Performance Criteria
The following performance criteria specify the required level of performance for each of the
elements of competency:

Element Performance Criteria
1. Establish team performance
plan
1.1 Identify team purpose, roles, and responsibilities
according to organisational and task objectives
1.2 Develop performance plans with expected outcomes,
key performance indicators (KPIs) and goals for work team
1.3 Support team members in meeting expected
performance outcomes
2. Develop and facilitate team
cohesion
2.1 Develop strategies for facilitating team member input
into planning, decision making and operational aspects of
team tasks
2.2 Develop or modify policies and procedures for
promoting team member accountability for personal work
and team tasks
2.3 Provide feedback to team members on team effort
and contributions
2.4 Develop processes for identifying and addressing
issues, concerns and problems identified by team
members
3. Facilitate teamwork
3.1 Encourage team members to participate in and to take
responsibility for team activities
3.2 Support the team in identifying and resolving work
performance problems
3.3 Promote work team collaboration through individual
behaviour
4. Liaise with stakeholders
4.1 Establish and maintain open communication processes
with relevant stakeholders
4.2 Communicate information from line management to
the team
4.3 Communicate and follow-up unresolved issues,
concerns and problems raised by team members with line
management
4.4 Address unresolved issues, concerns and problems
raised by stakeholders
Performance Evidence
Evidence of the ability to:
 manage the effectiveness of at least one work team.
In the course of the above, the candidate must:
 provide feedback to encourage, value and reward others
 model desired behaviour and practices
 encourage and foster shared understanding of purpose, roles and responsibilities

 support team to meet expected performance outcomes including providing formal and
informal learning opportunities as needed
 develop performance plans with key performance indicators (KPIs), outputs and goals for
individuals or the team which incorporate input from stakeholders
 communicate effectively with a range of stakeholders about team performance plans and
team performance
 evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders.
Knowledge Evidence
The following knowledge must be assessed as part of this unit:
 impacts of group dynamics on team performance
 methods of establishing team activities including communication processes
 strategies that can support team cohesion, participation and performance
 strategies for gaining consensus
 issue resolution strategies
Assessment Task 1:
Assessment Task Short Answer Questions
Schedule
Outcomes Assessed
Performance Criteria
1.1, 2.1,2.4, 4.2,
Knowledge & Performance Evidence
Addresses some elements of required foundation skills and
knowledge as shown in the Assessment Mapping
documents
Instructions for answering written questions:
 Student must have to complete a written assessment consisting of a series of questions.
 It is expected from students to correctly answer all the questions.

 Answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
 Student must concise to the point and write answers according to the given word-limit or
provide enough evidences to each question and do not provide irrelevant information.
 Student must not use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups based on attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 Assessor should not accept answers copied directly from texts without acknowledgement of
the text
 Trainer/Assessor will provide student further information regarding the location of
completing this assessment task.
Assessment Task 1: Short Answer Questions
Provide answers to all of the questions below:
Question 1
Complete the table below:
a. Identify at least two effects of group dynamics on team performance
b. Briefly explain how each effect of group dynamics impacts team performance
Group dynamics refers to the processes that occur when members of a group interact with each
other, thus affecting how the group functions.
Effect of Group Dynamics on Team
Performance
Brief Explanation on How Each Effect Impacts Team
Performance
a.

b.

Question 2
Identify two methods that can be used to communicate with team members to establish team
activities.
a.
b.

Question 3
Complete the table below:
a. Identify at least one strategy for each outcome below.
c. Strategies identified must allow team leaders to provide support to their team to
achieve each outcome listed below.
b. Briefly explain how each strategy identified can allow the team leader to demonstrate
support to achieve each outcome listed
Outcome Strategy
Explanation on How Each Strategy
Allows Demonstration of Support
to Achieve Each Outcome
a. Cohesion among
team members
b. Team member’s
participation in
tasks
c. Team member’s
performance

Question 4
Complete the table below:
a. Identify at least two strategies for gaining consensus in a team.
b. Briefly explain how each strategy can be used to gain consensus
d. Consensus refers to the decision that members of a team collectively agree on as the best
decision to make on the matter being discussed.
Strategy Brief Explanation on How Each Strategy Can Be
Used to Gain Consensus
a.
b.

Question 5
Complete the table below:
a. Identify two strategies that can be used to resolve issues between team members.
b. Briefly explain how each strategy can be used to resolve issues.
Strategy Brief Explanation on How Each Strategy Can Be Used
to Resolve Issues
a. e.
b. f.

Practical Assessment 2
Project
Assessment Task Project
Schedule
Outcomes Assessed
Performance Criteria
1.1, 1.2,1.3,2.1,2.2,2.3, 2.4, 3.1,3.2,3.3, 4.1,4.2,4.3,4.4
Knowledge & Performance Evidence
Addresses some elements of required foundation skills,
Knowledge skills and Performance Evidence as shown in
the Assessment Mapping documents
Steps for Learners
Your Learner Assessment Pack:
1. Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations
and requirements of this assessment. You may also need to supply contact details of one or
two work referees who can confirm your skills in the industry.
Discuss with your assessor if you intend to undertake the practical assessment tasks based
on your employing organisation, in a simulated business, or in a mix of both.
2. Your Learner Assessment Pack is where you will get the task information. Complete each
task as instructed using either your own workplace, or using a simulated business, as
discussed with your assessor.
3. After you complete your assessment, gather and submit your evidence documents as
detailed in the task(s) in the timeframe agreed with your assessor.
Your assessor will advise you if there are any further steps for you to take to satisfactorily
complete this assessment.

Resources Required for Assessment
To complete the Practical Assessment projects, you will require access to:
 Computer with internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 A workplace that will allow you access to:
o Workplace documentation, including:
 Documents related to the team’s task
Documents related to a task can include, but are not limited to:
 Project Plans
 Policies and Procedures
 Organisational business objectives
 Workplace documents that contain organisational protocols:
- When conducting consultations
- During meetings
These can include, but are not limited to the following:
 Policies and Procedures
 Staff Handbook
 Organisational policies and procedures for employee accountability
o People, including:
 One supervisor
 At least two team members
 One internal stakeholder relevant to the team’s task
Other internal stakeholders may include, but are not limited to the
following:
 Senior Management
 Team Leaders
 Coordinators

o Workplace documents that contain feedback from external stakeholders
Workplace documents can include, but are not limited to the following:
 Feedback forms
 Emails received from external stakeholders
External stakeholders may include, but are not limited to the following:
 Clients
 Suppliers
o Resources required for the following:
 Delivering formal learning opportunities
Resources required will depend on the specific formal learning opportunity
identified
 Conducting team activities
Resources required will depend on the specific team activities identified in
Task 3.1.
o An opportunity for your team to undertake a task during the period of this
assessment
Learner Instructions
In this task, you are required to demonstrate your skills and knowledge by working through a
number of activities and submitting a completed project portfolio.
You will need access to:
 a business or simulated business which meets the requirements described in the
activities below
 a computer with internet access and email
 your learning resources and other information for reference
 Project Portfolio template Simulation Pack (if you need a case study).
Practical Assessment
The Practical Assessment is a set of tasks that must be completed in a workplace, or in an
environment with conditions similar to that of a real workplace.
To be assessed for this unit of competency, you must demonstrate your skills and knowledge to

lead teams in the workplace and to actively engage with the management of the organisation.
Wherever possible, this assessment must be completed in your own workplace, including the
gathering of evidence.
Where a current workplace is not available, you must conduct your practical assessment in an
environment where conditions are typical of those experienced in a workplace. The
environment must provide you access to all the resources required to complete this
assessment.
If you don’t have access to a suitable workplace, discuss with your assessor any adjustments
required to the tasks to conduct a simulated workplace assessment.
IMPORTANT!
 All signatures/initials in your submissions, including yours, must be handwritten and
dated. Submissions with signatures/initials must be scanned.
 The supervisor/observer who completes and signs your evidence submissions must
provide their real name, contact number, and email address for your assessor’s
reference.
 Should you encounter issue or concerns regarding your assessment, contact your
assessor.

