BSBLDR502: Lead and Manage Effective Workplace Relationships

T-1.8.1
Details of Assessment
Term and Year 1, 2018 Time allowed Weeks 1, 2, 3, 4, 5
Assessment No 1 Assessment Weighting 60%
Assessment Type Simulation Exercises and Case Studies (Individual In-Class Assessment)
Due Date Week 5 Room TBA
Details of Subject
Qualification BSB51915 Diploma of Leadership and Management
Subject Name Leadership & Diversity
Details of Unit(s) of competency
Unit Code (s) and
Names
BSBLDR502 Lead and manage effective workplace relationships
BSBLDR504 Implement Diversity in the workplace
Details of Student
Student Name
College Student ID
Student Declaration: I declare that the work
submitted is my own, and has not been
copied or plagiarised from any person or
source.
Signature: ___________________________
Date: _______/________/_______________
Details of Assessor
Assessor’s Name
Assessment Outcome
Results Competent Not Yet Competent Marks / 60
FEEDBACK TO STUDENT
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Student Declaration: I declare that I have been
assessed in this unit, and I have been advised of my
result. I am also aware of my right to appeal and the
reassessment procedure.
Signature: ____________________________
Date: ____/_____/_____
Assessor Declaration: I declare that I have
conducted a fair, valid, reliable and flexible
assessment with this student, and I have provided
appropriate feedback
Student did not attend the feedback session.
Feedback provided on assessment.
Signature: ____________________________
Date: ____/_____/_____
Purpose of the Assessment
Leadership & Diversity, Assessment No.1 Page 1
v1.1, Last updated on 5/09/2022 by MM

T-1.8.1
The purpose of this assessment is to assess the student in the following
learning outcomes:
Competent
(C)
Not Yet
Competent
(NYC)
BSBLDR502
1.1 Ensure strategies and processes are in place to communicate information
associated with the achievement of work responsibilities to all co-workers
1.2 Develop and/or implement consultation processes to ensure that employees
have the opportunity to contribute to issues related to their work role
1.3 Facilitate feedback to employees on outcomes of the consultation processes
1.4 Develop and/or implement processes to ensure that issues raised are
resolved promptly or referred to relevant personnel
2.1 Establish and/or implement policies to ensure that the organisation’s cultural
diversity and ethical values are adhered to
2.2 Gain and maintain the trust and confidence of colleagues and external
contacts through professional conduct
2.3 Adjust own interpersonal communication styles to meet the organisation’s
cultural diversity and ethical environment and guide and support the work team
in their personal adjustment process
3.1 Use networks to build workplace relationships providing identifiable
outcomes for the team and the organisation
3.2 Conduct ongoing planning to ensure that effective internal and external
workplace relationships are developed and maintained
4.1 Develop and/or implement strategies to ensure that difficulties in workplace
relationships are identified and resolved
4.2 Establish processes and systems to ensure that conflict is identified and
managed constructively in accordance with the organisation’s policies and
procedures
4.3 Provide guidance, counselling and support to assist co-workers in resolving
their work difficulties
4.4 Develop and implement an action plan to address any identified difficulties
BSBLDR504
1.1 Establish the nature of diversity in the industry sector, community and
workplace
1.2 Qualify and quantify the sources of diversity in the industry sector,
community and workplace
1.3 Research and identify the benefits of having a diverse workforce
1.4 Identify and analyse legislation, regulation and enterprise policy that impacts
on workplace diversity
1.5 Research and identify opportunities and barriers to inclusive engagement
2.1 Develop and review workplace policies, procedures and planning in
accordance with the scope of diversity
2.2 Establish where diversity integration meets the needs of the enterprise and
diverse persons
2.3 Review existing policies, plans and procedures to identify areas where
diversity can achieve positive impact
2.4 Monitor and review workplace processes to guide implementation
3.1 Consult with management and teams to champion the diversity
implementation
3.2 Ensure work teams incorporate diversity processes into work activity
3.3 Establish and enable enterprise and individual support processes
3.4 Provide for training and coaching in diversity implementation
Leadership & Diversity, Assessment No.1 Page 2
v1.1, Last updated on 5/09/2022 by MM

T-1.8.1
3.5 Promote and model inclusive behaviours
4.1 Conduct regular reviews of diversity integration with relevant persons
4.2 Evaluate workplace diversity against workplace policies, procedures and
planning objectives
4.3 Identify and recommended improvements to diversity integration
Assessment/evidence gathering conditions
Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student
can only achieve competence when all assessment components listed under “Purpose of the assessment”
section are recorded as competent. Your trainer will give you feedback after the completion of each
assessment. A student who is assessed as NYC (Not Yet Competent) is eligible for re-assessment.
Resources required for this Assessment
 Computer with relevant software applications and access to internet
 Weekly eLearning notes relevant to the tasks/questions
Instructions for Students
Please read the following instructions carefully
 This assessment has to be completed In class At home
 The assessment is to be completed according to the instructions given by your assessor.
 Feedback on each task will be provided to enable you to determine how your work could be improved.
You will be provided with feedback on your work within two weeks of the assessment due date. All other
feedback will be provided by the end of the term.
 Should you not answer the questions correctly, you will be given feedback on the results and your gaps
in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be
deemed competent for this unit of competency.
 If you are not sure about any aspects of this assessment, please ask for clarification from your
assessor.
 Please refer to the College re-assessment for more information (Student Handbook).
Leadership & Diversity, Assessment No.1 Page 3
v1.1, Last updated on 5/09/2022 by MM

T-1.8.1
Instructions: There are 8 Tasks in this assessment that are assigned on a weekly basis. Marking
allocations are alongside task question. Tasks include case study, simulation exercises and direct
questioning. You are allowed to use internet, newspapers, textbooks or other resources in completing
this assessment but do acknowledge sources as reference. This is an individual assessment and you
must complete the tasks in class.
Weeks 1 & 2
Task 1: Workplace Difficulty Case – The Language Barrier (5 marks)
(Case sourced from GO2HR Canada, www.go2hr.ca)
Tourism and hospitality is a diverse sector comprised of workers from varied cultures, backgrounds,
ages, and languages. This is one of the reasons our industry is so unique. But with this diversity,
comes its challenges.
Assume you are the new housekeeping manager of a large hotel chain named “Continental” where
your housekeeping team is comprised of workers from all over the world ranging staff members from
Africa, Latin America, Middle East, Asia and Europe.
Soon after your first month as a leader, you have realised that training the housekeeping team is big a
challenge to due language barriers. They prefer to work quietly if they do not have a partner speaking
the same language. If they are working with a partner who speaks the same language, they prefer to
speak in their own language instead of speaking in English. Although your organisation have strong
existing training programs for WH&S, hygiene, stress management, etiquette, etc but workers
reluctantly attend these sessions because a majority of the staff members do not understand all the
aspects of a training program.
Knowing this language barrier difficulty in your workplace, You are required to address the issue
techniques and practices that you may be able to use to ensure proper training has been provided.
Questions:
1. Make a list of different training techniques you can use when trying to overcome a language
barrier?
2. At the end of the training, what methods can you use to determine whether or not the worker
understood?
3. When developing a training plan for an employee who has English as a second language, what
types of things should you consider when putting your training plan together?
A1: The different training techniques in HRM that would benefit the cause would be as below:
1. Technology based training – Providing language tutorials to the staff as well as translators to
enhance communication (Phillips & Phillips, 2016).
2. Presentations – Providing training to employees through increased pictography.
3. Outdoor training – this will be done to enhance coordination and increase comfort
Leadership & Diversity, Assessment No.1 Page 4
v1.1, Last updated on 5/09/2022 by MM