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Instructions to Learner
Welcome to KII4050 Management of people and organisation! This KII unit covers the following unit/s of competency.
COMPETENCY DEMONSTRATION
This Assessment Task covers the following unit of competency:
KII subject code
KII4050
KII subject name
Management of people and organisation
Unit of competency code:
SITXHRM007
SITXHRM008
SITXHRM009
Unit Title
Coach others in job skills
Roster Staff
Lead and manage people
This subject describes the performance outcomes, skills and knowledge required to provide on-the-job coaching to colleagues and develop, administer and communicate staff rosters. It requires the ability to explain and demonstrate specific skills, knowledge and procedures and monitor the progress of colleagues until they are able to operate independently of the coach. It requires the ability to plan rosters according to industrial provisions, operational efficiency requirements, and within wage budgets.
This subject also describes the performance outcomes, skills and knowledge required to lead and manage people individually and in teams, and support and encourage their commitment to the organisation. It requires the ability to lead by example and manage performance through effective leadership.
Prerequisite units: None
For more information about the units of competency, visit the following sites:
https://training.gov.au/Training/Details/SITXHRM007
https://training.gov.au/Training/Details/SITXHRM008
https://training.gov.au/Training/Details/SITXHRM009
Assessment for this subject
For you to be assessed as competent, you must successfully complete three assessment tasks:
Assessment Task 1: Knowledge questions (This assessment) – There are three sections in this assessment. All sections are mandatory and you must answer all questions correctly.
Assessment Task 2: Simulation and observation – You must work through a range of activities and complete a project portfolio.
Assessment Task 3: Case study, scenarios and simulation – You must work through a range of activities and complete a project portfolio.
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Your assessment tasks include your full legal name in the provided cover page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one’s own unintentionally
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “NS” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NYS = Not Yet Satisfactory
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and “will” be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. For more information please refer to our policy and procedures by visiting www.kii.edu.au/documents or login to your LMS account by clicking the link https://www.kiionline.edu.au/course/view.php?id=59.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately
Assessment requirements
Assessment can either be:
Direct observation
Product-based methods e.g. reports, role plays, work samples
Questioning
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this Assessment and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you may have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction (orientation). For more information refer to our assessment policies by visiting www.kii.edu.au/documents or login to your LMS account by clicking the link https://www.kiionline.edu.au/course/view.php?id=59.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
ASSESSMENT COVERSHEET
Unit:
Course Name:
Assessment Tool:
Assessment 1 (Knowledge Questions)
Student must fill this section:
Student Name:
Student ID:
Privacy Release Clause:
“I give my permission for my assessment material to be used in the auditing, assessment validation & moderation Process”
Authenticity Declaration:
“I declare that:
The material I have submitted is my own work;
I have kept a copy of all relevant notes and reference material that I used in the production of my work;
I have given references for all sources of information that are not my own, including the words, ideas and images of others.”
Student signature:
Date:
Assessment Completion Status
Attempt
Satisfactory
Non-Satisfactory
Date
Assessor’s Signature
Initial attempt
2nd attempt/Re-assessment
Information for Student:
All work is to be entirely of the Student.
Read the instructions for each question very carefully.
Be sure to PRINT your FULL name & LAST name in every place that is provided.
Short questions must be answered in the spaces provided or follow the word limits as instructed.
For those activities requesting extra evidence such as: research reports, ESSAY reports, etc. The student must attach its own work formatted in double space, Arial 12 pts.
All assessment tasks must be addressed correctly in order to obtain a competence for the unit of competency.
If the Student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment.
All assessments must be submitted online. Login to www.kiionline.edu.au and follow the subject link to submit your assessments. Note that the hard copy of the assessments will not be accepted.
Re-assessment of Result& Academic Appeal procedures:
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Operations Manager. This should be submitted after completion of the subject and within fourteen days of commencement of the new term.
Re-assessment Process:
An appeal in writing is made to the Operations Manager providing reasons for re-assessment /appeal.
Operations Manager will delegate another faculty member to review the assessment.
The student will be advised of the review result done by another assessor.
If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Operations Manager OR if need be an external assessor.
The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final.
If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency.
Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject.
The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid.
Academic Appeals
If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol.
