Bsbmgt502b Trainer S And Assessor S Guide
Installing the 'The Office', a business center offered by AlphaNet Hospitality Systems Inc. At hotels across the country. 'The Office' provides guest with a personal computer complete with Word, Excel, and PowerPoint software, Internet and email access as well as printing, scanning, faxing, and photocopying capabilities.
Are RTOs able to provide RPL for their own trainers and assessors?The VET Quality Framework or the Standards for Registered Training Organisations 2015 do not prevent RTOs from providing and granting RPL and issuing AQF qualifications or statements of attainment to their own trainers and assessors. However, RTOs must be able to provide evidence which demonstrates how competence was determined prior to issuing AQF qualification or statement of attainment. For example, the RTO must be able to demonstrate compliance with Clause 1.8, ensuring that assessment complies with the requirements of the training package, is conducted in accordance with the principles of assessment and rules of evidence. In addition, the trainer and assessor delivering the training and conducting assessment must comply with Clauses 1.13 – 1.16.
As a trainer and assessor, do I need to hold the unit TAELLN411 Address adult language, literacy and numeracy skills? (Clauses 1.13 - 1.16)The Standards require trainers/assessors to hold one of the following:
- TAE40116 Certificate IV in Training and Assessment, or its successor or
- TAE40110 Certificate IV in Training and Assessment
- and
- TAELLN411 Address adult language, literacy and numeracy skills, or its successor or
- TAELLN401A Address adult language, literacy and numeracy skills
- and
- TAEASS502 Design and develop assessment tools, or its successor or
- TAEASS502A Design and develop assessment tools, or
- TAEASS502B Design and develop assessment tools
- and
- A diploma or higher level qualification in adult education.
For more information, refer to Clauses 1.13 - 1.16 of the Users' Guide.
How do RTOs verify their trainers' qualifications if their RTO has closed down?Depending on when the closure occurred, ASQA may have access to the RTO’s records. If the qualifications were issued before ASQA began operation in 2011, please contact the ASQA Info Line for advice on which former RTO records ASQA can access.
To be considered to be ‘vocationally competent’; does a trainer and assessor need to hold the qualification and each unit of competency they are delivering? (Clauses 1.13 – 1.16)Under the Standards, each trainer and assessor is required to have vocational competencies at least to the level being delivered and assessed. This does not mean the trainer and assessor is required to hold that exact qualification or any specific unit of competency (unless this is specified in the training package).
In some cases, people may have significant industry experience but not hold any formal qualifications—in such cases, an RTO would need to analyse the skills and knowledge the trainer and assessor delivers and compare it to the trainer and assessor's actual industry skills and knowledge. Consider all units of competency (including electives) in this analysis to ensure that requirements for trainers and assessors specified in the training package or accredited course are met.
As an example, if an RTO offers the unit of competency SISFFIT310A Plan and deliver water based fitness activities within SIS30313 Certificate III in Fitness, but the trainer and assessor does not hold the unit SISFFIT310A:
- Consider the specific skills and knowledge a person who can competently plan and deliver water-based fitness activities would hold. The person would need the knowledge and skills required to plan, deliver and evaluate water-based fitness activities for mainstream clients. They would be able to effectively apply aquatic instructional techniques and hydrodynamic principles on muscles, joints and cardiorespiratory system to ensure safe and effective fitness outcomes for clients (note – this is from the Unit Descriptor of the unit).
- If you believe the trainer/assessor’s skills and knowledge match the description of a competent person in that unit, your RTO may be able to demonstrate that the trainer and assessor is vocationally competent.
- The RTO may choose to create a ‘mapping tool’ to describe all of the requirements of the unit, and give a documented analysis of how the trainer and assessor has the required skills and knowledge.
- As always, consider the currency of knowledge and skills.
For more information refer to Clauses 1.13 - 1.16 of the Users' Guide.
Note that different requirements apply to any AQF qualification or skill set from the Training and Education Training Package.
What constitutes a ‘diploma or higher qualification in adult education’?An adult education qualification must have a focus on training and assessing adults. The qualification does not need to include the words ‘adult education’ in the title; however, units completed within the qualification need to demonstrate the skills and knowledge required to train adults. The academic transcript or record of results for the qualification will provide the evidence to demonstrate this.
Examples of adult education qualifications include:
- CASR Part 61 Flight or Simulator Instructor
- Army Recruit Instructor
- Graduate Certificate or Diploma in TESOL
- Graduate Diploma in Adult and Vocational Education and Training
- Graduate Diploma of Adult Language, Literacy and Numeracy
- Master of education or Doctoral degree with an adult education focus.
