BSBWOR502

Lead and manage team

effectiveness
Learner Workbook
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Your assessment tasks are well presented, well referenced and word processed

 Your assessment tasks include your full legal name on each and every page.

Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

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Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).

Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.

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Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.

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Assessment requirements
Assessment can either be:
 Direct observation

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Questioning

 Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.

Third parties can be:

 Supervisors

 Trainers

 Team members

 Clients

 Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

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Candidate Details
Assessment – BSBWOR502: Lead and manage team effectiveness
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBWOR502: Lead and manage team effectiveness.

Name: _____________________________________________________________

Address: _____________________________________________________________

_____________________________________________________________

Email: _____________________________________________________________

Employer: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.

Signed: ____________________________________________________________

Date: ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________

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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.

The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.

Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________

Third party signature: _____________________________________ Date: ___________________

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Competency Record to be completed by Assessor
Learner Name:

Date of Assessment: _______________________________________________________

The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:

Assessor Initials

Authentic

Valid

Reliable

Current

Sufficient

Learner is deemed: COMPETENT NOT YET COMPETENT (Please circle)

If not yet competent, date for re-assessment:

Comments from Trainer / Assessor:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Assessor Signature: ________________________________________________________

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).

Activity 1A
Estimated Time 20-30 Minutes
Objective To provide you with an opportunity to consult team members to establish a
common understanding of team purpose, roles, responsibilities and
accountabilities in accordance with organisational goals, plans and objectives.
As a role play within the learning group, perform the following:

In groups of three to five determine who will act as team leader and who will be
the team members. Choose a work environment and work roles for the team
and discuss the roles, responsibilities and accountabilities and how these need
to meet organisational goals and plans.

Ans:
I choose the business environment of KFC. In my team I am performing a crew
Trainer My Responsibilities as a Crew Trainer are:
1. I need to provide excellent customer care and conflict resolution.
2. I have to work as an exceptional team player.
3. I need to guaranty the quality of service through effective communication with
customers.
4. I have to properly prepare and deliver meal orders.
5. I need to ensure restaurant cleanliness in accordance with Occupational Safety
and Health Administration standards.
6. I have to train new employees.
7. I need to rotate stored food items to ensure freshness.
8. I have to ensure that order and food preparation counters are clean at all times

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Activity 1B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to know about developing performance
plans to establish expected outcomes, outputs, key performance indicators
(KPIs) and goals for work team.
1. What is a performance plan?

A performance plan is a framework of activities to be performed by different

members of the group to achieve a desired goal of organisation.

For the cleaning of hotel, three members were assigned three different sections of
the hotel to clean within three and a half hours.

2. How do KPIs differ from work goals?

KPI’s (key performance indicators) are different from work goals as:

KPI’s: KPI’s are the roles and responsibilities of an individual.

Work goals: Work goals are the aims that all the team members are required
to achieve as a whole.

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Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to understand how to support team
members in meeting expected performance outcomes.
1. State three ways that you could support your team to reach their
performance requirements in work.

Team work is very essential when we are planning to reach our performance
requirement in work. The three ways I would support my team are:

1. By reviewing their work frequently as well as by standing up with them when

other people attack my team.
2. Supporting my team by showing them the right path also by communicating
asking about the problems and try to find the solutions.
3. By becoming more available to my team member so that they can share their
ideas and knowledge without having difficulties of reaching me.

2. How can you ensure you are fully aware and informed on each team
member’s work role and responsibilities?

Several ways can be listed to be fully aware about roles and responsibilities of
other team members:

 Talking to the team leader or manager to know the roles and

responsibilities.
 Keeping track on the KPI’s of other team members.
 Discussing the roles of other team members with each other.
 Arranging meetings at weekends to know each other as well as roles and
responsibilities.

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Activity 2A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to develop strategies to ensure team
members have input into planning, decision making and operational aspects of
work team.
Write down three strategies that you could use to involve your team in aspects
of workplace planning, decision-making and operations within the team.

There are several methods that could be used to involve the team in aspects of
workplace planning, decision-making and operations within the team. Three of
them are as follows:
 I will form a board with members of all the departments to discuss the
issues faced by the team members and to draw an appropriate solution.
 I will arrange a feedback session where all members can give their
feedback and suggestions for the improvement of the company.
 I will allow team members to pick their desired work to have more
involvement in the work and fruitful outcome.

