SITXHRM003 Lead and Manage People - Student Assessment Pack
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This Student Assessment Pack is designed for the SITXHRM003 Lead and manage people unit of competency. It covers the skills and knowledge required to develop menus and meal plans for people with special dietary needs, identify customer requirements, cost menus, and monitor menu performance. The pack includes formative and summative assessments, such as check points, quizzes, written responses, and practical demonstrations. It is suitable for learners enrolled in the SIT40516 Certificate IV in Commercial Cookery program at Adelaide College of Technical Education.
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Developed by ACTE
This document is a Student Assessment Pack
for the above Unit of Competency and is to be
completed by a student to demonstrate his/her
competency.
Student Assessment Pack
SITXHRM003
Lead and manage people
SIT - Tourism, Travel and Hospitality Training Package
SIT40516 Certificate IV in Commercial Cookery
This document is a Student Assessment Pack
for the above Unit of Competency and is to be
completed by a student to demonstrate his/her
competency.
Student Assessment Pack
SITXHRM003
Lead and manage people
SIT - Tourism, Travel and Hospitality Training Package
SIT40516 Certificate IV in Commercial Cookery
Secure Best Marks with AI Grader
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Adelaide College of Technical Education
Table of Contents
Purpose of Assessment....................................................................................................................... 3
Target Group.....................................................................................................................................3
Selected Methods and Intended Use.................................................................................................3
Standard Instructions for Assessor/Trainer....................................................................................3
Standard Instructions for Learners..................................................................................................3
Plagiarism......................................................................................................................................... 3
Evidence Requirements..................................................................................................................... 4
Documents to be attached along with each Summative and practical Assessment Submission......4
Assessor Expectations...................................................................................................................... 4
Resources for Learner.......................................................................................................................4
Resources for Trainer / Assessor...................................................................................................... 5
Reasonable Adjustment.....................................................................................................................5
Procedure to Login to Futura............................................................................................................5
Format for Written Submissions...................................................................................................... 6
Assessment Method Coversheet........................................................................................................ 7
Overview..............................................................................................................................................8
Elements...........................................................................................................................................8
When to Commence your Assessment.............................................................................................8
Assessment Methods........................................................................................................................ 8
Assessment Definitions.................................................................................................................... 9
Assessment Preparation Checklist..................................................................................................10
Assessment Method One – Check Points.......................................................................................11
Assessment Method Two - Quiz...................................................................................................... 12
Assessment Method Three – Written Response Assessment........................................................13
Assessment Method Four – Practical Demonstration...................................................................52
Assessment Record and Feedback..................................................................................................62
RTO ID: 40336 CRICOS ID: 03187D Page 2 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Table of Contents
Purpose of Assessment....................................................................................................................... 3
Target Group.....................................................................................................................................3
Selected Methods and Intended Use.................................................................................................3
Standard Instructions for Assessor/Trainer....................................................................................3
Standard Instructions for Learners..................................................................................................3
Plagiarism......................................................................................................................................... 3
Evidence Requirements..................................................................................................................... 4
Documents to be attached along with each Summative and practical Assessment Submission......4
Assessor Expectations...................................................................................................................... 4
Resources for Learner.......................................................................................................................4
Resources for Trainer / Assessor...................................................................................................... 5
Reasonable Adjustment.....................................................................................................................5
Procedure to Login to Futura............................................................................................................5
Format for Written Submissions...................................................................................................... 6
Assessment Method Coversheet........................................................................................................ 7
Overview..............................................................................................................................................8
Elements...........................................................................................................................................8
When to Commence your Assessment.............................................................................................8
Assessment Methods........................................................................................................................ 8
Assessment Definitions.................................................................................................................... 9
Assessment Preparation Checklist..................................................................................................10
Assessment Method One – Check Points.......................................................................................11
Assessment Method Two - Quiz...................................................................................................... 12
Assessment Method Three – Written Response Assessment........................................................13
Assessment Method Four – Practical Demonstration...................................................................52
Assessment Record and Feedback..................................................................................................62
RTO ID: 40336 CRICOS ID: 03187D Page 2 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Purpose of Assessment
Purpose of this assessment is to check that the competency should be achieved on all elements of
performance outcomes, skills and knowledge required to develop menus and meal plans for people
who have special dietary needs for health, lifestyle and cultural reasons. It requires the ability to
identify the dietary requirements of customers, develop special menus and meal plans to meet those
requirements, cost menus and to monitor and evaluate the success of menu performance.
Target Group
ACTE’s learners enrolled in the unit SITXHRM003 Lead and manage people must be having basic
literacy and numeracy skills who are either experienced or having no experience of working in a
professional environment.
Selected Methods and Intended Use
Methods used to achieve competency in this unit of competency (UOC) are Check Points, Quizzes
and Written Response Questions that must be completed in a simulated online environment through
Futura website http://moodle.futuraonline.com.au and Practical Demonstration to your Trainer.
Your submissions will be used by trainers and assessors of ACTE as evidence in achieving
competency of the above mentioned unit.
Standard Instructions for Assessor/Trainer
The Trainer / Assessor should inform all the learners that all the tasks should be linked with moodle
on Futura online website and help can be taken from available resources.
Standard Instructions for Learners
Hand written assignments will not be accepted, assignments should be prepared in Microsoft
Office. Refer to the enclosed Style Guide.
When answering the tasks use your own words and also refer to the given Scenario.
Unit competency together with performance and assessment criteria can be accessed from
https://training.gov.au/Training/Details/SITXHRM003
Plagiarism
Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a
type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying
from a source without acknowledgement. In your assessments you must come up with your own
ideas, however, at times you may need to make reference to work that has been conducted by
others. Important points to be aware of:
Know what plagiarism is. Go to this website if you require additional
information. http://www.plagiarism.org/
Plan your work
RTO ID: 40336 CRICOS ID: 03187D Page 3 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Purpose of Assessment
Purpose of this assessment is to check that the competency should be achieved on all elements of
performance outcomes, skills and knowledge required to develop menus and meal plans for people
who have special dietary needs for health, lifestyle and cultural reasons. It requires the ability to
identify the dietary requirements of customers, develop special menus and meal plans to meet those
requirements, cost menus and to monitor and evaluate the success of menu performance.
Target Group
ACTE’s learners enrolled in the unit SITXHRM003 Lead and manage people must be having basic
literacy and numeracy skills who are either experienced or having no experience of working in a
professional environment.
Selected Methods and Intended Use
Methods used to achieve competency in this unit of competency (UOC) are Check Points, Quizzes
and Written Response Questions that must be completed in a simulated online environment through
Futura website http://moodle.futuraonline.com.au and Practical Demonstration to your Trainer.
Your submissions will be used by trainers and assessors of ACTE as evidence in achieving
competency of the above mentioned unit.
Standard Instructions for Assessor/Trainer
The Trainer / Assessor should inform all the learners that all the tasks should be linked with moodle
on Futura online website and help can be taken from available resources.
Standard Instructions for Learners
Hand written assignments will not be accepted, assignments should be prepared in Microsoft
Office. Refer to the enclosed Style Guide.
When answering the tasks use your own words and also refer to the given Scenario.
Unit competency together with performance and assessment criteria can be accessed from
https://training.gov.au/Training/Details/SITXHRM003
Plagiarism
Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a
type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying
from a source without acknowledgement. In your assessments you must come up with your own
ideas, however, at times you may need to make reference to work that has been conducted by
others. Important points to be aware of:
Know what plagiarism is. Go to this website if you require additional
information. http://www.plagiarism.org/
Plan your work
RTO ID: 40336 CRICOS ID: 03187D Page 3 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Reference your work / acknowledge all of your sources
What is Plagiarism? Retrieved May 2017, from http://www.plagiarism.org/plagiarism-101/what-is-
plagiarism
RTO ID: 40336 CRICOS ID: 03187D Page 4 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Reference your work / acknowledge all of your sources
What is Plagiarism? Retrieved May 2017, from http://www.plagiarism.org/plagiarism-101/what-is-
plagiarism
RTO ID: 40336 CRICOS ID: 03187D Page 4 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
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Adelaide College of Technical Education
Evidence Requirements
The evidence you submit as part of this assessment will be assessed by your trainer/assessor to
determine your competency. Your trainer/assessor will be guided by the following rules of
evidence when making their assessment decision.
Rule Evidence must...
Valid
• Address the elements and performance criteria
• Reflect the skills, knowledge and context described in the competency
standard
• Demonstrate the skills and knowledge are applied in real or simulated
workplace situations
Current • Demonstrate the Learner's current skills and knowledge
• Comply with current standards
Sufficient
• Demonstrate competence over a period of time
• Demonstrate competence that is able to be repeated
• Comply with language, literacy and numeracy levels which match those
required by the work task (not beyond)
Authentic • Be the work of the learner
• Be able to be verified as genuine
Documents to be attached along with each Summative and practical Assessment Submission
Completed Cover Sheet for summative and practical assessments- Refer to the enclosed
Cover Sheet.
Assessment Preparation Checklist. Refer to the enclosed Checklist.
Answers of the Written Questions
Assessor Expectations
All Tasks should be answered with a minimum of half (½) page length per question/activity/issue,
unless otherwise advised, or to be answered as per the requirement of the Task in an appropriate
manner.
Resources for Learner
Futura Website; and/or Online Futura Portal
Other Websites (References should be included in any submission. Referencing
guidelines are available in the Student handbook.)
RTO ID: 40336 CRICOS ID: 03187D Page 5 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Evidence Requirements
The evidence you submit as part of this assessment will be assessed by your trainer/assessor to
determine your competency. Your trainer/assessor will be guided by the following rules of
evidence when making their assessment decision.
Rule Evidence must...
Valid
• Address the elements and performance criteria
• Reflect the skills, knowledge and context described in the competency
standard
• Demonstrate the skills and knowledge are applied in real or simulated
workplace situations
Current • Demonstrate the Learner's current skills and knowledge
• Comply with current standards
Sufficient
• Demonstrate competence over a period of time
• Demonstrate competence that is able to be repeated
• Comply with language, literacy and numeracy levels which match those
required by the work task (not beyond)
Authentic • Be the work of the learner
• Be able to be verified as genuine
Documents to be attached along with each Summative and practical Assessment Submission
Completed Cover Sheet for summative and practical assessments- Refer to the enclosed
Cover Sheet.
Assessment Preparation Checklist. Refer to the enclosed Checklist.
Answers of the Written Questions
Assessor Expectations
All Tasks should be answered with a minimum of half (½) page length per question/activity/issue,
unless otherwise advised, or to be answered as per the requirement of the Task in an appropriate
manner.
Resources for Learner
Futura Website; and/or Online Futura Portal
Other Websites (References should be included in any submission. Referencing
guidelines are available in the Student handbook.)
RTO ID: 40336 CRICOS ID: 03187D Page 5 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Resources for Trainer / Assessor
Futura Website; and online Futura portal
Other Websites related to the unit.
Reasonable Adjustment
A reasonable adjustment is any measure or action that a student requires because of their disability,
and which has the effect of assisting the student to access and participate in education and training
on the same basis as students without a disability. An adjustment is reasonable if it achieves this
purpose while taking into account factors such as the nature of the student’s disability, the views of
the student, the potential effect of the adjustment on the student and others who might be affected,
and the costs and benefits of making the adjustment.
ACTE will also maintain the academic integrity of a course and to consider the requirements or
components that are inherent or essential to its nature when assessing whether an adjustment is
reasonable. There may be more than one adjustment that is reasonable in a given set of
circumstances; ACTE will make adjustments that are reasonable and that do not cause the RTO
unjustifiable hardship.
Procedure to Login to Futura
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Consulting Trainers
Last date of Submission
Submitted to
RTO ID: 40336 CRICOS ID: 03187D Page 6 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Resources for Trainer / Assessor
Futura Website; and online Futura portal
Other Websites related to the unit.
Reasonable Adjustment
A reasonable adjustment is any measure or action that a student requires because of their disability,
and which has the effect of assisting the student to access and participate in education and training
on the same basis as students without a disability. An adjustment is reasonable if it achieves this
purpose while taking into account factors such as the nature of the student’s disability, the views of
the student, the potential effect of the adjustment on the student and others who might be affected,
and the costs and benefits of making the adjustment.
ACTE will also maintain the academic integrity of a course and to consider the requirements or
components that are inherent or essential to its nature when assessing whether an adjustment is
reasonable. There may be more than one adjustment that is reasonable in a given set of
circumstances; ACTE will make adjustments that are reasonable and that do not cause the RTO
unjustifiable hardship.
Procedure to Login to Futura
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Consulting Trainers
Last date of Submission
Submitted to
RTO ID: 40336 CRICOS ID: 03187D Page 6 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Format for Written Submissions
This unit describes the performance outcomes, skills and knowledge required to review corporate
governance requirements, implement operating procedures and monitor policy.
You are required to use a word processing program such as Microsoft Word to compile your report.
The following guidelines for your report (wherever required) is a suggested style guide. Submission
of assignment can also be done in other formats which should be clearly readable and legitimate.
Format of the report
1. Assessment Cover Sheet
2. Title of the report
• Arial, Size 14 pt., Bold
3. Headings
• Arial, Size 12 pt., Bold
4. Text
• Arial, Size 11 pt.
5. Table Content
• Arial, Size 10 pt.
6. Line Spacing
• 1.5
7. Report length
• The number of words is detailed in the instructions/task description for each
individual assessment method.
8. Presentations are to be created in presentation software such as Microsoft PowerPoint.
Resources such as overhead/data projector, whiteboard markers, speakers, pen pointers, and
presentation screens will be provided.
