BSBADM502 Manage Meetings: Learner Workbook Activities

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BSBADM502
Manage Meetings
Learner Workbook
Student’s Name:
Trainer Syed Saqib Hussain Shah
Date: 09/11/2018
Teacher Remarks:

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Assessment criteria for BSBADM502
Manage Meetings
In this document, you will find the foundation of what is required to become competent in this unit.
For further information on each element, you can refer to the Assessment Matrix. Included in this
document are the elements for the unit, foundation skills, assessment requirements as well as an
assessment tool definition list and the crucial observation and third party check lists. As well as all of
the areas covered here, each student must also complete all workbook activities, case studies and
major activities, where stated, to become competent within this unit.
NOTE – Re-assessment:
Students will have a maximum of two (2) reassessments attempts if competency is not achieved in
the first instance.
The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of
the unit of competency when all components or parts of the assessment are graded as ‘S’ for
Satisfactory. Unsatisfactory results are marked as NS.
Elements for Competency Demonstration
Elements for Competency Assessment:
1. Prepare for meetings
2. Conduct meetings
3. Follow up meetings
Performance Evidence:
Evidence of the ability to:
 Apply conventions and procedures for formal and informal meetings including:
o developing and distributing agendas and papers

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o identifying and inviting meeting participants
o organising and confirming meeting arrangements
o running the meeting and following up
 Organise, take part in and chair a meeting
 Record and store meeting documentation
 Follow organisational policies and procedures

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Foundation Skills:
Reading
 Identifies and interprets information from complex texts including legislation,
organisational policies and procedures
 Compares final output with original notes to check for accuracy
Writing
 Addresses the context, purpose and audience when generating a range of texts
 Prepares complex texts from notes using appropriate structure, and accurate
spelling, grammar and punctuation
 Records notes of meeting proceedings according to organisational requirements
 Edits and corrects own work to ensure accuracy
Oral Communication
 Participates in verbal exchanges using appropriate style, tone and vocabulary for
audience, context and purpose
 Listens for specific information during meetings
 Asks questions and listens to responses to clarify understanding
Numeracy
 Recognises and interprets numerical information related to timeframes and budgets
Navigate the world of work
 Recognises and responds to both explicit and implicit organisational procedures and
protocols and legislative/regulatory requirements
Interact with others
 Selects the appropriate form, channel and mode of communication for a specific
purpose relevant to own role
 Cooperates with others as part of familiar activities, playing an active role in
facilitating group interaction
Get the work done
 Applies formal processes when planning complex tasks, producing plans with
logically sequenced steps, reflecting an awareness of time constraints
 Recognises and takes responsibility for addressing predictable problems in familiar
work contexts
Knowledge Evidence:

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To complete the unit requirements safely and effectively, the individual must:
 Outline meeting terminology, structures, arrangements
 Outline responsibilities of the chairperson and explain group dynamics in relation to
managing meetings
 Describe options for meetings including face-to-face, teleconferencing, web-
conferencing and using webcams
 Identify the relevant organisational procedures and policies regarding meetings,
chairing and minutes including identifying organisational formats for minutes and
agendas
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the general administration field of work
and include access to:
 Reference material in regard to meeting venues and technology, catering and
transport suppliers
 Organisational policies and procedures for managing meetings
 Office supplies and equipment
 Computers and relevant software
 Case studies and, where possible, real situations
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes -
http://www.ibsa.org.au/companion_volumes
Any observations and practical assessments must be recorded in the observation checklist. All
practical tasks should be demonstrated during the length of the course. As the instructor, you must
maintain a record demonstrating the date of the practical activities and any comments relevant to
the performance of each student. Where a student is not able to demonstrate competence in a
practical observation activity, further questioning should be put in its place.
As the instructor, you could be assessing the student’s literacy, numeracy and language skills, as well
as the content and context of his/her answers.
In some cases, you will have to adjust and amend the assessment tools, using different and varied
methods (such as oral assessment), to allow students to be assessed according to their needs and
abilities.