To appeal a decision, the person is required to complete the KII- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details:
Student Support Officer, Kingsford International Institute (KII), Level 6, 128-136 Chalmers St, Surry Hills, NSW 2010, Email: [email protected]
The notice of appeal should be in writing addressed to the Operations Manager and submitted within seven days of notification of the outcome of the re-evaluation process.
If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.
In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.
The decision of Operations Manager will be final.
Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy.
“I understand all the above rules and guidelines for the assessment”
Full Name
Signature
Date (dd/mm/yyyy)
Pre-assessment Checklist
Your assessor will go through the assessment for this unit. It is important that you understand this assessment before taking on the questions and tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ column.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Pre – assessment Checklist
Comments
Y
N
I, the student, understand the purpose of the assessment.
Y
N
I understand when and where the assessment will occur, who will assess and in what format the assessment will be submitted.as
Y
N
I understand the methods of assessment.
Y
N
I understand what resources are required to complete this assessment.
Y
N
I understand the performance level required for each assessment event.
Y
N
I understand that it must be my own work. I have been explained and understand the serious consequences in case this work is found plagiarised.
Y
N
I understand the process if I am deemed not yet competent.
Y
N
I understand the feedback process and the appeals process.
Y
N
The assessor has discussed with me if I have any special needs and if so what arrangements have been made.
Student Full Name
Student ID
Student Signature
Date (dd/mm/yyyy)
Information for students
Knowledge questions are designed to help you demonstrate the knowledge which you have acquired during the learning phase of this unit. Ensure that you:
review the advice to students regarding answering knowledge questions in the hospitality Works Student User Guide
comply with the due date for assessment which your assessor will provide
adhere with your KII’s submission guidelines
answer all questions and parts of this assessment completely and correctly
submit work which is original and, where necessary, properly referenced
submit a completed cover sheet with your work
do not sharing your answers with other students.
Assessment information
Information about how you should complete this assessment can be found in Appendix A of the Hospitality Works Student User Guide. Refer to the appendix for information on:
where this task should be completed
the maximum time allowed for completing this assessment task
whether or not this task is open-book.
Note: You must complete and submit an assessment cover sheet with your work.
SECTION A
Knowledge Questions
Complete the following questions. All questions must be completed. For due date consult your trainer.
Q. 1
Objective
To provide you with an opportunity to identify the communication techniques for coaching
What communication techniques can you use in a workplace coaching context ( 50 words approx.)
Q. 2
Objective
To provide you with an opportunity to the determine the coaching sessions
How can you determine the objectives and scope of a coaching session ( 50 words approx.)
Q. 3
Objective
To provide you with an opportunity to identify the factors which impact on coaching
What factors impact the need for coaching? (75 words approx.)
Q. 4
Objective
To provide you with an opportunity to how to apply the key principles for training
Describe how you would apply the key principles of training to your own workplace coaching context (50 words approx.)
Q. 5
Objective
To provide you with an opportunity to understand the requirements of health and safety with legislative
Describe how legislative work health and safety and hygiene requirements impact your workplace coaching (50 words approx.)
Q. 6
Objective
To provide you with an opportunity to describe how to identify the performance problems.
Describe how you can identify causes of performance problems or difficulties ( 50 words approx.)
Q. 7
Objective
To provide you with an opportunity to describe how to explain overall purpose of coaching to colleague
Identify fundamental points for describing how to explain the overall purpose of coaching (50 words approx.)
What aspects of coaching and the coaching session should be described to the coachee to explain the overall purpose? (50 words approx.)
Q. 8
Objective
To provide you with an opportunity to describe how to explain and demonstrate specific skills and advise organisational procedures for completing workplace tasks
Describe a procedure for explaining and demonstrating specific skills (50 words approx.)
In what ways can you check learner understanding? (50 words approx.)
What are the benefits to advising organisational procedures when explaining and demonstrating skills? (50 words approx.)
Q. 9
Objective
To provide you with an opportunity to identify how to communicate required knowledge and check colleague understanding
What are the key skills and attributes involved in effective coaching communication? (30 words approx.)
In what ways can learning communication skills help you when coaching? (30 words approx.)
What methods can you use to check learner understanding?
(40 words approx.)