Microsoft solitaire collection download. To confirm trainers and assessors have current industry skills, and that all training and assessment is delivered by people who are themselves competent practitioners, RTOs should ideally ensure that trainers and assessors are regularly exposed to industry workplaces and participate in workplace tasks.
Training and assessment:
- should only be provided by those who have current industry skills and knowledge, and
- is best provided by those who can undertake all of the tasks defined in the elements of units of competency and modules to industry standards.
RTOs are expected to take appropriate steps to authenticate information about trainer/assessor skills currency. This may include:
- contacting the provider named on a trainer/assessor’s qualification to confirm that the document is genuine, and
- conducting referee checks at the time of employment to confirm relevant industry experience.
You should retain evidence of:
- how you have authenticated trainer/assessor skills currency, and
- the results of industry engagement that has confirmed the required skills and knowledge for trainers and assessors.
The VET Quality Framework and specifically the Standards for Registered Training Organisations 2015 do not prevent RTOs from providing training and assessment and issuing AQF qualifications to their own trainers and assessors; however, RTOs must be able to provide evidence of how competence was determined prior to issuing AQF qualifications or Statements of Attainment. For example, the RTO must be able to demonstrate compliance with Clause 1.8, ensuring that assessment complies with the requirements of the training package, is conducted in accordance with the principles of assessment and rules of evidence. In addition, the trainer and assessor delivering the training and conducting assessment must comply with Clauses 1.13 – 1.16.
When RTOs verify trainers’ and assessors’ qualifications, how do we record evidence of the verification?There is no prescribed way of recording evidence of verification of trainer and assessor qualifications; this is an operational decision for each RTO. For example, RTO’s may choose to record the verification within their RTO’s trainer and assessor matrix.
How long will it take ASQA to process my application for new TAE qualifications?Reflecting the critical role the TAE training package plays in assuring quality in the VET sector, ASQA is implementing stronger evidence requirements for TAE Training Package training products from April 2016. The assessment of the evidence provided can take some time. ASQA is also likely to undertake further regulatory review—including audits—of RTOs that apply for these qualifications in some cases.
If an audit is required, an application to change scope of registration may take up to six months.
When undertaking business planning, please take into account the possibility that ASQA may undertake further regulatory review—including an audit—in relation to any application to add training products to your scope of registration.
STUDENT HANDOUT
ASSESSMENT PART ONE
PORTFOLIO OF EVIDENCE Unit of Competency:
BSBMGT502B – Manage people performance
/ 100 C or NYC
Intellectual Property of
The Australian Institute of Professional Education (AIPE)
ASSESSMENT PART ONE COVER SHEET
Please ensure this form is fully completed (including signature) prior to submitting.
This page should be on the front of your assignment and needs to be easily accessible.
Student ID Number: Class Batch:
Student Name: Unit code & Title BSBMGT502B – Manage people performance
Course: BSB51107 Diploma of Management Due Date:
Module: MG12-People and Performance Trainer’s name:
Assessment
Part Title: PORTFOLIO OF EVIDENCE Assessment Part No:
THE PURPOSE OF AN ASSESSMENT
The purpose of an assessment is so a trainer can see if the students understand what they have been learning. For example, if students are asked to write a report, the purpose is to see if the students have learned how to research, write and review a report containing appropriate content.
If a student copies a report from the Internet or copies someone else’s work, the trainer does not have any evidence of the student’s understanding of report writing. This type of copying is referred to as plagiarism. It means taking the work of others and using it as if it was your own, without crediting the author or citing the source.
Collusion involves the cooperation of two or more students in plagiarism or other forms of academic misconduct. Plagiarism and collusion are considered types of theft/cheating and will result in NYC.
It is also important to avoid using too much source material. Even if the author is credited or the source is cited, this material cannot make up the bulk of the assessment as it also fails to provide adequate evidence of learning.
Plagiarism, collusion & using too much source material are NOT acceptable and disciplinary action will be taken against students who do so as outlined in AIPE’s policies.
Assessments must be typed using document software such as MS Word; no handwritten assessments will be accepted (unless, prior written confirmation is provided by the Trainer/Assessor to confirm). Any sources of information must be cited using the APA Referencing system (please ask your Trainer/Assessor if you require support with this).
STUDENT DECLARATION
I have read and understand the purpose of an assessment (above) and hereby certify that:
1. This assessment task is my own work based on my personal study/research and not the work of another student and/or source.
2. I have cited all material and sources used to prepare this assessment task.
3. I have kept my use of source material to a minimum.
4. This assessment task has not previously been submitted.
5. I am aware of the requirements set by my trainer.
6. I have retained a copy of this assessment task for my own records in the event I have to reproduce my work.
Student’s Signature: _________________________________ Date _______________________
Trainer/Assessor Signature: ____________________________ Date _______________________
ASSESSMENT TRACKING: - Refer to the Marking Guide for assessor’s comments.