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Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Workbook Activities
(Entire completion is required)
Each student should be given a Learner Workbook which
will hold a number of activities, both formative and
summative, that all need to be completed in conjunction
with the appropriate sessions. The PowerPoint, Learner
Guide and instructor should provide further information to
help with the activities.
Observation/Demonstration
(To be completed for each numbered point as
stated on the checklist)
An observation should be completed for each of the
students by the instructor. If the tasks aren’t everyday
actions, a simulated environment is acceptable, or a
demonstration can be set up. An observation checklist can
be found at the end of this document.
Major Activity
(Entire completion is required)
A Major Activity is a summative assessment and can be
found in the Learner Workbook, after all of the activities
are completed. This is an extended piece of summative
assessment which should take anywhere between 1-2
hours and every student should complete this work. It is a
requirement for each unit to check knowledge and
understanding.
Skills and Knowledge Activity
(Entire completion is required)
A Skills and Knowledge Activity is a summative assessment
and is found before the Major Activity in the Learner
Workbook. This should take between 1-2 hours and every
student should complete this work. It is a requirement for
each unit to check knowledge and understanding of the
foundation skills and knowledge evidence.
Third Party
(To be completed for each numbered point as
stated on the checklist)
A Third Party checklist is very similar to an Observation
Checklist in its format, but it can be completed by someone
who works with the learner and has witnessed them
completing tasks which coincide with the elements of the
unit. The checklist can be found at the end of this
document.
Case Study
(Entire completion is required)
Not all units will have Case Studies but those that do will be
clearly stated within the PowerPoint and the Learner
Workbook. It will appear as any other activity, but it will be
named ‘Case Study’ and will provide an example of a
possible real life situation for the learner to read, interpret
and then answer questions on.
Learner Guide
(To be used as an informational guide)
The Learner Guide links with the Learner Workbook as it
provides the information given during sessions and more. It
can help students to further their knowledge and to also
complete the activities.
Evidence Document
(Not a necessity for completion of unit but can be
used as an aid or to collect further evidence)
The Evidence Document lists all of the Elements and
Performance Criteria with an area for written reports etc,
to add evidence to the student’s portfolio. It can be used
for any of the performance criteria, especially those which
may not have been covered by any other assessment tool.
The student can circle a number of the criteria that they
may feel they need further evidence of or it can be used as
a guide for completing further Observations and Third
Party reports.

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Observation/Demonstration
Throughout this unit, the learner will be expected to show their competency of the elements
through observations or demonstrations. The observations and demonstrations will be completed as
well as the formative and summative assessments found in the Learner Workbook. An explanation of
demonstrations and observations:
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking simulation exercise
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Each
task must be observed. You will need to ensure you provide the learner with the correct equipment
and/or materials to complete the task. You will also need to inform the learner of the time they have
to complete the task; this will once again vary, depending on the task.
Learner should be able to demonstrate they can:
 Prepare for meetings
 Conduct meetings
 Follow up meetings
Learners should also demonstrate the following skills:
 Reading
 Writing
 Oral Communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done

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Observation/Demonstration Checklist
Candidate’s Name
Assessor or Observer’s Name Syed Saqib Hussain Shah
Unit of Competence
(Code and Title) BSBADM502 Manage Meetings
Date of Assessment 09/11/2018
Location 75 Gozzard Street, Gungahlin 2912 ACT, at CBTC.
Demonstration Tasks Completed
Materials and Equipment Provided
Tasks to be observed, demonstrated or
simulated if appropriate
Yes No Comment
1. Prepare for meetings:
Did the learner demonstrate that they could
develop agenda in line with stated meeting
purpose?
2. Prepare for meetings:
Did the learner demonstrate that they could
ensure style and structure of meeting are
appropriate to its purpose?
3. Prepare for meetings:
Did the learner demonstrate that they could
identify meeting participants and notify them
in accordance with organizational
procedures?
4. Prepare for meetings:
Did the learner demonstrate that they could
confirm meeting arrangements in accordance
with requirements of meeting?
5. Prepare for meetings:
Did the learner demonstrate that they could
dispatch meeting papers to participants within
designated timelines?
6. Conduct meetings:
Did the learner demonstrate that they could
chair meetings in accordance with
organizational requirements, agreed
conventions for type of meeting and legal and
ethical requirements?
7. Conduct meetings:
Did the learner demonstrate that they could
conduct meetings to ensure they are focused,
time efficient and achieve the required
outcomes?