Workplace Supervisor/Assessor Instructions
Dear Workplace Supervisor/Assessor,
Thank you for allowing and assisting the learner to complete this project in ( please tick at least
one):
 the workplace.
 a simulated workplace environment.
This project requires the learner to manage team effectiveness.
The learner will discuss with you the requirements they must complete and the resources they
need to access in the assessment environment for this project.
Your Role as the Learner’s Supervisor/Assessor
There are activities in this project that will require your involvement. This includes:
 providing the learner access to the resources required for this project.
 participating in the activities included in this project, including:
o observing the learner as they complete these activities,
o signing the learner’s submissions,
o providing feedback on the learner’s performance, and
o providing guidance to the learner as they complete these activities in the
selected assessment environment.
 testifying that the learner has completed these activities in accordance with the
workplace standards, policies, and procedures, and in accordance with the
requirements of this project.
 being contacted by the learner’s training provider through a phone call or email to
further verify that the learner has completed the activities included in this project to a
satisfactory level and to verify the authenticity of the learner’s document submissions.
Discuss any queries about the project and associated requirements with the learner. If the
learner cannot answer your questions about the project, please contact the learner’s
assessor/training provider.

Project Assessment
Project Overview
This project will require you to manage team effectiveness.
The project is divided into four parts:
1. Project Assessment Part 1 Establish Team Performance Plan
2. Project Assessment Part 2 Develop and Facilitate Team Cohesion
3. Project Assessment Part 3 Facilitate Teamwork
4. Project Assessment Part 4 Liaise with Stakeholders
Tasks and activities in this project assessment require you to have access to a workplace or a
similar environment.
Read the instructions in this project carefully before proceeding.
Resources Required for Assessment
Resources you need to access to complete this assessment are outlined in the Resources
Required for Assessment section of this workbook and in the task overview of each part of the
assessment.
Forms and Templates
Assessment forms and templates are provided in each task in this Project Assessment, unless
otherwise specified.
If you are currently in workplace, you may use similar forms and templates used by your
organisation to complete the assessment. However, all requirements specified in the task must
be included in your submissions.

Part 1. Establish Team Performance Plan
Task Overview
This part of the project requires you to develop a team performance plan and communicate the
team performance plan to relevant stakeholders. Specifically, you are required to:
 Identify team purpose, roles, responsibilities in work teams according to organisation and
task objectives
 Develop performance plans with expected outcomes, key performance indicators (KPIs)
and goals for work team
 Support team members in meeting expected performance outcomes
 Establish open communication processes with relevant stakeholders
Resources Required:
To complete this project, you will need access to the following:
 A workplace that will allow you access to:
 Workplace documentation
o Documents related to the team’s task
Documents related to a task can include, but are not limited to:
 Project Plans
 Policies and Procedures
o Organisational business objectives
o Workplace documents containing organisational protocols to follow when
conducting consultations
 Resources required for delivering formal learning opportunities
Resources required will depend on the specific formal learning opportunity
identified
 People, including:
o At least one supervisor
o At least two team members
 An opportunity for your team to undertake a task during the period of this
assessment

Task 1.1 Create a Team Performance Plan
ASSESSMENT INSTRUCTIONS
1. Seek an opportunity within your organisation for your team to undertake a task for this
assessment. Ensure that the task your team will undertake can be completed within the
period of your assessment.
2. Access the following documents from your organisation:
a. Workplace documents that include information on your organisation’s business
objectives
b. Workplace documents related to your team’s task that includes information
about the task objectives
Documents related to a task can include, but are not limited to:
 Project Plans
 Policies and procedures
3. Identify the following from the documents accessed:
a. At least two task objectives
Task objectives refer to what the team must aim to achieve to be able to say that
they completed the task. Refer to the workplace documents related to your
team’s task.
b. At least two organisational objectives relevant to the task
4. Access the Team Performance Plan provided within this document. Record the following
in the Team Performance Plan:
a. At least one task the team will undertake
b. At least two task objectives
c. At least two organisational objectives relevant to the task
5. Arrange a meeting with your team members. Ensure that your team has at least two
team members.
6. Locate the Observation Form provided within this workbook. The Observation Form
outlines all the skills you need to demonstrate in this task. Provide your assessor with a
copy of the Observation Form.

7. Review the instructions here and the skills outlined in the Observation Form. Arrange a
time with your assessor to observe you in conducting the team meeting. Discuss all
requirements of the task with your assessor and prepare these before the team meeting.
Your assessor will complete the Observation Form.
If direct observation is not possible, record the meeting in a video. Ensure to obtain
permissions first from persons involved before doing so.
8. Conduct the team meeting:
a. Discuss the following that you have identified:
 At least one team task
 At least two task objectives
 At least two organisational objectives relevant to the task
b. Identify the team’s purpose for conducting the task
Purpose refers to why the team must conduct the task identified. Purpose
identified must correspond with the task’s objectives.
c. Identify at least one SMART team goal.
Goal refers to a general objective that the team aims to achieve by the end of the
task (e.g., increase company profits).
SMART is the criteria that ensures that goals are Specific, Measurable,
Attainable, Relevant, and Time-bound.
d. Identify at least one expected outcome related to the task for the whole team.
Expected outcomes are the specific, quantifiable outcomes that the team hopes
to achieve by the end of the task (e.g., ‘increase company profit by 50% by the
last quarter’)

e. Discuss the following requirements for each team member, including yourself:
 Individual roles within the organisation
Identify at least one role of each team member.
Role refers to the short description of what each team member does
within the organisation (e.g., fitness trainer)
 At least one responsibility for each team member
Responsibility refers to the individual tasks assigned to each member
related to the team’s task.
 At least one SMART goal
 At least one expected outcome
f. Encourage your team member’s understanding of their parts
g. Foster your team’s understanding of everyone’s part
Record the results of your discussion in the Team Performance Plan template.
Do not write anything on the Key Performance Indicators (KPIs) section. This will be
completed in the following task.
9. Submit the following to your assessor:
 Partially completed Team Performance Plan
 Video recording (ONLY if assessor is not available for direct observation)

Team Performance Plan
Completed By:
Workplace/Organisation:
Date:
Team Requirements
Task
Task Objectives a.
b.
Organisational Objectives a.
b.

Purpose
Goal
Expected Outcome

Individual Requirements
Role Responsibility Goal Expected Outcome
Team Member 1
Team Member 2
Team Member 3

Key Performance Indicators (KPIs)
Team KPIs
Area of Performance Low performance Ideal Performance High Performance
1
2

Individual KPIs
Area of Performance Low performance Ideal Performance High Performance
1
2

Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to meet with their team members to discuss the task their
team will be completing and assigning tasks and responsibilities for each member. Prior to conducting the
meeting, discuss with the learner to ensure that they have access to the following:
A safe environment to conduct the meeting (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least two team members
 Team Performance Plan template
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner meet with their team members to discuss the task their team will
be completing and assigning tasks and responsibilities for each member. The learner will provide you a
copy of the Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the learner demonstrate the following during
the meeting with team members? Yes No Comments
1. Uses the following techniques to confirm understanding and to engage the audience:
a. Use listening techniques
Did the learner:
 Nod occasionally to show their
understanding
 Provide small verbal affirmations such as
‘yes’ and ‘uh-huh’ to encourage the
speaker to continue

b. Use questioning techniques
Did the learner:
 Ask probing questions connected to what
the speaker said to encourage them to
elaborate Paraphrase what the speaker previously
said to confirm their understanding
 Ask questions to each team member to
engage them into the conversation
2. Share understanding of purpose, roles and responsibilities is:
a. Encouraged
Did the learner:
 Ask each team member to explain their
own role and responsibility to ensure that
they understood it correctly
 Ask if team members find anything unclear
about their roles and responsibilities
b. Fostered
Did the learner:
 Summarise everyone’s purpose, roles and
responsibilities Explain the advantage of understanding
everyone’s roles and responsibilities

3. Communicate effectively
During the meeting, did the learner:
 Used simple and direct words to explain
discussion points Allowed space for others to speak their
thoughts
4. Adapt personal communication style to:
a. Build positive working relationships
Did the learner:
 Greet the participants (e.g., ‘Good morning’
or ‘how are you?’)
 Provide words of encouragement (e.g., ’I
know it might be a bit confusing but I’m
sure you can get the hang of it!’)
b. Show respect for the opinions, values and particular needs of others
Did the learner:
 Allow others time to speak and share their
thoughts
 Incorporate all participants’ thoughts and
opinions equally in the discussion
 Provide additional explanation without
any negativity when a participant requires
it (e.g., does not become curt with their
words, voice does not sound irritated)
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during the meeting.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
RTO Name:
Signature:
Date signed:

