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Student Name:
Student Number:
Date:
*The assessment for this unit is divided into 2 parts — Part A (Written Questions) and Part B
(Presentation). Student must attempt and successfully complete both the parts in order to be qualified as competent in this unit.
PART A: Knowledge questions:
Unit Description: This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience.
This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.
Instructions to Candidate:
You are required to complete a written test related to the competency of the unit. The questions relate to the skills and knowledge required for this unit.
Demonstrate your knowledge and understanding for the following aspects:
Identify information collection methods that will support review and feedback of presentations
Identify regulatory and organisational obligations and requirements relevant to presentations Describe the principles of effective communication
Describe the range of presentation aids and materials available to support presentations.
Resources/ Material for reference: -
NEC Learner Guides
• Lecture material/ notes
Note: - All answers should be written in the space provided on the questionnaire, until upon trainer's discretion. Use only blue or black pen to complete your answers.
Answer each of the following questions in 80 -100 words:
QI. Your organisation is launching a New Product for Eg: a Smartphone. You can also choose any other product of your choice. Keeping the scenario in mind answer the following questions in [50-80 words]:
1. How will you plan your presentation?
2. What approach will you take?
3. How will you document the approach?
4. How will you know the intended outcomes have been met?
5. How do you plan on inspiring the participants to take further action?
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Q2.
1. When determining which delivery strategies are best for a client group, what questions should you ask yourself? List at least 4.
2. Develop a checklist for your next presentation that includes:
1. Who the target group is?
2. What their characteristics or needs are?
3. Location / venue checklist?
4. Resources needed?
5. Who will need to be contacted for extra assistance?
Prepare the checklist in a MS-Word document to support your answer:
Q3.
1. Discuss 3 types of learning styles. Which one is your preferred method of learning style and the sort of information you like to have in presentations. [80-100 words]
C)
2. Think about the launch of the smartphone and you are required to give presentation to the all staff of the store. What dynamic openers could you use to make a positive first impression? [50-80 words]
Q4. Research who will be involved in the arrangement of the presentation of the new product launch. What do you need to tell the relevant staff and how do you plan on gaining their support? [50-80 words]
Q5.
1. What methods would you use to seek honest feedback after your presentation? List any 4. [80-100 words]
2. What questions can you ask yourself to self-reflect following a presentation? [50-80 words]
Q6.
1. Provide three examples of pieces of information that ought to be shared with the audience at the start of a presentation. [80-100 words]
2. Why is it important to let participants know about your expectations? [50-80 words]
Q7. 1. Provide at least five examples of materials that can be used as presentation aids. [50-80 words]
2. What questions should you ask yourself in relation to setting up presentation aids? [50-80 words]
Q8. What questions could you ask yourself in relation to the verbal and non-verbal communication of participants during the delivery of a presentation in order to monitor whether you are meeting the intended outcomes? [50-80 words]
Q9.
1. Identify the main characteristics of at least three of the following examples of body language and explain their significance when delivering a presentation:
Boredom
Evaluation
Chin stroking
Ready for action
Arm barriers
Clenched fist
Clasped hands
Fingers in the mouth
Both hands behind the head Openness.
2. Describe a range of persuasive communication techniques to secure audience interest.
Atleast 4. [50-80 words]
3. What specific communication strategies are you going to use in your next presentation and why? List any 3. [50-80 words]
QIO.
1. Compare the advantages and disadvantages of allowing questions to be asked during the presentation versus waiting for them to be asked after the presentation. [80-100 words]
2. What needs and preferences do you need to be aware of when adjusting a presentation to suit the audience? [50-80 words]
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QII.
1. At what stages in a presentation should you check to ensure participants have understood content? [50-80 words]
2. What actions can you take to ensure the participants understand the concepts in your presentation? [50-80 words]
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Q12.
1. Provide three examples of how you will know whether you have achieved the objectives of the presentation. [50-80 words]
2. Discuss a range of assessment criteria that could be used to review the effectiveness of a presentation. List any 4. [50-80 words]
Q13. Develop a feedback form that you can distribute to participants and other key personnel following a future presentation to gauge their reactions. You can create a feedback form in a
MS-Word document and attach a print-out of the same to support your answer.