Give at least 3 examples of questions you can use to check colleague understanding
Q. 10
Objective
To provide you with an opportunity to identify how to monitor progress of new workplace skills and provide supportive assistance.
In what ways can you monitor the progress of new workplace skills? (40 words approx.)
In what ways can you provide supportive assistance to the learner? (40 words approx.)
What factors should you consider when discussing the results of monitoring with learners? (40 words approx.)
SECTION B
Q. 1
Objective
To provide you with an opportunity to understand the sources of information for awards.
Where can you locate information on awards and other industrial provisions? (50 words approx.)
Q. 2
Objective
To provide you with an opportunity of information on wages as per the hospitality sector
Provide two examples of awards that may be applicable to organisations in the tourism, travel, hospitality and event sectors.
Q. 3
Objective
To provide you with an opportunity to understand the industrial agreements.
Briefly describe three key elements of industrial agreements that impact on developing rosters.
Q. 4
Objective
To provide you with an opportunity to understand how to present polices within the organisation for rosters.
What organisational policies exist in a typical hospitality industry that impact on the development of rosters? (75 words approx.)
Q. 5
Objective
To provide you with an opportunity to understand how to controlling staff costing.
How are rosters useful for reducing staff costs? (50 words approx.)
Q. 6
Objective
To provide you with an opportunity to recognise how to communicate rosters with appropriate method.
What are the functions of the rostering software program used by your organisation? (50 words approx.)
Q. 7
Objective
To provide you with an opportunity to recognise how to develop rosters within designated timeframes.
Describe the difference in format between a daily and weekly or monthly roster.
Q. 8
Objective
To provide you with an opportunity to recognise how to communicate rosters to staff
Provide four examples of methods to communicate rosters to employees.
Q. 9
Objective
To provide you with an opportunity to understand the importance of social and cultural mix needs while developing roster.
What social and cultural needs do you need to consider when developing a roster?
Q. 10
Objective
To provide you with an opportunity to understand the organisational policies and procedures .
Provide brief details of human resource policies and procedures about the following: (150 words approx.)
Personal/carer’s leave and compassionate leave
Public holidays
Parental leave and related entitlements
Mandated breaks
Maximum allowed shift hours
Permanent or casual staff
Standard, overtime and penalty pay rates
Annual leave
Jury service.
Q. 11
Objective
To provide you with an opportunity to identify how to administer records of shift time completed by employees or contractors; and maintain staff rostering records according to organisational procedures.
Describe two different methods of establishing the hours worked by employees.
Explain the importance of maintaining staff rostering records. (50 words approx.)
Q. 12
Objective
To provide you with an opportunity to understand how to monitor effectiveness of rosters in consultation with colleagues.
Describe a minimum of two aspects of rostering of which you ought to monitor the effectiveness.
Provide three examples of negative consequences resulting from understaffing.
Q. 13
Objective
To provide you with an opportunity to identify ways in which rosters and roster development processes may be improved and take appropriate action.
How could you alter rosters to reduce the levels of fatigue experienced by employees?
How could roster development processes be improved in order to reduce understaffing?
SECTION C
Q. 1
Complete the following activities individually. All questions below in this section is mandatory.
Objective
To provide you with an opportunity for tasks by mangers and supervisors
Describe the importance of each of the following tasks completed by supervisors and managers. Provide a specific example for each. (150 words approx.)
Decision making
Delegation of tasks
Monitoring performance
provision of feedback
motivation through recognition and rewards
Planning and organising
Q. 2
Objective
To provide you with an opportunity to show support for and commitment to organisational goals in day-to-day work performance.
For each of the following information, explain why it is important for supervisors and managers to provide this to staff. (150 words approx.)
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
Q. 3
Objective
To provide you with an opportunity to understand the organisational polices and procedures and understand the relation as team
Explain the importance of the following in relation to being part of a work team. (150 words approx.)
a. adhering to policies and procedures
b. cooperative and open communication
c. understanding the nature and scope of work
d. forming relationships with others in the workplace and understanding interdependent areas of activity
e. understanding reporting requirements
Q. 4
Objective
To provide you with an opportunity to communicate expectations, roles and responsibilities of team members to encourage them to take responsibility for own work.
Explain how each of the following can assist in developing individuals at work. (150 words approx.)
a. change in job responsibilities
b. external training and professional development
c. formal promotion
d. internal training and professional development
e. opportunity for greater autonomy or responsibility
Q. 5
Objective
To provide you with an opportunity to learn different communication styles used by leaders.
Describe the key features of the following leadership styles: (100 words approx.)
a. Laissez-Faire
b. Autocratic
c. Democratic
Q. 6
Objective
To provide you with an opportunity to learn the ways for communication in workplace
Describe three ways that open and supportive communication can be established in a workplace. (50 words approx.)
Q. 7
Objective
To provide you with an opportunity to learn characteristics of leader.
Describe three characteristics of an effective leader. (50 words approx.)
Q. 8
Objective
To provide you with an opportunity to understand the principle of team work
Outline three principles of team work.
Outline three characteristics of effective teams.
Outline three benefits of effective team work.
Q. 9
Objective
To provide you with an opportunity to understand the role and attributes of team
Explain three roles that a team member may assume within a team.
Explain three attributes needed of team members
Q. 10
Objective
To provide you with an opportunity to understand how to monitor team performance to ensure progress towards achievement of goals.
Explain two different ways that a team can be organised.
Outline three problems that can occur within a team.
Explain how motivation assists in the management of individuals and teams at work. (40 words approx.)
Q. 11
Objective
To provide you with an opportunity to understand the theories of motivation
Identify two theories of motivation and how this applies to managing individuals and teams. (100 words approx.)
Q. 12
Objective
To provide you with an opportunity to understand the group dynamics for team success.
Explain how group dynamics can impact on successful team management. (50 words approx.)
Q. 13
Objective
To provide you with an opportunity to understand the importance reward and recognition to staff.
Describe how each of the following recognition and rewards can assist with effective leadership of staff. (100 words approx.)
a. acknowledging individual good performance to the whole team
b. incentive initiatives
c. informal acknowledgement
d. presenting awards
e. written reports to management
Q. 14
Objective
To provide you with an opportunity to understand the importance of organisational plans
Outline two types of organisational plans and the steps needed to plan each. (75 words approx.)
Instructions to Learner
Welcome to KII4050 Management of people and organisation! This KII unit covers the following unit/s of competency.
COMPETENCY DEMONSTRATION
This Assessment Task covers the following unit of competency:
KII subject code
KII4050
KII subject name
Management of people and organisation
Unit of competency code:
SITXHRM007
SITXHRM008
SITXHRM009
Unit Title
Coach others in job skills
Roster Staff
Lead and manage people
This subject describes the performance outcomes, skills and knowledge required to provide on-the-job coaching to colleagues and develop, administer and communicate staff rosters. It requires the ability to explain and demonstrate specific skills, knowledge and procedures and monitor the progress of colleagues until they are able to operate independently of the coach. It requires the ability to plan rosters according to industrial provisions, operational efficiency requirements, and within wage budgets.
This subject also describes the performance outcomes, skills and knowledge required to lead and manage people individually and in teams, and support and encourage their commitment to the organisation. It requires the ability to lead by example and manage performance through effective leadership.
Prerequisite units: None
For more information about the units of competency, visit the following sites:
https://training.gov.au/Training/Details/SITXHRM007
https://training.gov.au/Training/Details/SITXHRM008
https://training.gov.au/Training/Details/SITXHRM009
Assessment for this subject
For you to be assessed as competent, you must successfully complete three assessment tasks:
Assessment Task 1: Knowledge questions (This assessment) – There are three sections in this assessment. All sections are mandatory and you must answer all questions correctly.
Assessment Task 2: Simulation and observation – You must work through a range of activities and complete a project portfolio.
Assessment Task 3: Case study, scenarios and simulation – You must work through a range of activities and complete a project portfolio.
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Your assessment tasks include your full legal name in the provided cover page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one’s own unintentionally
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “NS” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NYS = Not Yet Satisfactory
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and “will” be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. For more information please refer to our policy and procedures by visiting www.kii.edu.au/documents or login to your LMS account by clicking the link https://www.kiionline.edu.au/course/view.php?id=59.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately
Assessment requirements
Assessment can either be:
Direct observation
Product-based methods e.g. reports, role plays, work samples
Questioning
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this Assessment and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you may have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction (orientation). For more information refer to our assessment policies by visiting www.kii.edu.au/documents or login to your LMS account by clicking the link https://www.kiionline.edu.au/course/view.php?id=59.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
ASSESSMENT COVERSHEET
Unit:
Course Name:
Assessment Tool:
Assessment 1 (Knowledge Questions)
Student must fill this section:
Student Name:
Student ID:
Privacy Release Clause:
“I give my permission for my assessment material to be used in the auditing, assessment validation & moderation Process”
Authenticity Declaration:
“I declare that:
The material I have submitted is my own work;
I have kept a copy of all relevant notes and reference material that I used in the production of my work;
I have given references for all sources of information that are not my own, including the words, ideas and images of others.”
Student signature:
Date:
Assessment Completion Status
Attempt
Satisfactory
Non-Satisfactory
Date
Assessor’s Signature
Initial attempt
2nd attempt/Re-assessment
Information for Student:
All work is to be entirely of the Student.
Read the instructions for each question very carefully.
Be sure to PRINT your FULL name & LAST name in every place that is provided.
Short questions must be answered in the spaces provided or follow the word limits as instructed.
For those activities requesting extra evidence such as: research reports, ESSAY reports, etc. The student must attach its own work formatted in double space, Arial 12 pts.
All assessment tasks must be addressed correctly in order to obtain a competence for the unit of competency.
If the Student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment.
All assessments must be submitted online. Login to www.kiionline.edu.au and follow the subject link to submit your assessments. Note that the hard copy of the assessments will not be accepted.
Re-assessment of Result& Academic Appeal procedures:
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Operations Manager. This should be submitted after completion of the subject and within fourteen days of commencement of the new term.
Re-assessment Process:
An appeal in writing is made to the Operations Manager providing reasons for re-assessment /appeal.
Operations Manager will delegate another faculty member to review the assessment.
The student will be advised of the review result done by another assessor.
If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Operations Manager OR if need be an external assessor.
The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final.
If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency.
Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject.
The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid.
Academic Appeals
If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol.
To appeal a decision, the person is required to complete the KII- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details:
Student Support Officer, Kingsford International Institute (KII), Level 6, 128-136 Chalmers St, Surry Hills, NSW 2010, Email: [email protected]
The notice of appeal should be in writing addressed to the Operations Manager and submitted within seven days of notification of the outcome of the re-evaluation process.
If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.
In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.
The decision of Operations Manager will be final.
Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy.
“I understand all the above rules and guidelines for the assessment”
Full Name
Signature
Date (dd/mm/yyyy)
Pre-assessment Checklist
Your assessor will go through the assessment for this unit. It is important that you understand this assessment before taking on the questions and tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ column.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Pre – assessment Checklist
Comments
Y
N
I, the student, understand the purpose of the assessment.
Y
N
I understand when and where the assessment will occur, who will assess and in what format the assessment will be submitted.as
Y
N
I understand the methods of assessment.
Y
N
I understand what resources are required to complete this assessment.
Y
N
I understand the performance level required for each assessment event.
Y
N
I understand that it must be my own work. I have been explained and understand the serious consequences in case this work is found plagiarised.
Y
N
I understand the process if I am deemed not yet competent.
Y
N
I understand the feedback process and the appeals process.
Y
N
The assessor has discussed with me if I have any special needs and if so what arrangements have been made.
Student Full Name
Student ID
Student Signature
Date (dd/mm/yyyy)
Information for students
Knowledge questions are designed to help you demonstrate the knowledge which you have acquired during the learning phase of this unit. Ensure that you:
review the advice to students regarding answering knowledge questions in the hospitality Works Student User Guide
comply with the due date for assessment which your assessor will provide
adhere with your KII’s submission guidelines
answer all questions and parts of this assessment completely and correctly
submit work which is original and, where necessary, properly referenced
submit a completed cover sheet with your work
do not sharing your answers with other students.
Assessment information
Information about how you should complete this assessment can be found in Appendix A of the Hospitality Works Student User Guide. Refer to the appendix for information on:
where this task should be completed
the maximum time allowed for completing this assessment task
whether or not this task is open-book.
Note: You must complete and submit an assessment cover sheet with your work.
SECTION A
Knowledge Questions
Complete the following questions. All questions must be completed. For due date consult your trainer.
Q. 1
Objective
To provide you with an opportunity to identify the communication techniques for coaching
What communication techniques can you use in a workplace coaching context ( 50 words approx.)
Q. 2
Objective
To provide you with an opportunity to the determine the coaching sessions
How can you determine the objectives and scope of a coaching session ( 50 words approx.)
Q. 3
Objective
To provide you with an opportunity to identify the factors which impact on coaching
What factors impact the need for coaching? (75 words approx.)
Q. 4
Objective
To provide you with an opportunity to how to apply the key principles for training
Describe how you would apply the key principles of training to your own workplace coaching context (50 words approx.)
Q. 5
Objective
To provide you with an opportunity to understand the requirements of health and safety with legislative
Describe how legislative work health and safety and hygiene requirements impact your workplace coaching (50 words approx.)
Q. 6
Objective
To provide you with an opportunity to describe how to identify the performance problems.
Describe how you can identify causes of performance problems or difficulties ( 50 words approx.)
Q. 7
Objective
To provide you with an opportunity to describe how to explain overall purpose of coaching to colleague
Identify fundamental points for describing how to explain the overall purpose of coaching (50 words approx.)
What aspects of coaching and the coaching session should be described to the coachee to explain the overall purpose? (50 words approx.)
Q. 8
Objective
To provide you with an opportunity to describe how to explain and demonstrate specific skills and advise organisational procedures for completing workplace tasks
Describe a procedure for explaining and demonstrating specific skills (50 words approx.)
In what ways can you check learner understanding? (50 words approx.)
What are the benefits to advising organisational procedures when explaining and demonstrating skills? (50 words approx.)
Q. 9
Objective
To provide you with an opportunity to identify how to communicate required knowledge and check colleague understanding
What are the key skills and attributes involved in effective coaching communication? (30 words approx.)
In what ways can learning communication skills help you when coaching? (30 words approx.)
What methods can you use to check learner understanding?
(40 words approx.)
Give at least 3 examples of questions you can use to check colleague understanding
Q. 10
Objective
To provide you with an opportunity to identify how to monitor progress of new workplace skills and provide supportive assistance.
In what ways can you monitor the progress of new workplace skills? (40 words approx.)
In what ways can you provide supportive assistance to the learner? (40 words approx.)
What factors should you consider when discussing the results of monitoring with learners? (40 words approx.)
SECTION B
Q. 1
Objective
To provide you with an opportunity to understand the sources of information for awards.
Where can you locate information on awards and other industrial provisions? (50 words approx.)
Q. 2
Objective
To provide you with an opportunity of information on wages as per the hospitality sector
Provide two examples of awards that may be applicable to organisations in the tourism, travel, hospitality and event sectors.
Q. 3
Objective
To provide you with an opportunity to understand the industrial agreements.
Briefly describe three key elements of industrial agreements that impact on developing rosters.
Q. 4
Objective
To provide you with an opportunity to understand how to present polices within the organisation for rosters.
What organisational policies exist in a typical hospitality industry that impact on the development of rosters? (75 words approx.)
Q. 5
Objective
To provide you with an opportunity to understand how to controlling staff costing.
How are rosters useful for reducing staff costs? (50 words approx.)
Q. 6
Objective
To provide you with an opportunity to recognise how to communicate rosters with appropriate method.
What are the functions of the rostering software program used by your organisation? (50 words approx.)
Q. 7
Objective
To provide you with an opportunity to recognise how to develop rosters within designated timeframes.
Describe the difference in format between a daily and weekly or monthly roster.
Q. 8
Objective
To provide you with an opportunity to recognise how to communicate rosters to staff
Provide four examples of methods to communicate rosters to employees.
Q. 9
Objective
To provide you with an opportunity to understand the importance of social and cultural mix needs while developing roster.
What social and cultural needs do you need to consider when developing a roster?
Q. 10
Objective
To provide you with an opportunity to understand the organisational policies and procedures .
Provide brief details of human resource policies and procedures about the following: (150 words approx.)
Personal/carer’s leave and compassionate leave
Public holidays
Parental leave and related entitlements
Mandated breaks
Maximum allowed shift hours
Permanent or casual staff
Standard, overtime and penalty pay rates
Annual leave
Jury service.
Q. 11
Objective
To provide you with an opportunity to identify how to administer records of shift time completed by employees or contractors; and maintain staff rostering records according to organisational procedures.
Describe two different methods of establishing the hours worked by employees.
Explain the importance of maintaining staff rostering records. (50 words approx.)
Q. 12
Objective
To provide you with an opportunity to understand how to monitor effectiveness of rosters in consultation with colleagues.
Describe a minimum of two aspects of rostering of which you ought to monitor the effectiveness.
Provide three examples of negative consequences resulting from understaffing.
Q. 13
Objective
To provide you with an opportunity to identify ways in which rosters and roster development processes may be improved and take appropriate action.
How could you alter rosters to reduce the levels of fatigue experienced by employees?
How could roster development processes be improved in order to reduce understaffing?
SECTION C
Q. 1
Complete the following activities individually. All questions below in this section is mandatory.
Objective
To provide you with an opportunity for tasks by mangers and supervisors
Describe the importance of each of the following tasks completed by supervisors and managers. Provide a specific example for each. (150 words approx.)
Decision making
Delegation of tasks
Monitoring performance
provision of feedback
motivation through recognition and rewards
Planning and organising
Q. 2
Objective
To provide you with an opportunity to show support for and commitment to organisational goals in day-to-day work performance.
For each of the following information, explain why it is important for supervisors and managers to provide this to staff. (150 words approx.)
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
Q. 3
Objective
To provide you with an opportunity to understand the organisational polices and procedures and understand the relation as team
Explain the importance of the following in relation to being part of a work team. (150 words approx.)
a. adhering to policies and procedures
b. cooperative and open communication
c. understanding the nature and scope of work
d. forming relationships with others in the workplace and understanding interdependent areas of activity
e. understanding reporting requirements
Q. 4
Objective
To provide you with an opportunity to communicate expectations, roles and responsibilities of team members to encourage them to take responsibility for own work.
Explain how each of the following can assist in developing individuals at work. (150 words approx.)
a. change in job responsibilities
b. external training and professional development
c. formal promotion
d. internal training and professional development
e. opportunity for greater autonomy or responsibility
Q. 5
Objective
To provide you with an opportunity to learn different communication styles used by leaders.
Describe the key features of the following leadership styles: (100 words approx.)
a. Laissez-Faire
b. Autocratic
c. Democratic
Q. 6
Objective
To provide you with an opportunity to learn the ways for communication in workplace
Describe three ways that open and supportive communication can be established in a workplace. (50 words approx.)
Q. 7
Objective
To provide you with an opportunity to learn characteristics of leader.
Describe three characteristics of an effective leader. (50 words approx.)
Q. 8
Objective
To provide you with an opportunity to understand the principle of team work
Outline three principles of team work.
Outline three characteristics of effective teams.
Outline three benefits of effective team work.
Q. 9
Objective
To provide you with an opportunity to understand the role and attributes of team
Explain three roles that a team member may assume within a team.
Explain three attributes needed of team members
Q. 10
Objective
To provide you with an opportunity to understand how to monitor team performance to ensure progress towards achievement of goals.
Explain two different ways that a team can be organised.
Outline three problems that can occur within a team.
Explain how motivation assists in the management of individuals and teams at work. (40 words approx.)
Q. 11
Objective
To provide you with an opportunity to understand the theories of motivation
Identify two theories of motivation and how this applies to managing individuals and teams. (100 words approx.)
Q. 12
Objective
To provide you with an opportunity to understand the group dynamics for team success.
Explain how group dynamics can impact on successful team management. (50 words approx.)
Q. 13
Objective
To provide you with an opportunity to understand the importance reward and recognition to staff.
Describe how each of the following recognition and rewards can assist with effective leadership of staff. (100 words approx.)
a. acknowledging individual good performance to the whole team
b. incentive initiatives
c. informal acknowledgement
d. presenting awards
e. written reports to management
Q. 14
Objective
To provide you with an opportunity to understand the importance of organisational plans
Outline two types of organisational plans and the steps needed to plan each. (75 words approx.)