Task 1.2 Develop KPIs for the Team and Team Members
ASSESSMENT INSTRUCTIONS
1. Review the partially completed Team Performance Plan from Task 1.1.
2. Develop Key Performance Indicators (KPIs) for the following. Ensure that your KPIs are
based on the completed sections of the Team Performance Plan from Task 1.1.
 At least two team KPIs based on the Team Requirements section
 At least two individuals KPIs based on the Individual Requirements section
For both Team and Individual KPIs, you must do the following:
a. Identify at least two areas of performance for each KPI
Areas of performance refer to the specific aspects of the team or individual task
that each team member must perform that will be measured by each KPI.
b. For each area of performance, briefly describe the range of performance that
might be observed for each performance level below:
Range of performance refers to the kinds of performance you would classify
under each performance level.
 Low Performance
Performance that would fall under this category are those that show
unsatisfactory performance and will need to be improved (e.g., client
feedback score of < 2 for each batch of fitness classes)
 Ideal Performance
Ideal performance represents the level of performance that must be
demonstrated by all team members during the completion of the team or
individual task (e.g., client feedback score of 3 for each batch of fitness
classes)
 High Performance
Performance categorised here are those that exceed expectations and
baselines set by Ideal Performance (e.g., client feedback score of > 4 for
each batch of fitness classes).
Each performance description must be SMART (Specific, Measurable, Attainable,
Relevant and Time-bound)
Record the developed KPIs in the Key Performance Indicators (KPIs) section of the Team
Performance Plan.

3. Communicate the completed Team Performance Plan to your supervisor.
During your communication with your supervisor, you must:
 Discuss areas that may require amendment in the plan.
 Apply any amendments your supervisor noted
 Resubmit the Team Performance Plan for your supervisor’s approval
Methods of communication can vary and can include, but are not limited to the following:
 Conducting a meeting
 Sending an email
You will need to submit evidence of having communicated the plan to your supervisor at
the end of this task. Evidence submitted must show proof of supervisor’s review and
approval of the Team Performance Plan.
This will include, but is not limited to:
 Meeting Minutes with handwritten signature of attending supervisor
 Email correspondence with responses and written approval from supervisor
4. Communicate the approved Team Performance Plan to your team members via email.
You must inform each team member that:
a. They must review the requirements in the plan you have sent them
b. You will be discussing the plan with each of them individually on a later date
You will be conducting individual consultations with each of your team members
in Task 1.3 to discuss the plan.
c. Each team member must reply to acknowledge that they have read and
understood the email received
You will need to submit evidence of having communicated the Team Performance Plan
to your team members at the end of this task. Evidence must include each team
member’s acknowledgement of your email.
This can include, but is not limited to:
 PDF copy of each email correspondence
 Printed copy of each email correspondence
5. Submit the following documents to your assessor:
a. Completed Team Performance Plan
b. At least one evidence of communicating the plan to your supervisor
This will include, but is not limited to:
o Meeting Minutes with handwritten signature of attending supervisor

o Email correspondence with responses and written approval from
supervisor
c. At least two evidence of emailing the Team Performance Plan to each team
member.
This can include, but is not limited to:
o PDF copy of each email correspondence
o Printed copy of each email correspondence

Task 1.3 Consult Each Team Member
ASSESSMENT INSTRUCTIONS
1. To complete this task, you must hold one informal consultation with each of your team
members.
2. Access the following documents:
 Communication Requirements: Consultations template provided within this
workbook.
 Workplace documents that contain organisational protocols to be followed
during consultations
This can include, but are not limited to, the following:
o Policies and procedures
o Staff handbook
3. Complete the Communication Requirements: Consultations template by identifying at
least two organisation protocols that you must follow during each consultation.
Protocols refer to the official rules that must be strictly observed during the facilitation of
each corresponding activity. Protocols identified must be implemented during all the
consultations you will conduct.
4. Have your supervisor sign the Supervisor Declaration Form at the end of the completed
Communication Requirements: Consultations. This is to ensure that the protocols you
identified are in line with the organisation’s requirements.
5. Locate the Observation Form provided within this workbook. The Observation Form
outlines all the skills you need to demonstrate in this task. Provide your assessor with
one copy of the Observation Form.
6. Review the instructions here and the skills outlined in the Observation Form. Arrange a
time with your assessor to observe you during the meeting. Provide your assessor with a
copy of the completed Communication Requirements: Consultations before conducting
the task
Your assessor must complete one Observation Form for each consultation observed
If direct observation is not possible, record each consultation in a video. Ensure to obtain
permissions first from persons involved before doing so
7. Access your organisation’s Meeting Minutes template to record consultations with each
member.
If your organisation does not have a Meeting Minutes template, you can use the
template provided within this workbook. Complete one Meeting Minutes per informal
consultation conducted.

8. Arrange a time to meet with each of your team members to conduct the informal
consultations.
9. Conduct the informal consultations. During each consultation, you must do the following:
 Discuss the following sections of the Team Performance Plan:
o Individual Requirements
o Individual KPIs
o Team’s KPIs
 Each team member must Identify at least one expected difficulty with any of the
sections discussed based on the approved Team Performance Plan
Discussion points can include, but are not limited to the following:
o Aspects of their task they are not sure of
o Skills they feel they need to improve on to meet expected outcomes
and goals
 Provide the team member with at least one advice on how they can address the
expected difficulties
Advice provided can include, but are not limited to the following:
o Practices the team member can adopt when they perform their task
o Resources the team member can access to gather more information
Record the responses in the Meeting Minutes template. Have each team member sign
beside their name after the meeting. All signatures must be handwritten.
10. Submit the following to your assessor:
 Completed Communication Requirements: Consultations
 At least two completed Meeting Minutes
 Video Recording (ONLY if direct observation is not possible)

Communication Requirements: Consultations
Completed By:
Workplace/Organisation:
Date:
Organisational Protocols
1.
2.
Meeting Minutes
Date: Time: Location:
Purpose of the
meeting
Facilitator
Notetaker
Attendees
Please sign beside
your name after the
meeting.

Agenda Item 1 Team Performance Plan
Discussion
Agenda Item 2 Advice on Addressing Difficulties
Discussion

Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to conduct an informal consultation with each team member.
Prior to conducting the informal consultations, discuss with the learner to ensure that they have access to
the following:
A safe environment to conduct the informal consultations (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least two team members
 Meeting Minutes template
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner meet each team member to discuss their expected difficulties and
how they can address these. The learner will provide you a copy of the Observation Form which you must
complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the learner demonstrate the following during
the consultation with each team member? Yes No Details of Observation
1. Provide feedback to others in forms that can
be understood and used to improve
performance
2. Communicate all information effectively
Did the learner:
 Use simple and direct words to explain
discussion points Follow the logical sequence and does not
jump from topic to topic
3. Use appropriate conventions when speaking to
others
Did the learner:
 Answer all question and clarification a team
member may have
 Allow time for the team member to gather
their thoughts when providing a response

4. Use interpersonal skills to gain the trust and
confidence of others
Did the learner:
 Provide small verbal affirmations such as
‘yes’ and ‘uh-huh’ to encourage the speaker
to continue
 Use appropriate non-verbal language to
demonstrate that they are paying
attention to the speaker (e.g., eye contact,
the body is facing the speaker, etc.)
Organisational Requirements
TO THE ASSESSOR:
The learner will provide you a copy of the signed off Communication Requirements: Consultations before
conducting the task. Use this as reference when confirming the skill requirements for this section.
Did the learner demonstrate the following during
the consultation with each team member? Yes No Details of Observation
1. Adhere to the organisational protocols relevant
to conducting consultations identified in the
Communication Requirements: Consultations
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during formal learning opportunity.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
RTO Name:
Signature:
Date signed:

Task 1.4 Prepare a Learning Plan
ASSESSMENT INSTRUCTIONS
1. Review each completed Meeting Minutes from Task 1.3. Identify the areas each member
is expecting to have difficulties with.
Area of difficulty refers to areas or aspects of each team member’s task that each team
member is having difficulty performing.
2. Access the Learning Plan template provided within this workbook. To complete the
Learning Plan, you must:
a. Record at least one expected area of difficulty for each team member based on
their responses in Task 1.3.
b. Identify at least one formal learning opportunity you will facilitate to address
each area of difficulty.
Formal learning opportunities occur in structured and organised environments,
such as classrooms. The learning content is also already pre-determined.
Formal learning opportunities include, but are not limited to, the following:
 Workshops
 Training sessions
 Classroom discussions
c. For each formal learning opportunity, identify the following:
 Planned Implementation Date
 Your expected outcomes for the participants of the formal learning
opportunity
Do not write anything in the following sections. These will be completed in the following
task:
 Actual Date Implemented
 Actual Outcome
 Assessor’s Signature
3. Submit your partially completed Learning Plan to your assessor.
You will need your own copy of the Learning Plan to complete Task 1.5.

Learning Plan
Completed By:
Workplace/Organisation:
Date:
Area of
Difficulty
Kind of Formal Learning
Opportunity
Planned
Implementation
Date
Expected Outcome Actual Date
Implemented Actual Outcome
Assessor’s
Signature
1.
2.
Add more sections as needed.

Task 1.5 Conduct Formal Learning Opportunities
ASSESSMENT INSTRUCTIONS
1. Review the partially completed Learning Plan from Task 1.4.
2. Locate the Session Plan template provided within this workbook. Complete one Session
Plan for each formal learning opportunity you will facilitate. Each Session Plan must
include the following:
a. Date
Identify when you completed the Session Plan.
b. Session title
Identify the title of your session. Session Title must correspond to what you intend
to address in each session.
c. Session Length
Identify how long you intend for the whole formal learning session to be.
d. Participants
Identify the participants of each formal learning opportunity you will facilitate.
e. Area of Difficulty
Identify at least one area of difficulty you intend to facilitate for each formal
learning opportunity based on your responses in the Learning Plan in Task 1.4.
f. Learning Objective
Identify at least one learning objective for each formal learning opportunity.
Learning Objectives are your purpose for facilitating the formal learning session.
g. Complete the following sections by doing the following for each section:
 Grab Attention
Identify at least one activity you intended to conduct to begin the session.
These can be activities that allow all participants to get to know each
other as well as yourself
 Learning Outcome
Identify at least one task or activity that the participants should be able
to do at the end of each formal learning opportunity. Learning outcome
should be based on the identified Learning Objective.
 Check Prior Knowledge

Identify at least one activity to determine how much the participants
already know about the topic of the session
h. Body
 Explain
Outline the planned content for the session. This should include all the
topics you intend to discuss during the session.
 Assessment
Identify at least one activity you intend to conduct during the session to
check on the participant’s learning.
This can include:
 A short paper and pencil test
 An identification game
i. Conclusion
 Summarise
Outline three to five key points you included in your discussion during the
Content Outline section.
Identify the timeframes you intend to allocate for each section.
The total time for all the time frames for each section must be the same as the amount
of time you identified for the Session Length.
2. Locate the Observation Form provided within this workbook. The Observation Form
outlines all the skills you need to demonstrate in this task. Provide your assessor with a
copy of the Observation Form.
3. Review the instructions here and the skills outlined in the Observation Form. Arrange a
time for your assessor to observe you in conducting each formal learning opportunity.
Discuss all requirements of the task with your assessor and prepare these before each
formal learning opportunity.
Your assessor must complete one Observation Form for each formal learning
opportunity you facilitate.
If direct observation is not possible, record each formal learning opportunity in a video.
Ensure to obtain permission first from persons involved before doing so.

4. Prepare for each formal learning opportunity you intend to conduct. This includes
acquiring any additional material you intend to use (e.g. charts or diagrams) or creating
resources (e.g., PowerPoint presentation) that will be used during each formal learning
opportunity to be conducted
5. Facilitate the formal learning opportunities. During each formal learning opportunity,
you must:
a. Locate the Attendance Sheet provided within this workbook. You must have one
copy for each formal learning session.
Have your attendees complete the Attendance Sheet to confirm their
attendance. They must include their handwritten signatures.
b. Review the Session Plan you completed for each formal learning opportunity.
Facilitate each formal learning opportunity following the Session Plan you
prepared.
c. Ensure to encourage team members participating in each formal learning
opportunity
d. Use language appropriate to your audience
6. After conducting each formal learning opportunity, complete the following sections for
the area of difficulty addressed in the Learning Plan:
a. Actual Date Implemented
b. Actual Outcome
Have your assessor sign the Signature column in the Learning Plan for each formal
learning opportunity conducted. This is to confirm that you conducted each formal
learning opportunity based on your responses in the Learning Plan. All signatures must
be handwritten.
7. Submit the following to your assessor:
 At least two completed Session Plan
 At least two completed Attendance Sheets
 One completed Learning Plan
 Video recording of each formal learning opportunity (ONLY if assessor is not
available for direct observation)

Session Plan
Name: Date:
Session Title: Session
Length:
Participants
Area of Difficulty
Learning Objective
Introduction Time
Grab Attention
Identify how you will
introduce the session to the
participants
Learning Outcome
Identify what each
participant should be able to
do by the end of the session
Check Prior Knowledge
Identify what the
participants already know

Body Time
Explain
Outline here the planned
content of the session
Assessment
Outline all assessments to
be conducted to check what
the participants have
learned during the session
Conclusion Time
Summarise
Outline the summary of the
session content

Attendance Sheet
Name:
Workplace/Organisation:
Learning Opportunity: .
Date:
Name Handwritten Signature

Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to conduct formal learning opportunities to address their team
members’ areas of difficulty. Prior to conducting the forma learning opportunities, discuss with the learner
to ensure that they have access to the following:
A safe environment to conduct the formal learning opportunities (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least two team members
 Attendance Sheets for each formal learning opportunity
 Session Plans for each formal learning opportunity
 Partially completed Learning Plan
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner must conduct each formal learning opportunity. The learner will
provide you a copy of the Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the learner demonstrate the following during
each formal learning opportunity facilitated? Yes No Comments
1. Adapt personal communication style to:
a. Build positive working relationships
Did the learner:
 Greet the participants (e.g., ‘Good morning’
or ‘how are you?’)
 Provide words of encouragement (e.g., ’I
know it might be a bit confusing, but I’m
sure you can get the hang of it!’)
b. Show respect for the opinions, values and particular needs of others
Did the learner:
 Incorporate all participants’ thoughts and
opinions equally in the discussion
 Accept each participant's response equally
(e.g., does not clash with a participant due
to differing standpoints)
 Provide additional explanation without
any negativity when a participant requires
it (e.g., does not become curt with their
words, voice does not sound irritated)

2. Use the following techniques to confirm understanding and to engage the audience:
a. Listening techniques
Did the learner:
 Repeat a question or statement heard to
encourage others to elaborate their
thoughts further Paraphrase statements to try to get the
gist of other’s ideas
b. Questioning techniques
Did the learner:
 Ask the person they are talking to open-
ended questions
 Ask the speaker to elaborate on their
response (e.g., ‘what do you mean by
that?’)
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during formal learning opportunity.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
RTO Name:
Signature:
Date signed:

Part 2. Develop and Facilitate Team Cohesion
Task Overview
This part of the project requires you to develop documents that will help support team
accountability. Specifically, you are required to:
 Develop strategies for facilitating team member input into planning, decision making and
operational aspects of team tasks
 Develop or modify policies and procedures for promoting team member accountability for
personal work and team tasks
 Develop processes for identifying and addressing issues, concerns and problems identified
by team members
Resources Required:
To complete this project, you will need access to the following:
 A workplace that will allow you access to:
o Organisational policies and procedures for employee accountability
o At least one supervisor

Task 2.1 Develop Strategies for Facilitating Member Input
ASSESSMENT INSTRUCTIONS
1. Access the Strategy Plans template provided within this workbook.
2. Develop at least two strategies that will encourage team members to provide their input
for each situation listed below:
a. Planning team tasks
Planning team tasks refers to dividing a team’s project or task into multiple tasks
for each team member to handle (e.g., plotting out monthly projection of tasks
per team member)
b. Making team decisions
Strategies for team decisions must focus on ways for the team to arrive at an
agreement when making decisions affecting the entire team.
c. Establishing the operational aspects of the team’s task
Operational aspects refer to establishing the details of each task, such as who
will be assigned to each task, deadlines for each task, etc.
 At least one strategy that can be used to determine who in the team will
address an urgent concern
 At least one strategy that can be used to reallocate tasks if a team
member cannot complete their assigned task due to unexpected
situations
Strategies developed must be general strategies and applicable to any task the team may
be accomplishing.
Record the strategies developed in the Strategy Plans template.
3. Submit the completed Strategy Plans template to your assessor.

