Lead And Manage Effective Workplace Relationships

Lead and manage effective workplace relationships

BSBLDR523

Learner Assessment Pack

Version Control & Document History

Date

Summary of modifications

Version

14 July 2020

Version 1 final produced following assessment validation.

1.0

22 January 2021

Updated broken Bounce Fitness links

1.1

Table of Contents

Assessment Delivery 5 Learner Information 6 Steps for Learners 8 Reasonable Adjustment 9 Resources Required for Assessment 10 Accessing Intranet Pages and External Links 12 Assessment Agreement 13 Assessment Tasks 15 Short Answer Questions 17 Practical Assessment 25 Workplace Supervisor/Assessor Instructions 26 Project Assessment 27 Project Overview 27 Part 1. Establish Effective Workplace Relationship Processes 28 Part 2. Manage Task Issues 44 Part 3. Manage Workplace Conflict 78 Part 4. Review Management of Workplace Relationships 104 Assessment Workbook Checklist 115 Assessment Workbook Checklist 116 Recording 119 Record of Assessment 120

Learner Assessment Pack

Assessment Delivery

Learner Information

This Learner Assessment Pack is designed for you to complete the assessment for BSBLDR523 – Lead and manage effective workplace relationships (Release 1). It may refer to your own workplace/organisation, or to a simulated business provided by your assessor.

The assessment tasks include Short Answer Questions where you need to demonstrate your knowledge and understanding of the unit, and the Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you can complete the assessment in a simulated environment where resources and conditions similar to a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with the assessment.

Each Learner Assessment Pack is made up of four parts:

Assessment Delivery

Learner Information

Steps for Learner

Assessment Agreement

Assessment Tasks

Assessment Tasks, including:

· Short Answer Questions

· Practical Assessment

Assessment Workbook Checklist

Recording

Record of Assessment

Before you commence your assessment, ensure that you have a good knowledge of the subject, have thoroughly read your Learner Resource, and clearly understand the assessment requirements and the expectations of the industry to which the assessment is related.

Assessments are designed to be completed using your industry/organisation, but your Registered Training Organisation (RTO) may assist you by contextualising the unit to be completed in a simulated workplace environment.

You will be required to demonstrate knowledge and skills which must be observed directly by your assessor. Where the observation task may be difficult for the assessor to directly observed, a video recording of the practical observation task must be submitted as supplementary evidence. Verification from at least one third-party signatory, and preferably two or more witnesses is required to confirm your demonstration of these practical knowledge and skills. These witnesses would usually be your current or recent supervisors, or your assessor.

The practical assessment tasks may be completed using your own workplace, a simulated environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to your industry/organisation, you may be asked by your assessor to provide additional information based on your industry/organisation.

Instructions are given for each task. If you have questions, or unclear how to proceed, consult with your assessor.

Records of all aspects of the assessment must be kept in your Learner Assessment Pack

The record of assessment is a legal document and must be signed, dated, and a copy stored as required by your Registered Training Organisation (RTO).

Steps for Learners

Your Learner Assessment Pack:

1. Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations and requirements of this assessment. You may also need to supply contact details of one or two work referees who can confirm your skills in the industry.

Discuss with your assessor if you intend to undertake the practical assessment tasks based on your employing organisation, in a simulated business, or in a mix of both.

2. Your Learner Assessment Pack is where you will get the task information. Complete each task as instructed using either your own workplace, or using a simulated business, as discussed with your assessor.

3. After you complete your assessment, gather and submit your evidence documents as detailed in the task(s) in the timeframe agreed with your assessor.

Your assessor will advise you if there are any further steps for you to take to satisfactorily complete this assessment.

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

· The same learning opportunities as learners without a disability, and

· The same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

· Customising resources and assessment activities within the training package or accredited course

· Modifying the presentation medium

· Learner support

· Use of assistive/adaptive technologies

· Making information accessible both before enrolment and during the course

· Monitoring the adjustments to ensure learners needs continue to be met

Assistive/Adaptive Technologies

Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note-takers.

IMPORTANT:

Reasonable adjustment made for collecting learner assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the learner’s competency in writing, allowing the learner to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

Resources Required for Assessment

To complete the Practical Assessment projects, you will require access to:

· Computer with internet and email access and a working web browser

· Installed software: MS Word, Adobe Acrobat Reader

· A workplace that will allow you access to:

· Workplace documentation, including:

· Organisational policy and procedures:

· At least two related to workplace collaboration

Policies and procedures related to workplace collaboration would set the necessary processes that should be following during events of workplace collaboration between various employees.

· At least two related to conflict management

· At least one related to task issue management

· At least one organisational policy for each of the following:

· Diversity

· Ethical Conduct

· People, including:

· At least two team members

· At least two other employees – each employee must be in conflict with each team member

· Opportunity for your team to undertake a task during this period of assessment

· The following documents relevant to workplace relationships:

· Legislation

These include, but are not limited to, the following:

· Equal Employment Opportunity (Commonwealth Authorities) Act 1987

· Racial Discrimination Act 1975

· Regulation

These include, but are not limited to, the following:

· Fair Work Regulations 2009

· Work Health and Safety Regulations 2011

· Standards

These include, but are not limited to, the following:

· National Employment Standards

· Industry-based standards

· Codes

These include, but are not limited to, the following:

· Code of Conduct

· Code of Practice

· Other resources required to resolve:

· Each task issue identified in Task 2.3

· Each conflict identified in Task 3.1

If you will be completing Part 3 and Part 4 of this assessment as Simulated Tasks:

· At least four volunteers to participate in role play activities

· At least two volunteers to play the roles of your team members

· At least two volunteers to play the roles of employees in conflict with your tea members

· Video camera or a mobile phone with video recording capabilities

· A safe environment to conduct the role play activity

Accessing Intranet Pages and External Links

Throughout this workbook, you will be asked to access specific pages from the simulated business, Bounce Fitness. Links to these pages are formatted in Blue Text.

To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users, directly click the link.

The simulated business, Bounce Fitness, can be accessed by going to http://bouncefitness.precisiongroup.com.au.

Assessment Agreement

Instructions:

Discuss and accomplish this section with your assessor before commencing then sign the confirmation at the end of this Agreement.

Have you signed off

Delivery Method

Classroom

Small Group

One-on-One

Online

Other (please describe)

Assessment Pathway (for Practical Assessment)

Learner’s Organisation (Pre-assessment meeting conducted)

Simulated Workplace Environment (Contextualised by RTO)

Assessment Conditions

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry. This includes access to:

Legislation, regulations, standards and codes relevant to workplace relationships

Workplace documentation and resources for workplace relationships.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

I confirm that the activities and assessment completed as part of this unit are my own work and comply with all relevant copyright and plagiarism rules. I understand that if there is any doubt of the authenticity of any piece of my assessment, I can be orally examined, and the signatory of evidence records may be contacted.

Learner’s name

Learner’s signature

Date

Assessor’s name

Assessor’s signature

Date

End of Assessment Agreement

Learner Assessment Pack

Assessment Tasks

Tasks

Learners are required to complete all tasks as instructed. Consider the evidence as required by tasks and use accordingly to contextualise and meet the needs of industry and each learner.

Contextualisation of Assessments by RTOs

Contextualisation is the process of modifying assessment tools to make learning more meaningful for your learners and their employers.

Precision Group (Australia) recommends that your RTO contextualise the assessment tools to suit particular industry requirements and specific organisational requirements before using them. Contextualisation must retain the integrity of the assessment and the outcome of the unit of competency.

Short Answer Questions

Question 1

Complete the table below:

a. Identify at least two business systems that support the development of effective work relationships

Systems refer to a group of interrelated processes that work together to achieve a certain goal.

b. Briefly explain how each system supports the development of effective work relationships

Work relationships can be considered effective when employees get along and work well with each other. This can be characterised by good teamwork, lack of conflict between employees, etc.

Business System

Brief Explanation of How Each System Supports the Development of Effective Work Relationships

Question 2

Bounce Fitness is a premier fitness centre with four centres across Australia. Access the link below to learn more about Bounce Fitness.

Bounce Fitness Homepage

Homepage v2

Complete the table below:

a. Identify at least two Bounce Fitness policies and procedure documents related to the development of effective work relationships. Use the link below to access Bounce Fitness’s policies and procedures:

Policies and Procedures

Policy and procedures support the development of effective work relationships if it outlines requirements that must be implemented during collaboration between employees in the workplace. Requirements must provide guidelines on how effective work can be established and maintained between employees

b. Briefly explain how each policy and procedure supports the development of effective work relationships

Policy and Procedure Related to Development of Effective Work Relationships

Brief Explanation of How Each Policy and Procedure Supports the Development of Effective Work Relationships

Question 3

Answer the guide questions below about interpersonal styles

a. Define interpersonal styles.

b. Briefly explain the relevance of interpersonal styles to work relationships

Question 4

Complete the table below:

a. Identify at least two communication skills

Communication skills refer to the skills needed to be able to convey information to others effectively and efficiently. These skills can include verbal, non-verbal, and written skills that can be used to facilitate information sharing.

b. Briefly explain how each communication skill identified can help improve work relationships

Communication Skill

Explanation on How Each Skill Can Help Improve Work Relationships