Your Trainer/Assessor will guide you through the assessment method/requirements for each period.
RTO ID: 40336 CRICOS ID: 03187D Page 7 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Format for Written Submissions
This unit describes the performance outcomes, skills and knowledge required to review corporate
governance requirements, implement operating procedures and monitor policy.
You are required to use a word processing program such as Microsoft Word to compile your report.
The following guidelines for your report (wherever required) is a suggested style guide. Submission
of assignment can also be done in other formats which should be clearly readable and legitimate.
Format of the report
1. Assessment Cover Sheet
2. Title of the report
• Arial, Size 14 pt., Bold
3. Headings
• Arial, Size 12 pt., Bold
4. Text
• Arial, Size 11 pt.
5. Table Content
• Arial, Size 10 pt.
6. Line Spacing
• 1.5
7. Report length
• The number of words is detailed in the instructions/task description for each
individual assessment method.
8. Presentations are to be created in presentation software such as Microsoft PowerPoint.
Resources such as overhead/data projector, whiteboard markers, speakers, pen pointers, and
presentation screens will be provided.
Your Trainer/Assessor will guide you through the assessment method/requirements for each period.
RTO ID: 40336 CRICOS ID: 03187D Page 7 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Secure Best Marks with AI Grader
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Adelaide College of Technical Education
Assessment Method Coversheet
Student Name
Student
Number
Receipt of Assignment
Receiver’s
Signature Date
I certify that this assignment is my own work based on my personal study and/or research and that I
have acknowledged all materials and resources used in the preparation of this assignment whether
they are books, articles, reports, lecture notes and any other kind of document, electronic or
personal communications. I also certify that the assignment has not previously been submitted for
assessment in any award or course and that I have not copied in part or whole or otherwise
plagarised the work of other students and/or persons. I have read the advice on plagiarism and
understood its implications. I can produce another hard/soft copy of this assignment within 24 hours
if requested.
Student
Signature Date
Qualification
Code SIT40516 Qualification
Name
SIT40516 Certificate IV in Commercial
Cookery
Unit Code SITXHRM003 Unit Name Lead and manage people
Due date Trainer/Assessor
This assignment will not be marked unless the the above declaration is signed
RTO ID: 40336 CRICOS ID: 03187D Page 8 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Assessment Method Coversheet
Student Name
Student
Number
Receipt of Assignment
Receiver’s
Signature Date
I certify that this assignment is my own work based on my personal study and/or research and that I
have acknowledged all materials and resources used in the preparation of this assignment whether
they are books, articles, reports, lecture notes and any other kind of document, electronic or
personal communications. I also certify that the assignment has not previously been submitted for
assessment in any award or course and that I have not copied in part or whole or otherwise
plagarised the work of other students and/or persons. I have read the advice on plagiarism and
understood its implications. I can produce another hard/soft copy of this assignment within 24 hours
if requested.
Student
Signature Date
Qualification
Code SIT40516 Qualification
Name
SIT40516 Certificate IV in Commercial
Cookery
Unit Code SITXHRM003 Unit Name Lead and manage people
Due date Trainer/Assessor
This assignment will not be marked unless the the above declaration is signed
RTO ID: 40336 CRICOS ID: 03187D Page 8 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Overview
This unit describes the performance outcomes, skills and knowledge required to develop menus and
meal plans for people who have special dietary needs for health, lifestyle and cultural reasons. It
requires the ability to identify the dietary requirements of customers, develop special menus and
meal plans to meet those requirements, cost menus and to monitor and evaluate the success of menu
performance.
The unit applies to all hospitality and catering organisations that prepare and serve food. This
includes hotels, clubs, restaurants, educational institutions, health establishments, defence forces,
cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, event and
function caterers.
It applies to those people who operate independently or with limited guidance from others such as
senior cooks, chefs, catering supervisors and managers.
Elements
To achieve competency in this unit you must demonstrate your ability to:
1. Identify menu requirements.
2. Develop menus and meal plans for special diets.
3. Cost and document special menus and meal plans.
4. Monitor special menu performance.
When to Commence your Assessment
Your training facilitator / assessor will advise you when to commence the parts of this assessment
by taking signature on Learner Preparation Checklist.
Assessment Methods
In order to be deemed competent in this unit you must competently complete all the following
assessment tasks:
Method & Purpose Description
Assessment Method One
• Check Points
• Formative Assessment
• Online portal
Checkpoint to be completed on the online Futura Portal
comprise of all relevant performance criteria.
Assessment Method Two
• Quiz
• Formative Assessment
• Online portal
Quiz to be completed in online Futura Portal comprises
of all relevant performance criteria.
Assessment Method Three
• Written Assessment
Written assessment is short answer questions to be
completed in MS Word comprises of all performance
RTO ID: 40336 CRICOS ID: 03187D Page 9 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Overview
This unit describes the performance outcomes, skills and knowledge required to develop menus and
meal plans for people who have special dietary needs for health, lifestyle and cultural reasons. It
requires the ability to identify the dietary requirements of customers, develop special menus and
meal plans to meet those requirements, cost menus and to monitor and evaluate the success of menu
performance.
The unit applies to all hospitality and catering organisations that prepare and serve food. This
includes hotels, clubs, restaurants, educational institutions, health establishments, defence forces,
cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, event and
function caterers.
It applies to those people who operate independently or with limited guidance from others such as
senior cooks, chefs, catering supervisors and managers.
Elements
To achieve competency in this unit you must demonstrate your ability to:
1. Identify menu requirements.
2. Develop menus and meal plans for special diets.
3. Cost and document special menus and meal plans.
4. Monitor special menu performance.
When to Commence your Assessment
Your training facilitator / assessor will advise you when to commence the parts of this assessment
by taking signature on Learner Preparation Checklist.
Assessment Methods
In order to be deemed competent in this unit you must competently complete all the following
assessment tasks:
Method & Purpose Description
Assessment Method One
• Check Points
• Formative Assessment
• Online portal
Checkpoint to be completed on the online Futura Portal
comprise of all relevant performance criteria.
Assessment Method Two
• Quiz
• Formative Assessment
• Online portal
Quiz to be completed in online Futura Portal comprises
of all relevant performance criteria.
Assessment Method Three
• Written Assessment
Written assessment is short answer questions to be
completed in MS Word comprises of all performance
RTO ID: 40336 CRICOS ID: 03187D Page 9 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
• Summative Assessment
• Typed in MS Word criteria.
Assessment Method Four
• Practical Demonstration
• Summative Assessment
The Learner must demonstrate practical competency in
a task and the related skill to be observed by the trainer
RTO ID: 40336 CRICOS ID: 03187D Page 10 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
• Summative Assessment
• Typed in MS Word criteria.
Assessment Method Four
• Practical Demonstration
• Summative Assessment
The Learner must demonstrate practical competency in
a task and the related skill to be observed by the trainer
RTO ID: 40336 CRICOS ID: 03187D Page 10 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
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Adelaide College of Technical Education
Assessment Definitions
Formative assessment: The goal of formative assessment is to monitor student learning to provide
ongoing feedback that can be used by instructors to improve their teaching and by students to
improve their learning. More specifically, formative assessments:
• Help students identify their strengths and weaknesses and target areas that need work; and
• Help faculty recognise where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value.
Examples of formative assessments include asking students to:
• Draw a concept map in class to represent their understanding of a topic;
• Submit one or two sentences identifying the main point of a lecture; and
• Turn in a research proposal for early feedback.
Summative assessment: The goal of summative assessment is to evaluate student learning at the
end of an instructional unit by comparing it against some standard or benchmark. Summative
assessments are often high stakes, which means that they have a high point value. Examples of
summative assessments include:
• A mid unit assessment;
• A final project;
• A paper; and/or
• A role play.
Information from summative assessments can be used formatively when students or faculty use it to
guide their efforts and activities in subsequent courses.
Assignment: A task or piece of work allocated to someone as part of a job or course of study.
Project: an individual or collaborative enterprise that is carefully planned to achieve a particular
aim.
Written Response: In a response submission, you do assess the item you’ve been assigned to
observe, but you add your personal reaction and impressions to the report. The steps for completing
response submission are:
• Observe or read the piece for an initial understanding;
• Re-read the piece and stop to reflect often;
• Record your thoughts and impressions in notes;
• Develop an opinion; and
• Write an outline.
RTO ID: 40336 CRICOS ID: 03187D Page 11 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Assessment Definitions
Formative assessment: The goal of formative assessment is to monitor student learning to provide
ongoing feedback that can be used by instructors to improve their teaching and by students to
improve their learning. More specifically, formative assessments:
• Help students identify their strengths and weaknesses and target areas that need work; and
• Help faculty recognise where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value.
Examples of formative assessments include asking students to:
• Draw a concept map in class to represent their understanding of a topic;
• Submit one or two sentences identifying the main point of a lecture; and
• Turn in a research proposal for early feedback.
Summative assessment: The goal of summative assessment is to evaluate student learning at the
end of an instructional unit by comparing it against some standard or benchmark. Summative
assessments are often high stakes, which means that they have a high point value. Examples of
summative assessments include:
• A mid unit assessment;
• A final project;
• A paper; and/or
• A role play.
Information from summative assessments can be used formatively when students or faculty use it to
guide their efforts and activities in subsequent courses.
Assignment: A task or piece of work allocated to someone as part of a job or course of study.
Project: an individual or collaborative enterprise that is carefully planned to achieve a particular
aim.
Written Response: In a response submission, you do assess the item you’ve been assigned to
observe, but you add your personal reaction and impressions to the report. The steps for completing
response submission are:
• Observe or read the piece for an initial understanding;
• Re-read the piece and stop to reflect often;
• Record your thoughts and impressions in notes;
• Develop an opinion; and
• Write an outline.
RTO ID: 40336 CRICOS ID: 03187D Page 11 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
RTO ID: 40336 CRICOS ID: 03187D Page 12 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
RTO ID: 40336 CRICOS ID: 03187D Page 12 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Assessment Preparation Checklist
Unit/s of
Competency SITXHRM003 Lead and manage people
Learner Name
Assessor Name
As the Learner are you ready for assessment? Yes No
Has the assessment process been explained to you and
that to achieve a successful outcome for this unit of
Competency you must be deemed Satisfactory in all
assessment tasks?
Yes No
Do you understand The Recognition of Prior Learning
(RPL) process? Yes No
Do you understand which evidence is to be collected
and how? Yes No
Do you understand your rights and the appeal system? Yes No
Have you discussed any special needs that should be
considered during the assessment process? Yes No
Do you require an adjustment to the conduct of the
assessment to respond to a specific or a special need?
E.g. Cultural, Language, Disability, Literacy or
Numeracy purposes.
Yes No
I agree to undertake this assessment in the knowledge that the information gathered will only be
used for the purpose of determining my skills as Satisfactory or Not Satisfactory for each
assessment method. Additionally the information gathered is for the determination of my
Competency by the collection of all assessment evidence for this unit of competency and can only
be accessed by my workplace supervisor, my RTO and nominated regulatory authorities.
Learner Signature
Assessor Signature
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Assessment Preparation Checklist
Unit/s of
Competency SITXHRM003 Lead and manage people
Learner Name
Assessor Name
As the Learner are you ready for assessment? Yes No
Has the assessment process been explained to you and
that to achieve a successful outcome for this unit of
Competency you must be deemed Satisfactory in all
assessment tasks?
Yes No
Do you understand The Recognition of Prior Learning
(RPL) process? Yes No
Do you understand which evidence is to be collected
and how? Yes No
Do you understand your rights and the appeal system? Yes No
Have you discussed any special needs that should be
considered during the assessment process? Yes No
Do you require an adjustment to the conduct of the
assessment to respond to a specific or a special need?
E.g. Cultural, Language, Disability, Literacy or
Numeracy purposes.
Yes No
I agree to undertake this assessment in the knowledge that the information gathered will only be
used for the purpose of determining my skills as Satisfactory or Not Satisfactory for each
assessment method. Additionally the information gathered is for the determination of my
Competency by the collection of all assessment evidence for this unit of competency and can only
be accessed by my workplace supervisor, my RTO and nominated regulatory authorities.
Learner Signature
Assessor Signature
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Assessment Method One – Check Points
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed all the check points within the unit.
Checkpoints are to be completed on the online Futura portal using your student user ID/login so no
assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
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Assessment Method One – Check Points
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed all the check points within the unit.
Checkpoints are to be completed on the online Futura portal using your student user ID/login so no
assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
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Assessment Method Two - Quiz
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed the e-Quiz of the unit before the due date.
Quiz is to be completed on the online Futura portal using your student’s user ID/login so no
assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
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Assessment Method Two - Quiz
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed the e-Quiz of the unit before the due date.
