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Assessment Resource Summary
Unit Details BSBLDR402 - Lead effective workplace relationships
Assessment Methods Observation Observation
Written questioning Written questioning
Unit Summary
This unit describes the performance outcomes, skills and knowledge required to collect, analyse and communicate information and to use that information to develop and maintain effective working relationships and networks, with particular regard to communication and representation.
Frontline managers play an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs and outcomes. They play a prominent part in motivating, mentoring, coaching and developing team cohesion through providing leadership for the team and forming the bridge between the management of the organisation and team members.
At this level, work will normally be carried out within routine and non-routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.
Prerequisite Units
There are no recommended pre-requisite units for this competency.
Possible Co-requisite Units
Competence in this unit may be assessed in conjunction with other units which together form part of a holistic work role.
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Summative Assessment - Assessor Instructions
It is important that prior to conducting this assessment, the assessor undertakes the following:
Prior to conducting the assessment
• Read the assessment task as detailed on the previous page
• If undertaking this assessment in a simulated environment, set up the environment to reflect a vocational workplace within the boundaries of the instructions outlined in each assessment task
• Contextualise the task (and checklist) to ensure it reflects the students working environment (real or simulated). Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements
• Read the assessor instructions and checklist prior to commencing the assessment
• Ensure the workplace (real or simulated) is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills
• Make suitable modifications to the workplace (real or simulated) if required to allow all tasks to be observed
• Discuss the assessment with the workplace supervisor, to so they are aware of what will happen throughout the process (On The Job Assessments Only)
• Ensure the student is allocated the appropriate time and resources for the task
• Determine and agree with the supervisor an acceptable time frame for each assessment. (On The Job Assessments Only)
• All observations that include working with others and that are technical in nature should be undertaken for at least 30 minutes per observation.
• Advise the student prior to conducting the assessment of:
o what will occur throughout the assessment process
o when the assessment will occur
o the level of competency expected
o NB: You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid. The student should have been taught -How- to perform each task during the training stage, and is expected to know this prior to commencing the assessment
o DO NOT give the student a copy of the checklist prior to the assessment
Conducting the assessment
• Establish and oversee the evidence gathering process to ensure remains valid, reliable, fair and flexible
• Advise the student when to commence the assessment
• Observe the student undertake the tasks as outlined
• Record your observations in the assessor checklist
• Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task
• Where a checklist point is not appropriate, write -N/A- in the space provided
• Gather supporting documentation where available and appropriate (as evidence)
• Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment
• Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone else
• If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to see.
• Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided
Making and recording the decision
• The student needs to be deemed satisfactory in the full unit to gain competency.
• If you are in doubt, gather further evidence to help guide your decision.
• Assess the students on what you see during the assessment period, not on actions before or after the assessment.
• Use both the checklist and your professional competency to determine the final outcome for the student.
• If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment.
Providing feedback
• Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period.
• Provide the student with:
o Clear and constructive feedback based on the assessment decision
o Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.
o An opportunity for reassessment if appropriate or requested by the candidate
o Information on appeal process as applicable to your organisation
• Where the students’ performance is deemed satisfactory, provide the student with a copy of the completed checklist, ensuring the comments section is completed.
• Where the students’ performance is deemed not-satisfactory - provide a copy of the comments / feedback, but not the checklist. This is to ensure the assessment remains valid on re-assessment.
• Record and report the assessment outcome as per your RTO's procedures
ASSESSMENT SUMMARY / COVER SHEET
This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this form.
Student Name:
Student ID No:
Final Completion Date:
Unit Code & Title BSBLDR402 – Lead effective work place relationships
Please attach the following documentation to this form Result
S = Satisfactory
NS = Not Satisfactory
NA = Not Assessed Reassessment
S = Satisfactory
NS = Not Satisfactory
NA = Not Assessed
Assessment 1 ? Observation S | NS | NA
S | NS | NA
Assessment 2 ? Project S | NS | NA
S | NS | NA
Final Assessment Result for this unit
C / NYC
Assessor Notes: (inclusive of reassessment, reasonable adjustment, further opportunities for gap training etc):
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Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.
Name: ____________________________
Signature: ____________________________
Date: ____/_____/_____ Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
Name: ____________________________
Signature: ____________________________
Date: ____/_____/_____
Administrative use only
Entered onto Student Management Database ? ________________
Date
Initials

ASSESSMENT 1 – STUDENT INFORMATION
This information is to be handed to each student to outline the assessment requirements.
Instructions for Students:
Whilst researching and writing your project it is important to:
• Read the Assessment description carefully.
• Assessment should be in a Word format.
