Adelaide College SITXMGT001: Monitor Work Operations Assessment Pack

This document serves as a comprehensive Student Assessment Pack for the SITXMGT001 unit, focused on monitoring work operations. Developed by Adelaide College of Technical Education (ACTE), it's designed for students pursuing the SIT40516 Certificate IV in Commercial Cookery. The pack outlines the assessment's purpose, target audience, and chosen methods, including checkpoints, quizzes, written responses, and practical demonstrations. It provides detailed instructions for both assessors and learners, emphasizing the importance of using the Futura online platform and adhering to specific formatting guidelines. The assessment covers a range of elements, including planning and organizing workflow, monitoring and supporting team members, and problem-solving. It details assessment methods, definitions, and expectations, including the marking criteria and the process for appeals and reasonable adjustments. The document also addresses plagiarism, evidence requirements, and resources available to learners and assessors. It culminates with a facilitator's guide and assessment response guides, including a marking guide and record of assessment outcomes. The pack aims to evaluate a student's ability to effectively oversee and monitor the quality of day-to-day work operations, including communication, planning, organization, and problem-solving skills within the tourism, travel, and hospitality sectors.

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
SITXMGT001
Monitor Work Operations
Training Package: SIT - Tourism, Travel and Hospitality Training Package
Qualification code/name: SIT40516 Certificate IV in Commercial Cookery

Adelaide College of Technical Education
Table of Contents
Purpose of Assessment................................................................................................................ 4
Target Group................................................................................................................................................ 4
Selected Methods and Intended Use............................................................................................................ 4
Standard Instructions for Assessor/Trainer................................................................................4
Standard Instructions for Learners..............................................................................................4
Assessment Cover Sheet............................................................................................................................. 4
How your assessments will be marked......................................................................................................... 4
Assessment Appeals.................................................................................................................................... 5
Reasonable Adjustment................................................................................................................................ 5
Recognition of Prior Learning (RPL)............................................................................................................. 5
National Recognition / Credit Transfer.......................................................................................................... 5
Support Services.......................................................................................................................................... 5
Plagiarism..................................................................................................................................................... 5
Evidence Requirements................................................................................................................. 6
Documents to be attached along with each Summative and practical Assessment Submission..................6
Assessor Expectations................................................................................................................................. 7
Resources for Learner................................................................................................................... 7
Resources for Trainer / Assessor.................................................................................................7
Procedure to Login to Futura........................................................................................................7
Format for Written Submissions...................................................................................................8
Overview......................................................................................................................................... 9
Elements....................................................................................................................................................... 9
When to Commence your Assessment......................................................................................................... 9
Assessment Methods................................................................................................................................... 9
Assessment Definitions................................................................................................................................ 9
Assessment Method One – Check Points..................................................................................11
Assessment Method Two - Quiz.................................................................................................12
Assessment Receipt.................................................................................................................... 13
Assessment Preparation Checklist............................................................................................14
Assessment Method Three – Written Response Assessment..................................................15
Assessment Method Four – Practical Task................................................................................26
Facilitators Guide......................................................................................................................... 34
Advice to Assessors................................................................................................................................... 35
Certificate IV Qualification Type Descriptor................................................................................................ 37
Assessment Response Guide..................................................................................................................... 38
Assessment Marking Guide........................................................................................................................ 39
Assessment Record and Feedback............................................................................................................ 40
Record of Assessment Outcome & Mapping.............................................................................41
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TASK 1.......................................................................................................................................... 41
TASK 2.......................................................................................................................................... 41
TASK 3.......................................................................................................................................... 41
TASK 4.......................................................................................................................................... 41
Foundation Skills......................................................................................................................... 44
Performance Evidence................................................................................................................. 45
Knowledge Evidence................................................................................................................... 46
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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 oversee and monitor the quality of day-
to-day work. It requires the ability to communicate effectively with team members, plan and
organise operational functions, and solve problems.
Target Group
ACTE’s learners enrolled in the unit SITXMGT001 Monitor work operations 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/SITXMGT001
Assessment Cover Sheet
At the beginning of each task in this Pack, you will find an Assessment Cover Sheet. Please
fill it in for each task, making sure you sign the student declaration. Your assessor will give
you feedback about how well you went in each task and will write this on the back of the
Assessment Cover Sheet.