Quiz is to be completed on the online Futura portal using your student’s user ID/login so no
assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
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Adelaide College of Technical Education
Assessment Method Three – Written Response Assessment
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITXHRM003 Lead and manage people
Trainer/Assessor
Assessment for this Unit of
Competency/Cluster
Details
Assessment 1 Short Answer Questions
Reasonable Adjustment
1. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
2. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signatur
e Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
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Assessment Method Three – Written Response Assessment
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITXHRM003 Lead and manage people
Trainer/Assessor
Assessment for this Unit of
Competency/Cluster
Details
Assessment 1 Short Answer Questions
Reasonable Adjustment
1. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
2. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signatur
e Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
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Adelaide College of Technical Education
Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your underpinning knowledge to complete the tasks
outlined in the elements and performance criteria for this unit of competency and relating to the
following aspects:
roles of and functions performed by supervisors and managers:
o decision making
o delegating tasks
o monitoring staff
o planning and organising
o providing information:
organisation performance
changes in organisational policies
marketing information and targets
overall organisational objectives
plans for new equipment
rationale for management decisions
technology updates
training developments
expectations, roles and responsibilities of team members:
o adhering to policies and procedures
o cooperative and open communication
o nature and scope of work
o relationships with others in the workplace and interdependent areas of activity
o reporting requirements
considerations in the individual development of staff:
o change in job responsibilities
o external training and professional development
o formal promotion
o internal training and professional development
o opportunity for greater autonomy or responsibility
features of different leadership styles
features of open and supportive communication
characteristics of effective leadership
principles of teamwork and:
o characteristics of effective teams
o roles and attributes of team members
o organisation of teams
o potential team problems
o benefits of effective teamwork
role and theories of motivation as they apply to the management of individuals and teams
the role of group dynamics in successful team management
forms of recognition and reward applicable to leading staff:
o acknowledging individual good performance to the whole team
o incentive initiatives
o informal acknowledgement
RTO ID: 40336 CRICOS ID: 03187D Page 18 of 67 V1.01 May 2018
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Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your underpinning knowledge to complete the tasks
outlined in the elements and performance criteria for this unit of competency and relating to the
following aspects:
roles of and functions performed by supervisors and managers:
o decision making
o delegating tasks
o monitoring staff
o planning and organising
o providing information:
organisation performance
changes in organisational policies
marketing information and targets
overall organisational objectives
plans for new equipment
rationale for management decisions
technology updates
training developments
expectations, roles and responsibilities of team members:
o adhering to policies and procedures
o cooperative and open communication
o nature and scope of work
o relationships with others in the workplace and interdependent areas of activity
o reporting requirements
considerations in the individual development of staff:
o change in job responsibilities
o external training and professional development
o formal promotion
o internal training and professional development
o opportunity for greater autonomy or responsibility
features of different leadership styles
features of open and supportive communication
characteristics of effective leadership
principles of teamwork and:
o characteristics of effective teams
o roles and attributes of team members
o organisation of teams
o potential team problems
o benefits of effective teamwork
role and theories of motivation as they apply to the management of individuals and teams
the role of group dynamics in successful team management
forms of recognition and reward applicable to leading staff:
o acknowledging individual good performance to the whole team
o incentive initiatives
o informal acknowledgement
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Adelaide College of Technical Education
o presenting awards
o written reports to management
o types of organisational plans and planning processes.
Place/Location where assessment will be conducted
ACTE College and Taste of Bollywood, Hindmarsh
Resources Requirement: Pen, Paper, internet access or a copy of “Australia New Zealand
Food Standards Code - Standard 3.2.1 - Food Safety Programs (Australia Only)” or an
organisational food safety plan as set out in the TP.
Instructions for assessment including WHS requirements
The assessment task for this project consists of 2 parts, Part A and Part B.
For Part A you are required to select a scenario provided in this assessment which most closely
resembles your sector in the TH&E industry.
Based on the chosen sector you are required to demonstrate your ability to:
1. Set and measure KPIs.
2. Use new or innovative approaches to meet the KPIs.
3. Define constraints to meeting KPIs.
4. Know what to do if KPIs are not met.
5. Use appropriate methods of communication.
For Part B you are required to establish a set of evaluation criteria to monitor and evaluate the
performance of staff. The following points need to be developed for Part B:
a. Set job responsibilities and tasks
b. Relate job responsibilities to specific performance indicators
c. Employee feedback collection
d. Professional development opportunities
e. Bonus and reward systems
f. Provide employees with feedback
g. Delegating tasks
You are required to address all questions to achieve competence. Your trainer will provide you with
instructions for time frames and dates to complete this assessment.
Once completed, carefully read the responses you have provided and check for completeness. Your
trainer will provide you with feedback and the result you have achieved.
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o presenting awards
o written reports to management
o types of organisational plans and planning processes.
Place/Location where assessment will be conducted
ACTE College and Taste of Bollywood, Hindmarsh
Resources Requirement: Pen, Paper, internet access or a copy of “Australia New Zealand
Food Standards Code - Standard 3.2.1 - Food Safety Programs (Australia Only)” or an
organisational food safety plan as set out in the TP.
Instructions for assessment including WHS requirements
The assessment task for this project consists of 2 parts, Part A and Part B.
For Part A you are required to select a scenario provided in this assessment which most closely
resembles your sector in the TH&E industry.
Based on the chosen sector you are required to demonstrate your ability to:
1. Set and measure KPIs.
2. Use new or innovative approaches to meet the KPIs.
3. Define constraints to meeting KPIs.
4. Know what to do if KPIs are not met.
5. Use appropriate methods of communication.
For Part B you are required to establish a set of evaluation criteria to monitor and evaluate the
performance of staff. The following points need to be developed for Part B:
a. Set job responsibilities and tasks
b. Relate job responsibilities to specific performance indicators
c. Employee feedback collection
d. Professional development opportunities
e. Bonus and reward systems
f. Provide employees with feedback
g. Delegating tasks
You are required to address all questions to achieve competence. Your trainer will provide you with
instructions for time frames and dates to complete this assessment.
Once completed, carefully read the responses you have provided and check for completeness. Your
trainer will provide you with feedback and the result you have achieved.
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Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This assessment: First Attempt 2nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student Signature Date: / /
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Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This assessment: First Attempt 2nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student Signature Date: / /
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Include Assessment 1 and Assessment 2
Assessment 1
Your Task:
Answer the following questions below. All questions must be answered.
Question 1
List 5 roles and functions performed by supervisors and managers:
Leading
Motivating
Empathizing
Performing
Negotiating
Question 2
Match the leadership style on the left to the description on the right:
Authoritarian or autocratic
leadership
Participative or democratic
Laissez-faire style
Transactional leadership
Transformational leadership
Situational leadership
1. Involves somebody speaking from a position of power
and exercising tight control over their subordinates.
2. Gives guidance to the team, but also seek their input
and opinions when making decisions.
3. Involves giving people a job and a possible direction
and letting them do it themselves.
4. Involves setting out clear goals and objectives, along
with the corresponding rewards and punishment.
5. The leader will offer some kind of personal
transformation to the follower.
6. Involves modifying your style of leadership to suit the
particular situation (Armstrong, 2016).
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Include Assessment 1 and Assessment 2
Assessment 1
Your Task:
Answer the following questions below. All questions must be answered.
Question 1
List 5 roles and functions performed by supervisors and managers:
Leading
Motivating
Empathizing
Performing
Negotiating
Question 2
Match the leadership style on the left to the description on the right:
Authoritarian or autocratic
leadership
Participative or democratic
Laissez-faire style
Transactional leadership
Transformational leadership
Situational leadership
1. Involves somebody speaking from a position of power
and exercising tight control over their subordinates.
2. Gives guidance to the team, but also seek their input
and opinions when making decisions.
3. Involves giving people a job and a possible direction
and letting them do it themselves.
4. Involves setting out clear goals and objectives, along
with the corresponding rewards and punishment.
5. The leader will offer some kind of personal
transformation to the follower.
6. Involves modifying your style of leadership to suit the
particular situation (Armstrong, 2016).
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Adelaide College of Technical Education
Question 3
List 4 important skills (or characteristics) of members of an effective team:
1.Quick learner
2Participative
3. Innovative
4. Enthusiastic
Question 4
List the 3 individual job roles of members in YOUR team, and describe what each role does.
Job Role 1: Manager Job Function: Checking the functioning of overall work place
Job Role 2: Front desk executive Job Function: Greeting the customers and giving services
Job Role 3: Kitchen executive Job Function: Taking care of their food requirements.
Question 5
List 4 common problems teams may encounter.
i. Customer dissatisfaction
ii. Employees grudges
iii. Competition increasing
iv. Financial issues
Question 6
What does ‘Group Dynamics’ mean?
The way people behave in front of others and with the manger in person (Armstrong, 2016).
Question 7
List 6 advantages of working as a team, as opposed to working individually.
1. Multiple ideas and options
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Question 3
List 4 important skills (or characteristics) of members of an effective team:
1.Quick learner
2Participative
3. Innovative
4. Enthusiastic
Question 4
List the 3 individual job roles of members in YOUR team, and describe what each role does.
Job Role 1: Manager Job Function: Checking the functioning of overall work place
Job Role 2: Front desk executive Job Function: Greeting the customers and giving services
Job Role 3: Kitchen executive Job Function: Taking care of their food requirements.
Question 5
List 4 common problems teams may encounter.
i. Customer dissatisfaction
ii. Employees grudges
iii. Competition increasing
iv. Financial issues
Question 6
What does ‘Group Dynamics’ mean?
The way people behave in front of others and with the manger in person (Armstrong, 2016).
Question 7
List 6 advantages of working as a team, as opposed to working individually.
1. Multiple ideas and options
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Adelaide College of Technical Education
2. Work has been done at faster pace
5. Multiple innovations can be done
4. Team spirit increases
5. Stress related issues are taken care of effectively
6. organizational goals are more attainable
Question 8
As a leader, the most important part of being a leader is setting a good example. Why is this?
In order to make the team look upon in order to work accordingly in the same and perform well.
Question 9
List 3 ways you can act to send a positive message to your team as a leader:
1.Always be participative
2.Open to new suggestions
3.Apply the ideas in the organizational growth (Bush and Middlewood, 2013)
Question 10
What is a manager’s role in achieving company goals?
Manger is the most important person in order to check and review the day to day activities that has
been going on and making changes further.
Question 11
Why must you show your staff that you support the business goals?
They should not feel alone in doing new things and apply the same in the company and explain the
goals and objectives to the team(Bush and Middlewood, 2013)
Question 12
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2. Work has been done at faster pace
5. Multiple innovations can be done
4. Team spirit increases
5. Stress related issues are taken care of effectively
6. organizational goals are more attainable
Question 8
As a leader, the most important part of being a leader is setting a good example. Why is this?
In order to make the team look upon in order to work accordingly in the same and perform well.
Question 9
List 3 ways you can act to send a positive message to your team as a leader:
1.Always be participative
2.Open to new suggestions
3.Apply the ideas in the organizational growth (Bush and Middlewood, 2013)
Question 10
What is a manager’s role in achieving company goals?
Manger is the most important person in order to check and review the day to day activities that has
been going on and making changes further.
Question 11
Why must you show your staff that you support the business goals?
They should not feel alone in doing new things and apply the same in the company and explain the
goals and objectives to the team(Bush and Middlewood, 2013)
Question 12
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List 4 reasons why treating people with integrity, respect and empathy will help you manage your
team.
They will feel confident in their work
They will be more participative and initiative
They will work with more passion
They will feel free to share the issues and feedback with manger
Question 13
If you don’t treat people with respect (for example use fear and threats) this can have a negative
effect on your team. List 4 examples of how lack of respect can negatively impact on a team:
They will not share any customer experience
They will feel demotivate
They will not take any initiative
They might loose interest in the work place
Question 14
Fill in the following gaps
There are 3 types of goals you need to set, they are;
Short term
Medium term
Long term
Question 15
List 3 methods you could use to help your team to monitor the progress of meeting goals:
Making a weekly schedule to record the performance
Give them training based on their lack of performance
Take cross functional managers feedback
RTO ID: 40336 CRICOS ID: 03187D Page 24 of 67 V1.01 May 2018
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List 4 reasons why treating people with integrity, respect and empathy will help you manage your
team.
They will feel confident in their work
They will be more participative and initiative
They will work with more passion
They will feel free to share the issues and feedback with manger
Question 13
If you don’t treat people with respect (for example use fear and threats) this can have a negative
effect on your team. List 4 examples of how lack of respect can negatively impact on a team:
They will not share any customer experience
They will feel demotivate
They will not take any initiative
They might loose interest in the work place
Question 14
Fill in the following gaps
There are 3 types of goals you need to set, they are;
Short term
Medium term
Long term
Question 15
List 3 methods you could use to help your team to monitor the progress of meeting goals:
Making a weekly schedule to record the performance
Give them training based on their lack of performance
Take cross functional managers feedback
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Adelaide College of Technical Education
Question 16
Setting KPIs helps to keep the organisational goals, in line with the plans and objectives of your
team.
List 3 good KPIs that might help your team achieve the organisational goals.
Taking feedback from the customers about the services that could be negative and positive
Making agendas to work on the feedback
Apply the agenda in the development of the organization
Question 17
Why is setting a KPI of ‘increased sales’ a bad KPI for helping your team achieve business goals?
This increases unnecessary pressure on the employee and they soon lose interest in the work and
disturbs the work life balance and eventually the performance affects (Drucker, 2012).
Question 18
What type of communication methods can you use to help a team become more independent (and
take responsibility for their own work)?
The encouragement in the open communication to share experience
Giving appropriate training in the lacking people
Making the activities more creative and interesting for them
Question 19
You must inform staff of what is expected in their individual role or activities they undertake. One
example is making sure you have told them expected outcomes – list 4 other aspects you must
clearly communicate to them:
The customer satisfaction must be done
The innovation in the work has to be there
Quick solution and decision making process
Health and hygiene to be maintained
Question 20
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Question 16
Setting KPIs helps to keep the organisational goals, in line with the plans and objectives of your
team.
List 3 good KPIs that might help your team achieve the organisational goals.
Taking feedback from the customers about the services that could be negative and positive
Making agendas to work on the feedback
Apply the agenda in the development of the organization
Question 17
Why is setting a KPI of ‘increased sales’ a bad KPI for helping your team achieve business goals?
This increases unnecessary pressure on the employee and they soon lose interest in the work and
disturbs the work life balance and eventually the performance affects (Drucker, 2012).
Question 18
What type of communication methods can you use to help a team become more independent (and
take responsibility for their own work)?