? Draft
Due
Date:_______________________
Comments: ? Submission
Due Date:______________________
Date submitted:__________________
Final Mark:________________
Result: ? Competent
? NYC* ? Re-submission
Due Date:______________________
Date submitted:__________________
Final Mark:________________
Result: ? Competent (ungraded)
? NYC*
* Please indicate a reason for Not Yet Competent (NYC): (please select)
? NYC – after Academic Penalty ? NYC – after resubmission ? NYC – not submitted
ASSESSMENT REQUIREMENTS
Your assessment will be required to be typed in Arial font size 12 only. You will provide your completed assessment for all of Part One in one document with a cover page (included in this assessment tool on page 2).
You are required to professionally format your document including spell-check and to clearly indicate each Task answer [e.g. Task 1 (a.) then the answer, Task 1 (b.) then the answer etc.] according to this Assessment Tool Task requirement. You may lose marks if you have not spell-checked your document (as this is a professional formatting requirement, a business skill). Whenever conducting a Presentation, you must always provide copies of MS PowerPoint slides as evidence for your Trainer/Assessor.
For this (Assessment Part One) you will conduct a series of tasks that you will need to collate into a documented ‘Portfolio of Evidence’. A ‘Portfolio of Evidence’ is a collection of evidence from several sources of work, gathered together and cross referenced to show that you have the required skills, knowledge and understanding to do a job or task. It is suggested that you use a display book or folder when submitting this.
Make sure that your ‘portfolio of evidence’ includes:
• A cover page (see pg 2)
• A contents list of the material/s you have included in your portfolio.
• Clear labels for each assessment task to make it easy for the assessor to follow (and mark).
• A note to the assessor to explain the relevance of each item you have included.
• Information provided should be current and your own work.
Be sure to properly reference your sources of information using the APA referencing system. For more information go to:
1. Student Handbook - latest version
2. AIPE Connect online resources; or
3. Ask your Trainer/Assessor to provide you with this information
In order to determine if you are addressing this assessment adequately in terms of competency/comprehension (prior to due date) a draft copy of your assessment should be discussed during class time in consultation with your Trainer/Assessor. For this feedback/ support from your Trainer/Assessor, you will need to bring to class your “draft copy” with any evidence of the research you have conducted to produce the assessment.
AIPE accommodates students with reasonable adjustments to training and assessment. This could include variations in course delivery or assessment methodology and it is the responsibility of Trainers/Assessors to coordinate this in consultation with the Academic/Compliance Coordinator or Trainer Coordinator. When making reasonable adjustments to assessments and assessment processes, assessors need to focus particularly upon validity and fairness. If, as a student you feel you have special needs that require your Trainer/Assessor to apply a reasonable adjustment – please discuss this with your Trainer/Assessor at the beginning of the subject studies.
Key Definitions and Terms
? Performance standards mean:
? level of performance sought from an individual or group which may be expressed either quantitatively or qualitatively
? Code of Conduct means:
? agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or an agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or customers
? Performance indicators mean:
? measures against which performance outcomes are gauged
? Risk analysis means:
? determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance
? Performance management means:
? in accordance with relevant industrial agreements
? process or set of processes for establishing a shared understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short- and long-term
? Excellence in performance means:
? Regularly and consistently exceeding the performance targets established while meeting the organisation's performance standards.
? Termination means:
? cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements • Technical skills (computer skills)
Assessment Part 1 – Case Study
This is to be completed as an INDIVIDUAL only.
Element 1: Allocate Work
Element 2: Assess Performance
Element 3: Provide Feedback Element 4: Manage Follow-up
TELSTRA CASE STUDY
-Our strategy is simpler and more impactful. It makes our ambitions clearer and shows where shareholders can expect us to continue building value”.
-We must serve our global customers at an international scale, leveraging our expertise into Asia and other regions, while seeking to deliver outstanding customer service every day in every home, street and business around Australia”.
-These changes make sense because they reflect our business needs and the exciting, rapidly moving environment around us”.
-Structure follows strategy so we have asked some of our most senior leaders to take on new or expanded opportunities to ensure we deliver on these promises. Each executive has considerable experience inside the industry as well as other industry sectors or global markets”.
David Thodey
Chief Executive Officer
Telstra Corporation
THE BUSINESS CONTEXT
Telstra Corporation Limited is a leading telecommunication and information services company located in Australia that can provide to national and international customers a truly integrated telecommunications experience across Asia Pacific, Europe, and the Americas with network services, data, voice, and satellite solutions.