How your assessments will be marked
When the assessor marks your assessment tasks, the outcome will be either Satisfactory or Not
Satisfactory:
SATISFACTORY Your responses to the assessment task have met the required unit
assessment criteria.
NOT SATISFACTORY Your responses to the assessment task have not met the required
assessment criteria. Additional learning or practice is required. Your
assessor will make arrangements to conduct a further assessment of this
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task once you have undertaken additional practice/learning.
You must achieve a ‘Satisfactory’ result for all assessment tasks to be deemed competent for this
unit.
Assessment Appeals
You can make an appeal about an assessment decision by putting it in writing and sending it
to us. Refer to your Student Handbook for more information about our appeals process.
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.
Recognition of Prior Learning (RPL)
RPL is a formal process that recognises skills developed through previous training, work or life
experience, which match a unit of competency in a training course. If you believe you already have
the skills covered in this unit of competency, discuss this with your trainer, who will provide you
with instructions for applying for RPL.
National Recognition / Credit Transfer
Qualifications or statements of attainment issued by other Registered Training Organisations are
recognised by the College. Where this unit of competency is equivalent to a unit of competency
previously completed with another provider, credit transfer will be offered and the course length
adjusted accordingly. It is the responsibility of the student to provide the relevant evidence of
qualifications or statements of attainment issued by other Registered Training Organisations, which
will be verified by the College prior to credit transfer being applied.
Support Services
Your trainer/assessor is able to clarify any aspect of an assessment task prior to it being
administered. This may include clarifying: knowledge and skills covered during the training
program; the meaning of written assessment questions; performance standards for practical
assessments; and marking criteria.
Once the assessment process has commenced however, the assessor is not able to provide
any intervention or guidance, unless it is to prevent an unsafe act from being performed.
Please ask for help when you need it, as your trainer/assessor may not be aware that you have
not understood aspects of the training program, or are not feeling confident enough to engage in
assessment activities.
Plagiarism
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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
 Reference your work / acknowledge all of your sources
What is Plagiarism? Retrieved May 2017, from http://www.plagiarism.org/plagiarism-101/what-is-plagiarism
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
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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.)
Resources for Trainer / Assessor
 Futura Website; and online Futura portal
 Other Websites related to the unit.
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
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Format for Written Submissions
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.
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Overview
This unit describes the performance outcomes, skills and knowledge required to oversee and
monitor the quality of day-to-day work. It requires the ability to communicate effectively with team
members, plan and organise operational functions, and solve problems. The unit applies to all
industry sectors, and to individuals operating at a team leading, supervisory or frontline
management level.
Elements
To achieve competency in this unit you must demonstrate your ability to:
 Monitor and improve workplace operations.
 Plan and organise workflow.
 Monitor and support team members.
 Solve problems and make decisions.
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
• Summative Assessment
• Typed in MS Word
Written assessment is short answer questions to be
completed in MS Word comprises of all performance 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
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
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• 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.
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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 Receipt
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 Certificate IV in Commercial Cookery
Unit Code SITXMGT001 Unit Name Monitor Work Operations
Due date Trainer/Assessor
This assignment will not be marked unless the the above declaration is signed
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Assessment Preparation Checklist
Unit/s of Competency SITXMGT001 Monitor Work Operations
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 want to discuss any special needs that should
be considered during the assessment process? Yes  No 
Details:
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 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) SITXMGT001 Monitor Work Operations
Trainer/Assessor
Assessment for this Unit of
Competency/Cluster
Details
Assessment 1 Written Assessment
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
Signature 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 underpinning knowledge to complete the tasks outlined in the
elements and performance criteria for this unit of competency and relating to the following aspects:
 work organisation and planning methods appropriate to the industry sector
 leadership and management roles and responsibilities in the relevant industry sector
 operational functions in the relevant industry sector
 procedures and systems to support work operations:
o administration
o health and safety
o human resources
o service standards
o technology
o work practices
 concepts of quality assurance and how it is managed and implemented in the workplace
 sustainability considerations for frontline operational management:
o relationship between operational efficiency and financial sustainability
o ways of minimising waste in the relevant work context
o social responsibilities of the operation
 time management principles and their application to leaders and managers for planning own work and the work of
others
 principles of effective delegation and delegation techniques in a frontline management context:
o clear communication of what is required
o gaining commitment
o no undue interference
o regular reporting
o selecting the right person
 problem-solving and decision making processes and techniques and their application to typical workplace issues
 industrial or legislative issues that affect short-term work organisation appropriate to the industry sector:
o relationship of relevant industrial awards to hours and conditions of work
ensuring systems and procedures meet work health and safety requirements.