The encouragement in the open communication to share experience
Giving appropriate training in the lacking people
Making the activities more creative and interesting for them
Question 19
You must inform staff of what is expected in their individual role or activities they undertake. One
example is making sure you have told them expected outcomes – list 4 other aspects you must
clearly communicate to them:
The customer satisfaction must be done
The innovation in the work has to be there
Quick solution and decision making process
Health and hygiene to be maintained
Question 20
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How can encouraging open communication and innovative thinking help your team meet goals?
They will share more experiences and the solutions they provided in such situations
They will share the learning’s that can be used in future
They will provide motivation and innovation thinking in work
Question 21
List 3 innovations in the hospitality industry, that you may discuss with your team:
Greeting the customers with variety of foods and beverages
Providing solutions in limited time
Making activities based on their interests and giving attractive packages to them
Question 22
Why is encouraging and rewarding staff important?
This is useful in showing them that the organization has been appraising their work and is looking
forward for better work in future.
Question 23
List 3 ways to reward individual or team performance.
1. By monetary benefits
2. By awarding them with some token of appreciation
3. Promoting them from current position(Drucker, 2012)
Question 24
List 3 benefits of communicating with your staff and involving them in making decisions.
1. This helps in clearing the organizational goals to them
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How can encouraging open communication and innovative thinking help your team meet goals?
They will share more experiences and the solutions they provided in such situations
They will share the learning’s that can be used in future
They will provide motivation and innovation thinking in work
Question 21
List 3 innovations in the hospitality industry, that you may discuss with your team:
Greeting the customers with variety of foods and beverages
Providing solutions in limited time
Making activities based on their interests and giving attractive packages to them
Question 22
Why is encouraging and rewarding staff important?
This is useful in showing them that the organization has been appraising their work and is looking
forward for better work in future.
Question 23
List 3 ways to reward individual or team performance.
1. By monetary benefits
2. By awarding them with some token of appreciation
3. Promoting them from current position(Drucker, 2012)
Question 24
List 3 benefits of communicating with your staff and involving them in making decisions.
1. This helps in clearing the organizational goals to them
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2. They feel that they are also an important asset to the organization
3. They work more passionately to achieve the desired goals
Question 25
List 3 ways to show your employees that you support and value open communication within the
team
1. Make them share their respective experiences
2. Give them tasks and activities to develop team work and innovation
3. Take meetings and conferences to encourage the good work done by them(Drucker, 2012)
Question 26
As a manager or team leader you need to communicate the important ideas, plans and objectives.
List 3 pieces of data or information the team may need full access to.
1. The increment or decrement in the sales and revenues
2. The objectives and goals of the company
3. The policies and changes in the policies that has been working in order to see the effective
changes in the system.
Question 27
How does having your team fully informed about business objectives and goals help the business?
This make them work towards the achievement of the goals from day one of their working, this will
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2. They feel that they are also an important asset to the organization
3. They work more passionately to achieve the desired goals
Question 25
List 3 ways to show your employees that you support and value open communication within the
team
1. Make them share their respective experiences
2. Give them tasks and activities to develop team work and innovation
3. Take meetings and conferences to encourage the good work done by them(Drucker, 2012)
Question 26
As a manager or team leader you need to communicate the important ideas, plans and objectives.
List 3 pieces of data or information the team may need full access to.
1. The increment or decrement in the sales and revenues
2. The objectives and goals of the company
3. The policies and changes in the policies that has been working in order to see the effective
changes in the system.
Question 27
How does having your team fully informed about business objectives and goals help the business?
This make them work towards the achievement of the goals from day one of their working, this will
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also help the organization to gain good and hard working assets.
Question 28
When someone has a criticism of your team’s performance why does this reflect badly on you?
The criticism in the overall work is based on the performance and attitude of the manager and the
same has reflected on the working style of the team mate. This reflects their overall efforts towards
the work (Drucker, 2012).
Question 29
What does using feedback provide team members with?
This tells them their performance and the reflection of their leanings and the points where they has
to improve there work
Question 30
Finish this sentence. If the employee has done a good job, then the feedback should be......
Rewarding and motivating and also should be a good example to all the others in order to see the
effect of the same on the work process (Miller and Rollnick, 2012).
Question 31
Finish this sentence. If you need to provide criticism to an employee, then the feedback should
be......
In a way so as they can learn from their mistakes and make changes in the work in future
Question 32
List 3 benefits of delegation
1. Improve the employees performance
2. Increases the growth of the employee
3. Reduces the work of the manager
Question 33
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also help the organization to gain good and hard working assets.
Question 28
When someone has a criticism of your team’s performance why does this reflect badly on you?
The criticism in the overall work is based on the performance and attitude of the manager and the
same has reflected on the working style of the team mate. This reflects their overall efforts towards
the work (Drucker, 2012).
Question 29
What does using feedback provide team members with?
This tells them their performance and the reflection of their leanings and the points where they has
to improve there work
Question 30
Finish this sentence. If the employee has done a good job, then the feedback should be......
Rewarding and motivating and also should be a good example to all the others in order to see the
effect of the same on the work process (Miller and Rollnick, 2012).
Question 31
Finish this sentence. If you need to provide criticism to an employee, then the feedback should
be......
In a way so as they can learn from their mistakes and make changes in the work in future
Question 32
List 3 benefits of delegation
1. Improve the employees performance
2. Increases the growth of the employee
3. Reduces the work of the manager
Question 33
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List 3 reasons managers don’t delegate.
1. They have low confidence
2. They don’t care
3. They have less faith on the team
Question 34
How does increasing an employee’s level of responsibility gradually help the employee overcome
some barriers to delegation?
This will improve their sense to resolve the issues and make them more disciplined and responsible
towards work for next time(Miller and Rollnick, 2012).
Question 35
Why is it important to make an effort to develop individuals within your team?
This will make a good position and responsibility of all the employees and they are more focussed
on the responsibility that has been assigned to them and do not have to think about other works
(Miller and Rollnick, 2012)
Question 36
List 3 ways you can help individuals develop within a team
1. They try to communicate their ideas and responsibilities with each other and explain the
situation they have been into.
2. By giving those different assignments each time to make sure they have enough time to
work on that individually. They need to perform on them differently and using the same in
the work culture in future.
3. By getting them to check each other’s work and suggest respective changes in the same
Question 37
You can use KPIs which can help you monitor team performance, to make sure your team is
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List 3 reasons managers don’t delegate.
1. They have low confidence
2. They don’t care
3. They have less faith on the team
Question 34
How does increasing an employee’s level of responsibility gradually help the employee overcome
some barriers to delegation?
This will improve their sense to resolve the issues and make them more disciplined and responsible
towards work for next time(Miller and Rollnick, 2012).
Question 35
Why is it important to make an effort to develop individuals within your team?
This will make a good position and responsibility of all the employees and they are more focussed
on the responsibility that has been assigned to them and do not have to think about other works
(Miller and Rollnick, 2012)
Question 36
List 3 ways you can help individuals develop within a team
1. They try to communicate their ideas and responsibilities with each other and explain the
situation they have been into.
2. By giving those different assignments each time to make sure they have enough time to
work on that individually. They need to perform on them differently and using the same in
the work culture in future.
3. By getting them to check each other’s work and suggest respective changes in the same
Question 37
You can use KPIs which can help you monitor team performance, to make sure your team is
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progressing towards achieving goals. What does ‘KPI’ stand for?
Key performance Indicators, they are the major points of the job role. They are the basics and path
that the employee has to take in order to work in the organization.
Question 38
KPIs should conform to the SMART principle. What does S.M.A.R.T. stand for?
It stands for Specific, Measurable, Achievable, Result-oriented or Relevant ,Time-bound
Question 39
How often should you provide coaching or mentoring to your team?
The coaching and mentoring is mandatory to be done every quarter and make sure that they are
based on the development and access of the various principles of the organization and work upon
that. Coaching should also be given whenever any new field has been introduced in the field and the
respective speciality is needed in the field. Moreover any need of a particular quality is also
important to see the need of training.
Question 40
List 2 aspects which can affect how much coaching or mentoring a person may need.
1. The performance they are delivering and the consistency in the performance of the
employee
2. The lack of expertise in the particular field required in the business development and
learning
Question 41
When it comes to motivation – what is more important to most people than money?
Respect and position that has been provided to them is considered to be the most important factor to
the people in the work force as many of the people are there for respect and recognition , thus
motivation will help them to keep up their passion and field towards the work and respective work
force in the same.
Question 42
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progressing towards achieving goals. What does ‘KPI’ stand for?
Key performance Indicators, they are the major points of the job role. They are the basics and path
that the employee has to take in order to work in the organization.
Question 38
KPIs should conform to the SMART principle. What does S.M.A.R.T. stand for?
It stands for Specific, Measurable, Achievable, Result-oriented or Relevant ,Time-bound
Question 39
How often should you provide coaching or mentoring to your team?
The coaching and mentoring is mandatory to be done every quarter and make sure that they are
based on the development and access of the various principles of the organization and work upon
that. Coaching should also be given whenever any new field has been introduced in the field and the
respective speciality is needed in the field. Moreover any need of a particular quality is also
important to see the need of training.
Question 40
List 2 aspects which can affect how much coaching or mentoring a person may need.
1. The performance they are delivering and the consistency in the performance of the
employee
2. The lack of expertise in the particular field required in the business development and
learning
Question 41
When it comes to motivation – what is more important to most people than money?
Respect and position that has been provided to them is considered to be the most important factor to
the people in the work force as many of the people are there for respect and recognition , thus
motivation will help them to keep up their passion and field towards the work and respective work
force in the same.
Question 42
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Why is recognising and rewarding good performance important?
This is important in setting a good example to other employees as they feel motivated and look
upon the good examples in order to make the work go in a good and fast way. This is also important
to make the respective employee grow in the field of work (Miller and Rollnick, 2012).
Question 43
List 3 methods to reward good performance of team members:
1. By giving them some cash or other monetary rewards that they can enjoy with the family.
2. By giving them next level of promotion to the employees that is important in the
development of the career and future avenues.
3. By giving them annual appraisal and recognition in front of all the team and appreciating
that in order to develop a good work culture.
Question 44
What are motivational theories?
List 3 examples of motivational theories
Motivational theories are the one that has been made in order to motivate the employee to work
towards the goals and achievement of the goals based on the intrinsic and extrinsic factors. The
various theories are:
1. McClelland’s Need Theory
2. McGregor’s Participation Theory:
3. Urwick’s Theory Z
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Why is recognising and rewarding good performance important?
This is important in setting a good example to other employees as they feel motivated and look
upon the good examples in order to make the work go in a good and fast way. This is also important
to make the respective employee grow in the field of work (Miller and Rollnick, 2012).
Question 43
List 3 methods to reward good performance of team members:
1. By giving them some cash or other monetary rewards that they can enjoy with the family.
2. By giving them next level of promotion to the employees that is important in the
development of the career and future avenues.
3. By giving them annual appraisal and recognition in front of all the team and appreciating
that in order to develop a good work culture.
Question 44
What are motivational theories?
List 3 examples of motivational theories
Motivational theories are the one that has been made in order to motivate the employee to work
towards the goals and achievement of the goals based on the intrinsic and extrinsic factors. The
various theories are:
1. McClelland’s Need Theory
2. McGregor’s Participation Theory:
3. Urwick’s Theory Z
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Assessment 2
Part A – Setting managing and communicating Key Performance Indicators
For this assessment you are required to consider a scenario from your industry and then set key
performance indicators (KPIs) based on this scenario. You will need to consider the business
reasons for the KPIs, look at what the current KPIs are and set target KPIs to be achieved.
You will then need to:
1. Set and measure KPIs.
2. Use new or innovative approaches to meet the KPIs.
3. Define constraints to meeting KPIs.
4. Know what to do if KPIs are not met.
5. Use appropriate methods of communication.
If more space is required for any answer you can attach a separate page containing name,
assessment date, unit title unit code and the assessment task number and attach this page with the
current assessment task before submission.
Please choose ONE of the following scenarios which most closely resembles your industry.
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Assessment 2
Part A – Setting managing and communicating Key Performance Indicators
For this assessment you are required to consider a scenario from your industry and then set key
performance indicators (KPIs) based on this scenario. You will need to consider the business
reasons for the KPIs, look at what the current KPIs are and set target KPIs to be achieved.
You will then need to:
1. Set and measure KPIs.
2. Use new or innovative approaches to meet the KPIs.
3. Define constraints to meeting KPIs.
4. Know what to do if KPIs are not met.
5. Use appropriate methods of communication.
If more space is required for any answer you can attach a separate page containing name,
assessment date, unit title unit code and the assessment task number and attach this page with the
current assessment task before submission.
Please choose ONE of the following scenarios which most closely resembles your industry.
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Hospitality Scenario:
You are the supervisor of the Food and Beverage Service Team and have just returned from your
monthly management meeting.
Mr. McElm, the new GM has reviewed the Sales and Customer service history from the past 12
months and accordingly developed and set new targets to improve the organisation’s customer
service provisions and sales targets.
The following aspects will need to be addressed in the F&B section:
Current Targeted
EXAMPLE ONLY: The average per head spend
currently sits at $23.00.
EXAMPLE ONLY: Increase average spend to
$26.50
The feedback received per 5000 customers shows
250 (5%) customers were dissatisfied with
product and service provisions
Improve product and service provisions pro-
actively with a target of 98% within 9 months.
There have been 37 errors or discrepancies with
customer accounts/wrong orders during the past
12 months which resulted in $3,950.00 of losses
Maximum discrepancies must not exceed $100.00
per month – F&B manager must be informed
immediately
There have been 16 complaints related to
cleanliness of glassware/crockery during the past
5 months
No complaints related to cleanliness of
glassware/crockery are acceptable – procedures
must be implemented to ensure this.
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Hospitality Scenario:
You are the supervisor of the Food and Beverage Service Team and have just returned from your
monthly management meeting.
Mr. McElm, the new GM has reviewed the Sales and Customer service history from the past 12
months and accordingly developed and set new targets to improve the organisation’s customer
service provisions and sales targets.
The following aspects will need to be addressed in the F&B section:
Current Targeted
EXAMPLE ONLY: The average per head spend
currently sits at $23.00.
EXAMPLE ONLY: Increase average spend to
$26.50
The feedback received per 5000 customers shows
250 (5%) customers were dissatisfied with
product and service provisions
Improve product and service provisions pro-
actively with a target of 98% within 9 months.
There have been 37 errors or discrepancies with
customer accounts/wrong orders during the past
12 months which resulted in $3,950.00 of losses
Maximum discrepancies must not exceed $100.00
per month – F&B manager must be informed
immediately
There have been 16 complaints related to
cleanliness of glassware/crockery during the past
5 months
No complaints related to cleanliness of
glassware/crockery are acceptable – procedures
must be implemented to ensure this.
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Tourism Scenario:
As the team leader at Bulga Bulga adventure tours you are responsible for overseeing the
promotion, booking and tour guide teams of guided bus tours in outback Australia.
The managing director has set business targets he would like to see achieved over the next 12
months. They are:
Current Targeted
On average, only 50 of our 320 customers per
month are repeat customers.
Increase number of repeat customers to 70 per
month.
In customer feedback surveys only 45% of people
say they are happy with the catering on the tours.
Increase percentage of positive customer surveys to
75%
Commissions from bookings through our partner
agencies made up $15,000 on average per month.
Increase partner agency commissions to $20,000
per month.
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Tourism Scenario:
As the team leader at Bulga Bulga adventure tours you are responsible for overseeing the
promotion, booking and tour guide teams of guided bus tours in outback Australia.
The managing director has set business targets he would like to see achieved over the next 12
months. They are:
Current Targeted
On average, only 50 of our 320 customers per
month are repeat customers.
Increase number of repeat customers to 70 per
month.
In customer feedback surveys only 45% of people
say they are happy with the catering on the tours.
Increase percentage of positive customer surveys to
75%
Commissions from bookings through our partner
agencies made up $15,000 on average per month.
Increase partner agency commissions to $20,000
per month.
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Events Scenario:
You are the Team Leader of the Events Management team and have received an email from your
Managing Director. Part of the email reads:
------
Good Morning,
I need to draw your attention to some problems that have recently come to my attention.
On the eventmanagement.com website, our company has received 14 poor reviews out of 22. This
means only 37% of people are giving positive reviews. In my opinion anything less than 80% of
positive reviews is unacceptable. The 2 most common reasons given for the poor reviews are the
poor quality of catering, and that events did not run on time.
We know from our own customer feedback that our customers are generally very happy with our
service, so I believe getting more of our happy customers to post would be a great advantage and
boost our ranking on the site. As we have almost 50 customers per month I would like to see at least
half of these encouraged to post positive reviews online.
Also, our repeat customer figures show that only 5 of our 50 customers last month were from repeat
business. I would like to see this increase from 10% to the industry average of 20%.
As team leader, I am relying on you to make the team aware of the problems, set targets for
improvement, and see that they are achieved over the next 6 months.
Regards,
Ed Ventura,
MD.
From this email the goals are:
Current Targeted
37% of people are giving positive reviews on
eventmanagement.com
Increase percentage of positive reviews to 80%
Unknown Get 25 new reviews posted per month on
eventmanagement.com
10% of customers come from repeat business. Increase percentage of repeat customers to 20%.
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Events Scenario:
You are the Team Leader of the Events Management team and have received an email from your
Managing Director. Part of the email reads:
------
Good Morning,
I need to draw your attention to some problems that have recently come to my attention.
On the eventmanagement.com website, our company has received 14 poor reviews out of 22. This
means only 37% of people are giving positive reviews. In my opinion anything less than 80% of
positive reviews is unacceptable. The 2 most common reasons given for the poor reviews are the
poor quality of catering, and that events did not run on time.
We know from our own customer feedback that our customers are generally very happy with our
service, so I believe getting more of our happy customers to post would be a great advantage and
boost our ranking on the site. As we have almost 50 customers per month I would like to see at least
half of these encouraged to post positive reviews online.
Also, our repeat customer figures show that only 5 of our 50 customers last month were from repeat
business. I would like to see this increase from 10% to the industry average of 20%.
As team leader, I am relying on you to make the team aware of the problems, set targets for
improvement, and see that they are achieved over the next 6 months.
Regards,
Ed Ventura,
MD.
From this email the goals are:
Current Targeted
37% of people are giving positive reviews on
eventmanagement.com
Increase percentage of positive reviews to 80%
Unknown Get 25 new reviews posted per month on
eventmanagement.com
10% of customers come from repeat business. Increase percentage of repeat customers to 20%.
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Adelaide College of Technical Education
1. Set and measure KPIs
NOTE: Please choose ONE of the previous scenarios which most closely resembles your industry
to set the following KPIs.
Based on the chosen scenario, create 3 KPIs to help you monitor and manage the department.
Model Hospitality KPIs
KPI 1:
KPI Name: Customer feedback should be positive
KPI Description: The precent of customers with negative feedback should be less than the target one
Current: 250 out of 5000 customers 5%
KPI Target: Reduce the same to 3 % a month
How you will
measure this KPI?
Over what time
frame?
Check the feedback weekly and measure the employees performance based on that
(Cardol, et. al., 2012).
KPI 2:
KPI Name: Checking the logistics and accounts of the hotel
KPI Description: To check all the reasons for wrong orders and effect of the same on the account
Current: $3950 during last 12 months. The current is $329.15 per month.
KPI Target: Reducing the number of loses that has been faced to up to 150$ a month
How you will
measure this KPI?
Over what time
frame?
Checking and surprise auditing to see any one deliberately doing the same to the
place and make sure the same does not happen again and the culprit to be punished.
KPI 3:
KPI Name: Hygiene issues to be taken care of regularly.
KPI Description: The complaints related to the presentation of glass and crockery is to be reduced
Current: On an average 3.2 % per month the complaints are being reveived
KPI Target: The same has be taken with utmost importance to reduce the same to zero
How you will
measure this KPI?
Over what time
This will be done by supervising the kitchen staff with strict guidelines
RTO ID: 40336 CRICOS ID: 03187D Page 36 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
1. Set and measure KPIs
NOTE: Please choose ONE of the previous scenarios which most closely resembles your industry
to set the following KPIs.
Based on the chosen scenario, create 3 KPIs to help you monitor and manage the department.
Model Hospitality KPIs
KPI 1:
KPI Name: Customer feedback should be positive
KPI Description: The precent of customers with negative feedback should be less than the target one
Current: 250 out of 5000 customers 5%
KPI Target: Reduce the same to 3 % a month
How you will
measure this KPI?
Over what time
frame?
Check the feedback weekly and measure the employees performance based on that
(Cardol, et. al., 2012).
KPI 2:
KPI Name: Checking the logistics and accounts of the hotel
KPI Description: To check all the reasons for wrong orders and effect of the same on the account
Current: $3950 during last 12 months. The current is $329.15 per month.
KPI Target: Reducing the number of loses that has been faced to up to 150$ a month
How you will
measure this KPI?
Over what time
frame?
Checking and surprise auditing to see any one deliberately doing the same to the
place and make sure the same does not happen again and the culprit to be punished.
KPI 3:
KPI Name: Hygiene issues to be taken care of regularly.
KPI Description: The complaints related to the presentation of glass and crockery is to be reduced
Current: On an average 3.2 % per month the complaints are being reveived
KPI Target: The same has be taken with utmost importance to reduce the same to zero
How you will
measure this KPI?
Over what time
This will be done by supervising the kitchen staff with strict guidelines
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Adelaide College of Technical Education
frame?
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frame?
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2. New or innovative approaches to meet the KPIs
For each KPI, outline the steps that you think need to be taken to achieve the KPI. You might need
to employ innovative approaches (procedures, processes, systems, technology, etc) to make sure
that you and your team achieve each KPI.
KPI Target Steps involved to achieve this KPI.
Increase total
sales per head
from $23 to
$26.50 per head.
Selling drinks is key to increasing sales per customer. Wait staff need be pro-active;
Knowledge of specials and menus.
Employing suggestive selling methods.
KPI Target 1
Working regularly on the feedback that has been revived by the employees and be
proactive to avoid them (Cardol, et. al., 2012).
KPI Target 2
Maintain the accounts and logistics daily
KPI Target 3
Appoint a separate supervisor for crockery hygiene
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2. New or innovative approaches to meet the KPIs
For each KPI, outline the steps that you think need to be taken to achieve the KPI. You might need
to employ innovative approaches (procedures, processes, systems, technology, etc) to make sure
that you and your team achieve each KPI.
KPI Target Steps involved to achieve this KPI.
Increase total
sales per head
from $23 to
$26.50 per head.
Selling drinks is key to increasing sales per customer. Wait staff need be pro-active;
Knowledge of specials and menus.
Employing suggestive selling methods.
KPI Target 1
Working regularly on the feedback that has been revived by the employees and be
proactive to avoid them (Cardol, et. al., 2012).
KPI Target 2
Maintain the accounts and logistics daily
KPI Target 3
Appoint a separate supervisor for crockery hygiene
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Adelaide College of Technical Education
3. Constraints to meeting KPIs.
What could prevent you (organisational constraints) from implementing these new techniques?
What needs to be considered?
The senior employees or the policies of the company can affect the growth
4. What to do if KPIs are not met.
What will you do if you identify that staff members struggle or do not achieve the set targets? Think
about the technique you would use to find where the problem lies, who you would communicate
with and the steps involved in finding a solution.
Training will be given and work will be done small level to higher level
5. Methods of communication.
What methods of communication will you use to communicate the KPIs to your team?
Meetings
Trainings
Handouts
Personal participation in the work
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3. Constraints to meeting KPIs.
What could prevent you (organisational constraints) from implementing these new techniques?
What needs to be considered?
The senior employees or the policies of the company can affect the growth
4. What to do if KPIs are not met.
What will you do if you identify that staff members struggle or do not achieve the set targets? Think
about the technique you would use to find where the problem lies, who you would communicate
with and the steps involved in finding a solution.
Training will be given and work will be done small level to higher level
5. Methods of communication.
What methods of communication will you use to communicate the KPIs to your team?
Meetings
Trainings
Handouts
Personal participation in the work
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Adelaide College of Technical Education
Part B – Performance Review
Performance reviews are used by managers and supervisors to give and receive feedback from staff.
In this part of the assessment you will create a set of evaluation criteria to monitor and evaluate
your staff. You will need to:
a. Set Job Responsibilities and Tasks
b. Relate job responsibilities to specific performance indicators
c. Employee Feedback
d. Professional Development
e. Bonus and Reward Systems
f. Provide employees with feedback
g. Delegating tasks
a. Set Job Responsibilities and Tasks
Choose one Job Role within your department and document the responsibilities for that job role.
Use the following example as a guide:
EXAMPLE: Roles and responsibilities
JOB TITLE Responsibilities
Head waiter Provide table service to tables.
Abide by responsible service of alcohol laws.
Comply with all workplace health and safety guidelines.
Train junior staff on customer service and upselling techniques.
Act as a positive role model by offering excellent customer service.
Supervise junior staff during table service.
Monitor billing and payments of orders during service.
Delegate job tasks to other waiting staff (Rummler and Brache, 2012).
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Part B – Performance Review
Performance reviews are used by managers and supervisors to give and receive feedback from staff.
In this part of the assessment you will create a set of evaluation criteria to monitor and evaluate
your staff. You will need to:
a. Set Job Responsibilities and Tasks
b. Relate job responsibilities to specific performance indicators
c. Employee Feedback
d. Professional Development
e. Bonus and Reward Systems
f. Provide employees with feedback
g. Delegating tasks
a. Set Job Responsibilities and Tasks
Choose one Job Role within your department and document the responsibilities for that job role.
Use the following example as a guide:
EXAMPLE: Roles and responsibilities
JOB TITLE Responsibilities
Head waiter Provide table service to tables.
Abide by responsible service of alcohol laws.
Comply with all workplace health and safety guidelines.
Train junior staff on customer service and upselling techniques.
Act as a positive role model by offering excellent customer service.
Supervise junior staff during table service.
Monitor billing and payments of orders during service.
Delegate job tasks to other waiting staff (Rummler and Brache, 2012).
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JOB TITLE: Responsibilities
Floor manger Assist the customers
Supervise the front desk
Check the boarding arrangements
Check daily logistics
Refurbish the supplies
Check the logistics
Check the outside presentation and facilities of the place
Manage the issues of the employees reporting to them
Make travel and booking arrangement for the customers to see
Make out of the box arrangements for the customers (Rummler and Brache,
2012).
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JOB TITLE: Responsibilities
Floor manger Assist the customers
Supervise the front desk
Check the boarding arrangements
Check daily logistics
Refurbish the supplies
Check the logistics
Check the outside presentation and facilities of the place
Manage the issues of the employees reporting to them
Make travel and booking arrangement for the customers to see
Make out of the box arrangements for the customers (Rummler and Brache,
2012).
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Adelaide College of Technical Education
b. Relate job responsibilities to specific performance indicators
Using the job responsibilities you listed in part A, create specific performance indicators.