• Assemble and analyze a set of sources that you have determined are relevant to the issues you are investigating.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of others;
• Consult your instructors when you are unsure about how to acknowledge the contributions of others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the consequences that you could face if your work is plagiarized.
• Student can seek clarification regarding the assessment required to be done.
• Students can ask for reasonable time from Assessor for preparation of project or Assessment.
• Students can seek information on additional reading material and reference for completion of the assessments.
• Students with special needs can seek assistance from Assessors depending upon the nature of the need.
• Submit this document
Assessment – 1 – Observation
1. Read the scenario on the next pages. You are required to conduct a performance review with Alex. Ask one of your peers to play the role of Alex.
Use the ‘Performance Review Checklist’ (next pages) to structure the performance discussion. Complete the checklist afterwards, identifying what you did say or do.
A second peer must be present during the performance review. He/she is required to complete the ‘Observation Checklist’ (next pages).
Submit both completed checklists.
2a. Based on your own views and the feedback gathered in question 1, describe your strengths and areas for development with regards to dealing with poor staff performance.
2b. What can you do to improve your skills and knowledge in dealing with poor staff performance?
Ensure your answers include appropriate examples.
Scenario:
Alex is a Regional Sales Manager within your organisation and responsible for managing a sales team of eight Sales Consultants. Below are the objectives you agreed with him in January for this year, and his current achievement against these. It is now six months since these objectives were agreed and it is time for a performance review.
Objective 1: To achieve an 8% increase in sales year on year.
Measure:
Measured by monthly sales figures. Achievement (as at end of quarter 2):
Increase of 8.3% in sales achieved.
Objective 2: To achieve a sales conversion rate of 35% (new leads to sales).
Measure:
Measured by monthly sales figures. Achievement (as at end of quarter 2):
27.5% of new leads converted into sales.
Objective 3: To have an agreed training plan in place for all sales consultants by end June.
Measure:
Formal plans submitted to HR. Achievement (as at end of quarter 2):
Completed 31st May.
Objective 4: To devise a new incentive scheme ready to pilot in September, resulting in 12% increase in sales (year on year) in the final quarter.
Measure:
Measured by monthly sales figures, and written evidence of incentive scheme. Achievement (as at end of quarter 2):
No evidence of an incentive scheme.
Objective 5: To establish new targets for all sales consultants by the end of quarter 1.
Measure:
New targets formalised in individual objective plans. Achievement (as at end of quarter 2):
Comprehensive review undertaken and all sales consultants received new ‘weighted’ targets by the end of quarter 2. The new targets take into account:
• Regional differences in the market
• The number of potential customers
• The size of the ‘region’ covered by each consultant.
• The number of ‘leads’ provided to each consultant.
You are aware that over the last six months, since the objectives were agreed:
There has been a slight ‘slowing down’ in the market. Indeed, whilst it is difficult to put precise figures on it, it appears the market may have retracted by as much as 10%.
Alex’s team has achieved additional revenues from sales of ancillary products (introduced after the objectives outlined were agreed), and is outperforming almost every other region in this area.
Nothing seems to have been done about introducing a new incentive scheme yet.
Alex has spent time with every one of his team during the year and has accompanied them during their day-to-day customer visits. He is clearly proving popular with his team. He spent at least one full day with each member of the team in their work before agreeing formal training plans with them.
Although the objective to establish new objectives for the team was late being completed, Alex did use the time to undertake a very thorough review of the way targets were set, and spent time reaching agreement with the team about how the overall target should be split.
Alex’s teamwork on leads generated from the call centre. The relationship between the sales team and the call centre is generally quite low, with the sales teams often complaining about the poor quality of the leads they are provided with, and the amount of time wasted visiting customers who have only a very slight interest.
Performance Review Checklist
PART A
Stages of the discussion What did I say or do?
Describe the performance gap – be specific, give examples.
Explain the consequences of the performance gap.
Explain what you expect Alex to do.
PART A
Stages of the discussion What did I say or do?
Ask Alex why it is happening. Ask him to contribute to a solution.
Both you and Alex generate strategies for fixing the performance gap.
Discuss the merits of the various options and agree on a solution.
PART A
Stages of the discussion What did I say or do?
Develop a clear action plan that states who does what, and by when. Record the key points discussed and actions to be taken.
PART B
Behaviours during the discussion What did I say or do?
Be positive. Focus on improvement, not failure. Target the behaviour you want to discuss. Avoid any judgmental words.
Remain calm and avoid interrupting or talking over the other person.
Use statements about what you have observed, or what you believe. Avoid quoting others.
PART B
Behaviours during the discussion What did I say or do?
Use open questions — who, what, where, how, why and when, to get the person involved in identifying possible causes and possible solutions.
Use active listening skills. Paraphrase, summarise and reflect during the discussion.
