Assessment Task 1: Written Questions

Task summary
This is an open book test to be completed in the classroom.
A time limit of 1 hour to answer the questions is provided.
You need to answer all of the written questions correctly.
Your answers must be word processed and sent to the assessor as an email attachment.
Required

• Access to textbooks/other learning materials
• Computer and Microsoft Office
• Access to the internet

Timing
Your assessor will advise you of the due date of this assessment.
Submit

• Answers to all questions

Assessment criteria

• All questions must be answered correctly in order for a student to be assessed as having completed the task satisfactorily.

Re-submission opportunities
Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s)will be arranged at a later time and date.
Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal.
Students are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.
Note that the following guidance is the minimum level of response required.
Analyse – when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long.
Contrast – when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long.
Discuss– when a question asks you to discuss something, you are required to point out important issues or features, and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long.
Describe – when a question asks you to describe something, you should state the most noticeable qualities or features.Generally, you are expected to write a response two or three sentences long.
Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long.
Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long.
Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long.
List – when a question asks you to list something, this means that you are asked to briefly state information in a list format.
Outline – when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long.
Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.

Assessment Task 1 Instructions

Provide answers to all of the questions below:

1. Identify at least two project risks for each of the following risk categories:

• Scope risk– Scope is the sum of the goods, services and outcomes that the project will deliver. Product range involves product, service, and outcome characteristics and functions. This danger involves scope modifications due to the following variables:

Scope creep–as customers add to the demands, the project grows in complexity and developers begin gold playing.

1. Integration issues
2. Hardware & Software defects
3. Change in dependencies

 

• Scheduling risk-There are a number of reasons why in the manner you planned the project might not continue. These include unexpected delays in the purchase of components at an external seller, natural variables, estimation errors and delays. The test team, for example, cannot start the job until the designers complete their milestone deliverables and a delay in those can trigger cascading delays.
• Resource risk-This danger stems primarily from problems linked to outsourcing and staff. A large project could require dozens or even hundreds of staff, and the management of attrition problems and the departure of important staff is crucial. Bringing a fresh employee into the project at a later point can slow the project considerably.
• Technology risk-This danger involves delays resulting from defects in software and hardware or the failure of an underlying service or platform. For example, halfway through the project you might realize the cloud service provider you’re using doesn’t meet your benchmarks for results. Apart from this, there could be issues in the platform used to build your software or a critical tool software update that doesn’t exist.

 

2. Outline three examples of tools or techniques that could be used to identify risks as part of a risk assessment process.

• Select key stakeholders. Plan the interviews. Define specific questions. Document the results of the interview.
• Plan your brainstorming questions in advance. Here are questions should be used.:

1. Project objectives. What are the most significant risks related to [project objective where the objective may be schedule, budget, quality, or scope]?
2. Project tasks. What are the most significant risks related to [tasks such as requirements, coding, testing, training, implementation?
3. See if there is a list of the most prevalent hazards in your business. If not, you might want to build a list of this kind. Conduct a post-review after each project where you capture the most important hazards. For subsequent projects, this list may be used. Warning–checklists are great, but there are all the risks in no checklist.
4. Outline three sources of information that can be used to gather information on potential risks within the workplace.

Government papers and journals, the Media and Employer / Industry Associations were three primary sources of data used by companies to obtain data on occupational health and safety.

5. Explain each of the key components of a risk management plan

Here are six components of a good risk management plan:

1. Definitions
2. Assumptions
3. Risk Breakdown Structure
4. Probability Impact Matrix
5. Accuracy Estimates (cost & schedule)
6. Risk Register

Definitions

• The hazards will be recognized in future segments and provided priority rankings like “high / medium / low.” Categories such as “Probability of 0.05= Very Low” will appear in the Probability & Impact Matrix. This chapter describes what these mean and utilizes phrases to explain them.  A definition is usually written out, such as:
• Very Low: the event is highly unlikely to occur under regular circumstances.
• Low:  The event is unlikely but should be noted by the project team.
• Medium:  The event has a normal chance of occurring and the project team should be aware of it.
• High:  The event has a reasonable chance of occurring.  It should be regularly discussed, and mitigation actions taken.
• Very High:  The occurrence of the event should be actively managed and mitigation actions taken.