Telstra is a driver of innovation for business customers with a national and international focus and strong integration capacity to bring solutions to its customers. Telstra Corporation is a conglomerate of different divisions generating revenues over AUD$ 25 billion (FY13).
Telstra Retail is one of the firm’s divisions consisting in Costumer, Business and Enterprise and Government segments that generated over AUD$19 billion in revenue in 2013.
Telstra has built its reputation and market position by combining innovative services with a strong commitment to service quality and delivering the best subscriber experience. Despite their market position, service portfolio and visible brand name, Telstra is not very different to any other leading mobile providers, facing competitive pressures from the ongoing evolution of the market.
As a market-leading business, to assess and refine their network and customer services, develop and execute innovative strategies are key factors to lead in the market.
VISION AND MISSION
Vision
• To be the leader in agile network and managed services provision in the Asia Pacific region.
Mission
• We are committed to delivering customer service excellence
• We understand and demonstrate value to our customers
• We leverage our world class Global Next IP networks, operational excellence and Tier 1 status
• We provide managed network solutions to larger communication users in Europe and Asia Pacific
BUSINESS STRATEGY
In 2013, Telstra CEO David Thodey announced a refined long term strategy supported by business unit changes aligning senior leaders to growth opportunities in Australia and overseas, focusing on the critical areas of customer service excellence, core revenue and growth.
Telstra's strategy has three pillars:
• Improve customer advocacy;
• Drive value from the core; • Build new growth businesses.
THE PROBLEM
One of the Telstra’s commitments is to ensure that all customers have the best possible experience with the company. Therefore, the Telstra Customer Centre is responsible for providing exceptional and helpful support to its customers.
In regards to increases in competition and a large number of customers, the Telstra Customer Centre has received one of the highest numbers of complaints, significant decreases in its customer base and quality generated by dissatisfied customers.
The following issues outlined below have contributed to the loss of customers using Telstra:
• Insufficient number of staff;
• Lack of engagement among staff and managerial positions;
• Processes, policies and source of the problems are not well structured;
• Department’s KPIs are not well-known by team members;
• Lack of communication strategies to address problems;
• Staff have not been trained properly to deal with queries, or are ignoring unsolved queries from consumers;
• Aggressive and inappropriate language used by staff when communicating with customers;
• Staff difficulty when dealing with “difficult” customers;
• Lack of performance management plan(s) by managers;
• Customer’s complaints increased by 25% between 2012-2013;
• Volume of calls received by Telstra’s Customer Centre increased in 15% in the last 3 years;
Hints:
• For further information about Telstra, access: http://www.telstraglobal.com/
• You might consider assistance from external human resources specialists as one of your strategies.
• Access your online material, including extra information and samples of the forms, plans and reviews.
• The information included in this material was partially created specifically for this case study and it doesn’t reflect the real situation of the company.
Task 1
Consider there are 20 teams with 30 people each team within the Customer Centre. You are the Customer Centre Supervisor for one of these teams and your role is to improve the quality of your team members based on the problems addressed in this case study.
You need to create a work plan and complete a detailed performance management process based on the new business strategies, and address the following areas (as a minimum):
a) Develop work plans (performance development plan) in accordance with operational plans and allocate the tasks and resources available;
b) Allocate work in a way that is efficient, cost effective and outcome focussed, involving minimal impact on call handling;
c) Develop meaningful, measurable Performance Review with KPIs in consultation with your team;
d) Develop risk analysis, including contingency plans;
e) Ensure the process must be usable on a continual basis. Include the schedule for the performance management and review process that you would recommend for your team.
f) After the tasks above have been identified, discuss them, including the agreement on the work plan with a group of 03 students in your classroom. This consultation process facilitates a better understanding of groups and individuals.
*** FOR ONLINE STUDENTS: Discussions, arrangements and agreements should be done with other online students through the online Forum. If you have any queries, contact your Trainer/Assessor.
Task 2
In order to improve the quality of the customer service, engage your team members and improve the team’s performance in accordance with the organisational policies and objectives you have to prepare a presentation to your group as part of the training program.
In your presentation you have to include:
• Company’s standards, code of conduct, work outputs and policies;
• Performance standards, work plan, tasks, KRAs and KPIs;
• Motivation strategies and reward program;
• Feedback sessions and procedures;
***FOR ONLINE LEARNING STUDENTS, record a video of your presentation (audio and visuals required) and send it to your trainer for feedback.
Task 3
As a result of the implementation of your performance development, management and review plans in Task 1, you have found that two members of your team have significant performance issues and they are not adhering to organisational policy in several areas. In accordance with organisation policy, you will have a formal feedback meeting with them, put together a detailed file note of your conversation with them, and provide them with a performance plan.
As supervisor, it is your responsibility to provide feedback and manage the follow-up. To complete this task you have to:
a) Develop a detailed file note containing the issues you would raise with the team members and what you imagine their responses might be. Ensure all of the issues are addressed, and include the questions you would ask them;
b) Develop an outline of a one-day training/coaching plan for the team members to try to correct their behaviours;
c) Develop an individual performance plan, ensuring you identify:
??KPIs specific to each of the team member and timeframes for meeting these KPIs;
??Your expectations of them;
??A schedule of follow-up reviews.
d) Reinforce excellence in performance through recognition and continuous feedback based on a reward program;
Task 4
After continuous formal feedback sessions you have identified one the team members has continued to perform below expectations. As part of your responsibility as supervisor you have to:
a) Counsel the team member who continues to perform below expectations and implement the disciplinary process if necessary as formal warnings, for instance;
b) Prepare a letter of Termination of Employment for the team member. You must consider the legislations and laws to dismiss an employee. Refer to Fair Work Australia to prepare the dismissal letter.
REFERENCES
You must supply a list of references used for this assessment.
Without accurate references, you are not eligible for a competent result.
Be sure to use APA referencing style for this assessment tool.
Assessment Part 1 – PORTFOLIO OF EVIDENCE MARKING GUIDE
Student Name :
Student ID Number:
Assessor Name:
Unit of competency (Title & Code): BSBMGT502B – Manage People Performance
Date of Assessment:
The student has provided evidence of the following: Yes No Value Student Score
TASK 01
a) Developed work plans (performance development plan) in accordance with operational plans
and allocate the tasks and resources available; /10
b) Allocated work in a way that is efficient, cost effective and outcome focussed, involving
minimal impact on call handling; /10
c) Developed meaningful, measurable Performance Review with KPIs in consultation with the
team; /5
d) Developed risk analysis, including contingency plans; /10
e) Ensured the process was usable on a continual basis. Included the schedule for the
performance management and review process. /5
f) Discuss tasks and included the agreement on the work plan with a group of 03 students in the
classroom. /10
TASK 02
Prepared presentation and included:
• Company’s standards, code of conduct, work outputs and policies;
• Performance standards, work plan, tasks, KRAs and KPIs;
• Motivation strategies and reward program;
• Feedback sessions and procedures; /10
TASK 03
a) Developed a detailed file note containing the issues with the team members and imagined
their responses might be. Ensured all of the issues were addressed, and included the questions; /5
b) Developed an outline of a one-day training/coaching plan for the team members to try to
correct their behaviours; /5
c) Developed an individual performance plan and identified:
• KPIs specific to each of the team member and timeframes for meeting these KPIs; • Expectations of the team members; • A schedule of follow-up reviews. /5
d) Reinforced excellence in performance through recognition and continuous feedback based
on a reward program; /5
TASK 04
a) Counselled the team member who continued to perform below expectations and
implemented the disciplinary process using formal warnings, for instance; /10
b) Prepared a letter of Termination of Employment for the team member and considered
legislations and laws to dismiss the employee. /10
TOTAL /100 /100
The student’s performance was: ? Satisfactory ? Not Satisfactory
Feedback to Student:
Student signature:
Assessor signature:
END OF ASSESSMENT PART ONE
ASSESSMENT PART ONE
PORTFOLIO OF EVIDENCE Unit of Competency:
BSBMGT502B – Manage people performance
/ 100 C or NYC
Intellectual Property of
The Australian Institute of Professional Education (AIPE)
ASSESSMENT PART ONE COVER SHEET
Please ensure this form is fully completed (including signature) prior to submitting.
This page should be on the front of your assignment and needs to be easily accessible.
Student ID Number: Class Batch:
Student Name: Unit code & Title BSBMGT502B – Manage people performance
Course: BSB51107 Diploma of Management Due Date:
Module: MG12-People and Performance Trainer’s name:
Assessment
Part Title: PORTFOLIO OF EVIDENCE Assessment Part No:
THE PURPOSE OF AN ASSESSMENT
The purpose of an assessment is so a trainer can see if the students understand what they have been learning. For example, if students are asked to write a report, the purpose is to see if the students have learned how to research, write and review a report containing appropriate content.
If a student copies a report from the Internet or copies someone else’s work, the trainer does not have any evidence of the student’s understanding of report writing. This type of copying is referred to as plagiarism. It means taking the work of others and using it as if it was your own, without crediting the author or citing the source.
Collusion involves the cooperation of two or more students in plagiarism or other forms of academic misconduct. Plagiarism and collusion are considered types of theft/cheating and will result in NYC.
It is also important to avoid using too much source material. Even if the author is credited or the source is cited, this material cannot make up the bulk of the assessment as it also fails to provide adequate evidence of learning.
Plagiarism, collusion & using too much source material are NOT acceptable and disciplinary action will be taken against students who do so as outlined in AIPE’s policies.
Assessments must be typed using document software such as MS Word; no handwritten assessments will be accepted (unless, prior written confirmation is provided by the Trainer/Assessor to confirm). Any sources of information must be cited using the APA Referencing system (please ask your Trainer/Assessor if you require support with this).
STUDENT DECLARATION
I have read and understand the purpose of an assessment (above) and hereby certify that:
1. This assessment task is my own work based on my personal study/research and not the work of another student and/or source.
2. I have cited all material and sources used to prepare this assessment task.
3. I have kept my use of source material to a minimum.
4. This assessment task has not previously been submitted.
5. I am aware of the requirements set by my trainer.
6. I have retained a copy of this assessment task for my own records in the event I have to reproduce my work.
Student’s Signature: _________________________________ Date _______________________
Trainer/Assessor Signature: ____________________________ Date _______________________
ASSESSMENT TRACKING: - Refer to the Marking Guide for assessor’s comments.
? Draft
Due
Date:_______________________
Comments: ? Submission
Due Date:______________________
Date submitted:__________________
Final Mark:________________
Result: ? Competent
? NYC* ? Re-submission
Due Date:______________________
Date submitted:__________________
Final Mark:________________
Result: ? Competent (ungraded)
? NYC*
* Please indicate a reason for Not Yet Competent (NYC): (please select)
? NYC – after Academic Penalty ? NYC – after resubmission ? NYC – not submitted
ASSESSMENT REQUIREMENTS
Your assessment will be required to be typed in Arial font size 12 only. You will provide your completed assessment for all of Part One in one document with a cover page (included in this assessment tool on page 2).
You are required to professionally format your document including spell-check and to clearly indicate each Task answer [e.g. Task 1 (a.) then the answer, Task 1 (b.) then the answer etc.] according to this Assessment Tool Task requirement. You may lose marks if you have not spell-checked your document (as this is a professional formatting requirement, a business skill). Whenever conducting a Presentation, you must always provide copies of MS PowerPoint slides as evidence for your Trainer/Assessor.
For this (Assessment Part One) you will conduct a series of tasks that you will need to collate into a documented ‘Portfolio of Evidence’. A ‘Portfolio of Evidence’ is a collection of evidence from several sources of work, gathered together and cross referenced to show that you have the required skills, knowledge and understanding to do a job or task. It is suggested that you use a display book or folder when submitting this.
Make sure that your ‘portfolio of evidence’ includes:
• A cover page (see pg 2)
• A contents list of the material/s you have included in your portfolio.
• Clear labels for each assessment task to make it easy for the assessor to follow (and mark).
• A note to the assessor to explain the relevance of each item you have included.
• Information provided should be current and your own work.
Be sure to properly reference your sources of information using the APA referencing system. For more information go to:
1. Student Handbook - latest version
2. AIPE Connect online resources; or
3. Ask your Trainer/Assessor to provide you with this information
In order to determine if you are addressing this assessment adequately in terms of competency/comprehension (prior to due date) a draft copy of your assessment should be discussed during class time in consultation with your Trainer/Assessor. For this feedback/ support from your Trainer/Assessor, you will need to bring to class your “draft copy” with any evidence of the research you have conducted to produce the assessment.
AIPE accommodates students with reasonable adjustments to training and assessment. This could include variations in course delivery or assessment methodology and it is the responsibility of Trainers/Assessors to coordinate this in consultation with the Academic/Compliance Coordinator or Trainer Coordinator. When making reasonable adjustments to assessments and assessment processes, assessors need to focus particularly upon validity and fairness. If, as a student you feel you have special needs that require your Trainer/Assessor to apply a reasonable adjustment – please discuss this with your Trainer/Assessor at the beginning of the subject studies.
Key Definitions and Terms
? Performance standards mean:
? level of performance sought from an individual or group which may be expressed either quantitatively or qualitatively
? Code of Conduct means:
? agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or an agreed (or decreed) set of rules relating to employee behaviour/conduct with other employees or customers
? Performance indicators mean:
? measures against which performance outcomes are gauged
? Risk analysis means:
? determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance
? Performance management means:
? in accordance with relevant industrial agreements
? process or set of processes for establishing a shared understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short- and long-term
? Excellence in performance means:
? Regularly and consistently exceeding the performance targets established while meeting the organisation's performance standards.
? Termination means:
? cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements • Technical skills (computer skills)
Assessment Part 1 – Case Study
This is to be completed as an INDIVIDUAL only.
Element 1: Allocate Work
Element 2: Assess Performance
Element 3: Provide Feedback Element 4: Manage Follow-up
TELSTRA CASE STUDY
-Our strategy is simpler and more impactful. It makes our ambitions clearer and shows where shareholders can expect us to continue building value”.
-We must serve our global customers at an international scale, leveraging our expertise into Asia and other regions, while seeking to deliver outstanding customer service every day in every home, street and business around Australia”.
-These changes make sense because they reflect our business needs and the exciting, rapidly moving environment around us”.
-Structure follows strategy so we have asked some of our most senior leaders to take on new or expanded opportunities to ensure we deliver on these promises. Each executive has considerable experience inside the industry as well as other industry sectors or global markets”.
David Thodey
Chief Executive Officer
Telstra Corporation
THE BUSINESS CONTEXT
Telstra Corporation Limited is a leading telecommunication and information services company located in Australia that can provide to national and international customers a truly integrated telecommunications experience across Asia Pacific, Europe, and the Americas with network services, data, voice, and satellite solutions.
Telstra is a driver of innovation for business customers with a national and international focus and strong integration capacity to bring solutions to its customers. Telstra Corporation is a conglomerate of different divisions generating revenues over AUD$ 25 billion (FY13).
Telstra Retail is one of the firm’s divisions consisting in Costumer, Business and Enterprise and Government segments that generated over AUD$19 billion in revenue in 2013.
Telstra has built its reputation and market position by combining innovative services with a strong commitment to service quality and delivering the best subscriber experience. Despite their market position, service portfolio and visible brand name, Telstra is not very different to any other leading mobile providers, facing competitive pressures from the ongoing evolution of the market.
As a market-leading business, to assess and refine their network and customer services, develop and execute innovative strategies are key factors to lead in the market.
VISION AND MISSION
Vision
• To be the leader in agile network and managed services provision in the Asia Pacific region.
Mission
• We are committed to delivering customer service excellence
• We understand and demonstrate value to our customers
• We leverage our world class Global Next IP networks, operational excellence and Tier 1 status
• We provide managed network solutions to larger communication users in Europe and Asia Pacific
BUSINESS STRATEGY
In 2013, Telstra CEO David Thodey announced a refined long term strategy supported by business unit changes aligning senior leaders to growth opportunities in Australia and overseas, focusing on the critical areas of customer service excellence, core revenue and growth.
Telstra's strategy has three pillars:
• Improve customer advocacy;
• Drive value from the core; • Build new growth businesses.
THE PROBLEM
One of the Telstra’s commitments is to ensure that all customers have the best possible experience with the company. Therefore, the Telstra Customer Centre is responsible for providing exceptional and helpful support to its customers.
In regards to increases in competition and a large number of customers, the Telstra Customer Centre has received one of the highest numbers of complaints, significant decreases in its customer base and quality generated by dissatisfied customers.
The following issues outlined below have contributed to the loss of customers using Telstra:
• Insufficient number of staff;
• Lack of engagement among staff and managerial positions;
• Processes, policies and source of the problems are not well structured;
• Department’s KPIs are not well-known by team members;
• Lack of communication strategies to address problems;
• Staff have not been trained properly to deal with queries, or are ignoring unsolved queries from consumers;
• Aggressive and inappropriate language used by staff when communicating with customers;
• Staff difficulty when dealing with “difficult” customers;
• Lack of performance management plan(s) by managers;
• Customer’s complaints increased by 25% between 2012-2013;
• Volume of calls received by Telstra’s Customer Centre increased in 15% in the last 3 years;
Hints:
• For further information about Telstra, access: http://www.telstraglobal.com/
• You might consider assistance from external human resources specialists as one of your strategies.
• Access your online material, including extra information and samples of the forms, plans and reviews.
• The information included in this material was partially created specifically for this case study and it doesn’t reflect the real situation of the company.
Task 1
Consider there are 20 teams with 30 people each team within the Customer Centre. You are the Customer Centre Supervisor for one of these teams and your role is to improve the quality of your team members based on the problems addressed in this case study.