You will need to:
State what the indicator is
Document how the indicator will be measured
Example:
Performance Indicator: How this will be measured:
Delegate job tasks to other waiting staff. All waiting staff to know their own role and
tasks for each shift.
Performance Indicator: How this will be measured:
Customer feedback about the experience in the stay
and visit of the hotel and the facilities they used
Use written and mail based feedbacks from the
customers in order to get the reflection on all
the major experiences they have been facing
Performance Indicator: How this will be measured:
Logistics analysis of the accounts and the warehouse Check daily the in and out stock in order to
maintain the stock and the incurred stock in the
development of the warehouse and making
changes effectively
Performance Indicator: How this will be measured:
Hygiene maintenance inside and outside of the hotel as
to make it look presentable all the time
Hourly checking of the floor and nearby areas
in order to clear the issues immediately and
also refilling the supplies in all the areas of
need of the customers.
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b. Relate job responsibilities to specific performance indicators
Using the job responsibilities you listed in part A, create specific performance indicators.
You will need to:
State what the indicator is
Document how the indicator will be measured
Example:
Performance Indicator: How this will be measured:
Delegate job tasks to other waiting staff. All waiting staff to know their own role and
tasks for each shift.
Performance Indicator: How this will be measured:
Customer feedback about the experience in the stay
and visit of the hotel and the facilities they used
Use written and mail based feedbacks from the
customers in order to get the reflection on all
the major experiences they have been facing
Performance Indicator: How this will be measured:
Logistics analysis of the accounts and the warehouse Check daily the in and out stock in order to
maintain the stock and the incurred stock in the
development of the warehouse and making
changes effectively
Performance Indicator: How this will be measured:
Hygiene maintenance inside and outside of the hotel as
to make it look presentable all the time
Hourly checking of the floor and nearby areas
in order to clear the issues immediately and
also refilling the supplies in all the areas of
need of the customers.
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c. Employee Feedback
List 3 methods you can employ to encourage employees to give you open and honest feedback, and
give an example of each:
EXAMPLE:
Method: Example:
Staff meetings During each staff meeting devote time to asking for ideas
or contributions from staff.
Acknowledge staff who have given feedback.
Method 1-3: Example:
1. Presentation based on the past and current
issues that has been faced by them and thus
helping in the development of the relation
with the manager
2. One to one discussion in order to develop the
relation with manager and tell them new
features that can be added to the
organizations work culture
3. Open discussion platform to share the views
on the actions taken in certain cases and the
views to be taken from other team members
to make strategy in future.
1. For example an issue with some medical
issues facing customer and some specific
demands that has been placed by them
2. For example new uniform and welcome
process for the elite customers in order to
make them feel more special
3. For example dealing with drunk
customers and making effective
arrangements in order to save them from
creating nuisance for other customers
(Gattorna, 2015)
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c. Employee Feedback
List 3 methods you can employ to encourage employees to give you open and honest feedback, and
give an example of each:
EXAMPLE:
Method: Example:
Staff meetings During each staff meeting devote time to asking for ideas
or contributions from staff.
Acknowledge staff who have given feedback.
Method 1-3: Example:
1. Presentation based on the past and current
issues that has been faced by them and thus
helping in the development of the relation
with the manager
2. One to one discussion in order to develop the
relation with manager and tell them new
features that can be added to the
organizations work culture
3. Open discussion platform to share the views
on the actions taken in certain cases and the
views to be taken from other team members
to make strategy in future.
1. For example an issue with some medical
issues facing customer and some specific
demands that has been placed by them
2. For example new uniform and welcome
process for the elite customers in order to
make them feel more special
3. For example dealing with drunk
customers and making effective
arrangements in order to save them from
creating nuisance for other customers
(Gattorna, 2015)
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d. Professional Development
Training and development should help solve problems or skill shortages in the department and
improve both the staff member and the business.
List 3 techniques which you can use to identify problems or skills shortages in your department,
which will help you determine training needs.
EXAMPLE:
TECHNIQUE TO IDENTIFY PROBLEMS OR SKILLS SHORTAGES:
Using customer feedback surveys. Customers making complaints might point you to a problem with
products or service, which may highlight gaps in an individual’s knowledge or skills.
Practical tests The tests should include all the features that has
been meant to see the overall experience and the
nature of the things and techniques that has been
identified by the manger and based on reports
further tests are done.
Customer surveys The customer feedback and the relative structure
that is important in order to develop the various
things that is important to satisfy the customers
and make changes accordingly.
Cross functional feedback There are some suggestions and feedbacks that
have been received from the other team
members and making the respective changes in
the development and way to cater the various
fields in the system (Gattorna, 2015).
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d. Professional Development
Training and development should help solve problems or skill shortages in the department and
improve both the staff member and the business.
List 3 techniques which you can use to identify problems or skills shortages in your department,
which will help you determine training needs.
EXAMPLE:
TECHNIQUE TO IDENTIFY PROBLEMS OR SKILLS SHORTAGES:
Using customer feedback surveys. Customers making complaints might point you to a problem with
products or service, which may highlight gaps in an individual’s knowledge or skills.
Practical tests The tests should include all the features that has
been meant to see the overall experience and the
nature of the things and techniques that has been
identified by the manger and based on reports
further tests are done.
Customer surveys The customer feedback and the relative structure
that is important in order to develop the various
things that is important to satisfy the customers
and make changes accordingly.
Cross functional feedback There are some suggestions and feedbacks that
have been received from the other team
members and making the respective changes in
the development and way to cater the various
fields in the system (Gattorna, 2015).
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e. Bonus and Reward Systems
What is the purpose of a reward system?
The reward system is necessary in order to recognize the various efforts the employee has put into
the system in order to develop the various features in the system and by that it will help in the
motivation and example setting for other employees.
List 3 different ways you can reward your employees. For each reward type list any positive or
negative aspects associated with the type of reward.
Reward Positive Negative
1. Promotion from the
current designation to a
different designation
2. Giving monetary
benefits like gift
voucher, travel tickets
with family
3. Giving certification and
appreciation in front of
the team and senior
management
1. This will add to the
experience and the quality
and the services to be
delivered by the employee
to other.
2. This will add to the
motivational level of the
employee and they will
make sure all the targets
are being achieved in the
development process.
3. This will make them feel
recognized and the image
in front of all is also
improved
1. This might add
additional
responsibilities and make
the employee work more
than expected and might
not be favoured by all.
2. This might not be that
motivating to the
employee as they will
not work hard to get
these benefits.
3. This is not a major
motivational feature in
the work process.
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e. Bonus and Reward Systems
What is the purpose of a reward system?
The reward system is necessary in order to recognize the various efforts the employee has put into
the system in order to develop the various features in the system and by that it will help in the
motivation and example setting for other employees.
List 3 different ways you can reward your employees. For each reward type list any positive or
negative aspects associated with the type of reward.
Reward Positive Negative
1. Promotion from the
current designation to a
different designation
2. Giving monetary
benefits like gift
voucher, travel tickets
with family
3. Giving certification and
appreciation in front of
the team and senior
management
1. This will add to the
experience and the quality
and the services to be
delivered by the employee
to other.
2. This will add to the
motivational level of the
employee and they will
make sure all the targets
are being achieved in the
development process.
3. This will make them feel
recognized and the image
in front of all is also
improved
1. This might add
additional
responsibilities and make
the employee work more
than expected and might
not be favoured by all.
2. This might not be that
motivating to the
employee as they will
not work hard to get
these benefits.
3. This is not a major
motivational feature in
the work process.
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f. Provide employees with feedback
You should provide feedback to your staff on a regular basis. The method you use to provide
feedback might depend on the time the employee has worked for you, and the context of the
feedback you need to provide.
For each of the following, give an example of a method of feedback (continuous, public, private)
you could use to provide feedback to the employee.
EXAMPLE:
Work Scenario Feedback Method
Training a new employee. Continuous positive feedback is needed as each task is
learned and completed.
New employees can feel anxious if they are not clearly
shown what to do, and given praise as they learn the
ropes.
Work Scenario 1 Feedback Method
Indicating the progress of the team in
relation to meeting KPIs.
Continuously checking the work given to them and
watching the performance of the team, make the KPI
more specific and brief the same to them effectively.
Work Scenario 2 Feedback Method
The worker needs to be spoken to after a
period of poor performance.
This should be done by sending them mail and making a
record of the week points that has been making them
perform badly continuously and work on those points.
This can also been done by face to face discussion with
the various methods that has been done in the
development of the same.
Work Scenario 3 Feedback Method
Yearly review process. This should be done by appropriately feeding the targets
and making the changes in the same after the
performance of the employee is done. This will develop
and appropriate structure in order to see the effective
changes in the development of the methods (Salisbury,
2012).
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f. Provide employees with feedback
You should provide feedback to your staff on a regular basis. The method you use to provide
feedback might depend on the time the employee has worked for you, and the context of the
feedback you need to provide.
For each of the following, give an example of a method of feedback (continuous, public, private)
you could use to provide feedback to the employee.
EXAMPLE:
Work Scenario Feedback Method
Training a new employee. Continuous positive feedback is needed as each task is
learned and completed.
New employees can feel anxious if they are not clearly
shown what to do, and given praise as they learn the
ropes.
Work Scenario 1 Feedback Method
Indicating the progress of the team in
relation to meeting KPIs.
Continuously checking the work given to them and
watching the performance of the team, make the KPI
more specific and brief the same to them effectively.
Work Scenario 2 Feedback Method
The worker needs to be spoken to after a
period of poor performance.
This should be done by sending them mail and making a
record of the week points that has been making them
perform badly continuously and work on those points.
This can also been done by face to face discussion with
the various methods that has been done in the
development of the same.
Work Scenario 3 Feedback Method
Yearly review process. This should be done by appropriately feeding the targets
and making the changes in the same after the
performance of the employee is done. This will develop
and appropriate structure in order to see the effective
changes in the development of the methods (Salisbury,
2012).
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Adelaide College of Technical Education
g. Delegating tasks
List 3 tasks you must delegate as a manager/supervisor in your department. For each task, define the
benefits to delegating this task:
EXAMPLE:
Task Benefits of delegation
Supervision of waiting stuff during table
service
Saves my time during service.
Increases morale of head waiter.
Creates professional growth for head waiter.
Task 1 Benefits of delegation
Developing different practical works that
will give them exposure
This will give them multiple benefits
Cross functional roles
More innovation techniques to be used
More resources can be used
This will develop the thinking
This will help in giving more industry and product
knowledge
Making more resources to work
Taking wise decisions in the tight
situations(Sivapalan, et. al., 2012)
Task 2 Benefits of delegation
Giving outbound trainings in other hotels to
learn their best practices
Better exposure of other things
Outbound experience
Better allocation of resources
Knowledge enhancement
Experience enhancement
Other hotels best and worst practices will develop
the future strategies
Team work and strategy building in the process.
Task 3 Benefits of delegation
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g. Delegating tasks
List 3 tasks you must delegate as a manager/supervisor in your department. For each task, define the
benefits to delegating this task:
EXAMPLE:
Task Benefits of delegation
Supervision of waiting stuff during table
service
Saves my time during service.
Increases morale of head waiter.
Creates professional growth for head waiter.
Task 1 Benefits of delegation
Developing different practical works that
will give them exposure
This will give them multiple benefits
Cross functional roles
More innovation techniques to be used
More resources can be used
This will develop the thinking
This will help in giving more industry and product
knowledge
Making more resources to work
Taking wise decisions in the tight
situations(Sivapalan, et. al., 2012)
Task 2 Benefits of delegation
Giving outbound trainings in other hotels to
learn their best practices
Better exposure of other things
Outbound experience
Better allocation of resources
Knowledge enhancement
Experience enhancement
Other hotels best and worst practices will develop
the future strategies
Team work and strategy building in the process.
Task 3 Benefits of delegation
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Adelaide College of Technical Education
Periodic training sessions from experience
and subject matter expert.
Learn from their experience
Develop a broad and better experience in the
system
Make the changes in the current strategies as per
the feedback from the experts
Developing internal and external resources
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Periodic training sessions from experience
and subject matter expert.
Learn from their experience
Develop a broad and better experience in the
system
Make the changes in the current strategies as per
the feedback from the experts
Developing internal and external resources
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Adelaide College of Technical Education
Assessment Method Four – Practical Demonstration
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITXHRM003 Lead and manage people
Trainer/Assessor Balraj Chatha
Assessment for this Unit of Competency Details
Assessment 2 Practical observation
Reasonable Adjustment
6. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
7. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signatur
e Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
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Assessment Method Four – Practical Demonstration
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITXHRM003 Lead and manage people
Trainer/Assessor Balraj Chatha
Assessment for this Unit of Competency Details
Assessment 2 Practical observation
Reasonable Adjustment
6. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
7. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signatur
e Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
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Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your ability to complete tasks outlined in elements and
performance criteria of this unit in the context of the job role, and:
monitor individual or team performance demonstrating at least four of the following leadership
and management roles:
o decision making
o delegation of tasks
o information provision
o provision of feedback
o motivation through recognition and rewards
o planning and organising
seek and respond to feedback from team members during the above service periods, in line with
organisational goals and policies in the following areas:
o allocation or performance of work
o effectiveness of communication within team, between other teams or within organisation
o efficiency or deficiency in workplace practices.
Place/Location where assessment will be conducted
ACTE College and Taste of Bollywood, Hindmarsh
Resource Requirements
Refer to the Assessment conditions attached to the Futura Group Mapping Document located in the
teacher support tools folder or the “Assessment Conditions” for this unit in the SIT 1.0 Training
Package.