Assumptions
The assumptions of the project have a major impact on risk analysis.  Ask yourself these questions.

• What assumptions support the project costs?
• What assumptions support the project schedule (completion date, milestones, etc.)?
• What expertise or prior experience does the company have in this work?  How long ago was this experience?  What areas require additional training?
• Which relationships are being assumed to be strong that are not necessarily (owner, sponsor, client, contractor, consultant)?
• How many previous projects with similar components have been completed successfully?  What were the project issues?

Risk Breakdown Structure
This is a categorical list of the main risk classifications and is extremely industry-specific. For instance, an I.T. The project will look like this: The Project Management Institute has lately integrated Risk Breakdown Structures into the Knowledge Body of Project Management.
Probability Impact Matrix
Because risk is described as probabilityx impact, it is necessary to consider both variables when determining the priority of each risk case. Thus, the probability-impact matrix provides you a more comprehensive description of the risk register’s likelihood and impact structure (more on that later).The matrix helps you to consider both factors and sets the stage for the determination of numerical probability and impact values for each risk event.
Confidence Estimates
There should be some kind of confidence range estimates for a good risk management plan, especially for bigger, complicated projects.  These are great for perusal and debate of leadership.  They are merely an assessment of the prospective deviation from the project plan by the risk management team (or project manager).It can be as simple as low/medium/high probabilities or as complex as statistical analysis of the probability of meeting deadline dates.
Risk Register
The risk register is usually in table form and has the following columns:

1. Risk Name/Description
   The risk event can be described with descriptors, such as “The contractor could incur additional material supply cost and attempt to pass this on to us.”  Risk identification is a fairly time-consuming endeavor that should not be skirted.
2. Probability
   The likelihood of the event occurring.  If possible, a numeric value between 0 and 1 should be used which can be multiplied by the Impact (next column) to determine meaningful risk values.  But for smaller projects a 1-10 scale or “low/medium/high” is also satisfactory.
3. Impact
   The impact of the risk event.  Again, a number between 0 and 1 or a dollar value is good because it results in meaningful overall risk values.
4. Risk
   Since Risk = Probability x Impact, multiply the two previous columns together.  If a qualitative scale like low/medium/high was used, simply use the same qualitative scale to describe the overall risk level in light of the probability and impact of the event.
5. Priority
   A good risk management plan will identify the most important risks to the project.  In this column, the risks will be prioritized starting from 1 and moving consecutively down until they are all prioritized.  Project sponsors, clients, and owners love this, by the way.
6. Response Plans
   To complete the risk register, a response plan should be created for the top 3 (approximately) risks to the project.  Alternatively, they could be included outside of the table, but often a quick synopsis can make the risk register stronger.  Something like: “Account for project team, call hazardous spill group, and fill out incident form.”  Make it so you don’t have to think about the initial response.

 

6. Summarise the purpose of Australia/New Zealand Standard for Risk Management (AS/NZS ISO 31000:2009) and identify the key principles underlying this risk management standard.

ISO 31000 is a family of standards relating to risk management codified by the International Organization for Standardization. The purpose of ISO 31000:2009 is to provide principles and generic guidelines on risk management.

1. Creates and protects value Good risk management contributesto the achievement of an agency’s objectives through the continuous review of its processes and systems.
2. Be an integral part of organisational processes Risk management needsto be integrated with an agency’s governance framework and become a part of its planning processes, at both the operational and strategic level.
3. Be part of decision making the process of risk management assists decision makers to make informed choices, identify priorities and select the most appropriate action.

 

4. Explicitly address uncertainty by identifying potential risks, agencies can implement controls and treatments to maximise the chance of gain while minimising the chance of loss.

 

5. Be systematic, structured and timely the process of risk management should be consistent across an agency to ensure efficiency, consistency and the reliability of results.

 

6. Based on the best available information to effectively manage risk it is important to understand and consider all available information relevant to an activity and to be aware that there may be limitations on that information. It is then important to understand how all this information informs the risk management process.

 

7. Be tailored an agency’s risk management framework needs to include its risk profile, as well as take into consideration its internal and external operating environment.

 

8. Take into account human and cultural factors Risk management needsto recognise the contribution that people and culture have on achieving an agency’s objectives.

 

9. Be transparent and inclusive Engaging stakeholders, both internal and external, throughout the risk management process recognises that communication and consultation is key to identifying, analysing and monitoring risk.

 

10. Be dynamic, iterative and responsive to change the process of managing risk needs to be flexible. The challenging environment we operate in requires agencies to consider the context for managing risk as well as continuing to identify new risks that emerge and make allowances for those risks that no longer exist.

 

11. Facilitate the continual improvement of organisations Agencies with a mature risk management culture are those that have invested resources over time and are able to demonstrate the continual achievement of their objective.

 
 

7. Describe the characteristics, techniques and appropriate applications of both quantitative and qualitative risk analysis.

The quantitative risk analysis attempts to estimate the risk in form of the probability (or frequency) of a loss and evaluates such probabilities to make decisions and communicate the results. In this context, the ‘‘uncertainty’’ associated with the estimation of the frequency (or probability) of the occurrence of the undesirable events and the magnitude of losses (consequences) are characterized by using the probability concepts. When evidences and data are scarce, uncertainties associated with the quantitative results play a decisive role in the use of the results (i.e., meta-uncertainties or uncertainties about the expected loss).
Quantitative risk analysis is clearly the preferred approach when adequate field data, test data, and other evidences exist to estimate the probability (or frequency) and magnitude of the losses. The use of quantitative risk analysis has been steadily rising in the recent years primarily due to availability of quantitative techniques and tools, and our ability to make quantitative estimation of adverse events and scenarios in complex systems from limited data.
However, the use of quantitative risk analysis has been restricted to large scope risk analyses because quantitative risk analysis is complicated, time-consuming, and expensive.
QUALITATIVE RISK ANALYSIS
This type of risk analysis is perhaps the most widely used one, just because it is simple a quick to perform. In this type, the potential loss is qualitatively estimated using linguistic scales such as low, medium, and high. In this type of analysis, a matrix is formed which characterizes risk in form of the frequency (or likelihood) of the loss versus potential magnitudes (amount) of the loss in qualitative scales. The matrix is then used to make policy and risk management decisions. Because this type of analysis does not need to rely on actual data and probabilistic treatment of such data, the analysis is far simpler and easier to use and
understand, but is extremely subjective.
Qualitative risk analysis is the method of choice for very simple systems such as a single
product safety, simple physical security, and straightforward processes.
 

8. Outline the key steps involved in a risk management process.

All risk management processes follow the same basic steps, although sometimes different jargon is used to describe these steps. Together these 5 risk management process steps combine to deliver a simple and effective risk management process.
Step 1: Identify the Risk. You and your team uncover, recognize and describe risks that might affect your project or its outcomes. There are a number of techniques you can use to find project risks. During this step you start to prepare your Project Risk Register.
Step 2: Analyse the risk. Once risks are identified you determine the likelihood and consequence of each risk. You develop an understanding of the nature of the risk and its potential to affect project goals and objectives. This information is also input to your Project Risk Register.
Step 3: Evaluate or Rank the Risk. You evaluate or rank the risk by determining the risk magnitude, which is the combination of likelihood and consequence. You make decisions about whether the risk is acceptable or whether it is serious enough to warrant treatment. These risk rankings are also added to your Project Risk Register.
Step 4: Treat the Risk. This is also referred to as Risk Response Planning. During this step you assess your highest ranked risks and set out a plan to treat or modify these risks to achieve acceptable risk levels. How can you minimize the probability of the negative risks as well as enhancing the opportunities? You create risk mitigation strategies, preventive plans and contingency plans in this step. And you add the risk treatment measures for the highest ranking or most serious risks to your Project Risk Register.
Step 5: Monitor and Review the risk. This is the step where you take your Project Risk Register and use it to monitor, track and review risks.
 

9. Explain five options for controlling risk.

 

1. Elimination,
2. substitution

Eliminating the hazard completely is always the first choice. Substitution involves replacing the material or process with a less hazardous one.
 
Can I find safer ways to perform the task? For example, if falling is a hazard, eliminate the risk by storing stock at lower heights so workers don’t have to climb ladders to reach the goods.
Can I use something less harmful? For example, if chemical-heavy industrial cleaners are a hazard, consider substituting cleaners made of vinegar and water mixed with salt, borax, or baking soda. Just make sure the substitutions don’t create new hazards.

3. Engineering controls

 
If you can’t eliminate the hazards or substitute safer alternatives, engineering controls are the next best options. These involve using work equipment or other means to prevent workers from being exposed to a hazard. Engineering controls are physical changes to the workplace and may include equipment guarding, guardrails, traffic control lanes and barriers between vehicles and pedestrians, and many other options.
 
For example, while working at heights cannot be avoided in construction, guardrails can be installed to prevent falls from happening. Guardrails are an example of an engineering control.
 

4. Administrative controls

Administrative controls involve identifying and implementing safe work procedures so your workers can perform their job duties safely. The findings of your risk assessment will form the basis of these safe work procedures.Examples of administrative controls include implementing person-check procedures and prohibiting the use of mobile phones while workers are driving.
 

5. Personal protective equipment and clothing

Using personal protective equipment (PPE) is another important control to protect workers.
For example, while working with toxic chemicals may be necessary in certain workplaces such as laboratories, the use of PPE such as protective eyewear and gloves will help to reduce the exposure risk. Similarly, first responders enter hazardous sites as a regular part of their job, but they diligently use various types of PPE to protect themselves.
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BSBLDR502 Lead and Manage Effective Workplace Relationships

ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of BSBLDR502 Lead and manage effective workplace relationships.
ABOUT YOU’RE ASSESSMENTS
This unit requires that you complete 4 assessment tasks. You are required to complete all tasks to demonstrate competency in this unit.

Assessment Task	About this task
Assessment Task 1: Written questions	You must correctly answer all 13 questions to show that you understand the knowledge required of this unit.
Assessment Task 2: Project – policies and procedures development	You are to assume the role of General Manager of Accountancy Victoria and develop a number of policies and procedures to do with workplace communication and consultation.
Assessment Task 3: Networking project	You are to assume the role of the General Manager of Accountancy Victoria and complete the activities.
Assessment Task 4: Role play – managing workplace difficulties	You are to assume the role of the Office Manager at Accountancy Victoria and conduct a meeting with the Administration Assistant (assessor to role play).

How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor. Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements	Due date
1.   Written questions
2.   Project – policies and procedures development
3.   Networking project
4.   Role play – managing workplace difficulties

AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?
Yes or No
Do you understand the requirements of this assessment?
Yes or No
Do you agree to the way in which you are being assessed?
Yes or No
Do you have any special needs or considerations to be made for this assessment? If yes, what are they?
Yes or No
Do you understand your rights to appeal the decisions made in an assessment?
Yes or No

ASSESSMENT TASK 1: WRITTEN QUESTIONS

TASK SUMMARY:

• This is an open book test – you can use the Internet, textbooks and other documents to help you with your answers if required.
• You must answer all 13 questions correctly.
• Write your answers in the space provided.
• If you need more space, you can use extra paper. All extra pieces of paper must include your name and the question number/s you are answering.
• You may like to use a computer to type your answers. Your assessor will tell you if you can email them the file or if you need to print a hard copy and submit it.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Access to textbooks and other learning materials.
• Access to a computer and the Internet (if you prefer to type your answers).

WHEN DO I DO THIS TASK?

• You will do this task in the classroom or as homework – your assessor will
• Write in the due date as advised by your assessor: __________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

• Answer the questions that were incorrect in writing.
• Answer the questions that were incorrect verbally.