You need to create a work plan and complete a detailed performance management process based on the new business strategies, and address the following areas (as a minimum):
a) Develop work plans (performance development plan) in accordance with operational plans and allocate the tasks and resources available;
b) Allocate work in a way that is efficient, cost effective and outcome focussed, involving minimal impact on call handling;
c) Develop meaningful, measurable Performance Review with KPIs in consultation with your team;
d) Develop risk analysis, including contingency plans;
e) Ensure the process must be usable on a continual basis. Include the schedule for the performance management and review process that you would recommend for your team.
f) After the tasks above have been identified, discuss them, including the agreement on the work plan with a group of 03 students in your classroom. This consultation process facilitates a better understanding of groups and individuals.
*** FOR ONLINE STUDENTS: Discussions, arrangements and agreements should be done with other online students through the online Forum. If you have any queries, contact your Trainer/Assessor.
Task 2
In order to improve the quality of the customer service, engage your team members and improve the team’s performance in accordance with the organisational policies and objectives you have to prepare a presentation to your group as part of the training program.
In your presentation you have to include:
• Company’s standards, code of conduct, work outputs and policies;
• Performance standards, work plan, tasks, KRAs and KPIs;
• Motivation strategies and reward program;
• Feedback sessions and procedures;
***FOR ONLINE LEARNING STUDENTS, record a video of your presentation (audio and visuals required) and send it to your trainer for feedback.
Task 3
As a result of the implementation of your performance development, management and review plans in Task 1, you have found that two members of your team have significant performance issues and they are not adhering to organisational policy in several areas. In accordance with organisation policy, you will have a formal feedback meeting with them, put together a detailed file note of your conversation with them, and provide them with a performance plan.
As supervisor, it is your responsibility to provide feedback and manage the follow-up. To complete this task you have to:
a) Develop a detailed file note containing the issues you would raise with the team members and what you imagine their responses might be. Ensure all of the issues are addressed, and include the questions you would ask them;
b) Develop an outline of a one-day training/coaching plan for the team members to try to correct their behaviours;
c) Develop an individual performance plan, ensuring you identify:
??KPIs specific to each of the team member and timeframes for meeting these KPIs;
??Your expectations of them;
??A schedule of follow-up reviews.
d) Reinforce excellence in performance through recognition and continuous feedback based on a reward program;
Task 4
After continuous formal feedback sessions you have identified one the team members has continued to perform below expectations. As part of your responsibility as supervisor you have to:
a) Counsel the team member who continues to perform below expectations and implement the disciplinary process if necessary as formal warnings, for instance;
b) Prepare a letter of Termination of Employment for the team member. You must consider the legislations and laws to dismiss an employee. Refer to Fair Work Australia to prepare the dismissal letter.
REFERENCES
You must supply a list of references used for this assessment.
Without accurate references, you are not eligible for a competent result.
Be sure to use APA referencing style for this assessment tool.
Assessment Part 1 – PORTFOLIO OF EVIDENCE MARKING GUIDE
Student Name :
Student ID Number:
Assessor Name:
Unit of competency (Title & Code): BSBMGT502B – Manage People Performance
Date of Assessment:
The student has provided evidence of the following: Yes No Value Student Score
TASK 01
a) Developed work plans (performance development plan) in accordance with operational plans
and allocate the tasks and resources available; /10
b) Allocated work in a way that is efficient, cost effective and outcome focussed, involving
minimal impact on call handling; /10
c) Developed meaningful, measurable Performance Review with KPIs in consultation with the
team; /5
d) Developed risk analysis, including contingency plans; /10
e) Ensured the process was usable on a continual basis. Included the schedule for the
performance management and review process. /5
f) Discuss tasks and included the agreement on the work plan with a group of 03 students in the
classroom. /10
TASK 02
Prepared presentation and included:
• Company’s standards, code of conduct, work outputs and policies;
• Performance standards, work plan, tasks, KRAs and KPIs;
• Motivation strategies and reward program;
• Feedback sessions and procedures; /10
TASK 03
a) Developed a detailed file note containing the issues with the team members and imagined
their responses might be. Ensured all of the issues were addressed, and included the questions; /5
b) Developed an outline of a one-day training/coaching plan for the team members to try to
correct their behaviours; /5
c) Developed an individual performance plan and identified:
• KPIs specific to each of the team member and timeframes for meeting these KPIs; • Expectations of the team members; • A schedule of follow-up reviews. /5
d) Reinforced excellence in performance through recognition and continuous feedback based
on a reward program; /5
TASK 04
a) Counselled the team member who continued to perform below expectations and
implemented the disciplinary process using formal warnings, for instance; /10
b) Prepared a letter of Termination of Employment for the team member and considered
legislations and laws to dismiss the employee. /10
TOTAL /100 /100
The student’s performance was: ? Satisfactory ? Not Satisfactory
Feedback to Student:
Student signature:
Assessor signature:
END OF ASSESSMENT PART ONE