Strategy Plans
Learner Name:
Workplace/Organisation:
Date
Planning Team Tasks
To bring effectiveness in the teamwork, it is necessary to ensure that all the members give their
contribution equally. In teamwork it is needed that to share different solutions and share the ideas and
respecting the viewpoints of others. The strategies are:
1.Regular meetings: Meetings with the representatives of every team shall be made mandatory, so that the
team open up to the company’s managers and provide with the inputs.
2. Clarification on the goal of the organization: The team members shall be aware of the objectives so that
they do not work for their personal benefit. This will help the company in getting the cohesion as the
member will have the feeling of unity.
Team Decision Making
1. Clarifying the issues: By sharing the relevant data and ensuring that each and every team member
understands the issue. After that the leader shall gather the ideas and reactions of the team
members, along with the alternative solutions from the stakeholders.
2. By developing ideas and common agreements: the ideas that relates to the best solution shall be
presented and leader shall ensure that they look for the other changes also to make the idea more
justifiable.
Operational Aspects of Team Task
Strategy for addressing urgent concerns:
1. Reviewing the performance report: By assessing and examining the result report and keeping it in
from of the team members can help to address the urgent concerns.
Strategy for reallocating tasks:
2. By developing a effective communication strategy and determining the new nature of the move.
Task 2.2 Develop Policies and Procedures for Accountability

ASSESSMENT INSTRUCTIONS
1. Access your organisation’s existing policy and procedures for employee accountability.
Review the procedures listed in the document to identify how employees are made
accountable for their action at work.
2. Access your organisation’s template for developing policies and procedures.
If your organisation does not have such template, you can use the Policy and Procedures
template provided within this workbook.
3. Develop two sets of policies and procedures, one for each of the following situations:
 To promote each member’s accountability for their own work
Procedures for own work accountability should include activities or tasks wherein
members can demonstrate their responsibility for their own work (e.g., setting
daily reports of their progress)
 To promote each member’s accountability for the team’s tasks
Procedures for promoting team task accountability should include activities or
tasks wherein team members can report to the team their progress for their
share of the team task (e.g., shared calendar of tasks and expected deadlines)
Complete two Policy and Procedures templates. You can either modify an existing
organisational policy and procedure or develop new policies and procedures:
a. If you modify an existing policy and procedure:
 Identify and access an existing policy and procedure in your organisation
that lists the requirements for employee accountability
 Analyse how the procedures in the document allow the employee to
practice accountability
 Based on the existing policy and procedures, modify this to suit the
situations listed above

b. If you develop new policies and procedures:
 Develop one set of policies and procedures for each situation listed
above.
 Identify at least two procedures for each situation. Each set must guide
how team members can demonstrate accountability for each situation
listed.
Complete one Policy and Procedure template, one for each situation listed above. When
completing the template, ensure to identify the following for each situation:
a. Policy name
Policy name should be able to describe what the document is about succinctly.
b. Policy statement
Briefly explain the following:
 What each policy and procedure document aims to address
 Which situation is being addressed by each policy and procedure
document
c. Procedures
Identify at least two procedures to be followed for each situation. Procedures
must clearly identify what an employee must do to demonstrate accountability
for each of the situations listed above.
4. Have your supervisor sign the Supervisor/Assessor Declaration at the end of each Policy
and Procedures template. This is to ensure that your policies and procedures are in line
with the organisation’s requirements. Supervisor’s signature must be handwritten.
5. Submit two completed Policy and Procedures template to your assessor:
 One Policy and Procedures template for promoting each member’s
accountability for their own work
 One Policy and Procedures template for promoting each member’s
accountability for the team’s tasks

Policy and Procedures Template
Learner Name:
Workplace/Organisation:
Date
Policy and Procedure
Document
If you chose to modify an existing
document, identify the original
document’s title.
If you chose to develop a new
one, identify the name of your
new policy and procedure
document.
Policy Statement
No discrimination in the workplace.
Procedures
1. Culture and behaviour:
 Listening to the ideas and suggestions of all the team members without harming the
sentiments.
 Respecting the personal data of and every employee and employer
2. Communication:
 Giving time to all the team members to be heard so that he feels included.
 Keeping an activity program each Saturday where the issues and new ideas shall be
discussed.
Add more bullets as needed.

Task 2.3 Develop Processes for Performance Issues, Concerns and
Performance Problems
ASSESSMENT INSTRUCTIONS
1. Access the Processes Document provided within this workbook.
2. Develop the following processes listed for each matter:
Processes for identifying the individual matters below should focus on how an employee
or their supervisor can be made aware of each matter listed below.
Processes for addressing should indicate the preparations that the concerned employee
participates in to identify the proper solution.
a. Performance Issues
Performance issues are behaviours or habits a person performs that are contrary
to the basic requirements of a job (e.g., excessive tardiness or absences when a
job requires punctuality).
 At least one process for identifying performance issues
 At least one process for addressing performance issues
b. Concerns
Concerns are personal, minor inconveniences that affect an individual’s
performance (e.g., unintelligible feedback received from supervisor).
 At least one process for identifying concerns
 At least one process for addressing concerns
c. Performance Problems
Performance problems are discrepancies that are detected between an
employee’s expected performance or outcome and their actual performance or
outcome after the employee performs a task or activity.
 At least one process for identifying problems
 At least one process for addressing problems
Processes developed here will be implemented in later tasks.
3. Submit the completed Processes Document to your assessor

Processes Document
Learner Name:
Workplace/Organisation:
Date
Performance Issues
Process for Identifying
Reviewing the results and evaluating the engagement of the employee: This will help in getting the idea on
the aspects where the company is lagging and checking on the employee engagement will assist in
determining whether the employees are involved in the productive activity or not.
Process for Addressing
By confronting the members one on one and listening them: This will help the leaders to gain insights on the
areas that have caused problems in the performance process.
By giving feedback to the employees, this will help the team members in gaining satisfaction. It will also help
in boosting the morale of employees.

Concerns
Process for Identifying
The method that a leader can adopt to identifying the concerns is collection the information through
questionaries, surveys and interviews with the team members. This will help the leaders to identify and
project the issues in the workplace like health concerns, discrimination, work -life balance etc.
Process for Addressing
By loosing the emotional attachments.
By focusing on the positives only.
By being specific about the concern.
By delivering the solutions to the team.
Problems
Process for Identifying
Discussions with the individuals: There are certain issues that needs to be discussed privately. The
leader shall ask the questions like how many team members are affected by this problem? The
issue is of personal nature or it can lead to harm for all the team members.
Process for Addressing
The problems shall be addressed by keeping the problems and people separately, the leader shall first listen
to the team members and pay attention to the voice tone and body languages.
After listening the fact shall be created and the set of action should be developed to resolve the
problems.

Part 3. Facilitate Teamwork
Task Overview
This part of the project requires you to participate in team activities and provide feedback to team
members. Specifically, you are required to:
 Provide feedback to team members on team effort and contributions
 Encourage team member to participate in and to take responsibility for team activities
 Support the team in identifying and resolving work performance problems
 Promote work team collaboration through individual behaviour
Resources Required:
To complete this project, you will need access to the following:
 A workplace that will allow you access to:
 People, including:
o At least two team members
o At least one supervisor
 Resources required for conducting team activities
Resources required will depend on the specific team activities identified in Task
3.1.

Task 3.1 Plan for Team Activities
ASSESSMENT INSTRUCTIONS
1. To complete this task, you must meet with your teammates to plan for the team
activities your team will undergo.
2. Identify at least two activities that your team can do that is related to your team’s task.
Each activity chosen must allow your team members to take on their individual roles and
responsibilities based on the Team Performance Plan in Task 1.2.
Activities chosen can include, but are not limited to the following:
 Training Session for additional skills needed to complete the task
 Brainstorming session to gather possible solutions
3. Review the following completed documents:
a. Completed Policies and Procedures documents from Task 2.2
b. Processes Document from Task 2.3
4. Locate the following templates provided within this workbook:
a. Action Plan template to record your discussion during the meeting.
b. Observation Form outlines all the skills you need to demonstrate in this task.
Provide your assessor with a copy of the Observation Form.
5. Review the instructions here and the skills outlined in the Observation Form. Arrange a
time with your assessor to observe you in conducting the team meeting. Discuss all
requirements of the task with your assessor and prepare these before each team activity.
Your assessor will complete the Observation Form.
If direct observation is not possible, record the meeting in a video. Ensure to obtain
permissions first from persons involved before doing so.