Instructions for assessment including WHS requirements
1. You are required to wear a complete uniform applicable to your area of training or as
instructed
2. Your personal presentation must reflect the standards typically expected and acceptable in
the tourism, hospitality and events industry.
3. The observation consists of 3 parts:
Part A Planning monitoring
Part B The monitoring process/Observation
Part C Evaluating monitoring processes
4. Part A – Prior to the observation. Planning
Select 4 different activities relevant to your job role or workplace activities with your trainer
from the list below. You will need to develop a plan for the situation(s) where you undertake
monitoring as detailed in Part A of this assessment below.
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Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your ability to complete tasks outlined in elements and
performance criteria of this unit in the context of the job role, and:
monitor individual or team performance demonstrating at least four of the following leadership
and management roles:
o decision making
o delegation of tasks
o information provision
o provision of feedback
o motivation through recognition and rewards
o planning and organising
seek and respond to feedback from team members during the above service periods, in line with
organisational goals and policies in the following areas:
o allocation or performance of work
o effectiveness of communication within team, between other teams or within organisation
o efficiency or deficiency in workplace practices.
Place/Location where assessment will be conducted
ACTE College and Taste of Bollywood, Hindmarsh
Resource Requirements
Refer to the Assessment conditions attached to the Futura Group Mapping Document located in the
teacher support tools folder or the “Assessment Conditions” for this unit in the SIT 1.0 Training
Package.
Instructions for assessment including WHS requirements
1. You are required to wear a complete uniform applicable to your area of training or as
instructed
2. Your personal presentation must reflect the standards typically expected and acceptable in
the tourism, hospitality and events industry.
3. The observation consists of 3 parts:
Part A Planning monitoring
Part B The monitoring process/Observation
Part C Evaluating monitoring processes
4. Part A – Prior to the observation. Planning
Select 4 different activities relevant to your job role or workplace activities with your trainer
from the list below. You will need to develop a plan for the situation(s) where you undertake
monitoring as detailed in Part A of this assessment below.
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Adelaide College of Technical Education
decision making
delegation of tasks
information provision
provision of feedback
motivation through recognition and rewards
planning and organising
5. Part B – Observation – You will be observed completing the 4 different monitoring
activities you selected in Part A.
6. Part C – Post monitoring/observation. Evaluating the monitoring processes
Part C requires you to evaluate the workplace practices, the effectiveness of communication,
task allocation and delegation, and the feedback provisions that were employed during the
monitoring instances. As part of continuous improvement and critical self reflection, for
each deficiency identified, a realistic improvement needs to be provided which can be
implemented for future service instances.
Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This assessment: First Attempt 2nd Attempt 3nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student
Signature Date: / /
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decision making
delegation of tasks
information provision
provision of feedback
motivation through recognition and rewards
planning and organising
5. Part B – Observation – You will be observed completing the 4 different monitoring
activities you selected in Part A.
6. Part C – Post monitoring/observation. Evaluating the monitoring processes
Part C requires you to evaluate the workplace practices, the effectiveness of communication,
task allocation and delegation, and the feedback provisions that were employed during the
monitoring instances. As part of continuous improvement and critical self reflection, for
each deficiency identified, a realistic improvement needs to be provided which can be
implemented for future service instances.
Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This assessment: First Attempt 2nd Attempt 3nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student
Signature Date: / /
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Adelaide College of Technical Education
Assessment 3
Service Instances – Details
You will be observed monitoring individual or team performance demonstrating at least 4 of the
following
leadership and management roles: (Select 4)
decision making
delegation of tasks
information provision
provision of feedback
motivation through recognition and rewards
planning and organising
The selected roles may be observed individually on several occasions or during e.g. preparation and
service for a
function, organising or holding an event or similar where a complete operational cycle can be
observed.
Instance Date Duration from ... to... Leadership role
observed
Instance 1:
Decision making
process
6/09/2018 6/09/2018 to 10/09/18 The senior manager
has to see the daily
and overall activities
Instance 2:
Delegation of
tasks to
employees
6/09/2018 11/09/18 to 15/09/18 The working process
and performance of
the employee
Instance 3:
Planning 6/09/2018 16/09/18 to 20/09/18 The decision making
and quick delivery of
the solution
Instance 4:
Motivation and
rewards
6/09/2018 21/09/18 to 28/09/18 The recognition of
the work done by
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Assessment 3
Service Instances – Details
You will be observed monitoring individual or team performance demonstrating at least 4 of the
following
leadership and management roles: (Select 4)
decision making
delegation of tasks
information provision
provision of feedback
motivation through recognition and rewards
planning and organising
The selected roles may be observed individually on several occasions or during e.g. preparation and
service for a
function, organising or holding an event or similar where a complete operational cycle can be
observed.
Instance Date Duration from ... to... Leadership role
observed
Instance 1:
Decision making
process
6/09/2018 6/09/2018 to 10/09/18 The senior manager
has to see the daily
and overall activities
Instance 2:
Delegation of
tasks to
employees
6/09/2018 11/09/18 to 15/09/18 The working process
and performance of
the employee
Instance 3:
Planning 6/09/2018 16/09/18 to 20/09/18 The decision making
and quick delivery of
the solution
Instance 4:
Motivation and
rewards
6/09/2018 21/09/18 to 28/09/18 The recognition of
the work done by
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Adelaide College of Technical Education
employees
Part A – Planning monitoring
1. Once you have selected the activities with your trainer, you will need to develop a plan for the
situation(s) where you undertake monitoring including:
A. An overview of the activities typically undertaken by the team in the workplace or
simulated training environment
The team has been working on the development of the various features that has been
based upon the work that is stimulated as per the various issues in the development of
skills and experience of the knowledge. The activities that has been seen are training ,
conferences and interviews.
B. A description of the team
The team is based on the various employees in the hospitality sector that is hotel in this
case and thus the team consists front office, housekeeping. Kitchen staff and outdoor
housekeeping (Renz, 2016).
C. The job roles and duties undertaken by each team member
Housekeeping has to be doing the refilling of all the supplies in the rooms and lobbies,
the front office is needed to meet and greet the employees, the kitchen staff has to make
adequate and appropriate food preparation in the same.
D. How the tasks to be completed during the instance(s) will be planned, organised and
allocated, and communicated to each team member or the team as a group
The allocated tasks has to be briefed to each team member so as to make an effective
change daily and the same can be done in the face to face or through mails in the same
(Belisario, et. al., 2013).
E. Provisions for decision making and delegation of tasks
The decisions as to be based on the overall feedback and the team needs that has to be
used in the development of the strategies in the place, this will help in deciding the KPI
and the respective other features in the place.
F. The documentation you will use to assist you to inform staff (e.g. booking
information, menus, schedules etc.)
Mails, letters, notice on the boards and respective changes in the weekly target sheets.
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employees
Part A – Planning monitoring
1. Once you have selected the activities with your trainer, you will need to develop a plan for the
situation(s) where you undertake monitoring including:
A. An overview of the activities typically undertaken by the team in the workplace or
simulated training environment
The team has been working on the development of the various features that has been
based upon the work that is stimulated as per the various issues in the development of
skills and experience of the knowledge. The activities that has been seen are training ,
conferences and interviews.
B. A description of the team
The team is based on the various employees in the hospitality sector that is hotel in this
case and thus the team consists front office, housekeeping. Kitchen staff and outdoor
housekeeping (Renz, 2016).
C. The job roles and duties undertaken by each team member
Housekeeping has to be doing the refilling of all the supplies in the rooms and lobbies,
the front office is needed to meet and greet the employees, the kitchen staff has to make
adequate and appropriate food preparation in the same.
D. How the tasks to be completed during the instance(s) will be planned, organised and
allocated, and communicated to each team member or the team as a group
The allocated tasks has to be briefed to each team member so as to make an effective
change daily and the same can be done in the face to face or through mails in the same
(Belisario, et. al., 2013).
E. Provisions for decision making and delegation of tasks
The decisions as to be based on the overall feedback and the team needs that has to be
used in the development of the strategies in the place, this will help in deciding the KPI
and the respective other features in the place.
F. The documentation you will use to assist you to inform staff (e.g. booking
information, menus, schedules etc.)
Mails, letters, notice on the boards and respective changes in the weekly target sheets.
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Adelaide College of Technical Education
G. The provisions for monitoring
Through mails, through face to face interviews with the people and making effective
changes in the development of the system. Through feedback and also weekly report
sharing of the issues with the manger (Holt and Seki, 2012).
H. The provisions for de-briefing staff at the end of the service instance(s)
This should be done as per the needs and the demands of the customers and making the
changes in the development process of the employees. They needed to be explained the
overall scenario and work process.
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G. The provisions for monitoring
Through mails, through face to face interviews with the people and making effective
changes in the development of the system. Through feedback and also weekly report
sharing of the issues with the manger (Holt and Seki, 2012).
H. The provisions for de-briefing staff at the end of the service instance(s)
This should be done as per the needs and the demands of the customers and making the
changes in the development process of the employees. They needed to be explained the
overall scenario and work process.
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Adelaide College of Technical Education
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Part A – Planning monitoring S NYS
Provides an overview of the activities undertaken in the workplace/ department
Provides an overview of the team characteristics
The individual job roles for each team member are provided
The tasks typically performed in each job role are provided
A description of how tasks are planned for the monitoring instance is provided
A description of how task requirements are organised for the monitoring instance is
provided
A description of how tasks are allocated and communicated to staff for the
monitoring instance is provided
The planned task allocation is suitable to the individual job roles and task typically
performed
The provisions for decision making processes are explained
The provisions for and principles of delegation processes are outlined
The documentation which will be used for briefing, information of staff to plan and
undertake the service instance is explained
The key steps for monitoring are outlined relevant for the type of tasks performed
by the team and the monitoring instance.
The de-brief provisions and details are outlined
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Part A – Planning monitoring S NYS
Provides an overview of the activities undertaken in the workplace/ department
Provides an overview of the team characteristics
The individual job roles for each team member are provided
The tasks typically performed in each job role are provided
A description of how tasks are planned for the monitoring instance is provided
A description of how task requirements are organised for the monitoring instance is
provided
A description of how tasks are allocated and communicated to staff for the
monitoring instance is provided
The planned task allocation is suitable to the individual job roles and task typically
performed
The provisions for decision making processes are explained
The provisions for and principles of delegation processes are outlined
The documentation which will be used for briefing, information of staff to plan and
undertake the service instance is explained
The key steps for monitoring are outlined relevant for the type of tasks performed
by the team and the monitoring instance.
The de-brief provisions and details are outlined
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Feedback:
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Feedback:
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Adelaide College of Technical Education
Part B – Observation
You will demonstrate your ability to carry out each of the 4 activities planned for in Part A. Using
your knowledge of leadership and management techniques, you will need to:
1. Plan and organise the activity (e.g. a meeting to provide workplace information)
Activity How to plan or organised the activity
Decision making By giving them various tasks and activities based on
the job roles
Delegation of task to employees Making them clear of the various other processes and
KPI
Planning Making strategies for the sales and revenue
generation
Motivation and rewards By monetary and non-monetary benefits
2. Use appropriate decision making techniques
The appropriate techniques that has been used in order to deliver the appropriate decisions
and other facilities are by giving face to face feedback, notice, emails and meeting with the
seniors in the development process
3. Delegate suitable tasks using the correct techniques
Face to face technique can give daily reporting task, emails can give other feedback and
innovation based tasks to be done by the employees, notice board can give team based task
to all the people
4. Collect and provide relevant feedback from and to staff
This can be done by conducting meetings, training sessions, conferences and providing them
with appropriate data and feedback to be received in the development of the organization.
5. Use suitable motivation techniques
The motivation techniques to be adapted by the manager are promotion in the position,
increase in salary, incentive and rewards scheme and outdoor fun activities for all the family
members (Gattorna, 2015).
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Part B – Observation
You will demonstrate your ability to carry out each of the 4 activities planned for in Part A. Using
your knowledge of leadership and management techniques, you will need to:
1. Plan and organise the activity (e.g. a meeting to provide workplace information)
Activity How to plan or organised the activity
Decision making By giving them various tasks and activities based on
the job roles
Delegation of task to employees Making them clear of the various other processes and
KPI
Planning Making strategies for the sales and revenue
generation
Motivation and rewards By monetary and non-monetary benefits
2. Use appropriate decision making techniques
The appropriate techniques that has been used in order to deliver the appropriate decisions
and other facilities are by giving face to face feedback, notice, emails and meeting with the
seniors in the development process
3. Delegate suitable tasks using the correct techniques
Face to face technique can give daily reporting task, emails can give other feedback and
innovation based tasks to be done by the employees, notice board can give team based task
to all the people
4. Collect and provide relevant feedback from and to staff
This can be done by conducting meetings, training sessions, conferences and providing them
with appropriate data and feedback to be received in the development of the organization.
5. Use suitable motivation techniques
The motivation techniques to be adapted by the manager are promotion in the position,
increase in salary, incentive and rewards scheme and outdoor fun activities for all the family
members (Gattorna, 2015).