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8. Conduct meetings:
Did the learner demonstrate that they could
ensure meeting facilitation enables
participation, discussion, problem-solving and
resolution of issues?
9. Conduct meetings:
Did the learner demonstrate that they could
brief minute-taker on method for recording
meeting notes in accordance with
organizational requirements and conventions
for type of meeting?
10. Follow up meetings:
Did the learner demonstrate that they could
check transcribed meeting notes to ensure
they reflect a true and accurate record of the
meeting, and are formatted in accordance
with organizational procedures and meeting
conventions?
11. Follow up meetings:
Did the learner demonstrate that they could
distribute and store minutes and other follow-
up documentation within designated
timelines, and according to organizational
requirements?
12. Follow up meetings:
Did the learner demonstrate that they could
report outcomes of meetings as required,
within designated timelines?
The candidate’s
performance was:
Not Satisfactory Satisfactory
Further Comments:
Candidate’s Signature
Assessor/Observer’s
Signature
Syed Saqib Hussain Shah

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Support Questions for observation checklist
Candidate’s Name
Assessor or Observer’s Name
Unit of Competence
(Code and Title)
Date of Assessment
Location
The candidate’s performance was: Not Satisfactory Satisfactory
Client Feedback
Candidate’s Signature
Assessor/Observer’s Signature

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Third Party Reports
The Third Party Report should be completed by a senior member of staff i.e. a supervisor or
manager, where possible. The report should cover the points below, with a description to show that
the tasks have been witnessed over time, while working with the learner. Examples, times, dates etc.
should be included, if possible.
As this unit is about managing meetings, you will need to have witnessed the learner within a
working or training environment:
1. Preparing for meetings
2. Conducting meetings
3. Following up meetings.
Ticking yes/no next to the tasks is required, as well as an accompanying report.

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Third Party Checklist
Candidate’s Name
Assessor or Observer’s Name
Unit of Competence
(Code and Title)
Date of Assessment
Location
Demonstration Tasks
Materials and Equipment
Tasks to be simulated if not witnessed over time: Yes No
1. Does the learner develop agenda in line with stated meeting purpose?
2. Does the learner ensure style and structure of meeting are appropriate
to its purpose?
3. Does the learner identify meeting participants and notify them in
accordance with organizational procedures?
4. Does the learner confirm meeting arrangements in accordance with
requirements of meeting?
5. Does the learner dispatch meeting papers to participants within
designated timelines?
6. Does the learner chair meetings in accordance with organizational
requirements, agreed conventions for type of meeting and legal and
ethical requirements?
7. Does the learner conduct meetings to ensure they are focused, time
efficient and achieve the required outcomes?
8. Does the learner ensure meeting facilitation enables participation,
discussion, problem-solving and resolution of issues?
9. Does the learner brief minute-taker on method for recording meeting
notes in accordance with organizational requirements and conventions
for type of meeting?
10. Does the learner check transcribed meeting notes to ensure they reflect
a true and accurate record of the meeting, and are formatted in
accordance with organizational procedures and meeting conventions?
11. Does the learner distribute and store minutes and other follow-up
documentation within designated timelines, and according to
organizational requirements?
12. Does the learner report outcomes of meetings as required, within
designated timelines?
The candidate’s
performance was:
Not Satisfactory Satisfactory