6. Conduct the meeting with your team members.
a. Discuss at least two team activities you have identified for the team to do.
b. For each team activity, complete the Action Plan by discussing the following with
your team members:
 At least one action item for each team member to do during each team
activity.
You must include an action item for yourself as well.
 Indicate the team member that is assigned to each action item.
 Planned implementation date for each action item
 Anticipated result for each action item
You must complete one Action Plan for each activity.
Do not write anything on the following columns. These will be completed in the
next task.
 Actual Date Facilitated
 Actual Result
 Assessor Declaration
c. Discuss the following:
 Processes developed for identifying performance issues, concerns and
performance problem team members may identify in Task 2.3.
This refers to the processes developed in the Processes Document from
Task 2.3. Processes will be implemented in the next task.
 Policies and procedures developed for team member accountability in
Task 2.2. Your team members must implement these in the next task.
You must submit evidence in the next task that your team members
implemented the procedures. Type of evidence to be submitted will
depend on your procedures (e.g., copy of member’s progress report)
7. Submit the following to your assessor:
 At least two partially completed Action Plans
 Video recording of meeting (ONLY if assessor is not available for direct
observation)

Action Plan
Completed By:
Workplace/Organisation:
Date:
Team Activity
Action Item Person Responsible
Planned
Implementation
Date
Anticipated Result Actual Date
Implemented Actual Result Assessor’s
Signature

ASSESSOR DECLARATION
TO THE ASSESSOR
By signing in the spaces provided below, you are confirming that you have observed the learner, whose name appears above, facilitate the implementation of each
action item outlined above.
Assessor Name:
RTO Name:
Position:
Signature:

Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to conduct a meeting with their team to plan for each team
activity. Prior to each team activity, discuss with the learner to ensure that they have access to the
following:
A safe environment to conduct each team activity (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least two team members
 Action Plan template
 Resources required to conduct each team activity
Resources required will depend on each specific team activity
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner meet with their team to plan for each team activity. The learner
will provide you a copy of the Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the learner demonstrate the following during
the team meeting? Yes No Comments
1. Discuss all information needed by the team using:
a. Appropriate vocabulary
Did the learner:
 Avoid using jargon or too technical terms
 Not use words that might discriminate
others based on sex, race, gender, etc.
b. Appropriate non-verbal features
Did the learner:
 Maintain eye contact with the speaker Body is facing the speaker to show that
they are paying attention to them

2. Use the following techniques to confirm understanding and to engage the audience:
a. Listening techniques
Did the learner:
 Repeat a question or statement heard to
encourage others to elaborate their
thoughts further Paraphrase statements to try to get the
gist of other’s ideas
b. Questioning techniques
Did the learner:
 Ask the person they are talking to open-
ended questions Ask the speaker to elaborate on their
response (e.g., ‘what do you mean by
that?’)
3. Encourage team members to participate
Did the learner:
 Ask each participant for their opinion on
the topic being discussed Ask each participant to share their views
and opinions
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during the team meeting.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
RTO Name:
Signature:
Date signed:

Task 3.2 Conduct Team Activities
ASSESSMENT INSTRUCTIONS
1. To complete this task, you must facilitate the two team activities identified in Task 3.1.
2. Review the partially completed Action Plans from Task 3.1 to identify the team activities
you must conduct.
3. Locate the Observation Form provided within this workbook. The Observation Form
outlines all the skills you need to demonstrate in this task. Review the document to
ensure the demonstration of the skills specified during each activity.
4. Arrange a time with your assessor to observe you in conducting the team activities.
Provide your assessor with two copies of the Observation Form. Discuss all requirements
of the task with your assessor and prepare these before each team activity.
Your assessor will complete the Observation Form.
If direct observation is not possible, record each team activity in a video. Ensure to obtain
permissions first from persons involved before doing so.
5. Conduct the identified activities. During each activity, you must:
a. Inform your team members to follow the processes developed for identifying
issues, concerns and problems they may identify during each activity.
Identified issues, concerns and problems will be collected and discussed in the
next task.
b. Actively participate in each activity to serve as a role model for team members.
c. Encourage team members to participate in each activity
Methods to encourage team members may differ, depending on the activity
being done. Methods can include, but are not limited to, the following:
o Conducting ‘Round Robin’ styled discussions to ensure everyone is able to
participate
o Sending calendar invites to remind team members of the activity and
their tasks
d. Identify work performance problems as they appear. Inform the team member
of the performance problem they are exhibiting.
Work performance problems refer to discrepancies that might occur between
expected results and the actual results.
e. Provide feedback to team members during each activity.

6. Complete the following sections in the partially completed Action Plan after conducting
each activity:
 Actual Date Implemented
Record the actual date each action item was conducted
 Actual Result
Describe if each anticipated result for each action item facilitated was achieved.
7. Have your assessor sign the Signature column and the Assessor’s Declaration Form found
at the end of each Action Plan. This is to ensure that each action item was conducted
following the responses in the Action Plan. Assessor’s signature must be handwritten.
8. Access the Feedback Form provided within this workbook. You must have one copy for
each team member. Complete one form per member for each activity conducted.
To complete the Feedback Form, identify the following:
a. At least one example of what each team member did well
b. At least one example of what each team member did not do well
c. At least one suggestion for how each team member can improve their
performance
Responses here will be used to complete Task 3.3.
9. Submit the following to your assessor:
 At least two Feedback Forms from Activity 1
 At least two Feedback Forms from Activity 2
 At least two completed Action Plans

Feedback Form
Learner Name:
Workplace/Organisation:
Team Member:
Date:
1. Identify what was done well during the activity.
2. Identify what was not done well during the activity

3. Identify at least one suggestion for improvement
4. Other comments or feedback

Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to conduct each team activity they identified. Prior to
conducting each team activity, discuss with the learner to ensure that they have access to the following:
A safe environment to conduct the meeting (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least two team members
 At least two Action Plans
 At least two Feedback Forms for each team member
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner conduct each team activity they identified. The learner will provide
you a copy of the Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the learner demonstrate the following during
each team activity? Yes No Comments
1. Encourage team members to participate
Did the learner:
 Ask each participant for their opinion on the
topic being discussed Ask each participant to share their views
and opinions
2. Use the following:
a. Appropriate vocabulary
Did the learner:
 Avoid using jargons or too technical terms
 Use simple and direct words for their
explanations
b. Appropriate non-verbal features
Did the learner:
 Maintain eye contact with the person they
are speaking to Avoid using excessive hand gestures while
explaining

3. Provide feedback to team members to:
a. Encourage team members
Did the learner:
 Give suggestions on how a team member
can better perform a task or action (e.g., ‘I
think it would easier if you did it like this’)
 Reassure team members that they are
doing well
b. Value team members
Did the learner:
 Thank team members for their effort and
contribution
 Encourage team member to provide their
views on the feedback you provided so that
the advice provided is best suited to the
team members
c. Reward Team Members
Did the learner:
 Compliment team member’s actions
 Provide compliments when a team member
corrects their actions according to the
feedback provided

4. Model the following:
a. Desired behaviours
Did the learner:
 Eagerly participates in all team activities
 Refrain from complaining about the team
activities
b. Desired practices
Did the learner:
 Show initiative by taking responsibility for
minor tasks needed in the activity (e.g.,
takes note of what the team discusses) Comply with developed procedures to
ensure they take accountability for their
tasks (e.g., reports their progress with
their action item)
5. Implement the processes developed for
identifying issues, concerns and problems
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during formal learning opportunity.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name: Assessor’s name
Signature: Assessor’s handwritten signature
Date signed: Date when assessor signed this form

Task 3.3 Provide Feedback
ASSESSMENT INSTRUCTIONS
1. Arrange a team meeting with your team members to discuss the team’s performance in
Task 3.2.
2. Locate the Observation Form provided within this workbook. The Observation Form
outlines all the skills you need to demonstrate in this task. Provide your assessor with a
copy of the Observation Form provided within this workbook.
3. Arrange a time with your assessor to observe you in conducting the team meeting.
Discuss all requirements of the task with your assessor and prepare these before each
team activity.
Your assessor will complete the Observation Form.
If direct observation is not possible, record the team meeting in a video. Ensure to obtain
permissions first from persons involved before doing so.
4. Review the completed Feedback Forms from Task 3.2. Review the feedback you provided
for each team member.
6. Access your organisation’s Meeting Minutes template to record the team meeting.
If your organisation does not have a Meeting Minutes template, you can use the
template provided within this workbook.
5. Conduct the team meeting. During the meeting, you must:
a. Provide feedback on the team’s performance during Task 3.2
 Overall feedback for the whole team
Discussion points can include, but is not limited to, the following:
 Areas where the team performed well
 Areas where the team needs to improve on

 Feedback for each team member based on the Feedback Forms
completed for each activity in Task 3.2.
Discussion points can include, but is not limited to the following:
 Areas where the team member performed well
 Areas that the team member needs to improve on
 Advise each member on how they can improve their performance
b. Encourage each team member to share at least one of the following that they
identified during the team activities in Task 3.2:
 Performance issues
 Concerns
 Performance Problems
c. Implement the process developed in Task 2.3 to address the problems identified
Record the result of your discussion in the Meeting Minutes template.
Responses here will be used in Task 4.1.
6. Submit the following documents to your assessor:
a. Completed Meeting Minutes
b. Video recording (ONLY if assessor is not available for direct observation)

Meeting Minutes
Date: Time: Location:
Purpose of the
meeting
Facilitator
Notetaker
Attendees
Please sign beside
your name after the
meeting.