ASSESSMENT 2 – STUDENT INFORMATION
This information is to be handed to each student to outline the assessment requirements
Instructions for Students:
Whilst researching and writing your project it is important to:
• Read the Assessment description carefully.
• Assessment should be in a Word format.
• Assemble and analyze a set of sources that you have determined are relevant to the issues you are investigating.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of others;
• Consult your instructors when you are unsure about how to acknowledge the contributions of others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the consequences that you could face if your work is plagiarized.
• Student can seek clarification regarding the assessment required to be done.
• Students can ask for reasonable time from Assessor for preparation of project or Assessment.
• Students can seek information on additional reading material and reference for completion of the assessments.
• Students with special needs can seek assistance from Assessors depending upon the nature of the need.
• Submit this document
ASSESSMENT 2 – WRITTEN QUESTIONS
Student Instructions: (Written Assessment Only)
This is a closed book written assessment. In allocated time of 2 hours, you are to answer all of the following questions. Make sure you:
• Print Clearly
• Answer all questions
• Use a pen. Assessments written in pencil will not be accepted.
• Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you
• Do not talk to your classmates. If you are caught talking, you will be asked to leave and your assessment will not be marked.
• Do not cheat. Anyone caught cheating will automatically be marked Not Yet Competent for this unit. There are NO EXCEPTIONS to this rule.
1. What sources would be the most effective to get your information from?
2. How would you communicate your ideas and information to the following stakeholders?
• Your team members?
• Your supervisor?
• The HR manager?
3. How would you try to gain a common understanding with your team?
4. How would you encourage team members to contribute ideas and share any concerns?
5. What processes would you implement to address the issues raised by your supervisor?
6. Describe the social, ethical and business standards expected of employees at work.
7. How do you encourage people to follow examples set and do a good job?
8. Think about the different people you work with and how they offer different things to the team. Explain some of the different ways that they contribute.
9. How can you adapt your interpersonal style for different situations that come up at work or for different people that you deal with?
10. 10a. Who are the people that make up your professional network?
10b. How can you improve your networks with these people?
10c. How can these people benefit your team and the organisation?
11. Think of a recent difficulty you have managed within your team. What guidance or support did you seek out to help you resolve the workplace difficulty? How did you resolve it? Would you do anything differently now?
12. Summarise the policies and procedures that are in place for performance management in your workplace. Include a copy of these policies and procedures.
13. Explain what improvements you would make to these policies and procedures.
14. Explain how different legislation from all levels of government affects business operation, especially in regard to occupational health and safety (OHS), and environmental issues, equal opportunity, industrial relations and anti-discrimination
UNIT SUMMARY RESULT
This form is to be completed by the Trainer/Assessor and attached as a summary page for each student. To provide the outcome of the Assessment, a photocopy will be given to the student.
Student Name
Student ID
Unit Name Lead effective workplace relationships Unit Code BSBLDR402
Unit start date
Unit end date
Summary of Assessments
Satisfactory Not Yet Satisfactory
Assessment Task 1
Assessment Task 2
To achieve competency for the unit, student must be COMPETENT in all tasks.
COMPETENT NOT YET COMPETENT
FINAL FEEDBACK FOR THE STUDENT:
ASSESSOR / TRAINER DECLARATION
I declare that I performed the assessment for this student as per the principles of assessment and to the best of my knowledge all evidences attached are the student works. Furthermore, I declare that I have conducted a fair, valid, reliable and flexible assessment for this student and provided appropriate feedback.
Assessor / Trainer Name ___________________________
AGREEMENT THAT ASSESSMENT COMPETENCY HAS BEEN ACHIEVED:
Student Signature _______________________________________
Date ____________________
Assessor / Trainer Signature ___________________________
Date: ___________________
USE FOR REASSESSMENT ONLY
Task No/s. ________________________________________
Components: _____________________________________
RESULT OF REASSESSMENT: COMPETENT NOT YET COMPETENT
ASSESSOR / TRAINER FEEDBACK
Student Signature _______________________________________
Date ____________________
ASSESSOR / TRAINER DECLARATION
I declare that I have assessed the student as per the principles of assessment and to the best of my knowledge all evidences attached are the student works.
Assessor / Trainer Name ______________________________
Assessor / Trainer Signature ___________________________
Date: ___________________
Student Assessment Receipt:
Student Name
Student ID
Unit Name
Lead effective workplace relationships Unit Code BSBLDR402
Summary of Assessments
Satisfactory Not Yet Satisfactory
Assessment Task 1
Assessment Task 2
Assessor / Trainer Name: ___________________________
Assessor / Trainer Signature: ___________________________
Date: ___________________

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