Place/Location where assessment will be conducted
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 suggested by your trainer.
Instructions for assessment including WHS requirements
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 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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ASSESSMENT A1
QUESTION ANSWERS
Question 1
The process of monitoring work operations is often broken down into six stages. Name 3 of
these.
1. Planning and Preparing
2. Organising
3. Staffing
Question 2
Monitoring the expected service provisions of your staff is an important part of a frontline
supervisor’s job. How often should this be done?
The process of monitoring is continuous since it is directly linked with quality and smooth
operation of services. Hence, it should be done as continuously and frequently as
possible and not just periodically.
Question 3
Once workflows have been established, what should you do to determine whether the
workflows you have implemented are in line with achieving organisational goals?
To determine alignment of workflows with achievement of organizational goals, a
Gantt chart can be developed which will contain a planned list of detailed processes,
an organized order of tasks to be performed, contained specification of completion
dates of overall projects and contain the actual time of tasks so as to monitor progress
of work.
Question 4
List 3 ways to identify quality problems with your service.
1. Debriefing process
2. Feedback from employees, suppliers and staff
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3. Feedback from guests and customers
Question 5
‘In house training’ is one example of a process or system which you may need to make
adjustments to in order to resolve quality issues. List 4 other processes or systems from
your industry.
1. Maintenance of workplace standards of WHS and security
2. Implementation and usage of technology during procedures
3. Aligning operations with present trends and best practices in the market
4. Aligning operations with standards of customer service
Question 6
How can encouraging a culture of open communication and innovative thinking help you
improve efficiency and service levels?
Encouraging a culture of open communication and innovative thinking will assist
improvement of efficiency and service levels since it will allow employees to be involved in
the quality process, voice their concerns and result in incorporation of their ides in
improvement of workplace operations.
Question 7
List 3 ways to identify current and emerging trends in your industry.
1. Direct Customer feedback
2. Talking with proprietors
3. Talking with suppliers
Question 8
Sustainability is usually associated with the environment, however it can also refer to the
operations of a business. Other than environment, what are the 2 other areas of
operational sustainability?
1. Social sustainability
2. Economic sustainability
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Question 9
What is the purpose of having a logical, well defined workflow?
The purpose of a logical well defined workflow is to provide assistance to the efficiency
of workplace operations resulting in an organized workflow with adequate time
management.
Question 10
List 3 business benefits of having an efficient and effective workflow?
1. Appropriate usage of resources at the appropriate time
2. Implementation of all work in a cost effective manner
3. Minimization of inactive periods
Question 11
‘Considering the task to be delegated’ is the first step in the delegation process. List 3
more steps in delegating work or job tasks to staff.
1. Selecting the person or the team
2. Explaining reasons for delegation
3. Explaining the job
Question 12
A Gantt chart can help you monitor your workflow progress against timelines to a help
ensure objectives are being met on time. List 3 things you need to do to develop a Gantt
chart.
1. Planned list of detailed processes
2. Organized order of tasks to be performed
3. Overall completion dates of projects
Question 13
Coaching and mentoring staff, can help them prioritise their job tasks and workload. Name
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3 functions of coaches or mentors.
1. Inspire confidence and staff
2. Encourage and motivate staff
3. Give advice and support for development and growth
Question 14
‘Giving credit where credit is due’ is one effective way of providing feedback and guidance
to your staff. List 3 other examples.
1. Giving criticism which is constructive
2. Explanation of reasons for doing specific things
3. Provision of guidance
Question 15
You must keep management informed if the workflow you have designed impacts on staff.
What are 2 possible impacts implementing a new workflow may have on staffing
requirements?
1. Modification of duties and tasks which may not be appreciated by staff
2. Excessive streamlining of processes resulting in not requiring a particular staff member.
Question 16
List 5 aspects of staff behaviour or productivity that you should monitor.