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Activity 2B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to develop policies and procedures to
ensure team members take responsibility for own work and assist others to
undertake required roles and responsibilities.
For your place of work (or an example workplace), briefly outline three policies
and procedures that would benefit your work team.

For my place of work:

 Code of conduct: a code of conduct sets rules that team members must
follow. It includes the roles, responsibilities and accountabilities of team
members. It also sets standards for appearance, uniform, way to
communicate, etc.

 Health and safety: well-being of team members is also essential.

Performance of a person depends on his/her health, so health and safety
must be preferred over work.

 Risk management: risk management is very important for an organisation.

Possible risks must be identified and managed.

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Activity 2C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to provide feedback to team members to
encourage, value and reward individual and team efforts and contributions.
As a role play within the learning group, perform the following verbal activity:

In pairs, take turns to be the team leader and the team member. As team
leader, provide two points of feedback to the team member, in a positive and
constructive way that seeks to recognise team success. You should decide on
the work roles and scenario for the role play before you start.

Manager (team leader)

Positive feedback:
 You are very punctual and is always there on time.
 You are also very helpful. I have observed you many times helping and
guiding other team members during work which is appreciable.
Constructive criticism:
 I would like to mention that you panic even at very little problems.
 You lose your temper easily and unknowingly flare at others. I would
like to suggest you that you should keep calm and think about the
solution instead of panicking and having control on your anger

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Activity 2D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to know about how to develop processes to
ensure that issues, concerns and problems identified by team members are
recognised and addressed.
1. What should a process provide?

A process should provide internal communication with the team members as well
as strategic planning where every individual can express himself/herself freely.

2. How should you develop a process to resolve team issues, concerns and
problems?

I will ask for suggestions from the individuals and will have timely meetings with
team members and will keep communication transparent to everyone.

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Activity 3A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to encourage team members and
individuals to participate in and to take responsibility for team activities,
including communication processes.
1. How you would encourage participation from team members in taking
responsibility for team activities?

I will make clear working approach and will support team members to encourage
participation and will appreciate the efforts of the team members. I will know
preferences of each participant to assign them work accordingly for a better
result.

2. How would you assist in team communication processes?

There are several methods to assist in team communication process:

Communicating through various methods such as by phone calls, emails, video
calls, etc. Giving feedbacks as well as receiving feedbacks from the team
members. Getting together in non-office hours for better understanding of other
team members.

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Activity 3B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to know how to support the team in
identifying and resolving work performance problems.
1. List three things that you can do to support your team to resolve work
performance problems.

There are several ways to support the team to resolve work performance
problems:  Investigating the cause of the problem.  Focusing on what should be
the solution of that issue.  Arranging meetings and concentrating on ways to
tackle that issue and improve results in the future.

2. What is a root analysis?

Root cause analysis is a method to solve workplace problems by investigating the

crucial factor that initiated the problem.

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Activity 3C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to ensure own contribution to work team
serves as a role model for others and enhances the organisation’s image for all
stakeholders.
List and briefly explain (in approximately 30 words) five ways you can be a
positive role model for your team.

 Trust: be honest with the team members and keep up on your words,
gain and build trust, be trustworthy and reliable, so that team members
can express their views and problems freely.
 Arrange meetings: get together with the team for getting necessary
feedbacks from the team members. Listen carefully to the team
members, be patient and appreciate the team for their efforts.
 Lead and inspire: constantly motivate the team, lead the team in a
responsible manner and do work with the team to have a better
perception from the team members and get involved in the activities of
the team at a regular basis.
 Support and encouragement: know the problems faced by team
members, support them and create a healthy workplace. Understand
issues faced by the team members and take time to resolve them.
 Know the team members and their respective roles during informal
meetings during non-office hours to have a better insight of your team
members. Show respect to all the team members.

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Activity 4A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to establish and maintain open
communication processes with all stakeholders.
For the following stakeholders, briefly describe how you would maintain a
process of open communications (approximately 40-50 words for each one):

 Your team

I will keep my team updated with what is happening in the team. I will encourage
my team members to provide some information and will allow others to contradict
my viewpoints to have a better understanding with team members. I will give
equal opportunities to the team members to speak to keep conversation
transparent.

 Department managers

I will maintain a good relationship with the managers. I will discuss all my
problems as well as problems of the team members. I will have regular meetings
with the managers and will communicate in a professional manner e.g. through e-
mails, etc. because it is sometimes easy to convey a message through e-mails.

 External supplier.

I will have timely conversation with the provider and will pay regularly. I will have
a communication with the supplier before the due date of payment to avoid any
delay in due and to assure them about our financial status. Several methods can
be used to communicate whatever is suitable according to the situation. For
instance, phone calls, video calls, e-mails, etc.

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Activity 4B
Estimated Time 30-45 Minutes
Objective To provide you with an opportunity to communicate information from line
manager/management to the team; and communicate unresolved issues,
concerns and problems raised by team members and follow-up with line
manager/management and other relevant stakeholders.
As a role play activity within the learning group, perform the following:

In one group, or in smaller groups (as determined by the trainer/assessor), take

turns to act as the team leader, while other individuals take the part of team
members and senior management.

 In a meeting with your team, you are presented with an issue (of the
team’s choosing), discuss this to determine the situation and facts
 Take this issue to your management and discuss this further to
determine a way to resolve this
 Discuss the outcome of this meeting with your team members and
provide them with constructive approaches to resolve the situation.

The Pirate Bay

It is a The Pirate Bay is an online index of digital content of entertainment media
and software. Founded in 2003 by Swedish think tank Piratbyrån, The Pirate Bay
allows visitors to search, download, and contribute magnet links and torrent
files, which facilitate peer-to-peer file sharing among users of the BitTorrent
protocol.
Team members And Departments
 Games
Sijan K. Shrestha, Milan Shrestha
Problems
 Unstable server
 User PC specs do not match game requirements.
Solutions
 Compress big files so that it will be easier to download.
 Update server and make stable using advanced storage devices and
powerful hardware.

 Software
Rajan Shah, Prabesh Bhattarai
Problems
 Virus affected software.
 Patches are not updated.
Solutions
 Make software virus free.
 Update patches regularly

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  Movies and music
Bimal Arora, Sajad K. Thapa
Problems
 Couldn’t crack the sites with movies and music
 Low storage capacity.
Solution
 Hire more hackers to crack the websites.
 Bring powerful and advanced storage devices with high capacity.

Team Leader and Senior Management

Gaurav Bhattarai, Ashish Bastola
We have heard many issues from users about our website being unsecured.
So, we have arranged meetings and have found out problems with relevant
ways to solve it.
We will see what will work best for us. And meetings will be
conducted more frequently form now onwards

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Activity 4C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to evaluate and take necessary corrective
action regarding unresolved issues, concerns and problems raised by internal or
external stakeholders.
Following on from Activity 4B, evaluate your discussions and write down the
corrective action that you have decided upon.

Well as I am on the movies and music department too solve the problem in our
website, we have decided on following ways how they can be solved;
 Bring more powerful hardware and network equipment so that server
related problems will be solved.
 Increasing the database of system so that we can store the more amount
music and movies.
 There should be frequent meetings and gatherings so that problems can
be identified soon and solved immediately

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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.

Skills, knowledge and performance may be termed as:

 Skills – skill requirements, required skills, essential skills, foundation skills

 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence

 Performance – evidence requirements, critical aspects of assessment, performance

evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

 Reading
 Writing
 Oral communication
 Navigate the world of work
 Interact with others
 Get the work done

Answer the activity in as much detail as possible, considering your organisational requirements.

1. As a workplace activity (or simulated workplace activity) perform the following.

You are tasked to assess your team’s performance plans in order to review team goals against
organisational goals. From current organisational documentation on objectives and
performance needs, and team performance plans you should:

 Read and interpret information to assess where team performance can be improved upon
to assist in reaching organisational goals
 Prepare a brief report to outline your findings
 Present this to your manager/management and discuss where improvements in
performance can be made.