Agenda Item 1 Feedback on Performance
Discussion
For the Team
For each Team Member

Agenda Item 2 Encourage Team Members
Discussion

Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to meet with their team members to provide feedback and
discuss problems they might have identified during each team activity. Prior to conducting the meeting,
discuss with the learner to ensure that they have access to the following:
A safe environment to conduct the meeting (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least two team members
 Meeting Minutes template
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner meet with their team members to provide feedback and discuss
problems they might have identified during each team activity. The learner will provide you a copy of the
Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the learner demonstrate the following during
the meeting with team members? Yes No Comments
1. Give clear feedback to team members
Did the learner:
 Explain what was done well during each
team activity
 Cite examples of actions done during the
team activities to support their feedback
 Explain what could have been done
differently to help improve performance in
the future
2. Implement the process developed for
addressing problems identified by team
members

3. Communicate effectively with team members
about team performance during the team
activities
Did the learner:
 Encourage team member to ask questions
 Answer all questions and clarifications the
team members have
 Use nonverbal cues to show confidence to
support the information being presented
(e.g., maintains eye contact, keeps their
back straight, etc.)
4. Use the following techniques to discuss with the team members:
a. Listening techniques
Did the learner:
 Repeat a question or statement heard to
encourage others to elaborate their
thoughts further
 Paraphrase statements to try to get the
gist of the other’s idea
b. Questioning techniques
Did the learner:
 Ask the speaker to open-ended questions
 Ask the speaker to elaborate on their
response (e.g., ‘what do you mean by
that?’)
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during the meeting.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
Signature:
Date signed:

Part 4. Liaise with Stakeholders
Task Overview
This part of the project requires you to communicate with relevant stakeholders to address issues,
concerns and problems. Specifically, you are required to:
 Maintain open communication processes with relevant stakeholders
 Communicate information from line management to the team
 Communicate and follow-up unresolved issues, concerns and problems raised by team
members with line management
 Address unresolved issues, concerns and problems raised by stakeholders
Resources Required:
To complete this project, you will need access to the following:
 A workplace that will allow you access to:
 Workplace documents that contain organisational protocols to follow during
meetings
 People, including:
o At least two team members
o At least one supervisor
o At least one other internal stakeholder relevant to the team’s task
Other relevant stakeholders can include, but are not limited to, the
following:
 Assistant managers
 Senior management
 Workplace documents that contain feedback from external stakeholders
Workplace documents can include, but are not limited to, the following:
o Feedback forms
o Emails received from external stakeholders
External stakeholders may include, but are not limited to, the following:
o Clients
o Suppliers
Task 4.1 Meet with Stakeholders

ASSESSMENT INSTRUCTIONS
1. To complete this task, you must discuss your team’s performance with at least two
different stakeholders.
2. Access the following documents:
 Communication Requirements: Meetings template provided within this
workbook.
 Workplace documents that contain organisational protocols to be followed
during meetings
These can include, but are not limited to, the following:
o Policies and procedures
o Staff handbook
3. Complete the Communication Requirements: Meetings template by identifying at least
two organisational protocols that you should follow during a meeting.
4. Have your supervisor sign the Supervisor Declaration Form at the end of the completed
Communication Requirements: Meetings. This is to ensure that the protocols you
identified are in line with the organisation’s requirements.
5. Review the feedback provided to the whole team from the completed Meeting Minutes
from Task 3.3.
6. Locate the Observation Form provided within this workbook. The Observation Form
outlines all the skills you need to demonstrate in this task. Provide your assessor with a
copy of the Observation Form.
7. Review the instructions here and the skills outlined in the Observation Form. Arrange a
time with your assessor to observe you during the meeting. Provide your assessor with a
copy of the Communication Requirements: Meetings before conducting the task.
Your assessor will complete one Observation Form.
If direct observation is not possible, record the meeting in a video. Ensure to obtain
permissions first from persons involved before doing so.

8. Arrange a meeting with at least two internal stakeholders relevant to your team’s task.
The two internal stakeholders must include your supervisor and one other relevant
internal stakeholder.
Other relevant internal stakeholders may include, but are not limited to, the following:
 Assistant Managers
 Senior Management
9. Access your organisations Meeting Minutes template to record your meeting with at
least two relevant internal stakeholders.
If your organisation does not have a Meeting Minutes template, you can use the
template provided within this workbook.
10. Conduct the meeting with the relevant internal stakeholders. During the meeting, you
must discuss:
a. Team’s actual results for the following requirements compared to the expected
outcomes identified in the same sections in the Team Performance Plan from
Task 1.2:
 Task Objectives
 Expected Outcomes
 Key Performance Indicators (KPIs)
Discussion points may include, but are not limited to, the following:
 How well is the team performing compared to the responses first
identified in the Team Performance Plan?
 If the team was not able to do well, in what areas is the team having
difficulties?
b. Overall team performance based on the feedback provided to the team in Task
3.3.
Discussion points may include, but are not limited to, the following:
 Discuss if the team is doing well with the task
 Discuss if the team is not doing very well with the task
c. Your team members’ unresolved matters as identified from Task 3.3.
 At least two issues
 At least two concerns
 At least two problems
d. Identify an appropriate date for you to follow-up with your supervisor on the
status of the identified unresolved matters.
11. Have all attendees sign beside their name in the Meeting Minutes after the meeting. All
signatures must be handwritten.

12. Submit the following to your assessor:
 Completed Communication Requirements: Meetings
 Completed Meeting Minutes
 Video recording (ONLY if assessor is not available for direct observation)

Communication Requirements: Meetings
Completed By:
Workplace/Organisation:
Date:
Organisational Protocols
1.
2.

Meeting Minutes
Date: Time: Location:
Purpose of the
meeting
Facilitator
Notetaker
Attendees
Please sign beside
your name after the
meeting.
Agenda Item 1 Team Requirements
Discussion

Agenda Item 2 Overall Team Performance
Discussion
Agenda Item 3 Issues, Concerns and Problems and Follow-up
Discussion

Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to meet with at least two internal stakeholders. Prior to
conducting the meeting, discuss with the learner to ensure that they have access to the following:
A safe environment to conduct the meeting (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least two internal stakeholders
 Meeting Minutes template
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner meet with at least two internal stakeholders. The learner will
provide you a copy of the Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the learner demonstrate the following during
the meeting with the internal stakeholders? Yes No Comments
1. Discuss with others using appropriate:
a. Vocabulary
Did the learner:
 Avoid using slang or too technical jargon
 Avoid the use of words that discriminates
others (e.g., words that discriminate
others based on sex, gender, race, etc.)
b. Non-verbal features
Did the learner:
 Maintain eye contact with the person they
are talking to
 Use appropriate gestures and posture
(e.g., does not use excessive hand
gestures, keep back straight and head
high)

2. Use the following techniques to discuss with the team members:
a. Listening techniques
Did the learner:
 Repeat a question or statement heard to
encourage others to elaborate their
thoughts further
 Paraphrase statements to try to get the
gist of the other’s idea
b. Questioning techniques
Did the learner:
 Ask open-ended questions to the speaker
 Ask the speaker to elaborate on their
response (e.g., ‘what do you mean by
that?’)
3. Communicate effectively with others about the
team’s performance
Did the learner:
 Explain the team’s performance
thoroughly by including examples to
support their explanation
 Encourage team member to ask questions
 Answer all questions and clarifications the
team members have