1. Consistency
2. Speed
3. Dependability
4. Teamwork
5. Quality of Work
Question 17
What are 4 common signs that there may be some performance problems or issues you
might need to deal with?
1. Time wasting
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2. Absenteeism
3. Tardiness
4. Reduced Productivity
Question 18
How can simply sharing what you know to staff members improve the performance of the
business?
Sharing knowledge to staff members can improve performance by assisting staff to
identify their mistakes and learn correct ways of working resulting in improved
performance
Question 19
Brainstorming is a fantastic way of creating, developing, challenging and testing ideas. List
3 ways you can make sure your brainstorming sessions are effective.
1. Encouraging a positive environment
2. Generation of a lot of ideas
3. Avoid restrictions in speaking
Question 20
List 3 types of administration documents or workplace records you might need to complete
and submit in your industry.
1. Rates of Penalty and Overtime hours
2. Details of Deductions and Net and Gross amounts paid
3. Pay rates
Question 21
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List 5 types of customer service related problems from your industry that would require
your attention as a supervisor.
1. Slow service times
2. Breaches in food safety
3. Negative customer feedback and customer dissatisfaction
4. Delay in delivery of services
5. Overbooking
Question 22
List 5 common management problems or issues that you as a supervisor, may deal with
on a regular basis.
1. Poor recording keeping
2. WHS and security issues
3. Under or over staffing
4. Financial irregularities and non payment
5. Shortages of stock
Question 23
Consider the following scenario.
A customer arrives to find that you have no record of a booking he claims he made with
one of your staff members several weeks ago.
What is a possible short term action you could take to resolve the problem?
A short term solution would be to provide the customer a room for the moment so as
not to create dissatisfaction.
Question 24
Considering the previous scenario.
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Adelaide College of Technical Education
What is a possible long term action you could take to resolve the problem?
As a long term action, the manager must then follow up with the concerned staff
member and review booking records till date. Additional long term solutions would
involve monitoring and altering workflow operations followed by monitoring existing book
keeping strategies with the staff.
Question 25
What is the advantage of involving staff in the decision making process?
The advantage is that it allows staff to voice their opinions and ideas since they are
directly in communication with the customers. Involvement of staff also promotes staff
satisfaction and staff perception of inclusion.
Question 26
When a staff member raises a problem with you, write 2 questions you could use to
encourage them to help solve the problem.
“What went wrong in the situation?”
“What do you think we can do to resolve or prevent the issue in the future?”
Question 27
How often should you review decisions you have made to see if they are still effective?
Reviewing and monitoring decisions regarding workflow operations must be performed
continuously and not periodically since it is directly linked with quality of operations.
Question 28
Give an example of industrial awards or conditions in your industry, that may affect how
you roster staff, etc.
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Adelaide College of Technical Education
The Work Health and Safety Act (2011), along with the quality management standards
outlined by Tourism Training Australia, Standards Australia and Standards New Zealand
will affect staff management and quality of operations in the Tourism, Hospitality and
Events Industry.
Question 29
Name a website could you use as a reference to check the awards and conditions of your
workplace.
The websites of Quality Tourism Australia and the Australian Tourism Accreditation
Program can be references the awards and conditions at the workplace.
Question 30
For your department and your industry, list 4 job positions, and briefly describe the tasks
and requirements of each position. 2 of the positions must be management positions
within your sector (the positions must differ from the examples provided below)
For example:
Position Tasks and Requirements
F&B Manager
Restaurant
Supervisor
Head Waiter
Oversees bookings, training, budget, orders beverages
Ensures correct restaurant setup, service standards
Looks after sections of the restaurant
MANAGEMENT POSITION 1: TASKS AND REQUIREMENTS:
HR Manager : Oversees recruitment, staff workflow, operations and adequate
staff working environments
MANAGEMENT POSITION 2: TASKS AND REQUIREMENTS:
Executive Housekeeping: Oversees staff functioning of hotel room cleaning, toiletry supply
and room service
POSITION 3: TASKS AND REQUIREMENTS:
Function Coordinator: Oversees delegation and allocation of event management functions
to various staff members
POSITION 4: TASKS AND REQUIREMENTS:
Head Waiter: Oversees staff allocation for catering services during events
Question 31
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List 4 principles of time management.
1. Time should be set aside for planning
2. List of tasks in the order of priority must be developed
3. Time for tasks must be allocated as per importance
4. Allocate a separate time for management of distractions
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Assessment Method Four – Practical Task
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITXMGT001 Monitor Work Operations
Trainer/Assessor
Assessment for this Unit of Competency Details
Assessment 2 Practical Observation
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
Signature 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:
 plan and organise workflow for a team operation or activity that takes into account at least six of the
following contingencies:
o delays and time difficulties
o difficult customer service situations
o equipment breakdown or technical failure
o financial resources
o staffing levels and skill profiles
o rostering requirements
o staff performance
o procedural requirements
o product development and marketing monitor and respond to team-based operational and service issues during the above operation or activity
 complete each of the following organisational records for the above operation or activity:
o performance reports
o staff records.
Place/Location where assessment will be conducted
Resource Requirements
You must have access to notepad, pen, internet and a personal computer for your theoretical tasks and the theoretical portions of any
practical tasks. Any other resources, venue, service or equipment required to perform a task will be provided to you by your trainer.
Instructions for assessment including WHS requirements
1. To undertake this assessment, you must have been instructed how to use each piece of equipment in your work area or
workplace and participated in an induction in your workplace or place of training/study.
2. You are required to wear a complete uniform relevant to your area of training (Cookery, Food and Beverage, Housekeeping
etc.).
3. Your personal presentation must reflect the standards typically expected and acceptable in the TH&E industry.
4. You will be observed on 3 separate occasions undertaking a variety of tasks relevant to your level of training and the practical
subjects you are enrolled in, and currently do as part of your training for example preparing simple dishes, preparing mise-en-
place for a bar or food and beverage section or participating in the servicing of rooms etc. as relevant.
5. You are encouraged to clarify any tasks, requirements or questions you may have with your trainer.
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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 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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ASSESSMENT A2
CASE STUDY 1
The partners who own Green Tour Excursions where you work as Duty Manager have decided to
reappraise the operations of the Fraser Island Tours which operates 5 vehicles and drivers who
also take on the role as tour guides. The partners say there are too many potential legal issues and
complaints from customers and as a result the bottom line of the business is suffering. They say
the average turnover has decreased by 15 % and custom likely will be lost to other operators
although comparative tours have the same cost for this day tour. The itinerary which was in place
for the current 1 day island wilderness trip included:
 Central Station including Wanggoolba Creek boardwalk
 Lake McKenzie – a swim in crystal clear waters and pristine white sands.
 Seventy-Five Mile Beach
 Eli Creek – swim or float in the clear waters
 Maheno Shipwreck - take a photo stop at the rusting wreck of the Maheno washed ashore
during an out-of-season cyclone in 1935
 The Pinnacles Coloured Sands – learn of the Butchulla legends surrounding them.
Inclusions:
 National Park Fess
 Morning Tea at a picnic ground
 Picnic Lunch
 Transfers from Hervey Bay Accommodation to ferry return.
The main issues which have been identified by the partners of Green Tour Excursions for the
particular tour included:
 On 3 out 10 tours the 4-wheel drive tourist vehicle ran out of fuel which resulted in a 1 hour
shortfall of the trip on each occasion.
 On 2 trips the air conditioning of the vehicle failed.
 There were 18 complaints about poor hygiene relating to cups and cutlery used for morning
tea and picnic lunch.
 12 customers have expressed concerns of being provided with food from eskis and service
vessels provided from a plastic container.
 3 customers have complained about being served pastries from a card board box which
must have been the packaging provided by our supplier.
 There were 4 claims from customers who claimed they felt unwell or sick after consuming
the BBQ picnic lunch which includes a small steak, sausages, 2 different salads and bread
and butter.
 There are increasingly complaints from drivers of the vehicles that their days are too long
given that they are required to prepare their vehicles post and before each trip which could
potentially breach WHS requirements and entitlements.
 12 customers have expressed concerns of being provided with food from eskis and service
vessels provided from a plastic container.
 There were 3 incidences during the past 2 months where customers had close encounters
with venomous snakes in the toilet block located the picnic area used for stops.
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You are required to investigate these issues and explore provisions to meet all legislative
requirements. Present your responses in report format suitable for presentation at a
management meeting.
1. Describe how you would monitor the work hours of the driver/tour guide and the efficiency
involved in those hours – this would also mean you need to identify relevant problems
associated with adjusting staff levels to attain the requested improvement
2. Show what consultative process was used to allow for procedures and systems (including
rosters new or amended service provisions) to be adjusted. Show that in this area, quality
assurances can be given so that customers will not be affected and indicate the time frame
involved in your changes
3. List the measures taken to ensure functional clean vehicles, and prevention of hygiene
issues
4. In your new plan, you must show the delegation process that will be involved. Will you need
new job specifications to be written? If so, how many?
5. Will training be necessary to accommodate the new jobs if this is the option you
recommend the owners to take? Estimate a budget for retraining should it be necessary.
6. Describe how day-to-day operations will not be negatively affected with your proposed
changes
1. To address the work, a feedback will be taken from drivers and tour guides to understand their
concerns, followed by assigning two drivers on the same trip to reduce workloads. The number of
stops and breaks can be increased to incorporate rest hours. The quality of work can be managed
by establishing an SOP policy for drivers.
2. In case of services which are outsourced, it must be compulsory for the catering services to
present quality control or quality assurance certificate to assure customers. Further, a group
discussion can be conducted where the tour services must communicate to the catering service of
the customer complaints and the need to conduct a process analysis of this service.
3. Implement SOP of cleaning, communicate the presence of a snake to the Park Point officials or
change the location of the recreational sport.
4. Of the 5 drivers, a tour guide team can be prepared where two tenured drivers can be delegated
to the senior or supervisor level so that they can lead, supervise or direct other drivers in
maintenance of SOP. Such supervisors can conduct daily debriefing sessions where they can
communicate their strengths, weaknesses and improvements for the future.
5. Training in terms of SOPs can be implemented which will educate the tour guides on standards
and policies to be followed. Further, the catering establishments can also be educated on the need
to maintain hygiene standards.
6. Day to day operations will not be affected since debriefing sessions will be conducted during the
short breaks taken during the tour as well as after the entire is conducted in which short training
and education will be incorporated.
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CASE STUDY 2
Elena, the front office clerk has asked you for an urgent appointment to see you. On arrival to the
meeting, Elena explains to you that her supervisor in front office frequently makes silent offensive
remarks and has stalked her on multiple occasions after work. It also seems that he rosters her for
the same shifts when he is rostered on.
(The document HR manual template may be referenced for this case study)
1. What appears to be the nature of complaint here?
2. Which procedure should be followed to receive a complaint like the one from Elena?
3. Write a standard operating procedure that can be used to investigate a complaint, including
actions for e.g. EEO and sexual harassment matters.
4. Which legal responsibilities do have in your capacity as a manger in this instance?
1. The type of complaint is associated with sexual harassment.
2. Elena can file a WHS or Duty of Care related compliant where she can complain to the WHS
representative of the organization as well as her employer.
3. A code of conduct or SOP for sexual harassment can be formulated which will provide
guidelines on types and consequences of harassment, followed by training or educating workers
on the same. In case of further complaints, a warning followed by placing the offender on strict
monitoring can be implemented. Persistence of harassment can then be followed by penalization
and termination of the offender.
4. The legal responsibilities include: Duty of Care by the PCBU to eliminate risks of safety at the
workplace as well as Model Code of Practice on How to Manage Work Health and Safety Risks .
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CASE STUDY 3
You are the manager at the Ocean view hotel. During the last 4 weeks the numbers of patrons
during dinner service on Wednesdays to Fridays have doubled. Although this is good news for the
operation, there have been associated with this a number of operational issues which need to be
addressed swiftly to prevent bad publicity in social media and on trip advisor.
During the 4-week period the hotel had 12 complaints related to delays in meal service, 16
complaints relating to poor or average quality of meals. A brief conversation with sous-chef and
head chef has indicated that the access to and lack of capacity of some equipment are some of the
main issues they are facing.
In front of-house (F&B) the same staff has been rostered on the periodic schedule as usual, and
staff does not think there are any issues.
1. Provide a systematic approach for areas you will investigate
2. Provide solutions for the shortfalls in equipment pointed out to you, given that the new
budget is still 5 months away and major expenditure was just completed to finish the
accommodation areas.
3. Which aspects will you investigate in the food and beverage/service areas?
4. Provide details for the staff who will be involved in the process.
1. A systematic process analysis can be conducted beginning from the type of menu planning, the
estimated time require to prepare followed by comparing the same to the actual time required to
complete menu preparation. This will be followed by evaluation of the presence of a sensory
evaluation along with standard recipe cards required to prepare the food items.
2. Considering that the budget is 5 months away, the menu must be restructured to replace food
items which require specialised equipment. This must be followed by implementation of standard
recipe cards and a sensory evaluation team so that kitchen staff can prepare food as per standards
followed by food evaluation to monitor any discrepancies. Customer feedback must be taken to
understand customer needs and preferences. Long term plans of formulating a budget must be
implemented for planning resources required to add new equipment.
3. Aspects of hygiene, types and functioning of equipment, presence of recipe cards and sensory
evaluation must be investigated in the kitchen.
4. Tenured staff like chefs, the manager and the head waiter can form the sensory evaluation team
who will monitor sensory evaluation of prepared food. The head waiter and housekeeping
department head can work together to allocate a separate team who will deliver the meals on time
to the rooms. The F&B head, the financial controller and the general manager must discuss the
need for advanced equipment in the future budget.
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CASE STUDY 4
You are working in the capacity of manager in a trendy inner city boutique hotel, featuring 45
rooms, a gym and wellness area, a 60 seat cafe -bistro, an 80 seat restaurant and seating for 50
customers in the mall.
The food and beverages are in line with using local produce and following trends, however you
have noticed that due to the large number of part-time employment of students and, it seems, lack
of direction from the departmental supervisors, products and services are always different. Not that
there have been any substantial complaints, however beverages are presented differently at
different times, food presentation varies and it looks portion sizes are not uniform, and the rooms
are made up and arranged differently depending who is in charge and on duty, accordingly.
1. Provide suggestions for a system that can be effectively developed and implemented for
each department and explain in detail what this entails for each department. Your approach
must include delegation at the appropriate levels.
2. What are the implications for all existing staff as a result and how will you provide for
overcoming these?
1. Firstly an SOP must be developed with discussion of all heads which will outline organizational
polices and quality work operations There is clearly a need to implement a training program for
each department, especially the F&B and the housekeeping department where students can be
taught the SOPs by the delegated department heads resulting in increased interaction and
direction. The F&B department training will include compliance with standard recipe cards and
hygiene standards to maintain uniformity and quality during food preparation and serving. An SOP
and training must also be implemented for housekeeping practices to maintain uniformity of room
arrangements.
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2. Existing staff can serve as supervisor trainers who will monitor maintenance of SOPs among
students as well as conduct debriefing sessions to communicate training issues and feedback from
students to the heads and vice versa.
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Assessment Record and Feedback
Student Name
Course Code and Course SIT40516 Certificate IV in Commercial Cookery
Unit of Competency /Cluster SITXMGT001 Monitor Work Operations
Assessment: (as applicable) Student Results:
1.Checkpoints Satisfactory Not Yet Satisfactory Not Completed
2.Quiz Satisfactory Not Yet Satisfactory Not Completed
3.Written Assessment Satisfactory Not Yet Satisfactory Not Completed
4.Practical Observations 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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TASK 1 TASK 2 TASK 3 TASK 4
PERFORMANCE CRITERIA E-CHECKPOINT QUIZ WRITTEN
ASSESSMENT
PRACTICAL
OBSERVATIONS
1.1. Monitor efficiency and service levels through
close contact with day-to-day operations.
CP1-1,2,3,4,5,6,7
CP2-2,3,6
CP3-1
CP4-3
CP5-4
Q.1,2,4,5,10,
23,27
A1-Q.1,2 A2-CS 1
CS 2
CS 3
CS 4
1.2. Ensure workplace operations support overall
organisational goals and quality assurance
initiatives.
CP1-6
CP4-3
CP5-1,3
Q.3,21,27 A1-Q.3,4 A2-CS 1
CS 2
CS 3
CS 4
1.3. Identify quality problems and issues and
make appropriate adjustments to procedures
and systems, with relevant approvals.
CP1-1,2,4,5,6
CP2-1,2,3
CP3-4
CP6-3
Q.1,2,3,5,7,
11,27
A1-Q.5 A2-CS 1
CS 2
CS 3
CS 4
1.4. Proactively consult with colleagues about
ways to improve efficiency and service levels,
including potential for new technologies and
other innovations.
CP2-3,6
CP5-1,5
CP6-4
Q.10 A1-Q.6 A2-CS 1
CS 2
CS 3
CS 4
1.5. Provide feedback to colleagues and
management to inform future planning.
CP2-3,4
CP5-1,4
Q.6,17,23,27 A1-Q.13,24 A2-CS 1
CS 2
1.6. Identify and take opportunities to evaluate
current and emerging industry trends and
practices for relevance to own work situation.
CP2-6 Q.10 A1-Q.7 A2-CS 1
CS 2
CS 3
CS 4
1.7. Assess and respond to opportunities to
improve sustainability of day-to-day operations.
CP3-2,3 A1-Q.8 A2-CS 1
CS 3
2.1. Assess current workloads, and schedule work
to maximise efficiency and customer service
quality within budget constraints.
CP3-5
CP4-2,4
Q.12,13,14,27 A1-Q.9,10 A2-CS 1
CS 2
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Record of Assessment Outcome & Mapping
Learner Details Assessor Details
Name Name
Course Code SIT40516 Date
Unit Code SITXMGT001 Unit Name Monitor Work Operations

Adelaide College of Technical Education
CS 3
CS 4
2.2. Delegate work according to principles of
delegation.
CP4-4,5 Q.14,15 A1-Q.11 A2-CS 4
2.3. Assess workflow and progress against agreed
objectives and timelines
CP3-4,5
CP4-2,3,4
CP5-2,3
Q.11,13,18,10,2
1
A1-Q.12 A2-CS 1
CS 2
CS 3
2.4. Assist colleagues in prioritising workload
through supportive feedback and coaching.
CP4-1 Q.12,13,14 A1-Q.13,14 A2-CS 1
CS 2
CS 3
CS 4
2.5. Provide timely input to appropriate
management regarding staffing needs.
CP2-5 Q.13,[27] A1-Q.15 A2-CS 1
CS 2
CS 3
3.1. Monitor team and individual performance
against agreed goals and objectives.
CP1-1,2,3,7
CP2-2,3
CP4-3
CP5-4
Q.1,2,5,19,23 A1-Q.16,17 A2-CS 1
CS 3
CS 4
3.2. Proactively share information, knowledge
and experiences with team members.
CP5-5
CP6-3,4
Q.17,22 A1-Q.18,19 A2-CS 1
CS 2
CS 3
CS 4
3.3. Challenge and test ideas within the team in a
positive and collaborative way.
CP5-5
CP6-3,4
Q.22 A1-Q.19 A2-CS 1
CS 3
CS 4
3.4. Provide feedback, coaching and support to
team members.
CP2-3,
CP4-4
CP5-1,4
CP6-3,4
Q.14,23 A1-Q.13,14 A2-CS 3
CS 4
3.5. Complete and submit organisation records as
required.
CP5-1 Q.16,17 A1-Q.20 A2-CS 1
CS 2
CS 3
CS 4
4.1. Identify and analyse workplace problems from
an operational and customer service perspective.
CP2-3,4,5
CP5-5
CP6-1,2,5
Q.6,22,24,25 A1-Q.21,22 A2-CS 1
CS 2
CS 3
CS 4
4.2. Initiate short-term action to resolve
immediate problem where appropriate.
CP2-5 Q.24,25 A1-Q.23 A2-CS 1
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CP6-1,2,3 CS 3
4.3. Analyse problems for long-term impact, and
assess and action potential solutions in
consultation with relevant colleagues.
CP6-1,2,3 Q.24,25,26 A1-Q.24 A2-CS 1
CS 2
CS 3
CS 4
4.4. Where a team member raises a problem,
encourage individual participation in solving it.
CP6-3,4 Q.22 A1-Q.25,26 A2-CS 1
CS 2
CS 3
4.5. Take follow-up action to monitor effectiveness
of solutions.
CP6-6 Q.25,27 A1-Q.27 A2-CS 1
CS 2
CS 3
CS 4
Result: Satisfactory    
Result: NOT Satisfactory    
Overall, the candidate was assessed as: Competent  Not Yet Competent 
Re-Assessment Required  YES  NO
Trainer Signature
Learner Signature
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