COMPLETE ASSESSMENT DOCUMENT
BSB51107 Diploma of Management
BSBCUS501C Manage quality customer service
The following assessments are to be
(a) completed and
(b) submitted
in accordance with the associated
STANDARD INSTRUCTIONS
ASSESSMENT COVER SHEET
Required Skills and Knowledge
Required skills
• analytical skills to identify trends and positions of products and services • communication skills to:
• coach and mentor staff and colleagues
• monitor and advise on customer service strategies • literacy skills to:
• edit and proofread texts to ensure clarity of meaning and accuracy of grammar and punctuation
• prepare general information and papers according to target audience
• read and understand a variety of texts • problem-solving skills to:
• deal with customer enquiries or complaints
• deal with complex and non-routine difficulties
• technology skills to select and use technology appropriate to a task • self-management skills to:
• comply with policies and procedures
• consistently evaluate and monitor own performance • seek learning opportunities.
Required knowledge
• key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:
• anti-discrimination legislation
• Australian consumer law
• ethical principles
• codes of practice
• privacy laws
• financial legislation
• occupational health and safety (OHS)
• organisational policy and procedures for customer service including handling customer complaints
• service standards and best practice models
• public relations and product promotion
• techniques for dealing with customers, including customers with specific needs
• techniques for solving complaints including the principles and techniques involved in the management and organisation of:
• customer behaviour
• customer needs research
• customer relations
• ongoing product and/or service quality
• problem identification and resolution
• quality customer service delivery
• record keeping and management methods
• strategies for monitoring, managing and introducing ways to improve customer service relationships
• strategies to obtain customer feedback.
Part A Develop customer service plan
The candidate will demonstrate the ability to plan to meet customer requirements through the development of a customer service plan.
Specifications
You must provide:
? a customer service plan submitted on A4 paper or, if submitted electronically, in Word format.
? a one page reflection on your development and design of a customer service plan.
Adjustment for distance-based learners:
? no variation of the task is required
? a follow-up interview may be required (at the discretion of the assessor) ? documentation can be submitted electronically or posted in the mail.
Assessment description
You will develop a customer service plan for the simulated business ‘Innovative Widgets’. You will gather the background information on the simulated business from your Student Workbook and any information about Innovative Widgets that you may have created in the course of completing learning activities in the Student Workbook.
Procedure
1. Over the duration of the course, gather information on the Innovative Widgets simulated business from course materials.
2. Over the duration of the course, based on the information you are provided, produce a customer service plan for Innovative Widgets. Your customer service plan should include:
a. vision and mission statements that refer to internal and external customers
b. product standards that include:
i. dimensions
ii. tolerances
iii. pricing iv. material v. delivery
c. policies and procedures for:
i. gathering customer information and conducting market research to identify customer needs using the RATER model
ii. responding to customer complaints
iii. managing records and data.
3. Develop a one page reflection on your plan and how the design of your plan will work to achieve quality customer service and legal compliance.
4. Submit your customer service plan and reflection to your assessor as per the specifications below. Ensure you keep a copy of all work submitted for your records.
Your assessor will be looking for:
? a plan that is easy to understand by employees
? a plan and reflection that have correct spelling and grammar
? a plan that includes, where necessary, clear and labelled charts, tables, or diagrams
? a plan that includes vision and mission statements, product standards and procedures that reflect customer needs and promote quality customer service
? a plan that includes procedures that demonstrate knowledge of strategies for managing customer service:
? understanding customer needs
? understanding how to build customer relationships
? a plan that includes procedures for record management that demonstrate understanding of internal needs to collect and store information appropriately
? a plan that includes reference (in policies and procedures) to relevant legislation ? a written reflection that contains reference to:
? how procedures will work to ensure quality time and cost specifications agreed with customers
? key provisions of legislation and mandatory standards and an explanation as to why they are relevant to aspects of your plan, particularly policies and procedures
? best practice models and voluntary standards and codes of practice which inform your plan
? customer service charters and the importance for public relations and product/service promotion; discuss whether a customer service charter should be developed for
Innovative Widgets to explain the organisation’s customer service policy to customers.

Part B Manage and develop team
The candidate will demonstrate the ability to ensure delivery of quality service through handling customer complaints, monitoring team performance, and intervening to develop team abilities to overcome difficulties in providing quality customer service.
Specifications
You must participate in two role-plays observed by the assessor:
1. Handling customer complaints.
2. Managing under-performing team member.
Your assessor will be looking for you to demonstrate:
? ability to consult with customers to resolve complaints using active listening:
? asking questions
? paraphrasing/summarising
? using verbal prompts
? maintaining good eye contact (if appropriate)
? application of techniques and strategies for resolving routine and non-routine complaints (complaints requiring referral) as determined by procedures (provided in Appendix 2 of this task) ? ability to develop team members:
? monitor team performance to recognise areas for improvement
? improve the team members’ ability to provide quality customer service to customer specifications and organisational policy and procedures on behalf of the simulated business (refer to customer needs and procedures; use the GROW coaching model) ? assist team members to handle customer complaints.
Adjustment for distance-based learners:
The role-plays can be adjusted for distance learning. The role-plays for this task can be varied to take place using Skype conferencing (or any other video conferencing tool available to the candidate).
Candidates may also choose to video the role-play and submit electronically.
Assessment description
You will perform two role-plays in the context of the Innovative Widgets simulated business. In the first role-play, you will follow procedures to handle customer complaints. In the second role-play, you will recognise areas in which you can improve the performance of a customer service team member. You will then coach the team member appropriately to improve their performance.
Procedure
1. Read the role descriptions provided in Appendix 1.
a. Prepare to participate in two role-plays.
b. In the first role-play, your assessor will participate as the customer and observe you as you role-play the customer service representative.
c. In the second role-play, your assessor will participate as a team member as you role-play the manager of that team member.
2. Participate in a role-play in which you follow the complaints handling procedure to resolve a customer complaint.
3. Participate in a second role-play, in which you identify deficiencies in a team member’s performance and then coach the team member to improve customer service outcomes for your team.