This activity should be observed by the trainer/assessor or third party in the workplace, and all
observations recorded in the observations and demonstrations checklist.

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Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

 How group dynamics can support or hinder team performance

 Strategies that can support team cohesion, participation and performance
 Strategies for gaining consensus
 Issue resolution strategies

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. What are group dynamics and how can they affect your team?
Group dynamics are the processes taking place when members of the group get together or interact
with each other. Group dynamics play very important role in the team and they affect team in both
positive and negative ways. They can have an impact on the worth of the organisation. It affects the
behaviour, reaction and work of the team members. This may lead to ineffective communication
within the group and poor performance of the group.
Reference: www.google.com

2. Provide three strategies that support team cohesion, participation or performance.

There are several strategies to support team cohesion, participation or performance. Three of them
are as follows:
 Selecting the members with great care and choosing those individuals who are best for team
work. Because if there are team members who are good for their department but cannot
work efficiently in a team then a competition will develop within the team and team cohesion
will be disturbed.
 Appreciating the work of the team members and whenever there is any achievement arrange
small parties for all the team members and praising the whole team. This will encourage the
team members to work together and will act as a motivation to achieve the next goal.
 Authorize the team for a specific goal. If the team members will have the authority for the
work, then they will come together and do work more efficiently and in cooperation.
Reference: https://yourbusiness.azcentral.com/7-strategies-developingcohesive-teams-21456.html

3. How can developing strategies to gain consensus help your team?

There are several benefits of gaining consensus to the team. We can have collective control over the
decisions and meet everyone’s needs, know what different people want and know each other and
build strong relationships for a genuine community. By gaining consensus, we can make good
decisions because all the members agree with the decisions it is more likely that they implement
them.
https://www.seedsforchange.org.uk/consensus#benefits

4. What is issue resolution and how can strategies help in this matter?
Issue is any problem regarding workplace health and safety that remains unsolved after a
conversation between the affected workers and a person conducting a business or undertaking.
Understanding the situation before taking any step and acknowledging the problem is an important
step in resolving conflicts. Focusing on problems, not on the individual, keeping the communication

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transparent during any meeting and establishing guidelines for the meeting and above all acting
decisively are some strategies for the resolution of issues.
Reference: https://www.safework.sa.gov.au/health-safety/health-safetyrepresentation/issue-
resolution and
https://www.businessknowhow.com/manage/resolveconflict.htm

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Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

 Use leadership techniques and strategies to facilitate team cohesion and work outcomes
 Develop policies and procedures to ensure team members take responsibility for own work
and assist others to undertake required roles and responsibilities
 Establish processes to address issues and resolve performance issues
 Support team to meet expected performance outcomes
 Develop performance plans with key performance indicators (KPIs), outputs and goals for
individuals or the team which incorporate input from stakeholders
 Communicate effectively with a range of stakeholders about team performance plans and
team performance
 Facilitate two-way flow of information between team and management
 Evaluate and take necessary corrective action regarding unresolved issues, concerns and
problems raised by internal or external stakeholders

Answer the activity in as much detail as possible, considering your organisational requirements.

1. As a workplace activity (or simulated workplace activity), perform the following.

Using your leadership skills, techniques and strategies to facilitate team cohesion and work
outcomes, you will need to:

 Develop policies and procedures to enable team members to take responsibility for their
work roles and responsibilities
 Establish processes to address issues and to resolve performance issues
 Develop mechanisms to support your team to meet work outcomes and performance
needs
 Determine performance plans with KPIs, work goals and performance outputs for the
team and/or individual team members (in conjunction with the team and with
management).

2. In a management meeting, communicate your team’s performance plan(s) and how this will
assist in meeting organisational goals.

3. After a short period of implementation (to be decided by the trainer/assessor), assess the
team’s performance and evaluate if there are work or team issues. If these are found,
determine corrective action that can be taken to resolve these.

This activity should be observed by the trainer/assessor or third party in the workplace, and all
observations recorded in the observations and demonstrations checklist.

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Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.

Document name/description Document attached

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

Yes No (Please circle)

For RTO use only

Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?

If not originals, have the originals been validated or checked? Yes No (Please circle)

Learner’s signature

Assessor’s signature

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