Q14. Why is it important to alter the style or content of your presentation following the collection of feedback? [50-80 words]
Section B:
1. Explain the use of at least two information collection methods that will support review and feedback of presentations. [80-100 words]
(O
2. Identify and explain a variety of regulatory and organisational obligations and requirements that impact on the delivery of a presentation. [80-100 words]
3. What are the 6 Ps of presenting? Explain each. [80-100 words]
4. Describe a range of materials that can be used as presentation aids. [80-100 words]
C)
Student Name:
Student Number:
Date:
*The assessmentfor this unit is divided into 2 parts — Part A (Written Questions) and Part B (Presentation). Student must attempt and successfully complete both the parts in order to be qualified as competent in this unit.
PART B: Presentation
Unit Description: This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience.
This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas.
Instructions to Candidate:
You are required to complete a test related to the competency of the unit. The questions relate to the skills and knowledge required for this unit.
Demonstrate your knowledge and understanding for the following aspects:
Prepare and deliver presentations related to occupation or area of interest which demonstrate the use of:
o Effective presentation strategies and communication principles o Aids and materials to support the presentation
Select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations.
Resources/ Material for reference: -
o NEC Learner Guides
o Lecture material/ notes
Assignment Deliverables:-
1. Please submit a typed assignment in MS word document.
2. Document font should be either Calibri (body) or Times New Roman.
3. Document font size should be 12pt.
4. Include assignment topic name, your student name, student number as heading of your answer document.
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Task 1: Your restaurant is launching a new menu and you are required to prepare a presentation to present to the manager and other staff about your recommendations about the new menu dishes that could be included in the new menu and why .
Instructions for the Participant:
1. The participants should put together a 5-10 minute presentation for delivery.
2. Communicate the desired outcomes/objectives to the participants in the session,
3. Design a presentation aid to be used in the session
(For eg: a Power-Point Presentation)
4. Include a dynamic opener, a solid body and content and a closing statement that compels the participants to act.
5. Use the feedback form prepared in Question 13 to take feedback from the participants in the session.
6. Select at least one method to review the effectiveness of your presentation and implement the method. B
Based on the feedback, indicate how you could improve future presentations. Record your answer for future improvements in the space provided.[80-100 words]
Instructions for the assessor:
The assessor shall observe the participant delivering the presentation and record the observations in the observation checklist.
Assessor's Checklist:
This checklist should be used by the trainer/assessor to document the observations/demonstrations done by the students, as relevant to the performance criteria of this unit.
Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) in the observations or if reassessment is required.
Observer response based on observation
1. Plan and document presentation approach and intended outcomes.
Learners should demonstrate:
Planning a delivery approach
Deciding on the equipment and aids required
Consideration of time requirements Documenting a plan, such as by taking notes or preparing cue cards Type of observation/evidence:
What did the learner do?
When did s/he do it? Over what period of time?
How did s/he do it?
What was the outcome?
Other relevant comments/evidence:
2. Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed. Trainer to put a (V) against the strategy used by the participant. Presentation strategies include:
Verbal presentations
Demonstrations
Group work or discussions
3. Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas. Trainer to put a (V) against the resources used by the participant. Presentation aids include:
Visual aids
Handouts
Workbooks
Equipment
Guest speakers
4. Recognise how to brief others involved in the presentation on their roles/responsibilities within the presentation. Did the participant brief the attendees about their role in promoting the new product.
ASSESSOR USE ONLY
Assessor Feedback/ Comments
Written Questions Assessment decision — to be completed by the Assessor
Satisfactory Unsatisfactory
Assessor's Signature
Student's Signature
Student Name:
Student Number:
Date:
*The assessmentfor this unit is divided into 2 parts — Part A (Written Questions) and Part B (Case Study & Role Play). Student must attempt and successfully complete both the parts in order to be qualified as competent in this unit.
PART A: Knowledge Questions
Unit Description:
This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes. It applies to individuals who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material.
Instructions to Candidate:
You are required to complete a written test related to the competency of the unit. The questions relate to the skills and knowledge required for this unit. Demonstrate your knowledge and understanding for the following aspects:
• Outline meeting terminology, structures, arrangements
• Outline responsibilities of the chairperson and explain group dynamics in relation to managing meetings
• Describe options for meetings including face-to-face, teleconferencing, webconferencing and using webcams
Resources/ Material for reference: -
• NECT learning resources
• Library Access : Management Strategies and Skills by Judith Dwyer o (Chapter 3: Presentations, public speaking and Meetings)
• Lecture material/ notes
Note: - All answers should be written in the space provided on the questionnaire, until upon trainer's discretion. Use only blue or black pen to complete your answers.
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QI. What type of meeting would be held yearly? [50 words]
Q2. What is the purpose on an agenda? [50 words]
Q3. What is a Quorum? [50 words]
Q4. What information is required prior to setting an agenda? [50 words]
Q5. Why aren't reports read out at meetings? [50 words]
Q6. List three types of meetings and their purpose? [50 words]
Q7. How far in advance of a formal meeting would you send details to participants? [50 words]
Q8. What happens when it is said that someone has been -given the nod-? [50 words]
Q9. Explain what is meant by voting via proxy? [50 words]
QIO. If someone moves a motion what needs to happen before discussion can occur. [50 words]
QII. Following is a list of common terminology applicable to meetings; give a brief answer to the meaning of each:
A.) Minutes:
B) Adjourn:
C) Convener:
D) Precedent:
E) Show of Hands:
Q12. When using a 'Minute Book' to store the minutes of meeting.
a.) What is the correct procedure for storing the minutes? [50 words]
b.) Who is responsible for security of the minutes? [50 words]
Q13. What is the most common approach to circulating meeting minutes? [50 words]
Q 14. List any 5 responsibilities of the Chairperson? Explain Group Dynamics in relation to managing meetings. [100 words]
Q15. List any 4 ways that can be used for conducting meetings? [50 words]
ASSESSOR USE ONLY
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with the student. Also, I have provided an appropriate feedback.
Assessor Feedback/ Comments
Written Questions Assessment decision — to be completed by the Assessor
Satisfactory Unsatisfactory
Assessor's Signature
Student's Signature
Student Name:
Student Number:
Date:
*The assessmentfor this unit is divided into 2 parts — Part A (Written Questions) and Part B (Practical Assessment). Student must attempt and successfully complete both the parts in order to be qualified as competent in this unit.
PART B: (Case Studies and Role Play )
Demonstration of Competency is required for following aspects:
• Apply conventions and procedures for formal and informal meetings including:
Developing and distributing agendas and papers Identifying and inviting meeting participants
Organising and confirming meeting arrangements
Running the meeting and following up
• Organize, take part in and chair a meeting.
• Record and store meeting documentation.
• Follow organizational policies and procedures.
Assignment Deliverables:-
1. Please submit a typed assignment in MS word document.
2. Document font should be either Calibri (body) or Times New Roman.
3. Document font size should be 12pt.
4. Include assignment topic name, your student name, student number as heading of your answer document.
Note: - All answers should be written in the space provided on the questionnaire, until upon trainer's discretion. Use only blue or black pen to complete your answers.
Case Study 1:
Short, Expensive, and Useless.
First, Emma, from her office in Brisbane, sent a letter to a prospective client in Sydney, proposing a meeting. Then she phoned to confirm the meeting. Although she never spoke with this prospect, his assistant seemed to agree to the meeting. So, she and her boss flew from Brisbane to Sydney. When they arrived, they learned that the man whom they expected to meet had been transferred to another office. His replacement agreed to meet with them for a few minutes. He was polite, unprepared to discuss their offer, and not interested. It was an expensive, short, and useless meeting.
Questions:
QI. Identify the errors committed by Emma in the planning of the meeting.
Q2. What could Emma have done to plan the meeting better?
Case Study 2:
Open Hostility
People were gathering for a seminar on -congeniality in the work place- when two men began arguing in the back of the room. Soon they were shouting at each other. The seminar leader walked to the front of the room and asked everyone for their attention so the seminar could start. But the argument seemed to increase in intensity. When the seminar leader politely asked the two men to join the seminar, one of them shouted back -chill out man!-
The leader repeated his request for cooperation.
And the men responded by complaining about the way the leader had requested their attention. Some of the other participants spoke up in favor of the seminar leader, which soon led to pushing and shoving. At this point, someone called security. Eventually, the two men were led out of the room, in handcuffs, by police.
The seminar leader then continued the program using the argument as an example of how to deal with disruptions. (Remember, this seminar was on congeniality at work.)
C)
Questions:
1. In such a scenario of chairing a hostile meeting, what could the chair have done to avoid the meeting from turning bad?
2. Does Occupational Health and Safety need to be taken into consideration? If so how?
Task 3:
A.) You are the Bar Manager of XYZ Hotel. You have observed that there has been a fall in the number of customers visiting the Bar. You have decided to add more options of alcoholic beverages in the Drinks Menu. Prepare an Agenda for a meeting that you would conduct with the staff members to improvise the existing Menu.
[Agenda must include the name of the team members, date, venue and points to be discussed]
B.) Also, develop a format for recording Minutes of Meeting that you would use to conduct the meeting.
E-mail the agenda and minutes of meeting template to your trainer.
Task 4: Role Play
The assessor is to observe the student to demonstrate satisfactory performance on the below mentioned Role Play.
Role Play: Meeting for revising the Drinks Menu for XYZ Hotel.
Assessor: Allocate and provide role plays scripts/ instructions to participants taking on Person 2 and 3,4 and 5 in the following simulation.
Role Play requirements: Role play is conducted in a group of 5:
Person 1 : Bar Manager
Person 2,3,4 and 5: Staff Members
Person 1 to Chair the meeting as the Bar manager and the person 2 as the notes taker. The other 3 members are Staff members.
Assessor Instructions:
Allocate and provide role plays scripts/ instructions to participants taking on Person 2 as the Note-taker and 3, 4 and 5 are the Staff members] in the following simulation.
Ensure all parties are familiar with what is required / expected for simulated assessment to occur. The Assessor is to assess the student taking on the Person 1 role play as the Bar Manager for chairing the meeting.
Other participants are not being assessed but must model the role play persons in an environment that closely reflects workplace conditions.
Resources and equipment is to be set up and available prior to simulated assessment occurring.
Refer to the following guides, brief and instructions.
Instructions:
Duration: Times may vary with each individual.
Time Frame Guide: Start to Finish - 45 minutes to 1 hour and 40 minutes
• Pre Preparation time: Approximately 10 to 20 minutes
• Role Play duration: minimum being 20 minutes to maximum 30 minutes to complete the role play.
• Post Role Play: Approximately 15 to 40 minutes to discuss and de-brief with all parties, including providing feedback to the student
Minimum participants required:
Student being assessed and 4 additional participants
Person 1 —John Smith — Bar Manager
Person 2 — Rodney Brown — (notes taker)
Person 3 — Bradley Smith — (Staff member)
Person 4- Richard Chaseling- (Staff member)
Person 5- Steven Curtis- (Staff member)
Allocation of persons for Role Play:
The students being assessed are to role play Person 1.
Trainer/ Assessors may add additional role play participants, but must be in context of the role play. Each role play person is to take on the role of the individual they are assigned. The trainer/assessor will provide the participants a script to follow to enable the below key points to be demonstrated. The student being assessed is to demonstrate at a minimum the following key points during the role play. On completion of the role play the trainer/ assessor will provide feedback.
Key points to be demonstrated during the role play by the student being assessed — Person 1
1. Welcome the team members.
2. Discuss the sales data of the cocktails and feedback from customers with the staff members and ensure meeting is concluded within the given timeframe
3. Use of appropriate verbal and non-verbal communication.
4. Actively listens during the meeting and asks questions to clarify understanding.
5. Ensure participation and discussion in the meeting to resolve issues and problems during the meeting.
6. Compare the points of discussion with the notes taken by the note-taker.
Student Instructions
You are to ensure that you are familiar with all the information related to this simulated role play. The key points listed above are to be included in your demonstration which will be assessed by your Trainer/Assessor.
Simulation Role Play Background brief
John is the Bar Manager of XYZ Hotel that deals in selling both alcoholic and non-alcoholic beverages in the bar and chairing the meeting. Rodney Brown is his assistant and taking notes in the meeting. Weekly Sales of cocktails are listed in the table below.
Cocktails Actual
Performance
[ Cocktails sold] Expected Performance Rating
Cosmopolitan 40 100 Below Average
Martini 25 100 Below Average
Mojito 16 100 Below Average
John is required to discuss the sales data of the cocktails with the staff members in this meeting, brainstorm the team for more cocktails that can be added to the menu. Discuss the concerns of the team members and provide resolution to their issues.
Discuss the following topics in the meeting:
1. How to increase the sales of alcoholic and non-alcoholic beverages in the bar?
2. How to improve services by giving recommendations related to new promotions such as Happy hour.
3. Seek suggestions to enhance the drinks menu
4. Preferred drink options for the customers.
5. Emerging trends in the beverage industry
Observation Checklist — Assessor
The observation checklist is used by the assessor to observe the student demonstrating the application of the required skills and knowledge i.e Chairing the meeting.
*The assessor needs to ensure that they take detailed notes on the performance of the student in the comments section provided.
Student Name: Date:
Assessor Name: NEC ID:
The student is able to demonstrate the following:
Yes No Assessor Notes
Chair Meetings
Chair meetings in an appropriate manner.
Ensure the meetings meet the timelines and achieve the required outcome.
Encourage participation and discussion in the meeting.
Actively listen to problems and concerns of the team members and provide resolution to the same.
Brief minute taker on method for recording minutes of meeting. (discuss the template)
Check meeting notes for accuracy to ensure they reflect a true and accurate record of the meeting
Submit the report on outcomes of meetings to the Manager i.e. Minutes of meetings.
Student also discussed the following with their trainer/assessor:
Assessor to take notes of the answers provided by the student.
QI. What methods can be used to invite the identified participants to the meetings?
Comments:
Q2. How a report of a meeting differs to the minutes?
Comments:
Q3. Give an example of when it might be necessary to report the outcome of a meeting, within designated timelines, rather than to provide meeting minutes? Comments:
Q4. Why is it sometimes important for people who were not invited to attend the meeting to have a report of the meeting?
Comments:
Assessor Notes:
Assessor Signature :
Date:
C)
Left Blank Intentionally
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Student Name:
Student Number:
Date:
PART B: Assignment — Case Studies/ Project
Learning objective/ Task:
Task 1: Case Study — on the Miller Valve Company
Task 2: Case Study — on Cathy Smith Discovers the Need to Plan Ahead and Keep Tabs
Task 3: Project on Nashville Primary School
Task 4: Questions and Answers
Assignment Deliverables:
1. Please submit a typed assignment in MS word document.
2. Document font should be either Calibri (body) or Times New Roman.
3. Document font size should be 12pt.
4. Include assignment topic name, your student name, student number as heading of your answer document.
Resources/ Material for reference:
o Access to Internet o Workbooks o Library access
Lecture material/ notes
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Assignment Description:
The task of the manager at this level is to develop and implement an operational plan to ensure that the objectives and strategies outlined in the strategic and/or business plan are met by work teams. However in some larger organizations operational plans may be developed by a strategic planning unit. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgment, using a range of problem solving and decision making strategies.
Demonstration of Competency required for following aspects:
o Development of an operational plan with details of how it will be implemented and monitored o Knowledge of models and methods for operational plans
Task 1: Case Study - The Miller Valve Company
Instructions to the candidate: Read the following case study carefully and answek the questions that follow.
The Miller Valve Company Pty Ltd, located south of Brisbane, manufactures and distributes a range of specialized valves for industrial use and for use as components in other companies' products. Miller is well established and has operated at 95% of its capacity for the last six years. Sales in the last financial year amounted to $940 million, an increase of 10% over the previous year. Production costs, however, were up 20% over the previous year. When Liam Miller, the managing director and owner, begins checking the cause of the increase in production costs, he finds that the major increases are in labor and material costs. He also unco problems:
o Delivery schedules are not being met.
o The production manager often needs to take staff off one job and put them to work on another job that is behind schedule
o Material wastage is increasin ecause many jobs are reworked to meet current order commitments
o nventor stock is ow even for fast-moving lines
o The production line frequently stops while workers await deliveries from suppliers.
At the next management team meeting, Liam presents the problem of increased costs and asks for suggestions on how to reverse this trend The sales manager blames production for delayî in delivery and poor quality, zwhile the production manager expresses the view that the salespeople keep changing their minds about which orders are the most important and criticizes purchasing for not having the raw materials available as required. Liam leaves the meeting feeling that little has been resolved and wondering whether a formalized system for production and ventory planning and monitoring might be the answer.
Questions:
QI. What type of planning and monit ring should Liam Miller consider?
Q2. Which issues should be given special attention in the planning process including analyzing budget and actual financial information for profit and productivity performance? Discuss the impact of production costs on budget and overall budgeting process.
Q3. How should iam protect any plans that thewmake? Until something is one, what interim plans should Liam put in place?
Q4. How could Liam align the sales, production and purchasing departments in planning for the sarne_objectives?
Task 2: Case study - Cathy Smith Discovers the Need to Plan Ahead and Keep
Tabs
Instructions to the candidate: Read the following case study carefully and answer the questions that follow.
Cathy Smith has just been promoted to the position of sales manager incharge Of eight sales representatives, two key and three merchandisers. As a key account manager before her promotion, all she needed to look after was herself — making sure she serviced her customers properly that goods were delivered, that they sold well, that her
customers were up to date on payments, and that they received the sales and merchandising
support she deemed necessary. A simple spreadsheet systerypJuk diligent use of her personal
organizer had always sufficed But now that Cathy is a manager, she has a whole team to look
after, as well ayall the sales in the territory, product promotions, expenditure, and business development and so on.
The first thing she should do, she decides; is set and monitoring systems sy_sggm that can quickly and easily give her the information she needs to manage the sales operation. ow her predecessor þad managed, she can't imagin — e ust have kept track of everything in his head. Her first move is to set up a spreadsheet for each sales representative and key account manager, showing heir sales to date against their budget s 'She can monitor their results against targets and see who might need a bit of help.
roll, he sets up a similar spreadsheet fo ch customer, showing their purchase mont by month and year to date and comparing 0th figure against previous months and years.
eo
Cathy- scover that she receives a monthly debtor statement for P@ßh customer andÞvpon looking it over; she finds that a number of customers, 0th small and large, are more than 90 days in arrears. Since the company policy is 0 da s credit for small customers and 60 days credit for lar er volume customer , she realizes sh needs to remind the sales team to push for paymen_te She some of these customers, and even some of the sales reps, may of the change in personnel (i.e. her appointment) to allow their payments to drift. hil she doesn't want to the company's business relationship with these customers or her relationship with the sales reps — after all, ino rep likes reminding customers to pa — as a manager it is part of to ensure that her team's customer pay n tim . And if one of those customers were to 'go under' with unpaid debts, no her for an explanation.
With that gloomy thought in mind, Cathy moves on to develop another spreadsheet to track her expenditure to ensure that it remains within budget/and looks around toseeAtvhere she should hang theAarge wall planner/she has purchased to track her team's annual and personal
leQyez*When Cathy meets with her manager at the end of the week to discuss how she's settling into her new le, he seems impressed/with her planning and monitoring initiatives Explaining
that he's a big fan of management e says that when she compilesher monthly reports to him she need only include informatio that is more than 10% above(ð+ below target, which essentially gives him a summary of what is going well and what isn't. He advises her to apply management6Ôexception principles each of her staff and ncor orate hem into her department's weekly summaries for th@management-team o that she doesn't spend most of her valuable time pouring over results.
On her way home, it occurs to Cathy that she should also plan the year's promotions for their customers. ill should probably get the team to help plan those/since they're the ones who manage the promotions,' she thinks.
Questions
QI. What risks did Cathy/ s predecessor take in not setting up and following through with any planning and monitoring systems?
'5
Q2. How do you rate Cathy's efforts so far in establishinÈ effective planning and monitoring
sysems_for her department? What should her next steps be?
Q3. What formal and informal planning and monitoring systems do you think would be the most suitable for Cathy's needs and why? Consider all the types of planning, including, for example, contingency and preventive planning (to address variations to the operational plan).
Q4. Is Cathy's idea of involving members of her team and gaining their approval in planningthe year's promotion for their customers a good one? h or why not?
Task 3: Project
Nashville Primary School has been facing some issues in their operations and performance level/ There has been inconsistency in teaching and reading across the school,/lowerxate of student engagement in reading, and there •s a need for consisgŸnt assessment process s in reading. Apart from reading, there has been inconsistency in teaching of numeracy across the school b he lack of expertise and professional learning in numeracy Thu there is a need for consistent assessment processes in numeracy as well. BVcQå(åsWeW f the need for consistent assessment tools, there has been inconsistency in collecting data on student performance across the school, There is also a need toÄmprove the playground environment
and interactioribetween students for personal development and confidence buildin . Lastly, they alsoA1haåto focus on improving communication especially with community.
Based on these issue , prepare an operational plan for Nashville Primary school. Provide your
answer in the following format:
Domain:
Focus:
(priority/ objective)
Expected outcome:
Target (KPls):
OF
Identified factors to be addressed:
Actions Who When Resources
1) Domain: Teaching and Learning Focus area:
o Improve the literacy outcomes of our students particularly in reading. o Improve the numeracy outcomes of our students.
o Develop the use of authentic assessment strategies to inform teaching and reporting.
2) Domain: Leadership and Management
Focus area: Lead the teaching and learning of literacy and numeracy across the school.
3) Domain: Student Environment
Focus area: Continued focus on strategies which embed safety, harmony and fair process and improve the whole school approach to student management using relational practices.
4) Domain: Community Involvement
Focus area: Improve communication with all stakeholders in the school community and Increase involvement of parents and community members in classrooms and school activities.
In the operational plan for the Nashville Primary School outline the relevant legislative and regulatory context, and also the organization's policies, practices and procedures that directly relate to the operational plan. Also, ensure that the resource(s) requirement is duly supported by a variety of information sources including provision to seek specialist advice as may be required.