Table of Contents

Table of Contents 1
Instructions to Learner 3
Assessment instructions 3
Assessment requirements 6
Candidate Details 7
Assessment – BSBMGT502: Manage people performance 7
Observation/Demonstration 8
Third Party Guide 9
Third party details (required information from the learner) 9
Activities 10
Activity 1A 10
Activity 1A checklist – for assessor 11
Activity 1B 12
Activity 1B checklist – for assessor 13
Activity 1C 14
Activity 1C checklist – for assessor 15
Activity 1D 16
Activity 1D checklist – for assessor 17
Activity 1E 18
Activity 1E checklist – for assessor 19
Activity 1F 20
Activity 1F checklist – for assessor 21
Activity 2A 22
Activity 2A checklist – for assessor 23
Activity 2B 24
Activity 2B checklist – for assessor 25
Activity 2C 26
Activity 2C checklist – for assessor 27
Activity 3A 28
Activity 3A checklist – for assessor 29
Activity 3B 30
Activity 3B checklist – for assessor 31
Activity 3C 32
Activity 3C checklist – for assessor 33
Activity 3D 34
Activity 3D checklist – for assessor 35
Activity 3E 36
Activity 3E checklist – for assessor 37
Activity 4A 38
Activity 4A checklist – for assessor 39
Activity 4B 40
Activity 4B checklist – for assessor 41
Activity 4C 42
Activity 4C checklist – for assessor 43
Activity 4D 44
Activity 4D checklist – for assessor 45
Activity 4E 46
Activity 4E checklist – for assessor 47
Activity 4F 48
Activity 4F checklist – for assessor 49
Summative Assessments 50
Section A: Skills Activity 51
Summative Assessments: Section A checklist 52
Section B: Knowledge Activity (Q & A) 53
Summative Assessments: Section B checklist 54
Section C: Performance Activity 55
Summative Assessments: Section C checklist 56
Workplace Documentation – for learner 57
Workplace documents checklist 57
Supplementary Oral Questions (optional) – for assessor 58
Competency record to be completed by assessor 61

Instructions to Learner
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 on each and every 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 “0” 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 NS = Not Satisfactory (requires more training and experience).
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.
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
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
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 workbook 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 will 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.
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.
Candidate Details
Assessment – BSBMGT502: Manage people performance
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBMGT502: Manage people performance.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work based skill or task
? Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
? Performing a skill or task that is asked of you
? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation
? Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Activity 1A
Estimated Time 25 Minutes
Objective To provide you with an opportunity to consult relevant groups and individuals on work to be allocated and resources available.
Type of activity:
1. Identify five methods of workplace consultation.
2. Specify four types of resources which should be considered during workplace consultations.

Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to develop work plans in accordance with operational plans.
1. Specify five details which should be included in operational plans.
2. Specify five requirements which should be met when establishing operational plans.

Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to allocate work in a way that is efficient, cost effective and outcome focused.
1. Create a skills matrix including a variety of tasks which may be completed by members of your workforce.
2. Specify five rules that should be followed when allocating work.

Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1D
Estimated Time 45 Minutes
Objective To provide you with an opportunity to confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals.
1. What are performance standards?
2. Give five examples of aspects that may be considered when establishing performance standards.
3. What should be specified by a professional code of conduct?
4. Give five examples of expectations that may be included within a code of conduct.

Activity 1D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1E
Estimated Time 30 Minutes
Objective To provide you with an opportunity to develop and agree performance indicators with relevant staff prior to commencement of work.
1. Write a paragraph detailing the purpose and characteristics of performance indicators.
2. Give five examples of performance indicators relevant to your organisation.

Activity 1E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1F
Estimated Time 25 Minutes
Objective To provide you with an opportunity to conduct risk analysis in accordance with the organisational risk management plan and legal requirements.
1. What are the main steps that should be followed when conducting a risk analysis?
2. Give four examples of risk assessment tools and template documents.

Activity 1F checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to design performance management and review processes to ensure consistency with organisational objectives and policies.
1. Identify three requirements which should be fulfilled by an effective performance management system.
2. Detail three types of employee performance reviews.

Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2B
Estimated Time 25 Minutes
Objective To provide you with an opportunity to train participants in the performance management and review process.
1. Specify five ways of training participants in the performance management and review process.
2. Identify five aspects of the performance management and review process which may be covered during training.

Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2C
Estimated Time 25 Minutes
Objective To provide you with an opportunity to conduct performance management in accordance with organisational protocols and time lines and monitor and evaluate performance on a continuous basis.
1. Specify five ways of monitoring employee performance.
2. Identify five characteristics of good performance measures.

Activity 2C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to provide informal feedback to staff on a regular basis.
1. Give four examples of informal feedback.
2. Specify five steps that should be followed when providing constructive feedback.

Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to advise relevant people where there is poor performance and take necessary actions.
1. Identify five possible causes of poor performance.
2. Specify four rules that should be followed when addressing underperforming employees.
3. Identify five actions that may be taken when addressing poor performance.

Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to provide on the job coaching when necessary to improve performance and to confirm excellence in performance.
1. Identify three requirements that should be fulfilled by effective coaches.
2. When should excellence in performance be confirmed?

Activity 3C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3D
Estimated Time 25 Minutes
Objective To provide you with an opportunity to document performance in accordance with the organisational performance management system.
1. Give five examples of documentation which relate to performance management.
2. Refer to your organisational style guide and give five examples of elements that should be included within documents relating to performance.

Activity 3D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3E
Estimated Time 25 Minutes
Objective To provide you with an opportunity to conduct formal structured feedback sessions as necessary and in accordance with organisational policy.
1. Specify eight rules that should be followed when providing formal feedback on performance.

Activity 3E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to write and agree on performance improvement and development plans in accordance with organisational policies.
1. What is the purpose of developing performance improvement and development plans?
2. Identify five elements that should be included within performance improvement and development plans.

Activity 4A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to seek assistance from human resources specialists, where appropriate.
1. Specify five types of assistance that may be provided by human resources specialists.

Activity 4B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4C
Estimated Time 25 Minutes
Objective To provide you with an opportunity to reinforce excellence in performance through recognition and continuous feedback.
1. Identify five ways of recognising positive employee contributions.
2. What are the steps that should be followed when giving constructive feedback?
1. Employee contributions may be recognised in the following ways:
? Handwritten ‘thank you’ notes
? Passing on positive comments made by customers and colleagues
? Positive statements in newsletters and bulletins
? Speeches during business meetings
? Parties and social gatherings
? Personalised gifts
? Financial bonuses
? Team outings and activity days.
2. These steps should be followed when giving constructive feedback:
? Thinking about the issue and how it affects the organisation
? Ensuring that the employee has time and find a suitable place to provide the feedback
? Providing details about the issue in a non-confrontational and easily understandable manner
? Clarifying understanding and make corrections if necessary
? Coming up with a practical and effective solution.

Activity 4C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to monitor and coach individuals with poor performance.
1. Identify five ways of monitoring employee performance.
2. Specify four benefits of one-on-one workplace coaching.
3. Identify three means of support which may be arranged for underperforming employees.

Activity 4D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to monitor and coach individuals with poor performance and provide support services where necessary.
1. Identify five counselling skills that should be demonstrated during sessions with employees.
2. Which options may be considered if an employee’s performance doesn’t improve after being giving a final written warning?
1. These counselling skills should be demonstrated:
? Posing open and closed questions to find out important details
? Maintaining concentration and listening attentively
? Paraphrasing statements for assured understanding
? Processing information and asking for clarification when necessary
? Establishing rapport and showing respect.
2. These options may be considered:
? Terminating the employee’s contract
? Demotion
? Moving to another department

Activity 4E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4F
Estimated Time 25 Minutes
Objective To provide you with an opportunity to terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor performance continues.
1. Identify five examples of serious misconduct as specified by the Fair Work Regulations of 2009.
2. Give three examples of unfair dismissal.

Activity 4F checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
? Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
? Learning
? Reading
? Writing
? Oral Communication
? Numeracy
? Navigate the world of work
? Interact with others
? Get the work done
Answer the activity in as much detail as possible, considering your organisational requirements.
1. This skills-based activity will require you to undertake one-on-one coaching with an employee who hasn’t been meeting organisational performance expectations. You should use language and structure to explain expected standards of performance. It will be necessary to set appropriate tasks and monitor the employee to ensure that they are adhering to organisational policies and procedures.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
2. This skills based activity will require you to create a performance improvement plan for an employee within your organisation. It will be necessary to gather, interpret and analyse relevant text in organisational documents relating to the employee. You will also need to ensure that the improvement plan is written in accordance with organisational expectations.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
3. This skills based activity will require you to perform a risk analysis in accordance with the organisational risk management plan and legal requirements. You should consider different aspects of risk related to the work that is allocated to team members. It will be necessary to extract and evaluate mathematical information embedded in a range of tasks and text relating to the risk analysis. You should gauge the levels of risk and suggest possible means of risk minimisation.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
? Outline relevant legislative and regulatory requirements
? Outline relevant awards and certified agreements
? Explain performance measurement systems utilised within the organisation
? Explain unlawful dismissal rules and due process
? Describe staff development options and information
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1. What do the 10 standards of the Australian Fair Work Act of 2009 relate to?
2. Can you identify three terms that are specified within the fair work act or certified (enterprise) agreement which applies to your business?
3. Can you provide five examples of key performance indicators which relate to your organisation?
4. Can you identify five potential reasons for unfair dismissal?
5. Can you identify three staff development options which may be considered for the purpose of achieving performance standards?

Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
? Consult with relevant stakeholders to identify work requirements, performance standards and agreed performance indicators
? Develop work plans and allocate work to achieve outcomes efficiently and within organisational and legal requirements
? Monitor, evaluate and provide feedback on performance and provide coaching or training, as needed
? Reinforce excellence in performance through recognition and continuous feedback
? Seek assistance from human resources specialists where appropriate
? Keep records and documentation in accordance with the organisational performance management system
Answer the activity in as much detail as possible, considering your organisational requirements.
1. This practical activity will require you to consult relevant stakeholders in order to identify work requirements, performance standards and agreed performance indicators for a specific group of employees within your organisation. You should use the gathered information to develop work plans and allocate work for the achievement of desirable workplace outcomes.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
2. This ongoing practical activity will require you to monitor, evaluate, and provide feedback based upon employee performance and established work plans. You should measure the employee’s performance against agreed work requirements, standards and indicators. The findings of your evaluation and assessment should be documented in accordance with the organisational performance management system. You should also seek the assistance of human resource specialists for improvement in accordance with organisational expectations.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.

Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature
Assessor’s signature
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature