Recent Question/Assignment
Pre-Assessment Checklist: Task 1 - Knowledge Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
? Make sure you have completed the necessary prior learning before attempting this assessment.
? Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
? Make sure you understand what evidence is required to be collected and how.
? Make sure you know your rights and the Complaints and Appeal process.
? Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these with your trainer/assessor).
? Make sure that you have access to a computer and the internet (if you prefer to type the answers).
? Make sure that you have all the required resources needed to complete this assessment task.
? The due date of this assessment task is in accordance with your timetable.
? In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
? The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
? I do require reasonable adjustment
? I do not require reasonable adjustment
Declaration (Student to complete)
? I confirm that the purpose and procedure of this assessment task has been clearly explained to me.
? I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
? I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
? I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
? I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
? I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Knowledge Test
Assessment type
• Written Questions
Instructions provided to the student:
Assessment task description:
• This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
• The Knowledge Test is comprised of eighteen (18) written questions
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task
• You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions:
• All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use computer to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the Training Organisation’s Student Handbook.
Location:
• This assessment task may be completed in:
? a classroom
? learning management system (i.e. Moodle),
? workplace,
? or an independent learning environment.
• Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
Instructions for answering the written questions:
• Complete a written assessment consisting of a series of questions.
• You will be required to answer all the questions correctly.
• Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what information is needed in the answer.
• Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.
• Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.
• You must write your responses in your own words.
• Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
• When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate your knowledge related to manage meeting and knowledge regarding the following:
• Knowledge to define the purpose of a meeting agenda
• Knowledge to develop a meeting agenda
• Knowledge to obtain the list of items that should be included in a meeting agenda
• Knowledge to recognise the meeting terminologies
• Knowledge to identify the types of meetings
• Knowledge to choose and organize the different types of arrangements prior to a meeting
• Knowledge to prepare a list of essential steps involved with taking meeting minutes
• Knowledge to identify the participants of a meeting
• Knowledge to structure the meeting and timeframes
• Knowledge to identify the purpose of policy and procedure for meetings
• Knowledge to identify the elements that can be included in the policy and procedure for meetings
• Knowledge to identify the legal considerations and/or regulations to comply with during meetings.
• Knowledge to recognise the potential barriers in participation and discussion
• Knowledge to prepare a list of methods that can be used to distribute meeting minutes to the attendees.
Task instructions
• This is an individual assessment.
• To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
• To be assessed as Satisfactory in this assessment task all questions must be answered correctly.
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1: Answer the following:
a. Define the purpose of a meeting agenda in a single sentence.
b. Describe in your own words, how would you develop a meeting agenda? Write your answer in 100-150 words.
c. Prepare a list of items that should be included in a meeting agenda.
Satisfactory response
Yes ?
No ?
Q2: Answer the following:
a. Explain the meeting terminologies listed in the table below:
b. What are the formal and informal meetings? Provide the structure of both meeting styles. Write your answer in 150-200 words.
Satisfactory response
Yes ?
No ?
Meeting Terminology Explanation
Consensus
Chairperson/Chair
Point of Order
Motion of Dissent
Q3: Explain the different types of the meeting listed below and write one advantage and one disadvantage of each type of meeting.
• Face to face meeting
• Teleconferencing
• Web-conferencing
• Using webcams Satisfactory response
Yes ?
No ?
Face to face meeting Teleconferencing Web-conferencing Webcams meeting
Advantages
Disadvantages
Q4: Answer the following:
a. What are the different types of arrangements you have to put in place prior to a meeting? Outline any four (4) in 50-100 words.
b. Explain the process involved with the arrangements for a meeting. Write your answer in 50-100 words.
Satisfactory response
Yes ?
No ?
Q5: Answer the following:
a. Explain the purpose of having a minute taker. Write your answer in 50-100 words.
b. Prepare a list of five (5) essential steps involved with taking meeting minutes.
c. Explain in your own words, the responsibilities of a minute taker. Write your answer in 50-100 words.
Satisfactory response
Yes ?
No ?
Q6: Answer the following:
a) How do you identify the participants of a meeting? Write your answer in 50-100 words.
b) Prepare a list of any four (4) pieces of information that you should include when notifying people of a meeting.
Satisfactory response
Yes ?
No ?
Q7: Read the scenario below and answer the following questions:
You are about to hold a meeting for the management team of a factory. Many productivity problems/issues need to be discussed, and you have asked one of the managers to prepare a presentation (which includes a PowerPoint presentation) on what productivity means and how it can be increased/improved. The major productivity issues seem to be related to the following:
Employees taking an average of 45 minutes for a lunch break with 10 per cent taking over an hour or more (the scheduled unpaid lunch break is 30 minutes)
Employees leaving early and arriving late
Employees spending an average of 1.5 hours (outside of lunch) away from their desk, wandering around the office
Large numbers of staff who seem to do nothing but attend meetings and send emails all day.
7.a. Where would you hold such a meeting, and why would you choose this venue?
7.b. Draw up a list of the equipment and resources (including hardcopy handouts) you would need and draw a diagram of the seating arrangements of 10 chairs, 1 table and a projector you would organise.
7.c. How would you structure the meeting and what timeframes would apply – taking into consideration the needs of the organisation, the problems that need to be resolved and the optimum timeframes for effective meetings? Give reasons for your answer.
7.d. When and how would you distribute the agenda?
Write your answer in 150-200 words.
Satisfactory response
Yes ?
No ?
Q8: Answer the following:
a. Explain the purpose of having a policy and procedure for meetings. Write your answer in 50-100 words.
b. What are the different types of policy and procedures for meetings based on? Write your answer in 50-100 words.
Satisfactory response
Yes ?
No ?
Q9: Prepare a list of at least ten (10) items that can be included in the policy and procedure for meetings in an organisation.
Satisfactory response
Yes ?
No ?
Q10: When chairing a meeting, how would you deal with a participant who is monopolising the discussion? Explain in 100-150 words.
Satisfactory response
Yes ?
No ?
Q11: Answer the following:
a. Why is it important to dispatch meeting papers in time? How would you make sure that the papers are received on time? Write your answer in 50-100 words.
b. Your company is incorporated in Australia and publicly listed on the Australian Stock Exchange. As per Corporations Act 2001, how many days before the meeting is held, should the company’s members be notified.
Satisfactory response
Yes ?
No ?
Q12: Answer the following:
a) What are the responsibilities of a chairperson before a meeting begins? Document any five (5).
b) How do group dynamics affect the quality of a meeting? Write your answer in 150-200 words.
Satisfactory response
Yes ?
No ?
Q13: List any three (3) legal considerations and/or regulations you may need to comply with during meetings.
Satisfactory response
Yes ?
No ?
Q14: Answer the following:
a. What is the difference between meeting minutes and report of a meeting? Write your answer in 30-50 words.
b. How and what should be reported in the outcomes of a meeting? Explain with an example. Write your answer in 50-100 words.
Satisfactory response
Yes ?
No ?
Q15: Explain in 30 - 50 words for each, why the following is important during a meeting:
15.a. To retain focus, direction and discipline
15.b. To focus on “solutions” and “reach resolutions.”
15.c. To discuss all “agenda items.”
15.d. To conduct a meeting in an “honest” and “encouraging” manner
15.e. To follow “parliamentary protocol”
Satisfactory response
Yes ?
No ?
Q16: Describe any three (3) potential barriers in participation and discussion, when meeting with people from diverse cultural backgrounds.
Satisfactory response
Yes ?
No ?
Q17: Answer the following:
a. Write in your own words, how you transcribe meeting minutes? Answer in 50-100 words.
b. Prepare a list of any three (3) checks that you would conduct on transcribed notes before distributing them.
Satisfactory response
Yes ?
No ?
Q18: Answer the following:
a) When should the minute taker prepare and distribute the minutes to attendees? Why? Answer in 50- 100 words.
b) Prepare a list of methods that you can use to distribute meeting minutes to the attendees.
Satisfactory response
Yes ?
No ?
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only The outcome of this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 2 - Project
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
? Make sure you have completed the necessary prior learning before attempting this assessment.
? Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
? Make sure you understand what evidence is required to be collected and how.
? Make sure you know your rights and the Complaints and Appeal process.
? Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
? Make sure that you have access to a computer and the internet (if you prefer to type the answers).
? Make sure that you have all the required resources needed to complete this assessment task.
? The due date of this assessment task is in accordance with your timetable.
? In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
? The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
? I do require reasonable adjustment
? I do not require reasonable adjustment
Declaration (Student to complete)
? I confirm that the purpose and procedures of this assessment task has been clearly explained to me.
? I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
? I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
? I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
? I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
? I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Project
Assessment type
• Project - Chair a meeting
Instructions provided to the student:
Assessment task description:
• This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.
• This assessment task requires you to complete a project.
• You are required to chair a meeting in this assessment task.
• You will receive your feedback within two weeks, and you will be notified by your trainer/assessor when results are available.
• You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.
Applicable conditions:
• This project is untimed and are conducted as an open book assessment (this means you are able to refer to your textbook).
• You must read and respond to all the criteria of the project.
• You may handwrite/use computers to answer the criteria of the project.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the Training Organisation’s Student Handbook.
Location:
• This assessment task may be completed in:
? a classroom
? learning management system (i.e. Moodle),
? workplace,
? or independent learning environment.
• Your trainer/Assessor will provide student further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of this assessment task is to assess the students’ skills and knowledge essential to chair a meeting.
• Skill to develop an agenda in line with stated meeting purpose and ensuring its style and structure in appropriation to its purpose.
• Skill to identify meeting and notify meeting participants following organisational procedures then confirming meeting arrangements and dispatching meeting papers.
• Reading skills to collect, review, interpret/understand and analyze/review text-based business information from a range/number of sources.
Task instructions
• This is an individual assessment.
• To ensure your responses are satisfactory, you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
• Further instructions to be included based on the task.
• You will be Charing a meeting in this assessment task.
• The student must be concise, to the point and write answers according to the given word limit to each question and not provide irrelevant information.
• You must write your responses in your own words.
• You will be required to complete all parts of this assessment task.
Assessment Task 2 - Project
Project
This is a group activity. Each group will have four (4) team members.
You will act as Chairperson of a formal meeting.
The role of the Director will be played by your Trainer/Assessor.
The roles of the Events Officer and the Student Support Officer will be allocated to students in your group.
At the conclusion of the scenario, each student will switch roles with other students to ensure everyone experiences each role.
If there is an insufficient number of students, the trainer will assume multiple roles for the scenario, rotating roles at the conclusion of each exercise.
If the student is required to participate in multiple roles for the exercise, they will also switch after each round of the role-play scenario.
In this part of the assessment task, you are required to prepare, conduct and act as Chairperson of a formal meeting.
You will demonstrate that you have successfully chaired the meeting by completing all the templates provided in this assessment task.
Before chairing the meeting, you are required to nominate a fellow student from the class as a minute taker, brief him/her on their role, and tell them how they are to take the minutes.
You must specify the minute taker’s name and the role in your meeting documentations. You must also provide rough notes for the person along with the assessment.
Scenario:
You are the head of the student council at a small school which teaches English. There are 3 elected committee members of the student council. The members include the Events Officer, the Student Support Officer and the President (you). You will be chairing a meeting with the Director of the school to discuss the upcoming annual New Year’s party.
You will need to come up with a plan for the New Year’s party and convince the Director of the need for a bigger budget than the previous year. This is because the previous year the event was a horrible experience for all involved, with a lack of food and activities, resulting in many people leaving before the New Year began.
The meeting is due to be held in 2 weeks on the 1st of October. Meeting invitations need to be created and sent out via email to the relevant committee members, including the Director who needs to be present at the meeting.
The Director will be arriving on an early flight from Sydney at 8:30am on the meeting day and will leave to catch a flight home on the same day at 6pm. Transport will have to be arranged to pick him up and drop him off. The meeting will be held in the school’s Conference Room 1.
The meeting will need allocated roles and responsibilities for each of the team members and work out how to best coordinate the efforts with the student body. This meeting will also need to establish the theme, location, date, time, budget, and how to improve on the previous New Year’s celebration.
You will prepare a short PowerPoint on how to hold an effective party and what activities may be included (which should ideally link in with the theme chosen). It should also be noted that:
• One of the student representatives is a vegan (and 15 per cent of the student body is either vegan or vegetarian)
• The other student representative requires a gluten-free diet (5 other students also have the same dietary restrictions)
• The total student body is 100 students
• There is a total of 10 staff members.
• The number of students that attended the party the previous year were 50. All staff members attended.
• Last year’s budget for this event was $6000 and this year the Director, not willing to repeat the mess of last year is willing to spend 50% more – if it can be justified
In this task, the role of the Director will be played by your trainer, who will determine your budget allocation on how convincing your team arguments are. This meeting will form the basis of your meeting minutes. The meeting should run according to the meeting documents prepared before the commencement of the meeting, such as the meeting requirements form and preparation form.
A computer or a similar electronic device should be utilised to record the minutes of the meeting. Minutes should be taken in an electronic format, using Microsoft Word software, as per the organisational requirements. The minutes are to be reviewed to check for errors and edited to ensure accuracy, whilst the document is being made and also once it’s completed.