4. Use appropriate conventions when speaking to
others
Did the learner:
 Answer all question and clarification a team
member may have
 Allow time for the team member to gather
their thoughts when providing a response
Organisational Requirements
TO THE ASSESSOR:
The learner will provide you a copy of the signed off Communication Requirements: Meetings before
conducting the task. Use this as reference when confirming the skill requirements for this section.
Did the learner demonstrate the following during
the meeting? Yes No Details of Observation
1. Adhere to the organisational protocols relevant
to meetings identified in the Communication
Requirements: Meetings?
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during the meeting with internal
stakeholders.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
Signature:
Date signed:

Task 4.2 Request for a Follow-up
ASSESSMENT INSTRUCTIONS
1. Review the issues, concerns, and problems identified by your team that you
communicated to the internal stakeholders in Task 4.1.
2. Follow-up on the status of the unresolved matters you identified.
a. Write a follow-up email to your supervisor. Your email must contain the
following information:
 A request for a follow-up on the status of the unresolved issues,
concerns and problems you had discussed in Task 4.1.
 A list of the unresolved issues, concerns and problems
b. Send your follow-up email on the identified date for follow-ups which was
discussed during the meeting in Task 4.1.
c. Wait for your supervisor’s reply on the status of the matters you raised.
d. Identify the issues, concerns and problems that are still currently unresolved
based on your supervisor’s reply. You must identify:
 At least one issue
 At least one concern
 At least one problem
You will address the identified issues, concerns and problems in the following
task.
You must submit evidence of your email correspondence with your supervisor.
Your email correspondence must include:
 A timestamp for when you sent the email.
 Your supervisor’s reply on the unresolved issues, concerns, and problems you’ve
identified in your email.
Evidence of email correspondence can include, but are not limited to, the following:
 PDF copy of the email correspondence
 Screenshots of each email
3. Submit the copy of your email correspondence with your supervisor to your assessor.
Evidence of email correspondence can include, but are not limited to, the following:
 PDF copy of the email correspondence
 Screenshots of each email

Task 4.3 Create an Action Plan
ASSESSMENT INSTRUCTIONS
1. Review your email correspondence with supervisor from Task 4.2. Review the still
unresolved issues, concerns and problems that were identified by your team members.
2. Locate the Action Plan provided within this workbook. Complete the following sections
of the Action Plan:
Part I
a. Identify at least six feedback from either internal stakeholders or external
stakeholders.
 Feedback identified must include:
o At least two issues
o At least two concerns

o At least two problems
 If you identify feedback from internal stakeholders:
o Review your supervisor’s reply to your follow-up email in Task
4.2.
o Identify the unresolved feedback from your supervisor’s
response
Internal stakeholders may include, but are not limited to, the following:
o Assistant Managers
o Senior Management
 If you identify feedback from external stakeholders:
o Access workplace documents that contain feedback submitted by
external stakeholders.
o Identify at least six of the feedback listed below based on the
workplace documents accessed
Workplace documents can include, but are not limited to, the following:
o Feedback forms
o Emails received from external stakeholders
External stakeholders may include, but are not limited to, the following:
o Clients
o Suppliers

b. Access at least one of your organisation’s policy and procedures that is relevant
to each of the unresolved feedback you have identified.
Identify each policy and procedure.
Policy and procedures document must be relevant to each feedback identified.
Documents become relevant if it contains a requirement that will guide you on
how to address each feedback identified.
c. Briefly explain how each identified policy and procedure document is relevant to
each unresolved feedback
Part II
a. Identify at least one action item to address each feedback.
Each action item must aim to address each feedback based on the identified
requirement that makes the policies and procedures documents relevant to each
feedback.
b. Record the action items you identified for each feedback from Part I
c. Date when each action item will be implemented
d. Expected outcome when each action item has been implemented
Do not write anything on the following sections of the Action Plan. These will be
completed in the next task.
a. Date Implemented
b. Actual Result
c. Signature
d. Assessor Declaration
3. Submit the partially completed Action Plan to your assessor.
You will need a copy of your partially completed Action Plan to complete Task 4.4.

Action Plan
Completed By:
Workplace/Organisation:
Date:
PART I
Source of Feedback
Identify if unresolved feedback
was identified by an internal or
external stakeholder
Unresolved Feedback Relevant Organisational Policy and
Procedure
Relevance of Policy and Procedure to Feedback
Performance Issues
1.
2.

Concerns
1.
2.
Performance Problems
1.
2.
Add more rows as needed.

PART II
Action Item
Planned
Implementation
Date
Expected Outcome Date
Implemented Actual Result Assessor’s
Signature
Performance Issues
1.
2.

Concerns
1.
2.
Performance Problems
1.
2.
Add more rows as needed.

ASSESSOR DECLARATION
TO THE ASSESSOR
By signing in the spaces provided below, you are confirming that you have observed the learner, whose name appears above, demonstrate the tasks outlined above.
Assessor Name:
Signature:

Task 4.4 Implement the Action Plan
ASSESSMENT INSTRUCTIONS
1. Access the partially completed Action Plan from Task 4.3.
2. Locate the Observation Form provided within this workbook. The Observation Form
outlines all the skills you need to demonstrate in this task. Provide your assessor with a
copy of the Observation Form.
3. Arrange a time with your assessor to observe you in implementing the action items.
Discuss all requirements of the task with your assessor and prepare these before
conducting each action item.
Your assessor must complete one Observation Form.
If direct observation is not possible, record how you conducted each action item in a
video. Ensure to obtain permissions first from persons involved before doing so.
4. Implement the action items identified in the Action Plan for each unresolved feedback.
5. Complete the following sections in Part II of the Action Plan after implementing all action
items:
a. Date Implemented
b. Actual Result
6. Have your assessor sign the Signature column and the Assessor Declaration Form found
at the end of the Action Plan. This is to ensure that all action items were implemented
following your responses in the Action Plan. Assessor’s signature must be handwritten.
7. Submit the completed Action Plan to your assessor.

Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to implement all action items they identified. Prior to
conducting the meeting, discuss with the learner to ensure that they have access to the following:
A safe environment to conduct the meeting (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least two team members
 Action Plan template
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner implement the action items they identified. The learner will
provide you a copy of the Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Did the learner demonstrate the
following during the meeting with the
internal stakeholders?
Yes No
Details of Observation
Comments
1. Discuss with others using appropriate:
a. Vocabulary
Did the learner:
 Avoid using slang or too
technical jargon
Observed by:
Initials:
Date observed:
 Avoid the use of words that
discriminates others (e.g.,
words that discriminate
others based on sex, gender,
race, etc.)
Observed by:
Initials:
Date observed:
b. Non-verbal features
Did the learner:
 Maintain eye contact with
the person they are talking
to
Observed by:
Initials:
Date observed:
 Use appropriate gestures
and posture (e.g., does not
use excessive hand gestures,
keep back straight and head
high)
Observed by:
Initials:
Date observed:

2. Use the following techniques to discuss with the team members:
a. Listening techniques
Did the learner:
 Repeat a question or
statement heard to
encourage others to
elaborate their thoughts
further
Observed by:
Initials:
Date observed:
 Paraphrase statements to try
to get the gist of the other’s
idea
Observed by:
Initials:
Date observed:
b. Questioning techniques
Did the learner:
 Ask open-ended questions to
the person they are talking
to
Observed by:
Initials:
Date observed:
 Ask the speaker to
elaborate on their response
(e.g., ‘what do you mean by
that?’)
Observed by:
Initials:
Date observed:
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during the meeting with internal
stakeholders.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
Signature:
Date signed:

Student Feedback Form
Unit BSBTWK502 - Manage team effectiveness
Student Name: Date
Assessor Name:
Please provide us some feedback on your assessment process. Information provided on this form is used for
evaluation of our assessment systems and processes.
This information is confidential and is not released to any external parties without your written consent.
There is no need to sign your name as your feedback is confidential.
Strongly
Agree
Agree Average Disagree Strongly
Disagree
I received information about the assessment
requirements prior to undertaking the tasks 5 4 3 2 1
The assessment instructions were clear and easy to
understand 5 4 3 2 1
I understood the purpose of the assessment 5 4 3 2 1
The assessment meets your expectation 5 4 3 2 1
My Assessor was organised and well prepared 5 4 3 2 1
The assessment was Fair, Valid, Flexible and
Reliable 5 4 3 2 1
My Assessor's conduct was professional 5 4 3 2 1
The assessment was an accurate reflection of the
unit requirements 5 4 3 2 1
I was comfortable with the outcome of the
assessment 5 4 3 2 1
I received feedback about assessments I completed 5 4 3 2 1
The pace of this unit was: Too
Slow
Great
Pace Too Fast
Comments: