Assessment Task 3: Role Play
This part of the assessment is a roleplaying activity. In this activity, you are required to submit a video recording of a meeting with your co-workers or peers with their consent.
The meeting should specifically show evidence of the ability to complete tasks as per the observation checklist below:
Guidance: the meeting should be conducted with at least 3-4 people.
CHCMGT001 – Develop, implement and review quality framework
Tasks to be performed Observation Checklist
Yes (Y) or No (N)
1. Develop and implement a quality framework for the delivery of at least one service or program:
• consult stakeholders and establish service quality and benchmarking standards
• develop strategies to ensure procedure contributes to delivering high levels of service
• identify barriers to delivering high standard services
2. Conduct at least one service delivery review that identifies barriers to quality and provide recommendations for improvement.
• use a range of processes to monitor and review service quality
• identify differences between client expectations and service delivery objectives
• establish mechanisms to inform stakeholders about review outcomes
3. Establish a continuous improvement plan for at least one service or program:
• monitor and review strategies for addressing barriers and issues relating to quality
• update procedures to reflect good practice, changes to legislation, and changes to client needs
• establish feedback mechanisms for all stakeholders
4. Respond to and investigate complaints about service delivery.
5. Deliver a presentation providing information about a continuous improvement to a stakeholder group.
6. Develop a strategy to ensure current service standards and good practice is communicated to stakeholders.
7. Promote and demonstrate good practice to a group of co-workers.
8. Facilitate discussion about good practice and continuous improvement with a group of workers.
Specific Assessment Conditions for (Trainer and Assessor to confirm conditions are met)
Student facilitated at least 2 group meetings or discussions
Student was able to identify 1 issue causing disruption to work team activities
Student reviewed the performance of and coached at least 1 individual.
Specific Foundation Skills for (Trainer and Assessor to confirm student meets the skills essential to performance)
Oral communication skills to promote effective workplace relations
Writing skills to develop and evaluate plans
Writing skills to document performance management processes
FEEDBACK:
OUTCOME
Not Yet Satisfactory
Satisfactory
Trainer and Assessor Name: Signature:
Date:
OUTCOME (Re-assessment) if required: Not Yet Satisfactory
Satisfactory
Trainer and Assessor Name: Signature:
Date:
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
☐ Vocational competencies at least to the level being delivered
☐ Current relevant industry skills
☐ Current knowledge and skills in VET, and undertake
☐ Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Appendix A: Reasonable Adjustments
Write (task name and number) where reasonable adjustments have been applied:
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English Speaking Background • Speaking
• Reading
• Writing
• Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in an accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in an accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used
Trainer/Assessor Name
Trainer/Assessor Declaration
I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.
Trainer/Assessor Signature
Date
Appendix B: Learner Evaluation Form
Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:
• logistics and support
• facilitation
• training material
• assessment
Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!
Unit of Competency Name
Trainer/Assessor Name
Student Name (Optional)
Dates of Training
Employer/Work site (if applicable)
Date of Evaluation
A Logistics and Support Evaluation
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
1 The communication regarding the required attendance and time to study to pass this unit was correct
2 The staff were efficient and helpful.
3 The training equipment and material used was effective and prepared.
4 The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)
Additional Comments on Logistics and Support
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
B Trainer/Assessor Evaluation
1 The trainer/assessor was prepared and knowledgeable on the subject of the program
2 The trainer/assessor encouraged student participation and input
3 The trainer/assessor made use of a variety of methods, exercises, activities and discussions
4 The trainer/assessor used the material in a structured and effective manner
5 The trainer/assessor was approachable and respectful of the learners
6 The trainer/assessor was punctual and kept to the schedule
7 The trainer/assessor was easy to understand and used the correct language
Additional Comments on Training