When chairing the meeting, you must ensure that you comply with all legal and ethical requirements.
When chairing the meeting, you must follow the following organisational procedures.
Organisational procedures to identify participants and sending them meeting invitations
• Meeting invitations are to be sent via email.
• Meeting invitations must include:
o summary of your meeting (date and time)
o the purpose of your meeting
o agenda of the meeting.
Organisational procedures to check transcribed meeting notes:
• Minutes of a meeting must record attendance.
• The outcome of each item on the agenda should be present.
• Meeting minutes must be checked for grammar and vocabulary.
• Minutes of the meeting must record the start and end time of the meeting, and the arrival or departure of any members after the meeting has commenced.
• Minutes of a meeting must record the start and end time of a meeting, and the arrival or departure of any members after the meeting has commenced.
Task:
Prior to the attempt, this task student must read the attached policies and procedures related to the meeting.
The student must do the following to demonstrate competency with this assessment task:
1. Determine the pre-meeting requirements. Complete “Template 1”.
a. You must include the title of one pre-reading document.
b. Make sure the style and structure of the meeting are appropriate.
2. Develop meeting agenda. Complete template 2.
3. Send meeting invitation to the team members. You must ask for their email addresses. Email must have a google doc attachment. Google doc attachment must include:
a. A summary of your meeting (date and time) and also the purpose of your meeting to be conducted as a part of this assessment task.
b. Agenda of the meeting.
4. Chair the meeting.
5. Deliver the presentation prepared. (Your presentation must not be more than 6-8 presentation slides).
6. Discuss the food theme for the party (theme must be different for each student pair).
7. Decide upon a catering choice and a budget breakdown between beverages and food.
8. Use the mind mapping, fishbone or a similar tool/technique to create a list of at least five (5) risks related to the catering needs of the party (with special consideration to those who are unable to consume certain types of food) in consultation with the Director and the Events Officer.
9. Put these five (5) lists into a basic risk register with agreed risk ratings, mitigation strategies and contingencies (This should be done using the risk register template). Attach this with this unit.
10. From the meeting minutes that the person nominated by you in your group has taken, you are required to check their transcribed meeting notes and make sure that they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions.
11. You must refine those meeting notes and complete the Formal Meeting Minutes template provided. Complete template 3.
12. Select an appropriate method to distribute these to meeting participants (via GoogleDocs).
13. Submit the required documents for the assessment to the Trainer/Assessor.
Template 1:
Pre -Meeting Requirements Form
Chairperson
Department
Meeting name
Meeting details
Date Time
Location
Budget
Meeting format
Purpose
Participants Internal
External
Speakers
Seating arrangements
Video or teleconference requirements
Supporting materials
Pre-reading
Meeting documentation
Equipment requirements
Hospitality requirements
Catering requirements
Accommodation requirements
Other requirements
Special needs of attendees
Other organisational requirements for conducting meetings
Applicable conventions for conducting meetings
Legal and ethical requirements for conducting meetings
Other specific requirements
Template 2:
Meeting Name/Purpose:
Date:
Time:
Location:
Welcome
Minutes of the previous meeting:
No. Agenda Item Pre-reading Presenter Time Duration
Next meeting date: Time/Location:
Template 3:
Date/Time:
Location:
Chairperson:
Meeting Attendees:
Full names and roles
Agenda Item/Topic Discussion/Outcomes Action Officer Due Date
Welcome
(Agenda item 1)
Topic?
Summary
Pros
Cons
Consensus Decision/s
Action/s
(Agenda item 2)
Topic?
Summary
Pros
Cons
Consensus Decision/s
Action/s
(Agenda item 3)
Topic? Summary
Pros
Cons
Consensus Decision/s
Action/s
Summary Overall Summary
Decision/s
Action/s if any
Next Meeting Time/date
Meeting closed at:
Minutes are a true and accurate record of the meeting Approved/confirmed by whom?
Performance criteria checklist for unit assessment task: (To be completed by the trainer/assessor)
Trainer/ Assessor to complete
Assessment activities to be completed Chair a meeting
Does the student meet the following criteria Yes No Trainer/Assessor Comments
a) The meeting purpose was clear.
b) The chairperson-maintained control of the meeting throughout the duration.
c) The chairperson kept discussions focused on achieving the purpose of the meeting.
d) The chairperson ensured all participants were involved in discussions.
e) The chairperson facilitated the problem-solving activity to resolve any issues.
f) The chairperson facilitated decision-making to ensure required decisions were made.
g) The meeting followed the agenda.
h) The desired outcome for the meeting was achieved.
i) Provide and dispatch meeting paper to participants within the timeframe
j) Completed pre-meeting requirements form (Appendix 1)
k) Email invitation sent with a GoogleDocs invitation to access all the attachments.
l) Discussed the food theme for the party.
m) Identified risks related to the catering needs of the party
n) Prepared a risk register template accurately.
o) Checked the transcribed meeting notes and made sure that they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions.
p) Completed the Formal Meeting Minutes template provided.
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 3 - Role Play
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
? Make sure you have completed the necessary prior learning before attempting this assessment.
? Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
? Make sure you understand what evidence is required to be collected and how.
? Make sure you know your rights and the Complaints and Appeal process.
? Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
? Make sure that you have access to a computer and the internet (if you prefer to type the answers).
? Make sure that you have all the required resources needed to complete this assessment task.
? The due date of this assessment task is in accordance with your timetable.
? In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
? The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
? I do require reasonable adjustment
? I do not require reasonable adjustment
Declaration (Student to complete)
? I confirm that the purpose and procedures of this assessment task has been clearly explained to me.
? I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
? I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
? I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
? I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
? I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Role Play
Assessment type
• Role Play - Conduct and follow up on a meeting
Instructions provided to the student:
Assessment task description:
• This is the third (3) assessment task you must successfully complete to be deemed competent in this unit of competency.
• This assessment task is comprised of a role play/presentation to be completed in front of your trainer/assessor.
• The role-play must be related to the previous assessment task.
• You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when results are available.
Applicable conditions:
• This role play/presentation is timed.
• The time allowed to develop required resources for presentation is 3 weeks prior to the presentation.
• Electronic devices are allowed during this assessment task.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
• Your trainer/assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the ‘Training Organisation’s Student Handbook.
Location:
• This assessment task may be completed in:
? a classroom
? learning management system (i.e. Moodle),
? workplace,
? or independent learning environment.
• Your trainer/assessor will provide student further information regarding the location for completing this assessment task.
Instructions for completing a presentation:
• You are advised to write down the keywords and important phrases to help you to deliver the presentation.
• You must not read the presentation word-by-word and should use the presentation for reference purpose only.
• You must explain the topics appropriately.
• Your tone, gestures, body language, has to be according to the role you are portraying.
• Use language that is appropriate for your audience. Consider if slang and abbreviations are right for your audience and ensure acronyms are explained.
• Use a friendly, professional manner.
Information for attempting a role play:
• This assessment task is in continuation to the previous task.
• The student must correctly attempt all activities of this assessment task.
• You will be chairing a meeting in this assessment task.
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
• You must not use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
• Tone, gestures, body language has to be according to the role students are portraying.
• You are required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential to conduct and follow up on a meeting.
• Skill to conduct meeting in accordance with organizational, legal and ethical requirements and ensuring meetings are focused, time-efficient and achieve required outcomes.
• Skill to ensure that the meeting enables participation, issue resolution and recording meeting notes in accordance with organizational requirements
• Reading skills to collect, review, interpret/understand and analyze/review text-based business information from a range/number of sources.
• Written and oral/speech communication skills to organize and deliver information to effectively manage a meeting to a range of stakeholders/interested people
Task instructions
• This is an individual assessment.
• To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
• All questions must be answered in order to gain competency for this assessment.
• This assessment task requires to chair a meeting for the given scenario.
• The meeting will include 2 Chef, 2 cook and 2 helpers.
• These roles will be allocated to the students by the trainer/assessor.
• You must submit; Pre -Meeting Requirements Form (Template 1), meeting agenda (template 2), risk register, Formal Meeting Minutes template (template 3).
Assessment Task 3 - Role Play
Role Play
In this part of the assessment task, you are required to prepare, conduct and act as Chairperson of a “Formal meeting”. You will demonstrate that you have successfully chaired the meeting by completing all the templates provided in this assessment task.
Before chairing the meeting, you are required to nominate a fellow student from the class as a minute taker, brief him/her on the role, and tell them how they are to take the minutes.
You must specify the minute taker’s name and role in your meeting documentations. You also provide rough notes from them along with the assessment.
Scenario:
You are working as a “Restaurant Manager” at a busy restaurant in Melbourne.
The owner of the restaurant is worried that the employees of the organisation do not have appropriate knowledge of WHS/OHS. There have been recent issues when the employees from kitchen staff have lacked the understanding of employer responsibilities regarding the storage, use and handling of hazardous substances, have been confused regarding incident reporting and notifications, with many employers believing that by complying with their workers compensation reporting requirements they are complying with their WHS/OHS reporting responsibilities.
The owner of the restaurant wants you to chair a meeting, deliver a presentation and clearly explain the following requirements to both employee and employer:
• Handling hazardous substances
• Incident reporting
Task:
You are required to arrange and chair a meeting. You must do the following to demonstrate your competency with this assessment task:
• The meeting is to be held in the Meeting room.
• Identify meeting participants.
• Determine the pre-meeting requirements. Complete “Template 1”.
o You must include the title of one pre-reading document.
o Make sure the style and structure of the meeting are appropriate.
• Develop meeting agenda. Complete template 2.
• Send meeting invitation to the team members. You must ask for their email addresses. Email must have a google doc attachment. Google doc attachment must include:
o A summary of your meeting (date and time) and also the purpose of your meeting to be conducted as a part of this assessment task.
o Agenda of the meeting.
• Chair the meeting.
• Deliver the presentation prepared. (Your presentation must not be more than 6-8 presentation slides).
o Include the risks that the business can face if they do not comply with the WHS/OHS requirements.
• From the meeting minutes that the person nominated by you in your group has taken, you are then required to check their transcribed meeting notes and make sure that they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions.
• You must refine those meeting notes and complete the Formal Meeting Minutes template provided. Complete template 3.
• Select an appropriate method to distribute these to meeting participants (via GoogleDocs).
• Submit the required documents for the assessment to the Trainer/Assessor.
Template 1:
Pre -Meeting Requirements Form
Chairperson
Department
Meeting name
Meeting details
Date Time
Location Budget
Meeting format
Purpose
Participants Internal
External
Speakers
Seating arrangements
Video or teleconference requirements
Supporting materials
Pre-reading
Meeting documentation
Equipment requirements
Other requirements
Special needs of attendees
Other organisational requirements for conducting meetings
Applicable conventions for conducting meetings
Legal and ethical requirements for conducting meetings
Other specific requirements
Template 2:
Meeting Name/Purpose:
Date:
Time:
Location:
Welcome
Minutes of the previous meeting:
No. Agenda Item Pre-reading Presenter Time Duration
1
2
3
Next meeting date: Time/Location:
Template 3:
Date/Time:
Location:
Chairperson:
Meeting Attendees:
Full names and roles
Agenda Item/Topic Discussion/Outcomes Action Officer Due Date
Welcome
(Agenda item 1)
Topic?
Summary
(Agenda item 2)
Topic?
Summary
(Agenda item 3)
6.3 – Topic? Summary
Summary Overall Summary
Decision/s
Action/s if any
Next Meeting Time/date
Meeting closed at:
Minutes are a true and accurate record of the meeting Approved/confirmed by whom?
Performance criteria checklist for unit assessment task: (To be completed by the trainer/assessor)
Trainer/ Assessor to complete
Assessment activities to be completed • Chair a meeting
Does the student meet the following criteria Yes No Trainer/Assessor Comments
a) The meeting purpose was clear.
b) The chairperson-maintained control of the meeting throughout the duration.
c) The chairperson kept discussions focused on achieving the purpose of the meeting.
d) The chairperson ensured all participants were involved in discussions.
e) The chairperson facilitated the problem-solving activity to resolve any issues.
f) The chairperson facilitated decision-making to ensure required decisions were made.
g) The meeting followed the agenda.
h) The desired outcome for the meeting was achieved.
i) Provide and dispatch meeting paper to participants within the timeframe
j) Completed pre-meeting requirements form (Appendix 1)
k) Email invitation sent with a GoogleDocs invitation to access all the attachments.
l) Discussed OHS requirements.
m) Identified risks related to hazardous substances and incident reporting
n) Prepared risk register accurately.
o) Checked the transcribed meeting notes and made sure that they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions.
p) Completed the Formal Meeting Minutes template provided.
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
? Make sure you have completed the necessary prior learning before attempting this assessment.
? Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
? Make sure you understand what evidence is required to be collected and how.
? Make sure you know your rights and the Complaints and Appeal process.
? Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these with your trainer/assessor).
? Make sure that you have access to a computer and the internet (if you prefer to type the answers).
? Make sure that you have all the required resources needed to complete this assessment task.
? The due date of this assessment task is in accordance with your timetable.
? In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
? The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
? I do require reasonable adjustment
? I do not require reasonable adjustment
Declaration (Student to complete)
? I confirm that the purpose and procedure of this assessment task has been clearly explained to me.
? I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
? I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
? I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
? I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
? I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Knowledge Test
Assessment type
• Written Questions
Instructions provided to the student:
Assessment task description:
• This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
• The Knowledge Test is comprised of eighteen (18) written questions
• You must respond to all questions and submit them to your Trainer/Assessor.
• You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task
• You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.
Applicable conditions:
• All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use computer to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the Training Organisation’s Student Handbook.
Location:
• This assessment task may be completed in:
? a classroom
? learning management system (i.e. Moodle),
? workplace,
? or an independent learning environment.
• Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.
Instructions for answering the written questions:
• Complete a written assessment consisting of a series of questions.
• You will be required to answer all the questions correctly.
• Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what information is needed in the answer.
• Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.
• Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.
• You must write your responses in your own words.
• Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
• When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.
Purpose of the assessment
This assessment task is designed to evaluate your knowledge related to manage meeting and knowledge regarding the following:
• Knowledge to define the purpose of a meeting agenda
• Knowledge to develop a meeting agenda
• Knowledge to obtain the list of items that should be included in a meeting agenda
• Knowledge to recognise the meeting terminologies
• Knowledge to identify the types of meetings
• Knowledge to choose and organize the different types of arrangements prior to a meeting
• Knowledge to prepare a list of essential steps involved with taking meeting minutes
• Knowledge to identify the participants of a meeting
• Knowledge to structure the meeting and timeframes
• Knowledge to identify the purpose of policy and procedure for meetings
• Knowledge to identify the elements that can be included in the policy and procedure for meetings
• Knowledge to identify the legal considerations and/or regulations to comply with during meetings.
• Knowledge to recognise the potential barriers in participation and discussion
• Knowledge to prepare a list of methods that can be used to distribute meeting minutes to the attendees.
Task instructions
• This is an individual assessment.
• To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
• To be assessed as Satisfactory in this assessment task all questions must be answered correctly.
Assessment Task 1: Knowledge Test
Provide your response to each question in the box below.
Q1: Answer the following:
a. Define the purpose of a meeting agenda in a single sentence.
b. Describe in your own words, how would you develop a meeting agenda? Write your answer in 100-150 words.
c. Prepare a list of items that should be included in a meeting agenda.
Satisfactory response
Yes ?
No ?
Q2: Answer the following:
a. Explain the meeting terminologies listed in the table below:
b. What are the formal and informal meetings? Provide the structure of both meeting styles. Write your answer in 150-200 words.
Satisfactory response
Yes ?
No ?
Meeting Terminology Explanation
Consensus
Chairperson/Chair
Point of Order
Motion of Dissent
Q3: Explain the different types of the meeting listed below and write one advantage and one disadvantage of each type of meeting.
• Face to face meeting
• Teleconferencing
• Web-conferencing
• Using webcams Satisfactory response
Yes ?
No ?
Face to face meeting Teleconferencing Web-conferencing Webcams meeting
Advantages
Disadvantages
Q4: Answer the following:
a. What are the different types of arrangements you have to put in place prior to a meeting? Outline any four (4) in 50-100 words.
b. Explain the process involved with the arrangements for a meeting. Write your answer in 50-100 words.
Satisfactory response
Yes ?
No ?
Q5: Answer the following:
a. Explain the purpose of having a minute taker. Write your answer in 50-100 words.
b. Prepare a list of five (5) essential steps involved with taking meeting minutes.
c. Explain in your own words, the responsibilities of a minute taker. Write your answer in 50-100 words.
Satisfactory response
Yes ?
No ?
Q6: Answer the following:
a) How do you identify the participants of a meeting? Write your answer in 50-100 words.
b) Prepare a list of any four (4) pieces of information that you should include when notifying people of a meeting.
Satisfactory response
Yes ?
No ?
Q7: Read the scenario below and answer the following questions:
You are about to hold a meeting for the management team of a factory. Many productivity problems/issues need to be discussed, and you have asked one of the managers to prepare a presentation (which includes a PowerPoint presentation) on what productivity means and how it can be increased/improved. The major productivity issues seem to be related to the following:
Employees taking an average of 45 minutes for a lunch break with 10 per cent taking over an hour or more (the scheduled unpaid lunch break is 30 minutes)
Employees leaving early and arriving late
Employees spending an average of 1.5 hours (outside of lunch) away from their desk, wandering around the office
Large numbers of staff who seem to do nothing but attend meetings and send emails all day.
7.a. Where would you hold such a meeting, and why would you choose this venue?
7.b. Draw up a list of the equipment and resources (including hardcopy handouts) you would need and draw a diagram of the seating arrangements of 10 chairs, 1 table and a projector you would organise.
7.c. How would you structure the meeting and what timeframes would apply – taking into consideration the needs of the organisation, the problems that need to be resolved and the optimum timeframes for effective meetings? Give reasons for your answer.
7.d. When and how would you distribute the agenda?
Write your answer in 150-200 words.
Satisfactory response
Yes ?
No ?
Q8: Answer the following:
a. Explain the purpose of having a policy and procedure for meetings. Write your answer in 50-100 words.
b. What are the different types of policy and procedures for meetings based on? Write your answer in 50-100 words.
Satisfactory response
Yes ?
No ?
Q9: Prepare a list of at least ten (10) items that can be included in the policy and procedure for meetings in an organisation.
Satisfactory response
Yes ?
No ?
Q10: When chairing a meeting, how would you deal with a participant who is monopolising the discussion? Explain in 100-150 words.
Satisfactory response
Yes ?
No ?
Q11: Answer the following:
a. Why is it important to dispatch meeting papers in time? How would you make sure that the papers are received on time? Write your answer in 50-100 words.
b. Your company is incorporated in Australia and publicly listed on the Australian Stock Exchange. As per Corporations Act 2001, how many days before the meeting is held, should the company’s members be notified.
Satisfactory response
Yes ?
No ?
Q12: Answer the following:
a) What are the responsibilities of a chairperson before a meeting begins? Document any five (5).
b) How do group dynamics affect the quality of a meeting? Write your answer in 150-200 words.
Satisfactory response
Yes ?
No ?
Q13: List any three (3) legal considerations and/or regulations you may need to comply with during meetings.
Satisfactory response
Yes ?
No ?
Q14: Answer the following:
a. What is the difference between meeting minutes and report of a meeting? Write your answer in 30-50 words.
b. How and what should be reported in the outcomes of a meeting? Explain with an example. Write your answer in 50-100 words.
Satisfactory response
Yes ?
No ?
Q15: Explain in 30 - 50 words for each, why the following is important during a meeting:
15.a. To retain focus, direction and discipline
15.b. To focus on “solutions” and “reach resolutions.”
15.c. To discuss all “agenda items.”
15.d. To conduct a meeting in an “honest” and “encouraging” manner
15.e. To follow “parliamentary protocol”
Satisfactory response
Yes ?
No ?
Q16: Describe any three (3) potential barriers in participation and discussion, when meeting with people from diverse cultural backgrounds.
Satisfactory response
Yes ?
No ?
Q17: Answer the following:
a. Write in your own words, how you transcribe meeting minutes? Answer in 50-100 words.
b. Prepare a list of any three (3) checks that you would conduct on transcribed notes before distributing them.
Satisfactory response
Yes ?
No ?
Q18: Answer the following:
a) When should the minute taker prepare and distribute the minutes to attendees? Why? Answer in 50- 100 words.
b) Prepare a list of methods that you can use to distribute meeting minutes to the attendees.
Satisfactory response
Yes ?
No ?
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ _______(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only The outcome of this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 2 - Project
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
? Make sure you have completed the necessary prior learning before attempting this assessment.
? Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
? Make sure you understand what evidence is required to be collected and how.
? Make sure you know your rights and the Complaints and Appeal process.
? Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
? Make sure that you have access to a computer and the internet (if you prefer to type the answers).
? Make sure that you have all the required resources needed to complete this assessment task.
? The due date of this assessment task is in accordance with your timetable.
? In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
? The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
? I do require reasonable adjustment
? I do not require reasonable adjustment
Declaration (Student to complete)
? I confirm that the purpose and procedures of this assessment task has been clearly explained to me.
? I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
? I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
? I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
? I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
? I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Project
Assessment type
• Project - Chair a meeting
Instructions provided to the student:
Assessment task description:
• This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.
• This assessment task requires you to complete a project.
• You are required to chair a meeting in this assessment task.
• You will receive your feedback within two weeks, and you will be notified by your trainer/assessor when results are available.
• You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.
Applicable conditions:
• This project is untimed and are conducted as an open book assessment (this means you are able to refer to your textbook).
• You must read and respond to all the criteria of the project.
• You may handwrite/use computers to answer the criteria of the project.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the Training Organisation’s Student Handbook.
Location:
• This assessment task may be completed in:
? a classroom
? learning management system (i.e. Moodle),
? workplace,
? or independent learning environment.
• Your trainer/Assessor will provide student further information regarding the location for completing this assessment task.
Purpose of the assessment
The purpose of this assessment task is to assess the students’ skills and knowledge essential to chair a meeting.
• Skill to develop an agenda in line with stated meeting purpose and ensuring its style and structure in appropriation to its purpose.
• Skill to identify meeting and notify meeting participants following organisational procedures then confirming meeting arrangements and dispatching meeting papers.
• Reading skills to collect, review, interpret/understand and analyze/review text-based business information from a range/number of sources.
Task instructions
• This is an individual assessment.
• To ensure your responses are satisfactory, you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
• Further instructions to be included based on the task.
• You will be Charing a meeting in this assessment task.
• The student must be concise, to the point and write answers according to the given word limit to each question and not provide irrelevant information.
• You must write your responses in your own words.
• You will be required to complete all parts of this assessment task.
Assessment Task 2 - Project
Project
This is a group activity. Each group will have four (4) team members.
You will act as Chairperson of a formal meeting.
The role of the Director will be played by your Trainer/Assessor.
The roles of the Events Officer and the Student Support Officer will be allocated to students in your group.
At the conclusion of the scenario, each student will switch roles with other students to ensure everyone experiences each role.
If there is an insufficient number of students, the trainer will assume multiple roles for the scenario, rotating roles at the conclusion of each exercise.
If the student is required to participate in multiple roles for the exercise, they will also switch after each round of the role-play scenario.
In this part of the assessment task, you are required to prepare, conduct and act as Chairperson of a formal meeting.
You will demonstrate that you have successfully chaired the meeting by completing all the templates provided in this assessment task.
Before chairing the meeting, you are required to nominate a fellow student from the class as a minute taker, brief him/her on their role, and tell them how they are to take the minutes.
You must specify the minute taker’s name and the role in your meeting documentations. You must also provide rough notes for the person along with the assessment.
Scenario:
You are the head of the student council at a small school which teaches English. There are 3 elected committee members of the student council. The members include the Events Officer, the Student Support Officer and the President (you). You will be chairing a meeting with the Director of the school to discuss the upcoming annual New Year’s party.
You will need to come up with a plan for the New Year’s party and convince the Director of the need for a bigger budget than the previous year. This is because the previous year the event was a horrible experience for all involved, with a lack of food and activities, resulting in many people leaving before the New Year began.
The meeting is due to be held in 2 weeks on the 1st of October. Meeting invitations need to be created and sent out via email to the relevant committee members, including the Director who needs to be present at the meeting.
The Director will be arriving on an early flight from Sydney at 8:30am on the meeting day and will leave to catch a flight home on the same day at 6pm. Transport will have to be arranged to pick him up and drop him off. The meeting will be held in the school’s Conference Room 1.
The meeting will need allocated roles and responsibilities for each of the team members and work out how to best coordinate the efforts with the student body. This meeting will also need to establish the theme, location, date, time, budget, and how to improve on the previous New Year’s celebration.
You will prepare a short PowerPoint on how to hold an effective party and what activities may be included (which should ideally link in with the theme chosen). It should also be noted that:
• One of the student representatives is a vegan (and 15 per cent of the student body is either vegan or vegetarian)
• The other student representative requires a gluten-free diet (5 other students also have the same dietary restrictions)
• The total student body is 100 students
• There is a total of 10 staff members.
• The number of students that attended the party the previous year were 50. All staff members attended.
• Last year’s budget for this event was $6000 and this year the Director, not willing to repeat the mess of last year is willing to spend 50% more – if it can be justified
In this task, the role of the Director will be played by your trainer, who will determine your budget allocation on how convincing your team arguments are. This meeting will form the basis of your meeting minutes. The meeting should run according to the meeting documents prepared before the commencement of the meeting, such as the meeting requirements form and preparation form.
A computer or a similar electronic device should be utilised to record the minutes of the meeting. Minutes should be taken in an electronic format, using Microsoft Word software, as per the organisational requirements. The minutes are to be reviewed to check for errors and edited to ensure accuracy, whilst the document is being made and also once it’s completed.
When chairing the meeting, you must ensure that you comply with all legal and ethical requirements.
When chairing the meeting, you must follow the following organisational procedures.
Organisational procedures to identify participants and sending them meeting invitations
• Meeting invitations are to be sent via email.
• Meeting invitations must include:
o summary of your meeting (date and time)
o the purpose of your meeting
o agenda of the meeting.
Organisational procedures to check transcribed meeting notes:
• Minutes of a meeting must record attendance.
• The outcome of each item on the agenda should be present.
• Meeting minutes must be checked for grammar and vocabulary.
• Minutes of the meeting must record the start and end time of the meeting, and the arrival or departure of any members after the meeting has commenced.
• Minutes of a meeting must record the start and end time of a meeting, and the arrival or departure of any members after the meeting has commenced.
Task:
Prior to the attempt, this task student must read the attached policies and procedures related to the meeting.
The student must do the following to demonstrate competency with this assessment task:
1. Determine the pre-meeting requirements. Complete “Template 1”.
a. You must include the title of one pre-reading document.
b. Make sure the style and structure of the meeting are appropriate.
2. Develop meeting agenda. Complete template 2.
3. Send meeting invitation to the team members. You must ask for their email addresses. Email must have a google doc attachment. Google doc attachment must include:
a. A summary of your meeting (date and time) and also the purpose of your meeting to be conducted as a part of this assessment task.
b. Agenda of the meeting.
4. Chair the meeting.
5. Deliver the presentation prepared. (Your presentation must not be more than 6-8 presentation slides).
6. Discuss the food theme for the party (theme must be different for each student pair).
7. Decide upon a catering choice and a budget breakdown between beverages and food.
8. Use the mind mapping, fishbone or a similar tool/technique to create a list of at least five (5) risks related to the catering needs of the party (with special consideration to those who are unable to consume certain types of food) in consultation with the Director and the Events Officer.
9. Put these five (5) lists into a basic risk register with agreed risk ratings, mitigation strategies and contingencies (This should be done using the risk register template). Attach this with this unit.
10. From the meeting minutes that the person nominated by you in your group has taken, you are required to check their transcribed meeting notes and make sure that they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions.
11. You must refine those meeting notes and complete the Formal Meeting Minutes template provided. Complete template 3.
12. Select an appropriate method to distribute these to meeting participants (via GoogleDocs).
13. Submit the required documents for the assessment to the Trainer/Assessor.
Template 1:
Pre -Meeting Requirements Form
Chairperson
Department
Meeting name
Meeting details
Date Time
Location
Budget
Meeting format
Purpose
Participants Internal
External
Speakers
Seating arrangements
Video or teleconference requirements
Supporting materials
Pre-reading
Meeting documentation
Equipment requirements
Hospitality requirements
Catering requirements
Accommodation requirements
Other requirements
Special needs of attendees
Other organisational requirements for conducting meetings
Applicable conventions for conducting meetings
Legal and ethical requirements for conducting meetings
Other specific requirements
Template 2:
Meeting Name/Purpose:
Date:
Time:
Location:
Welcome
Minutes of the previous meeting:
No. Agenda Item Pre-reading Presenter Time Duration
Next meeting date: Time/Location:
Template 3:
Date/Time:
Location:
Chairperson:
Meeting Attendees:
Full names and roles
Agenda Item/Topic Discussion/Outcomes Action Officer Due Date
Welcome
(Agenda item 1)
Topic?
Summary
Pros
Cons
Consensus Decision/s
Action/s
(Agenda item 2)
Topic?
Summary
Pros
Cons
Consensus Decision/s
Action/s
(Agenda item 3)
Topic? Summary
Pros
Cons
Consensus Decision/s
Action/s
Summary Overall Summary
Decision/s
Action/s if any
Next Meeting Time/date
Meeting closed at:
Minutes are a true and accurate record of the meeting Approved/confirmed by whom?
Performance criteria checklist for unit assessment task: (To be completed by the trainer/assessor)
Trainer/ Assessor to complete
Assessment activities to be completed Chair a meeting
Does the student meet the following criteria Yes No Trainer/Assessor Comments
a) The meeting purpose was clear.
b) The chairperson-maintained control of the meeting throughout the duration.
c) The chairperson kept discussions focused on achieving the purpose of the meeting.
d) The chairperson ensured all participants were involved in discussions.
e) The chairperson facilitated the problem-solving activity to resolve any issues.
f) The chairperson facilitated decision-making to ensure required decisions were made.
g) The meeting followed the agenda.
h) The desired outcome for the meeting was achieved.
i) Provide and dispatch meeting paper to participants within the timeframe
j) Completed pre-meeting requirements form (Appendix 1)
k) Email invitation sent with a GoogleDocs invitation to access all the attachments.
l) Discussed the food theme for the party.
m) Identified risks related to the catering needs of the party
n) Prepared a risk register template accurately.
o) Checked the transcribed meeting notes and made sure that they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions.
p) Completed the Formal Meeting Minutes template provided.
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 3 - Role Play
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
? Make sure you have completed the necessary prior learning before attempting this assessment.
? Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
? Make sure you understand what evidence is required to be collected and how.
? Make sure you know your rights and the Complaints and Appeal process.
? Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
? Make sure that you have access to a computer and the internet (if you prefer to type the answers).
? Make sure that you have all the required resources needed to complete this assessment task.
? The due date of this assessment task is in accordance with your timetable.
? In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
? The request for an extension to submit your assessment work must be made before the due date.
Section 2: Reasonable adjustments
I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox.
? I do require reasonable adjustment
? I do not require reasonable adjustment
Declaration (Student to complete)
? I confirm that the purpose and procedures of this assessment task has been clearly explained to me.
? I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
? I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
? I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook.
? I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
? I confirm that I am ready for assessment.
Student Name: ______________________________________
Student Signature: ___________________________________
Assessment method-based instructions and guidelines: Role Play
Assessment type
• Role Play - Conduct and follow up on a meeting
Instructions provided to the student:
Assessment task description:
• This is the third (3) assessment task you must successfully complete to be deemed competent in this unit of competency.
• This assessment task is comprised of a role play/presentation to be completed in front of your trainer/assessor.
• The role-play must be related to the previous assessment task.
• You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when results are available.
Applicable conditions:
• This role play/presentation is timed.
• The time allowed to develop required resources for presentation is 3 weeks prior to the presentation.
• Electronic devices are allowed during this assessment task.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
• Your trainer/assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
• The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.
• For more information, please refer to the ‘Training Organisation’s Student Handbook.
Location:
• This assessment task may be completed in:
? a classroom
? learning management system (i.e. Moodle),
? workplace,
? or independent learning environment.
• Your trainer/assessor will provide student further information regarding the location for completing this assessment task.
Instructions for completing a presentation:
• You are advised to write down the keywords and important phrases to help you to deliver the presentation.
• You must not read the presentation word-by-word and should use the presentation for reference purpose only.
• You must explain the topics appropriately.
• Your tone, gestures, body language, has to be according to the role you are portraying.
• Use language that is appropriate for your audience. Consider if slang and abbreviations are right for your audience and ensure acronyms are explained.
• Use a friendly, professional manner.
Information for attempting a role play:
• This assessment task is in continuation to the previous task.
• The student must correctly attempt all activities of this assessment task.
• You will be chairing a meeting in this assessment task.
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
• You must not use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.
• Tone, gestures, body language has to be according to the role students are portraying.
• You are required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential to conduct and follow up on a meeting.
• Skill to conduct meeting in accordance with organizational, legal and ethical requirements and ensuring meetings are focused, time-efficient and achieve required outcomes.
• Skill to ensure that the meeting enables participation, issue resolution and recording meeting notes in accordance with organizational requirements
• Reading skills to collect, review, interpret/understand and analyze/review text-based business information from a range/number of sources.
• Written and oral/speech communication skills to organize and deliver information to effectively manage a meeting to a range of stakeholders/interested people
Task instructions
• This is an individual assessment.
• To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.
• All questions must be answered in order to gain competency for this assessment.
• This assessment task requires to chair a meeting for the given scenario.
• The meeting will include 2 Chef, 2 cook and 2 helpers.
• These roles will be allocated to the students by the trainer/assessor.
• You must submit; Pre -Meeting Requirements Form (Template 1), meeting agenda (template 2), risk register, Formal Meeting Minutes template (template 3).
Assessment Task 3 - Role Play
Role Play
In this part of the assessment task, you are required to prepare, conduct and act as Chairperson of a “Formal meeting”. You will demonstrate that you have successfully chaired the meeting by completing all the templates provided in this assessment task.
Before chairing the meeting, you are required to nominate a fellow student from the class as a minute taker, brief him/her on the role, and tell them how they are to take the minutes.
You must specify the minute taker’s name and role in your meeting documentations. You also provide rough notes from them along with the assessment.
Scenario:
You are working as a “Restaurant Manager” at a busy restaurant in Melbourne.
The owner of the restaurant is worried that the employees of the organisation do not have appropriate knowledge of WHS/OHS. There have been recent issues when the employees from kitchen staff have lacked the understanding of employer responsibilities regarding the storage, use and handling of hazardous substances, have been confused regarding incident reporting and notifications, with many employers believing that by complying with their workers compensation reporting requirements they are complying with their WHS/OHS reporting responsibilities.
The owner of the restaurant wants you to chair a meeting, deliver a presentation and clearly explain the following requirements to both employee and employer:
• Handling hazardous substances
• Incident reporting
Task:
You are required to arrange and chair a meeting. You must do the following to demonstrate your competency with this assessment task:
• The meeting is to be held in the Meeting room.
• Identify meeting participants.
• Determine the pre-meeting requirements. Complete “Template 1”.
o You must include the title of one pre-reading document.
o Make sure the style and structure of the meeting are appropriate.
• Develop meeting agenda. Complete template 2.
• Send meeting invitation to the team members. You must ask for their email addresses. Email must have a google doc attachment. Google doc attachment must include:
o A summary of your meeting (date and time) and also the purpose of your meeting to be conducted as a part of this assessment task.
o Agenda of the meeting.
• Chair the meeting.
• Deliver the presentation prepared. (Your presentation must not be more than 6-8 presentation slides).
o Include the risks that the business can face if they do not comply with the WHS/OHS requirements.
• From the meeting minutes that the person nominated by you in your group has taken, you are then required to check their transcribed meeting notes and make sure that they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions.
• You must refine those meeting notes and complete the Formal Meeting Minutes template provided. Complete template 3.
• Select an appropriate method to distribute these to meeting participants (via GoogleDocs).
• Submit the required documents for the assessment to the Trainer/Assessor.
Template 1:
Pre -Meeting Requirements Form
Chairperson
Department
Meeting name
Meeting details
Date Time
Location Budget
Meeting format
Purpose
Participants Internal
External
Speakers
Seating arrangements
Video or teleconference requirements
Supporting materials
Pre-reading
Meeting documentation
Equipment requirements
Other requirements
Special needs of attendees
Other organisational requirements for conducting meetings
Applicable conventions for conducting meetings
Legal and ethical requirements for conducting meetings
Other specific requirements
Template 2:
Meeting Name/Purpose:
Date:
Time:
Location:
Welcome
Minutes of the previous meeting:
No. Agenda Item Pre-reading Presenter Time Duration
1
2
3
Next meeting date: Time/Location:
Template 3:
Date/Time:
Location:
Chairperson:
Meeting Attendees:
Full names and roles
Agenda Item/Topic Discussion/Outcomes Action Officer Due Date
Welcome
(Agenda item 1)
Topic?
Summary
(Agenda item 2)
Topic?
Summary
(Agenda item 3)
6.3 – Topic? Summary
Summary Overall Summary
Decision/s
Action/s if any
Next Meeting Time/date
Meeting closed at:
Minutes are a true and accurate record of the meeting Approved/confirmed by whom?
Performance criteria checklist for unit assessment task: (To be completed by the trainer/assessor)
Trainer/ Assessor to complete
Assessment activities to be completed • Chair a meeting
Does the student meet the following criteria Yes No Trainer/Assessor Comments
a) The meeting purpose was clear.
b) The chairperson-maintained control of the meeting throughout the duration.
c) The chairperson kept discussions focused on achieving the purpose of the meeting.
d) The chairperson ensured all participants were involved in discussions.
e) The chairperson facilitated the problem-solving activity to resolve any issues.
f) The chairperson facilitated decision-making to ensure required decisions were made.
g) The meeting followed the agenda.
h) The desired outcome for the meeting was achieved.
i) Provide and dispatch meeting paper to participants within the timeframe
j) Completed pre-meeting requirements form (Appendix 1)
k) Email invitation sent with a GoogleDocs invitation to access all the attachments.
l) Discussed OHS requirements.
m) Identified risks related to hazardous substances and incident reporting
n) Prepared risk register accurately.
o) Checked the transcribed meeting notes and made sure that they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions.
p) Completed the Formal Meeting Minutes template provided.
Assessment Results Sheet
Outcome First attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Second attempt:
Outcome (make sure to tick the correct checkbox):
Satisfactory (S) ? or Not Satisfactory (NS) ?
Date: _______(day)/ _______(month)/ ____________(year)
Feedback:
Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.
• I have kept a copy of all relevant notes and reference material that I used as part of my submission.
• I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.
• I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.
• All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I hold:
? Vocational competencies at least to the level being delivered
? Current relevant industry skills
? Current knowledge and skills in VET, and undertake
? Ongoing professional development in VET
I declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
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