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Adelaide College of Technical Education
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Criteria 1.Instan
ce
2.Instan
ce
3.Instan
ce
4.Instan
ce
S NY
S S NY
S S NY
S S NY
S
Planning and Organising
Establishes rapport with the team
Communicates the requirements for the service instance
The individual roles and tasks are explained
The individual and team roles are allocated
Acts pro-actively during service periods and attends to
problems as these arise
The operation remains effective during the instance
observed
Disruption to service or production is minimal
The instance is managed without impacts on customer
service or schedules
Interacts with team members in a positive manner
Encourage and promotes open communication
Conducts in a professional manner reflective of a
supervisor in a leading role
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Criteria 1.Instan
ce
2.Instan
ce
3.Instan
ce
4.Instan
ce
S NY
S S NY
S S NY
S S NY
S
Planning and Organising
Establishes rapport with the team
Communicates the requirements for the service instance
The individual roles and tasks are explained
The individual and team roles are allocated
Acts pro-actively during service periods and attends to
problems as these arise
The operation remains effective during the instance
observed
Disruption to service or production is minimal
The instance is managed without impacts on customer
service or schedules
Interacts with team members in a positive manner
Encourage and promotes open communication
Conducts in a professional manner reflective of a
supervisor in a leading role
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Decision Making
Involves the team in decision making processes relevant
to tasks and procedures are provided
Decisions are made collectively and agreed on
Valid concerns are considered and evaluated
Delegation of Tasks
Tasks for delegation are discussed and explained
The individual capacity is considered for delegation of
tasks
The potential barriers which may affect delegation or
associated tasks are identified
Tasks are explained clearly
Delegation is implemented and followed up
Shortfalls or problems are identified
The reasons for performance issues are identified
Pro-active steps are taken to ensure the outcomes are
achieved
Mentoring and coaching is used to help staff to achieve
tasks where possible
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Decision Making
Involves the team in decision making processes relevant
to tasks and procedures are provided
Decisions are made collectively and agreed on
Valid concerns are considered and evaluated
Delegation of Tasks
Tasks for delegation are discussed and explained
The individual capacity is considered for delegation of
tasks
The potential barriers which may affect delegation or
associated tasks are identified
Tasks are explained clearly
Delegation is implemented and followed up
Shortfalls or problems are identified
The reasons for performance issues are identified
Pro-active steps are taken to ensure the outcomes are
achieved
Mentoring and coaching is used to help staff to achieve
tasks where possible
Adelaide College of Technical Education
Feedback 1:
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Provisions of Feedback
Provides feedback and encouragement to staff where
difficult or new tasks are undertaken
Provides fee back on individual performance
Provides feedback on team performance
Feedback to staff is provided in a constructive manner
Student seeks feedback from individuals in the
workplace
Student seeks feedback from the team
The feedback received is used to suggest changes for the
operation
Where feasible, suggested changes from feedback are
implemented into processes
Suggestions and improvements from the team are
acknowledged as “coming from the team”
Motivation through Recognition and Rewards
Motivates team members to achieve tasks through
supportive actions and constructive feedback
Recognises and uses praise for achievement of
individuals and the team overall
Uses rewards where applicable within realistic means
and constraints
Feedback 1:
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Provisions of Feedback
Provides feedback and encouragement to staff where
difficult or new tasks are undertaken
Provides fee back on individual performance
Provides feedback on team performance
Feedback to staff is provided in a constructive manner
Student seeks feedback from individuals in the
workplace
Student seeks feedback from the team
The feedback received is used to suggest changes for the
operation
Where feasible, suggested changes from feedback are
implemented into processes
Suggestions and improvements from the team are
acknowledged as “coming from the team”
Motivation through Recognition and Rewards
Motivates team members to achieve tasks through
supportive actions and constructive feedback
Recognises and uses praise for achievement of
individuals and the team overall
Uses rewards where applicable within realistic means
and constraints
Adelaide College of Technical Education
Feedback 2:
Feedback 3:
Feedback 4:
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Feedback 2:
Feedback 3:
Feedback 4:
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Part C – Post monitoring/observation. Evaluating the monitoring processes
a. Provide an overview of the efficiency and/or deficiency of the workplace practices:
1. What worked well?
The regular review and feedback in the working process and actions taken to work
on them
2. What did not work well and why?
The briefing of the KPI was not done properly thus the whole process is not
available for all.
b. How effective was the communication:
1. Between you and individual team members
Very open and friendly
2. Between you and team
Professional but empathetic in order to see the effective changes in the development
of the work
3. Amongst the team
Open and views sharing is done as and when required to improve the work process.
c. How effective was the allocation and delegation of tasks to individuals and the team
overall? What were the shortfalls or weaknesses you have identified, and which actions
will you take to overcome these?
In the overall working process the team and the allocation of work was going on fine but
in order to develop the process in the same there has been some gap in the
communication and understanding but the same was identified and done effectively
within the time.
d. What feedback have you provided? To whom?
The feedback was given to the house keeping about the timely cleaning and maintenance of
the work in order to develop the experience and remove the issues causing the same.
e. What feedback have you received from individuals, and the team overall?
The feedbacks were mostly constructive and developmental for the company; they might
have not developed the correct method as per the expectation.
f. How have you used feedback received and in which instances? How will you use
feedback received for future services as part of continuous improvement?
The future feedbacks will be used in the development of the strategies in the developmental
process.
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Part C – Post monitoring/observation. Evaluating the monitoring processes
a. Provide an overview of the efficiency and/or deficiency of the workplace practices:
1. What worked well?
The regular review and feedback in the working process and actions taken to work
on them
2. What did not work well and why?
The briefing of the KPI was not done properly thus the whole process is not
available for all.
b. How effective was the communication:
1. Between you and individual team members
Very open and friendly
2. Between you and team
Professional but empathetic in order to see the effective changes in the development
of the work
3. Amongst the team
Open and views sharing is done as and when required to improve the work process.
c. How effective was the allocation and delegation of tasks to individuals and the team
overall? What were the shortfalls or weaknesses you have identified, and which actions
will you take to overcome these?
In the overall working process the team and the allocation of work was going on fine but
in order to develop the process in the same there has been some gap in the
communication and understanding but the same was identified and done effectively
within the time.
d. What feedback have you provided? To whom?
The feedback was given to the house keeping about the timely cleaning and maintenance of
the work in order to develop the experience and remove the issues causing the same.
e. What feedback have you received from individuals, and the team overall?
The feedbacks were mostly constructive and developmental for the company; they might
have not developed the correct method as per the expectation.
f. How have you used feedback received and in which instances? How will you use
feedback received for future services as part of continuous improvement?
The future feedbacks will be used in the development of the strategies in the developmental
process.
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Adelaide College of Technical Education
Feedback Task 1:
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Part C – Post monitoring/observation. S NYS
The efficiencies in the workplace during monitoring have been identified and
discussed
The efficiencies in the workplace during monitoring have been identified and
discussed
The effectiveness of communication between has been identified and evaluated:
1. Student and individual team members
2. Student and team
3. Amongst the team
The effectiveness of allocation of tasks has been evaluated
Suggested provisions to overcome identified shortfalls are realistic and can be
applied
The effectiveness of delegation has been evaluated
Suggested provisions to overcome identified shortfalls from delegation are realistic
and can be applied
Provides an overview of feedback provided to individuals during the monitoring
instances
Provides an overview of feedback received from individuals during the monitoring
instances
Provides an overview how feedback received was applied and used in service
instances where applicable
Provides suggestions for use of received feedback for future service instances
The suggestions for use/ application of feedback for future instances are realistic
and provide for improvement
Feedback Task 1:
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Part C – Post monitoring/observation. S NYS
The efficiencies in the workplace during monitoring have been identified and
discussed
The efficiencies in the workplace during monitoring have been identified and
discussed
The effectiveness of communication between has been identified and evaluated:
1. Student and individual team members
2. Student and team
3. Amongst the team
The effectiveness of allocation of tasks has been evaluated
Suggested provisions to overcome identified shortfalls are realistic and can be
applied
The effectiveness of delegation has been evaluated
Suggested provisions to overcome identified shortfalls from delegation are realistic
and can be applied
Provides an overview of feedback provided to individuals during the monitoring
instances
Provides an overview of feedback received from individuals during the monitoring
instances
Provides an overview how feedback received was applied and used in service
instances where applicable
Provides suggestions for use of received feedback for future service instances
The suggestions for use/ application of feedback for future instances are realistic
and provide for improvement
Adelaide College of Technical Education
Feedback Task 2:
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Feedback Task 2:
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Assessment Record and Feedback
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Assessment Record and Feedback
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Adelaide College of Technical Education
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Student Name
Course Certificate IV in Commercial Cookery
Course Code SIT40516
Class/Group 2018
Unit of Competency /Cluster Lead and manage people
Assessment: (as applicable) Student Results:
1. Check-point Satisfactory Not Yet Satisfactory Not
Completed
2. E-quiz Satisfactory Not Yet Satisfactory Not
Completed
3. Written Assignment Satisfactory Not Yet Satisfactory Not
Completed
4. Practical Observation
Satisfactory Not Yet Satisfactory Not
Completed
Feedback to Learner on overall performance during assessment:
The Learner requires the following skill development before re-assessment:
The Learner has been provided
with feedback and informed of
the assessment result and the
reasons for the decision.
Name of Assessor:
Signature of
Assessor:
Date:
I have been provided with
feedback on the evidence I have
provided. I have been informed
of the assessment result and the
reasons for the decision.
Name of Learner:
Signature of
Learner:
Date:
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Student Name
Course Certificate IV in Commercial Cookery
Course Code SIT40516
Class/Group 2018
Unit of Competency /Cluster Lead and manage people
Assessment: (as applicable) Student Results:
1. Check-point Satisfactory Not Yet Satisfactory Not
Completed
2. E-quiz Satisfactory Not Yet Satisfactory Not
Completed
3. Written Assignment Satisfactory Not Yet Satisfactory Not
Completed
4. Practical Observation
Satisfactory Not Yet Satisfactory Not
Completed
Feedback to Learner on overall performance during assessment:
The Learner requires the following skill development before re-assessment:
The Learner has been provided
with feedback and informed of
the assessment result and the
reasons for the decision.
Name of Assessor:
Signature of
Assessor:
Date:
I have been provided with
feedback on the evidence I have
provided. I have been informed
of the assessment result and the
reasons for the decision.
Name of Learner:
Signature of
Learner:
Date:
Adelaide College of Technical Education
References
Armstrong, M., 2016. How to manage people. Kogan Page Publishers.
Belisario, J.S.M., Tudor, K.I., Sumalinog, A.R.N., Middleton, L.T. and Car, J., 2013.
Educational interventions for improving the skills of medical practitioners to detect,
diagnose, and manage people with cognitive impairment and dementia. Cochrane Database
of Systematic Reviews, (6).
Bush, T. and Middlewood, D., 2013. Leading and managing people in education. Sage.
Cardol, M., Rijken, M. and van Schrojenstein Lantman‐de Valk, H., 2012. People with mild
to moderate intellectual disability talking about their diabetes and how they manage. Journal
of Intellectual Disability Research, 56(4), pp.351-360.
Drucker, P., 2012. Management challenges for the 21st century. Routledge.
Gattorna, J., 2015. Dynamic supply chains. London: Pearson Education Limited.
Gattorna, J., 2015. Dynamic supply chains: How to design, build and manage people-centric
value networks. FT Press.
Holt, K. and Seki, K., 2012. Global leadership: A developmental shift for
everyone. Industrial and Organizational Psychology, 5(2), pp.196-215.
Miller, W.R. and Rollnick, S., 2012. Motivational interviewing: Helping people change.
Guilford press.
Renz, D.O., 2016. The Jossey-Bass handbook of nonprofit leadership and management.
John Wiley & Sons.
Rummler, G.A. and Brache, A.P., 2012. Improving performance: How to manage the white
space on the organization chart. John Wiley & Sons.
Salisbury, C., 2012. Multimorbidity: redesigning health care for people who use it. The
Lancet, 380(9836), pp.7-9.
Sivapalan, M., Savenije, H.H. and Blöschl, G., 2012. Socio‐hydrology: A new science of
people and water. Hydrological Processes, 26(8), pp.1270-1276.
RTO ID: 40336 CRICOS ID: 03187D Page 67 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
References
Armstrong, M., 2016. How to manage people. Kogan Page Publishers.
Belisario, J.S.M., Tudor, K.I., Sumalinog, A.R.N., Middleton, L.T. and Car, J., 2013.
Educational interventions for improving the skills of medical practitioners to detect,
diagnose, and manage people with cognitive impairment and dementia. Cochrane Database
of Systematic Reviews, (6).
Bush, T. and Middlewood, D., 2013. Leading and managing people in education. Sage.
Cardol, M., Rijken, M. and van Schrojenstein Lantman‐de Valk, H., 2012. People with mild
to moderate intellectual disability talking about their diabetes and how they manage. Journal
of Intellectual Disability Research, 56(4), pp.351-360.
Drucker, P., 2012. Management challenges for the 21st century. Routledge.
Gattorna, J., 2015. Dynamic supply chains. London: Pearson Education Limited.
Gattorna, J., 2015. Dynamic supply chains: How to design, build and manage people-centric
value networks. FT Press.
Holt, K. and Seki, K., 2012. Global leadership: A developmental shift for
everyone. Industrial and Organizational Psychology, 5(2), pp.196-215.
Miller, W.R. and Rollnick, S., 2012. Motivational interviewing: Helping people change.
Guilford press.
Renz, D.O., 2016. The Jossey-Bass handbook of nonprofit leadership and management.
John Wiley & Sons.
Rummler, G.A. and Brache, A.P., 2012. Improving performance: How to manage the white
space on the organization chart. John Wiley & Sons.
Salisbury, C., 2012. Multimorbidity: redesigning health care for people who use it. The
Lancet, 380(9836), pp.7-9.
Sivapalan, M., Savenije, H.H. and Blöschl, G., 2012. Socio‐hydrology: A new science of
people and water. Hydrological Processes, 26(8), pp.1270-1276.
RTO ID: 40336 CRICOS ID: 03187D Page 67 of 67 V1.01 May 2018
Assessment tool – SITXHRM003 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
1 out of 67
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