Part C Monitor and improve customer service
The candidate will demonstrate the ability to monitor, adjust and review customer service.
Specifications
You must provide:
? a set of KPIs for customer service team members and a plan or procedure for monitoring team members’ performance
? a questionnaire to gather customer feedback
? a report containing recommendations for improvement of customer service.
Your assessor will be looking for:
? KPIs that address the customer and business needs
? a clear, logical plan for monitoring performance against the KIPs
? a questionnaire designed to capture information related to KPIs/ gaps between service levels and customer expectations
? A 1–2 page report containing 3–4 recommendations appropriate to problems accompanied by an explanation of recommendations demonstrating knowledge of:
? problem identification and resolution
? managing customer service and customer relationships ? managing quality customer service delivery.
? procuring appropriate technology to address customer needs
Adjustment for distance-based learners ? No adjustments required.
Assessment description
Using the background information on Innovative Widgets from your Student Workbook and from documentation provided throughout the course, you will develop strategies to monitor progress and obtain customer feedback. You will use performance information and customer feedback provided by your assessor to review customer service strategies and produce a report with recommendations for improvement.
Procedure
1. Develop a set of KPIs for Innovative Widgets customer service representatives. KPIs should address the areas of customer and business requirements identified below:
a. call/enquiry/complaint handling time
b. following organisational procedures
c. identifying customer issues and opportunities to increase customer satisfaction or meet customer needs
d. assisting team members to improve customer service
e. assisting other internal customers of customer service team
f. customer retention
g. sales
h. ability to handle complaints
i. ability to record and store customer information
j. customer satisfaction.
2. Develop a plan or procedure for monitoring team members’ performance against KPIs.
3. Develop a questionnaire to collect customer feedback related to KPIs and/or designed to uncover identifiable gaps between services provided (including the quality of service) and customer expectations.
4. Arrange to meet with your manager (assessor) to receive performance data and feedback from customers.
5. Discuss issues and possible solutions with your manager.
6. Analyse performance data and customer feedback to indentify systemic customer service issues and trends.
7. Prepare a 1–2 page report containing recommendations for organisation-wide customer service improvement. The report should contain:
a. 3–4 recommendations
b. A rationale for each recommendation based on your knowledge of:
i. problem identification and resolution
ii. managing customer service and customer relationships
iii. managing quality customer service delivery iv. procuring appropriate technology to address customer needs.
Appendix 1: Role-play description
Role description 1
You are a customer service team member dealing with telephone complaints from customers. Use the knowledge and skills obtained from your research on this topic and the facilitator’s presentation to answer calls from a customer.
Use the policy and procedures provided in Appendix 2 of this Assessment Task.
Role description 2
You are a customer service manager. Mary is a member of your customer service team at Innovative Widgets. Her role is to receive telephone enquiries and complaints.
You have observed the following:
? Mary has been rude to customers on several occasions. This behaviour contravenes company policy on the knowledge of the importance of friendly service to customers of Innovative Widgets.
? Mary has recently developed a habit of letting the phone ring and then placing customers on hold. This behaviour contravenes company policy on the knowledge of the importance of prompt service to customers of Innovative Widgets.
? Yesterday Mary received a complaint from a customer:
‘I work as a buyer for the state’s largest supplier of mining equipment. We provide a lot of business to Innovative Widgets. I ordered 1,000 x 7 mm widgets for delivery last Friday. I was promised that the delivery would arrive within three days. It’s now a week later and they still haven’t arrived. My production manager just telephoned me to say he might fail to deliver a major order unless the widgets arrive in the next four days.
A few weeks ago a consignment of widgets arrived from Innovative Widgets, but they were 6 mm widgets rather than the 7 mm I had ordered on that occasion.
I am considering going to another supplier for your widgets even though Innovative Widgets are the only Australian supplier. I could get them cheaper from China, but the saving isn’t great when you add in the extra shipping costs.
I’m going to begin legal action if the widgets don’t arrive today. I might order the widgets from China from now on.'
? Mary misunderstood and thought that the customer had ordered the products yesterday and argued with the customer. She accused the customer of being unreasonable as Innovative Widgets is an industry leader in guaranteeing three day delivery.
When the misunderstanding was eventually cleared up, Mary wasn’t sure how to track orders or reorder the products. She said there was nothing she could do as Innovative Widgets’ procedures didn’t seem to cover this issue.
Demonstrate your knowledge of how to develop team members and coach Mary to improve the quality of her customer service. Use the Innovative Widgets Complaints policy and procedures document in Appendix 2 of this task to assist you.
Appendix 2: Complaints policy and procedures
Innovative Widgets
Complaints Policy and Procedure
Purpose The purpose of this policy is to ensure the management of complaints is carried out consistently, fairly and transparently and in accordance with organisational requirements.
Scope The scope of this policy covers the management of customer complaints by employees and contractors of Innovative Widgets.
Resources Specific procedures for the implementation of this policy are available below and on the company intranet.
Responsibility Responsibility for the implementation of this policy rests with employees and management of Innovative Widgets with responsibility for managing customer complaints.
Relevant legislation etc. • • Privacy Act 1998 (Cwlth)
Equal Opportunity Act 2010 (Vic)
• Competition and Consumer Act 2010 (Cwlth)
• Occupational Health and Safety Act 2004 (Vic).
Updated/authorised 10/2011 – John Doe CFO
To manage complaints
1. Greet the customer courteously and give them your name.
2. Listen fully to what the customer is saying. Try to gather all the facts about the complaint and jot them down. Ask questions and summarise what they are saying.
3. Never argue with the customer.
4. Apologise for any product fault or poor service. Be sympathetic. Ask if the customer will allow us to send the faulty item to our quality department for testing.
5. When you have all the details about the complaint, ask the customer how they would like it to be resolved.
6. No product replacements are within all staff members’ authority.
7. All staff members can use their professional judgement and refund an additional 10% of the value of the faulty product up to a maximum value of $25.
8. Complaints involving damage to other property are covered by our insurance. Help the customer to complete the Claims Form and ask if the customer can obtain quotes for repairs.
9. All complaints involving injury must be referred to the Customer Service Manager. Agree a suitable time for the Customer Service Manager to call the customer.
10. Any complaint that is not covered in the above procedures must be directed to the Customer Service Manager. Agree a time for the Customer Service Manager to call the customer.
COMPLETE ASSESSMENT DOCUMENT
BSB51107 Diploma of Management
BSBHRM405A Support recruitment, selection and induction of staff
The following assessments are to be
(a) completed and
(b) submitted
in accordance with the associated
STANDARD INSTRUCTIONS
ASSESSMENT COVER SHEET
REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
• numeracy skills to read and understand a budget and to update a budget
• technology skills to use software associated with financial record keeping.
Required knowledge
• basic accounting principles
• organisational requirements related to financial management
• relevant legislation and current requirements of the Australian Taxation Office, including
GST
• requirements for organisational record keeping and auditing • principles and techniques involved in:
• budgeting
• cash flows
• electronic spreadsheets
• GST
• ledgers and financial statements • profit and loss statements.
Assessment Part A Lifecycle test
Performance objective
Learners will be able to identify the key phases of the ‘human resources lifecycle’, and the place of recruitment and selection in that process.
Assessment description
Completion of responses either on the form or as a written attachment. .
Specifications
Complete a written questionnaire, demonstrating your understanding of the HR lifecycle.
Adjustment for distance-based learners
Advice via email so you can complete this task as per your facilitator’s requirements.
Procedure
Read the questionnaire.
Review the relevant text books and online material.
Complete the diagram then answer the following questions.
Identify the human resource activities for each stage of the HR lifecycle.
During the planning and specification stage of the Human Resource Lifecycle, HR practitioners must consider future recruitment needs. What are three reasons why additional staff might be required. What might be the consequences of failing to anticipate recruitment needs?
Why is it important to develop or review the job description, and to identify selection criteria before developing the interview questions?
Why is it important to integrate and induct people into an organisation?
The human resource lifecycle is portrayed as a circle. Please explain why?
Assessment Part B Job description and advertisement
Performance objective
Learners will demonstrate the ability to write a job description and job advertisement, covering all the critical elements and compliance with legislation.
Assessment description
To develop a job description and advertisement for a job described in the scenario provided by your assessor, or a job with which job you are familiar.
Specifications
Write a job description using the template provided.
Write an advertisement for the position you describe. Adjustment for distance-based learners
Advice via email so you can complete this task as per your facilitator’s requirements.
Procedure
1. Review the scenario provided by your assessor and identify the requirements for the role to be filled.
2. Ensure you :
• determine the content of the advertisement • determine the layout for the advertisement • write the advertisement.
• The advertisement must be suitable for placement, either online or in a newspaper, and meet the requirements of the organisation.
3. Ensure you include:
• job title
• location
• brief job description
• reporting relationship
• brief description of the organisation
• minimum requirements (experience/qualifications)
• any unusual features of the job (travel/physical requirements)
• how to apply (contact name/closing date/selection criteria)
• compliance with EEO and anti-discrimination legislation.
Note: Other parts of assessment tasks use the job description you develop for this Assessment.
Job description
JOB TITLE: DATE:
REPORTS TO:
DEPT:
APPROVED BY: SUPERVISES: (number of employees)
JOB SUMMARY
REPORTING RELATIONSHIPS
CONDITIONS OF EMPLOYMENT
DUTIES & ESSENTIAL JOB FUNCTIONS
OTHER FUNCTIONS AND RESPONSIBILITIES
SELECTION CRITERIA
QUALIFICATIONS AND EXPERIENCE
REQUIRED
PREFERRED
Assessment Part C Recruitment schedule and preparation for interview
Performance objective
Learners will develop a schedule for planning activities and suggest timeframes for recruitment.
Specifications
Prepare an action plan (using the template provided) and that follows a logical progression, and incorporates:
• determining recruitment needs (position requirements/timeframes)
• planning recruitment activities (advertising internally/externally)
• organising interviews (scheduling/interview guide).
Your interview guide must contain questions which evaluate the applicable selection criteria:
• work history
• education and training
• personality, motivation and character.
The questions must not breach EEO or Anti-discrimination legislation:
• conducting interviews
• making selection decisions.
Adjustment for distance-based learners
Advice via email so you can complete this task as per your facilitator’s requirements.
Assessment description
For this Assessment Task you are required to develop an action plan, listing the steps you should take to plan all recruitment activities, based on the scenario provided in the earlier Tasks. You will also create an interview guide, based on the position description based on the same role.
Procedure
1. Schedule:
a. Identify all steps required to be undertaken for the recruitment process.
b. Sort them by timeframe.
c. Document in the action plan provided.
2. Interview guide:
a. Develop questions for interview.
b. Note questions that need to be avoided or asked with some restriction to avoid any legislation restrictions.
c. Write an interview guide.
Note: Future assessment tasks build upon the interview guide you develop for this Assessment.
Ensure you appropriately save this task for future use.
Name: ________________________________________________________
Date: ________________________________________________________
Recruitment activities – Action plan
Activity People involved By when
Assessment Part D Conduct an interview
Performance objective
Learners will be able to conduct an interview in a simulated work environment and make selection decisions.
Specifications
Conduct an interview ensuring compliance with the following items:
• Environment suitable for an interview – chairs facing each other or on a slight angle with no barrier between/water provided/private area without interruptions.
• Welcome and greet the applicant appropriately – smile/shake hands/ say welcome/thank them for coming/make small talk e.g. weather/introduce yourself/explain how the interview will take place.
• Conduct the interview according to the interview guide developed in Assessment Task 3.
• Listen and respond appropriately – maintain eye contact/paraphrase/nod/ open body language.
• Ask follow-up or probing questions when required – questions which follow a previous question but ask for more detailed information.
• Record and rate responses on a ranking sheet.
• Close the interview and advise applicant of next steps – ask them if they have any questions/tell them you will be interviewing other applicants and making decisions (provide timeframe)/let them know how they will be contacted e.g. phone or letter/thank them for coming/walk them to the door/shake hands.
• Evaluate the applicant against the pre-determined criteria for selection.
• Justify your decision – identify why you selected one candidate over another or why you found the applicant suitable/not suitable, based on objective information gained through the interview process.
Adjustment for distance-based learners
Arrange for the interview to be a phone or video interview if technology permits. Failing that, obtain a written sets of instructions to conduct the interview..
Assessment description
For this Assessment Task you are required to develop an action plan, listing the steps you should take to plan all recruitment activities, based on the scenario provided in the earlier Tasks. You will also create an interview guide, based on the position description based on the same role.
Procedure
1. Review the scenario and details provided in the earlier Assessment Task.
2. Prepare the environment for the interview.
3. Review interview guide and job specifications.
4. Conduct the interview.
5. Evaluate the applicant.
6. Make assessment decision and discuss with your assessor.
Assessment Part E Letter of offer
Performance objective
Learners will be able to develop a letter of offer and employment contract. Specifications
Produce a letter of offer.
Distance-based learners
Your facilitator will communicate advice via email so you can complete this task as per your facilitator’s requirements.
Assessment description
For this Assessment Task you are required to develop a letter of offer for the vacancy identified in earlier Assessment Tasks. The letter of offer is to be addressed to the job applicant identified as being the preferred candidate.
You must also complete an extract of a contract of employment to accompany the letter of offer.
Procedure
1. Review samples and examples of letters of offer and employment contracts on the internet.
2. Identify the key areas for inclusion.
3. Develop a letter of offer and extract of an employment contract ensuring it includes
a. new employee’s name
b. nature of the job
c. remuneration as a total package
d. other benefits, such as a bonus and non-packaged items (e.g. company car)
e. annual leave, sick leave, maternity/paternity leave
f. terms and conditions of resignation/termination, including notice period.
Assessment Part F Induction
Performance objective
Learners will be able to identify and plan for a workplace induction.
Specifications
• Produce a plan of the induction process.
• Produce a detailed checklist of the induction process.
Distance-based learners
Your facilitator will communicate advice via email so you can complete this task as per your facilitator’s requirements.
Assessment description
For this Assessment Task you will develop an induction checklist, showing all elements required for an effective induction for a new employee.
Procedure
1. Review samples and examples of induction checklists on the internet.
2. Identify the personnel involved and the sequence of events.
3. Develop an induction plan.
4. Develop an induction checklist.
Scenario:
The scenario is fictitious but uses Queensford College as the basis of information to give context. The College wishes to employ a person for the proposed new role of Senior Trainer for the new Course in which students will qualify with a Graduate Diploma in Service Management. The role requires a trainer with at least a Certificate IV in Training and Assessment and a Trade qualification based on an
Apprenticeship in one of the “blue collar trades” (eg plumbing, mechanic, or electrician). Selection Status:
A Selection Panel (Principal, Existing Trainer and Human Resources Staff Member) has been chosen and {in a breach of normal policy} has selected three candidates but have not yet finalised the process - including interview questions. Current policy for interviews includes that the Chair of the Panel provides the introduction and conclusion to the interview but not the main questioning.
Roles:
Principal: She is in charge of the College and will be the manager of the new staff member. Existing trainer: He has been a trainer at the College for 10 years and is not very happy about the fact that the new position will be filled by an external applicant (he thought he should have received a promotion into the role) – and considers that “blue collar” roles and trainers in that field are “inferior” to
“white collar” staff.
Human Resources staff member: He is relatively new to the role but is very keen to ensure that all participants in the process carry out their roles to a very high standard.
Candidates: There were over 100 applicants for the role and three applicants have been chosen for interview. Each has stated that they have “trade” experience and the necessary certificates. Requirement:
In your designated role, make the necessary preparation and carry out the actions to complete the selection of the successful candidate.
Activity Timing: The entire action is to be completed within 90 minutes. Panel will need to allow time for decisions on the process {is it to be an interview? If so, decide the questions}. Human Resources staff member will need to advise Candidates of place/time of when they are next required. Applicant will then prepare as they consider appropriate.
Activity Additional Roles: There will be additional roles allocated for tasks relating to checking on the suitability of process, interviews, questions etc
COMPLETE ASSESSMENT DOCUMENT
BSB51107 Diploma of Management
BSBMGT502B Manage people performance
The following assessments are to be
(a) completed and
(b) submitted
in accordance with the associated
STANDARD INSTRUCTIONS
ASSESSMENT COVER SHEET
REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit. Required skills communication skills to articulate expected standards of performance, to provide effective feedback and to coach staff who need development risk management skills to analyse, identify and develop mitigation strategies for identified risks planning and organisation skills to ensure a planned and objective approach to the performance management system.
Required knowledge
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination relevant awards and certified agreements performance measurement systems utilised within the organisation unlawful dismissal rules and due process staff development options and information.

Assessment Part A Performance management project
Performance objective
The objective of this assessment is to enable you to demonstrate your knowledge and understanding of performance management systems within legislative and organisational guidelines.
Specifications You must submit:
? a completed Operational Plan (Appendix 2)
? a developed Performance Management Plan (Appendix 3)
? a completed Performance Development Plan (Appendix 4)
? a completed Coaching Session – Observer’s Evaluation Sheet (Appendix 5)
? a completed Coaching Session – Coach’s Self-Reflection Sheet (Appendix 6)
? one-on-one session notes
? Performance review notes.
Your assessor will be checking whether:
? your completed Operational Plan addresses the:
? revamped store layout
? recruitment and induction plans
? training of all staff on the sustainability features of major product lines ? your developed Performance Management Plan identifies:
? work roles (in accordance with Operational Plan)
? key result areas
? indicators of success
? date to be competed
? your developed Performance Development Plan:
? identifies skills to be developed by the Employee that correlate with the KRAs and indicators of success indentified in the Performance Management Plan
? your completed Coaching Session – Observer’s Evaluation Sheet:
? utilises the GROW model
? identifies the performance issues with the Employee ? utilises a number of communication skills such as:
– active listening
– re-phrasing
– summarising
? asks probing questions
? allows the Employee time to think before replying to questions
? uses body language cues to help put the Employee at ease
? acknowledges the Employee during the coaching session using positive feedback
? provides constructive feedback to the Employee during the session
? provides strategies for developing the Employee that would enable the performance issues to be addressed and for the Employee’s performance to improve
? your completed Coaching Session – Coach’s Self-Reflection Sheet:
? identifies strength and weaknesses
? identifies strategies to improve ? your feedback session:
? is constructive
? identifies areas of:
– excellence
– strengths
– weaknesses
– strategies for improvement – encouragement.
? your one-on-one session notes address, and your role-play incorporates:
? the planned approach for issues mentioned in the Case Study and desired outcomes
? items from the Performance Management Plan for that Employee
? plans on how tasks will be completed
? the achievement of a shared understanding ? the establishment of a review process of performance.
? your performance review notes contain:
? name of Employee
? name of Manager
? date of coaching session
? identification of performance issues
? worker responses
? areas of disagreement
? Opportunities for development.
Adjustment for distance-based learners ? No variation of the task is required.
? A follow-up interview may be required (at the discretion of the assessor).
? Documentation can be submitted electronically or posted in the mail.
Assessment description
You are required to form a group of two and then you must plan, monitor and review a case study relating to performance management of a team.
Each team member will undertake a number of activities to manage the performance of one of the two employees. This will include management activities, such as developing work allocations, identifying KPIs, participating in several role-plays, undertaking performance reviews, and proposing a development plan for remedying poor performance by the Employee under your supervision. Finally, you will need to provide feedback to your assessment partner on performance during a role-play.
Procedure
• Review the Case Study – House friends Home wares (Appendix 1) or one supplied by your assessor
• Complete the Operational Plan (Appendix 2). As the Store Manager you are to report your operational plan to head office to have the following completed by the extended trading deadline.
• Read the profiles in this assessment. In pairs, adopt the role of Managerfor that Employee (Marie or Tony).
• Individually develop goals, KPIs and tasks for the Employee you have selected.
Document these in the Employee’s Performance Management Plan (Appendix 3).
• Prepare role-play notes to plan the topics you will discuss and outcomes you hope to achieve, these will assist you to keep the role-play meeting on track. Submit these with your documentation.
• Conduct two one-on-one coaching role-plays (one with you as the Manager, one as your partner’s Employee). The Assessor will observe this role-play and examine the documentation (the completed Appendices plus notes) that you will submit for assessment on completion.
• Complete file notes from the one-on-one coaching session to be placed in the Employee’s file.
• Following the role-play, the Employee participant is to complete the Coaching Session 1 – Observer’s Evaluation Sheet (Appendix 5).
• Following the role-play as the Manager, complete the Coaching Session 1 –
Coach’s Self-Reflection Sheet (Appendix 6)
• Conduct a second meeting with your partner and deliver feedback (participant Employee/Observer deliver feedback verbally to the Manager participant regarding the coaching session) based upon the notes taken in Observer’s Evaluation Sheet. The Assessor will observe this session.
Assessment Part B Disciplinary process – Case study
Performance objective
For this assessment you must demonstrate knowledge and understanding of the process required to terminate a difficult employee.
Specifications
You must provide:
? a written report that outlines and discusses:
? the reasons the organisation lost its unfair dismissal case with Fair Work Australia
? what the organisation should have been doing for it to have successfully defended its position against Sam’s claim of unfair dismissal
? what would have been the correct way to terminate Sam in accordance with legal and organisational requirements.
Your assessor will be looking for:
? a risk analysis of the case and strategies to mitigate future risks should similar situations arise
? description of the conditions under which misconduct and serious misconduct may be deemed to exist in the case study
? a list of any legislation that applies to the situation presented in the case study
? development of policies and procedures that an organisation would need to implement to avoid a similar situation occurring and to ensure that disciplinary hearings and terminations are considered to be fair and reasonable, based on relevant legislation
? an outline of which documents would need to be developed for the organisation to evidence that it has implemented a process to support non-performing employees
? description of how all steps of the performance review process and disciplinary hearing process should have been performed as per legal requirements and the organisational policies you have developed, including:
? what should have been done at each stage
? when and where assistance from HR specialists would have been appropriate
? what support services could have been deployed in Sam’s case
? what documentation would have been appropriate at each stage.
Adjustment for distance-based learners ? No variation of the task is required.
Assessment description
After reading the provided case study that relates to the discipline and termination of an employee, you are required to develop a clear argument to support the decision of Fair Work Australia, conduct a risk analysis and consider relevant policies and procedures, legislation and performance management issues to support your argument.
You are required to produce a written report for your manager as to why your organisation lost the case.
Procedure
1. Read and analyse the Case Study – Sam’s Termination (Appendix 8).
2. Prepare a report that outlines and discusses:
a. the reasons the organisation lost its unfair dismissal case with Fair Work
Australia
b. what the organisation should have been doing for it to have successfully defended its position against Sam’s claim of unfair dismissal.
c. what would have been the correct way to terminate Sam in accordance with legal and organisational requirements.
3. You should incorporate the following into your report.
a. A risk analysis of the case and strategies to mitigate future risks should similar situations arise.
b. Using examples from the case study, describe the conditions under which misconduct and serious misconduct may be deemed to exist.
c. List any legislation that applies to the situation presented in the case study.
d. Develop policies and procedures that an organisation would need to implement to avoid a similar situation occurring and to ensure that disciplinary hearings and terminations are considered to be fair and reasonable. This should be based on relevant legislation.
e. Outline what documents would need to be developed for the organisation to evidence that it has implemented a process to support non-performing employees.
f. Using the case study as an example, describe how all steps of the performance review process and disciplinary hearing process (given to you by Rob) should have been performed as per legal requirements and the organisational policies you have developed, including:
i. what should have been done at each stage
ii. when and where assistance from HR specialists would have been appropriate iii. what support services could have been deployed in Sam’s case iv. what documentation would have been appropriate at each stage.
Assessment Part C Knowledge test
Performance objective
You are required to demonstrate understanding of a wide range of questions to assess your underpinning knowledge of the manage people performance.
Specifications
You must provide:
• written responses to all questions provided.
Your assessor will be looking for:
? evidence that you understand the required legislative requirements
? evidence that you understand manage people performance practices in the business sector.
Adjustment for distance-based learners
This test can be adjusted for distance learners. Options include the following.
Assessment description
For this task you are required to demonstrate an understanding of standards and legislation relevant to manage people performance, and the management of people across an organisation in a range of contexts.
Procedure
You are required to:
1. Review the written questions provided
2. Provide written responses to the questions
3. Submit your responses in the agreed timeframe.
Questions
1. What is performance management?
2. What are 5 ways that organisation could benefit from performance management?
3. How can performance management help manager in getting organisational goals?
4. If you were a manager in your organization, what are3 ways by which you could motivate and coach your staff?
5. What is KPI and what is the link between KPI & Benchmarking?
6. What are some key performance indicators for the following organizations
a) university? b) Tourists agency?
7. What are the most important roles of the manager?
8. What is standard and explain why do we need standards?
9. Give 3 examples of the performance standard statements?
10. What is the difference between strategic planning and operational planning?
11. What are at least three different types of organisational structures?
12. Why is team work important?
13. What is a brainstorming? What is an example?
14. How would you motivate members of your teams?
15. What is performance appraisal?
16. What benefits performance management will have for managers, organization and employees (list at least three)?
17. What is the role of HR department within organization?
18. What factors you need to determine when setting a goal?
19. What is an organisational culture?
20. What is an strategic plan?
Appendix 1: Case study – Housefriends Home wares
Business description
Housefriend’s is a home wares retailer specialising in bathroom fittings, bedroom fittings, mirrors and decorative items. Housefriends caters to the furnishing market for new and renovated dwellings. Currently, a chain of eight stores are situated around the greater area of each state’s capital city.
Current Operational Plan for your store:
Trading hours: Housefriends stores are open 8.30 am–5.30 pm Monday to Friday and 9.00 am–3 pm on Saturdays.
Range: Mainly imported bathroom fittings, bedroom fittings, mirrors and decorative items
Payment types accepted: Cash, credit cards, cheques and gift cards.
Credit policy: (Trade customers) Housefriends accounts are invoiced at the end of each month; terms are 30 days.
Warranties and refunds: Housefriends will exchange with proof of purchase but not refund.
Staff: Three cashiers, three floor sales representatives, one supervisor, one bookkeeper/administration role, and one storeman.
Scenario
As a manager of one of the existing stores, you have been called to head office to attend an area division briefing by the company’s CEO. During the CEO’s address you make the following notes:
In a growing economy fuelled by population growth, the company has determined to invest and strategically position itself to prosper from this growth. The goal is set to be the major retailer in their sector across the city and the state in three years. This will feature doubling the number of stores around the greater city area with new stores strategically placed in the growth corridors. Additionally the expansion will include a store in each major regional town in the state. Housefriends’ confidence in its ability to fulfil these goals comes from its plan to provide customers with a wider selection of merchandise with great customer service.
Housefriends’ new operational plan will provide the following benefits to their customers:
? Selection. Addition of many locally manufactured high quality lines of merchandise will provide more choice to consumer whilst maintaining the higher quality overseas manufactured lines. Range of bathroom fittings, bedroom fittings, mirrors and decorative items to remain with the recently added range of lighting fixtures will position Housefriends as best in class.
? Accessibility. Customers will gain easy access to the store with extended opening hours 9 am–9 pm, 7 days a week.
? Housefriends will ‘Go Green’. As a part of this public image we will promote the Sustainability features of products and energy efficiency to customers.
A planned layout of current stores will increase shelf space to facilitate the new lighting
range. This will be completed before the extended hours commence in eight weeks’ time from briefing on a Sunday when closed.
Staff expansion to facilitate increase in trading hours from 46 hours to 84 hours per week will also need to be addressed in this period.
Housefriends’ expansion will be facilitated with a preference for current staff to be promoted where merited to fill the newly created position. Casuals will backfill vacancies and overflow work positions. All casuals are to undergo induction training sessions. Housefriends will actively support skills improvement for staff.
Housefriend’s Staff Profiles
The key people in your branch are the Tony (Supervisor) and, Marie
(Bookkeeper/Administration) who is often a caretaker in Tony’s position as the relief Supervisor. Both have expressed ambitions to pursue a career in company management. To that end this upgrade to the operational plan may present the best opportunity for both of them.
You are aware that one of the keys in the past in times of change has been to maintain the enthusiasm of your key personnel to maintain the drive and cohesiveness of the remainder of your team.
Hence your aim is gain an agreement to help them by providing coaching and mentoring when you see the need for improvement of their attitudes, skills or knowledge levels in exchange for their acceptance of greater responsibility.
Marie
Marie achieved outstanding results in the bookkeeping certificate she recently completed. However, her lack of ‘real-world’ experience managing people makes her uncertain and she lacks confidence to make decisions and avoids possible confrontation. You have agreed to be her coach and mentor. She has come to you recently for help and discussed with you a significant range of issues she wanted help with.
Marie has always had a keen interest in the environment and everything green. It was Marie who suggested power-saver timers on the lighting in the storeroom and other sustainability measures around the office. Marie is very excited about the ‘Going Green’ plan and is very enthusiastic to do the train the trainer course offered by head office and become the in-store trainer in this area. She does, however, express some cynicism regarding Housefriends’ motives in this.
At your first meeting, you need to discuss the following issue.
You have seen members of Marie’s team swap ‘origin of manufacture’ tags with ‘Australian made’ tags while she watched, and she did nothing. Maria is aware from past conversations of the requirement for high ethical standards for the stores’ new image.
The government has introduced a code of conduct for your industry to clearly mark on the product the country of manufacture, particularly on imported products.Housefriends states on its website that it adheres to this code to a high standard. However, on some items, clearly marking the country of manufacture on the item may inhibit the sale because that country may have a reputation of low quality. In these cases, Housefriends marks the product with the general region rather than mention the specific country. This has resulted in some items that actually come from countries with a poor reputation for quality selling very well.
Tony
Tony’s approach to the job is quite different to Marie. He has many years’ experience and is best described as ‘hands on’. Tony is the longest serving employee in your branch and has the best knowledge of the product lines and when he puts his mind to it is an effective coach for new staff, this is despite not having any formal qualifications in this area.
However, recently you have noticed that his attitude to the job is turning negative. Tony is spending a lot of time on the internet, which he often calls ‘the future of sales’, and can’t understand what the Management is thinking of by planning an expansion that is not based on the internet and has voiced this objection without a care about who hears it. You have the impression that he now sees his knowledge as his own intellectual capital and is reluctant to share it. He has become short tempered and has told you that he is not paid to share his knowledge and experience. He becomes annoyed with some staff members who come to him seeking advice as he considers that they should ‘know it by now’. Thus his team are not developing.
At your first meeting you need to discuss the following issue:
Tony often presents you with ideas for internet marketing that would certainly boost traffic to the site. Yet you have come to mistrust his motives with some ideas. You have recently noticed that the company’s website now has links to a home business that a friend of Tony’s operates. This business provides installation of homewares that Housefriends sells yet you are not aware of any company endorsement of this service from Housefriends for their customers. You believe this is unethical under the company’s ethical standards.
Page no.
You need to determine what the source of his negativity is and plan his performance management. In your one-on-one session with Tony you need to come to a resolution of a way forward and get Tony fully ‘on board’.
Page no.
BSB51107 Diploma of Management Queensford college
Appendix 2: Operational plan
OPERATIONAL GOALS TEAM GOALS PROGRESS – REVIEW DATES
GOAL FOCUS KPI REASON/ BARRIERS TEAM DELIVERABLE GOAL KPI DUE 1 ST 2 ND 3 RD 4 TH 5 TH 6 TH
BSBMGT502B Manage People Performance (Version 1.0) Page no.12
Appendix 3: Performance Management Plan
NAME/POSITION:
MANAGER: REVIEW PERIOD:
REFERENCE FROM OPERATIONAL PLAN KEY RESULT AREA INDICATOR OF SUCCESS/ PERFORMANCE BY WHEN STATUS REPORT
MANAGER’S COMMENTS
SIGNATURE
DATE
STAFF MEMBER’S COMMENTS
SIGNATURE
DATE
Appendix 4: Performance development plan
NAME/POSITION: MANAGER: REVIEW PERIOD:
SKILLS TO BE DEVELOPED: HOW SKILLS ARE TO BE DEVELOPED: PRIORITY (H,M,L) BY WHEN? SKILLS GAINED (Y/N)
Manager’s comments Signature
Date
Staff member’s comments Signature
Date
Appendix 5: Coaching session – Observer’s evaluation sheet
COACH’S NAME PHONE NO.
OBSERVER’S NAME PHONE NO.
ASSESSMENT SITE
COACHING DATE/S TIME/S
EMPLOYEE’S NAME PHONE NO.
STANDARD OF PERFORMANCE SATISFA CTORY
YES NO
Did the coach utilise the GROW model for coaching his or her employee?
Did the coach identify the performance issue?
Did the coach utilise a number of communication skills to reflect and clarify the e
? active listening
? clarifying
? summarising mployee’s answers?
Did the coach ask probing questions?
Did the coach allow the employee time to think before replying to questions?
Did the coach use body language cues to help put the employee at ease?
Did the coach acknowledge the employee during the coaching session using po sitive feedback?
Did the coach provide constructive feedback to the employee during the session?
Did the coach provide strategies for continuous improvement for the employee?
Did the coach identify his or her strengths and weaknesses as a coach/manager ?
Did the coach identify areas for self-improvement?

Appendix 6: Coaching session – Coach’s self-reflection sheet
COACH’S NAME PHONE NO.
LISTENER’S NAME PHONE NO.
ASSESSMENT SITE
COACHING DATE/S TIME/S
EMPLOYEE’S NAME PHONE NO.
Respond to these questions with your feelings and thoughts about coaching. What was your initial reaction to the coaching exercise?
What was your overall assessment of your performance as a coach? Give reasons for this assessment.
What do you think were some of your strengths during the exercise?
What do you think were areas where there was room for improvement?
What kind of strategies can you think of to help improve your coaching skills?
What do you think will be the cost of not implementing new strategies into your role as a manager?
What are some valuable skills that you have learned today to help you in your role as manager/coach?
Appendix 7 Role-plays
As the Manager, you have set up the first one-on-one meeting. In addition to discussing the program you have outlined on the Performance Management Plan (Appendix 3), you will also:
a. Resolve the issue outlined in the Employee profiles and conduct a coaching session to assist the Employee address the issue. b. Discuss KPI results generated from their team.
c. Discuss Individual reports on progress and take time to chat with your Employee informally to get feedback on problems they are facing. You also use this meeting to emphasise the concept of team achievement.
d. Complete the Performance Development Plan (Appendix 4) on the basis of the outcomes of the one-on-one session and sign-in agreement. e. Complete performance review notes to place in the Employee’s file.

Appendix 8: Case study – Sam’s termination
You have recently become a Team Manager at a small security company. Sam is a programmer in your team. She has recently missed a couple of deadlines on a project. Sam has been pretty upset about this. She is a diligent worker; however, the organisation has started working on a new programming language and Sam is not familiar with it.
You are aware of your predecessor’s methods for dealing with her. She would come out and yell at Sam and then go back to her office. Sam’s employee file that shows that there have been no verbal or written warnings recorded against her.
As Sam’s new manager you have been managing her more effectively. You have been spending time to try and understand her issues and have reallocated resources in order to give Sam some extra time until she is confident and competent in using the new programming language. You have not specified any timelines for a performance review to discuss progress in meeting the required standard of performance or taken notes. You have offered extra training to her.
However, in a meeting about her inability to meet her latest deadline, Sam physically struck you and walked out of the office. She has not returned.
Sam contacted her doctor after the meeting and was given a medical certificate claiming stress as the reason for her absence and given seven days’ leave. This was sent to, and received by, the organisation on the day following your meeting with Sam. Sam called and verified with the Human Resources department that the certificate had been filed within the organisation’s systems.
Three days after your meeting with Sam you advised your supervisor that she had struck you and has since reported in ill; this advice being received from the Human Resources department. A meeting between you, your supervisor and the Human Resources department is convened and a decision is made to dismiss Sam on the basis of serious misconduct. A letter was sent by registered mail to Sam’s personal mail address.
Two days later Sam filed an unfair dismissal claim with Fair Work Australia (FWA). The organisation received a letter from FWA to attend a hearing.
Sam wins the hearing as no evidence was provided by the company to support its case of dismissal on the grounds of misconduct or serious misconduct.
The hearing went in Sam’s favour for the following reasons:
? The employer failed to follow a formal disciplinary process.
? There was no impartial investigation carried out.
? There were no records of any notes provided by the employer to back the claims that there had been meetings and reviews. The only written evidence produced was the termination letter.
? The original version of the medical certificate was not produced in the hearing by the company.
? Sam produced a verified copy of her medical certificate in the hearing along with email evidence from the Human Resources department confirming that the medical certificate had been received by the organisation and entered into its files.
? No documented evidence of any meetings or coaching sessions had been kept by the employer.
? No performance management review or development plans were presented by the employer.
? There were no copies of signed agreements reviewing Sam’s progress (performance reviews and development plans) submitted by the employer.
? No written documents outlining that timelines were given for monitoring or reviewing Sam’s progress were submitted by the employer.
? No formal disciplinary hearings had taken place prior to Sam’s dismissal.
? Sam was not formally stood down while an investigation was carried out.
? There was no physical evidence to support the serious misconduct claim that the manager has been struck as no witnesses were called to verify whether an assault had taken place.
? No senior managers or human resource department specialists were present in any meeting where Sam was being warned of poor performance.
? There was no evidence to support the claim of misconduct by Sam. The manager had not documented any written warnings in Sam’s file. The only agreements that had been reached between Sam and the manager were verbal.
Sam was awarded costs of approximately $5,000 for lost salary and wages and a further $5,000 for emotional distress.
After the decision was handed down, Rob, the Senior Human Resources Manager, approaches you to discuss the reasons behind the decision going in favour of Sam. Rob wants a written report on his desk by the end of the week giving the background and reasons why the decision went in Sam’s favour against the organisation.
As part of your brief from Rob, he would like to see a completed risk assessment identifying areas that the organisation needs to address and implement in order to prevent this type of situation occurring again. The report will guide the organisation in its decision-making over whether to pursue an appeal on Fair Work
Australia’s ruling.
Based on the findings of your report, Rob decides not to proceed with an appeal but to develop and implement a new Performance Management System.
Rob recommends that the organisation follow the two processes outlined below to handle:
1. Performance reviews for all staff:
2. Disciplinary hearings:
COMPLETE ASSESSMENT DOCUMENT
BSB51107 Diploma of Management
BSBMGT515A Manage operational plan
The following assessments are to be
(a) completed and
(b) submitted
in accordance with the associated
STANDARD INSTRUCTIONS
ASSESSMENT COVER SHEET
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit. Required skills
literacy skills to access and use workplace information and to write a succinct and practical plan technology skills to use software to produce and monitor the plan against performance indicators planning and organisational skills coaching skills to work with people with poor performance numeracy skills to allocate and manage financial resources. Required knowledge
models and methods for operational plans budgeting processes alternative approaches to improving resource usage and eliminating resource inefficiencies and waste.

Assessment Part A Develop operational plan
Performance objective
The candidate will demonstrate skills and knowledge required to develop operational plans in consultation with key stakeholders.
Specifications You must:
? participate in three role-plays:
? Sales and Marketing Manager
? Technology consultant
? present resourcing proposal for approval ? submit planning portfolio, including:
? action plans
? performance indicators for operational and financial targets (amended operational plan; balanced scorecard for e-commerce customer service representative) ? proposal for resourcing.
Your assessor will be looking for:
? literacy skills to access and use workplace information and to write a succinct and practical plan.
? technology skills to use software to produce plans ? planning and organisational skills.
? numeracy skills to allocate and manage financial resources.
? knowledge of models and methods for operational plans.
? knowledge of budgeting processes.
? knowledge of alternative approaches to improving resource usage and eliminating resource inefficiencies and waste.
Adjustment for distance-based learners
? Interview or electronic role-play as arranged.
? A follow-up interview may be required (at the discretion of the assessor).
? Documentation can be submitted electronically or posted in the mail.
Assessment description
In response to a simulated business scenario, you will research resource requirements and develop an operational plan in consultation with relevant stakeholders. As a part of the development of your plan, you will set performance indicators, plan for contingencies, and obtain approval in accordance with organisational requirements.
Procedure
1. Read the BBQfun simulated business information provided in Appendix 1 of this task and in the Appendices of your Student Workbook.
2. Research resource requirements for implementation of e-commerce strategy.
3. Arrange with your assessor to participate in two resourcing consultation role-plays.
4. During role-plays, consult with relevant personnel to determine resourcing needs:
a. Sales and Marketing Manager (prepare to discuss human resourcing requirements)
b. Technology consultant (prepare to discuss physical resourcing requirements related to development of e-commerce website).
Note: During consultation, ask questions and encourage interviewee to provide information.
5. Using appropriate word processing or project management software, develop an action plan for the implementation of the e-commerce strategy. Include:
a. physical resourcing (all major steps for resourcing, including procurement of different types of resources, bu