Manage Team Effectiveness Assessment Tool for BSBTWK502 - Manage Team Effectiveness

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:
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Admin Use Only
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.

Assessment
Task 1
Manage team effectiveness
BSBTWK502

Student Declaration
To be filled out and submitted with assessment responses
◻ I declare that this task and any attached document related to the task is all my own work and I
have not cheated or plagiarised the work or colluded with any other student(s)
◻ I understand that if I am found to have plagiarised, cheated or colluded, action will be taken
against me according to the process explained to me
◻ I have correctly referenced all resources and reference texts throughout these assessment tasks.
◻ I have read and understood the assessment requirements for this unit
◻ I understand the rights to re-assessment
◻ I understand the right to appeal the decisions made in the assessment
Unit Title
Unit Code
Student
name
Student ID
number
Student
signature
Date
Task
Number

------OFFICE USE ONLY-----
For Trainer and Assessor to complete:
◻ Student requested reasonable adjustment for the assessment
Question Marking
Sheet -
Assessor to
complete.
Did the
student
satisfactorily
address
each
question as
instructed:
Completed
satisfactorily
S NY
S
DN
S
Comments
Question
1
Question
2
Question
3
Question
4
Question
5
Task
Outcome:
Satisfactor
y ☐ Not
Yet
Satisfactor
y ☐
Student
Name:
Assessor
Name:

Assessor
Signature:
Date:
Table of Content
Student Declaration ................................................................................................................................................2
.Task 1 – Knowledge Questionnaire..............................................................5
Question 1...............................................................................................................................................................7
Question 2...............................................................................................................................................................7
Question 3...............................................................................................................................................................8
Question 4...............................................................................................................................................................9
Question 5...............................................................................................................................................................9
.REFERENCES.............................................................................................10