QUESTION 1
Why are workplace policies and procedures important? List five key benefits.
QUESTION 2
Briefly explain why it is important that workplace policies and procedures are provided and explained to staff.
QUESTION 3
When should staff be provided with policies and procedures?
QUESTION 4
List three methods of informing staff about changes to policies and procedures.
QUESTION 5
What is the purpose of a workplace Code of Conduct?
QUESTION 6
List three behaviours that a workplace Code of Conduct can cover.
QUESTION 7
List three benefits of networking.
QUESTION 8
List two benefits to employers of a diverse workplace.
QUESTION 9
Describe the main function of the Fair Work Act 2009.
QUESTION 10
What is Equal Employment Opportunity?
QUESTION 11
Describe the main function of the Disability Discrimination Act 1992.
QUESTION 12
List the objectives of the Racial Discrimination Act 1975.
QUESTION 13
List the objectives of the Sex Discrimination Act 1984.

ASSESSMENT TASK 2: POLICIES AND PROCEDURES DEVELOPMENT PROJECT

TASK SUMMARY:
This assessment requires you to assume the role of General Manager of Accountancy Victoria and develop a number of policies and procedures to do with workplace communication and consultation.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Access to textbooks and other learning materials
• Access to a computer and the Internet (if you prefer to type your responses).

WHEN DO I DO THIS TASK?

• You will do this task in the classroom or as homework – your assessor will advise.
• Write in the due date as advised by your assessor:   ____________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor identifies that you have not submitted a detailed and clear Code of Conduct, Workplace Communication and Consultation Policy and Procedure and Dispute Resolution Policy and Procedure, they will give you feedback and a timeframe in which to resubmit.
INSTRUCTIONS:
Accountancy Victoria is based in Footscray, Victoria and provides accountancy and bookkeeping services for a range of clients.
Accountancy Victoria was established by the two Directors who are the Senior Accountants for the company. Other staff employed are three accountants, a bookkeeper, and an Officer Manager. The company is expanding due to the demand for accountancy services and will employ a further three Senior Accountants in the next two months, as well as another Officer Manager and a Client Services Coordinator.
Imagine that you have recently been appointed as the General Manager of Accountancy Victoria. Your role is to manage the day-to-day operations of the company. The first task you have been allocated is to establish formal systems and processes for a range of areas, as currently most of the company’s systems and processes are informal.
To start the process of creating formal systems and processes, you have been asked to develop systems and processes for workplace communication and consultation, as well as a Code of Conduct and Dispute Resolution processes.

1.        Develop a Code of Conduct.

You are required to develop a Code of Conduct so that staff are aware of and follow the standard of expected behaviour.
In developing your Code of Conduct you should research other companies Codes and relevant legislation. Your Code of Conduct must be in your own words, must comply with current legislation and must include   a list of references that you have used in the development of the document.
The Code of Conduct needs to include, as a minimum, the following guidance:

• Introduction – the purpose of the Code
• Scope – who it applies to
• Legislation that applies
• Details of expected personal and professional behaviour (as a minimum, this should address a range of ethical behaviours, as well as behaviours appropriate to working within diverse workplace)
• Conflict of interest requirements
• Gifts, benefits and hospitality
• Outside employment/consulting
• Use of social media
• Serious misconduct
• How and when the Code of Conduct will be communicated to staff.

Your Code of Conduct should be no longer than two pages in length, be structured logically and be written clearly and concisely in a language suitable for the audience (managers and staff).

2.        Develop a Workplace Communication and Consultation Policy and Procedure.

Develop a workplace communication and consultation policy and procedure to describe the mechanisms that will be used for internal communications, as well as how staff can provide input into a range of workplace related matters.
In developing your policy and procedure you should review other workplace communication/consultation policies and/or procedures. Your policy and procedure must be in your own words and must include a list of references that you have used in the development of the document.
The policy and procedure should include the following minimum information:

• Purpose
• Scope
• Communication strategies for communicating with staff – type, purpose and You should include at least four strategies in your policy and procedure.
• Communication protocols for meetings in relation to sending out of agendas and writing up of minutes.
• Consultation process – ways in which staff can contribute to workplace issues (for example, surveys, suggestion forms, committees and so on) – you must include at least three. Provide specific detail about the consultation mechanism and how staff will receive feedback, e.g. for a suggestion box, indicate the location of the box and how suggestions will be recorded and actioned, and how staff will be given feedback on the consultation process and/or action taken.

Your policy and procedure should be no longer than four pages in length, be structured logically and be written clearly and concisely in a language suitable for the audience (managers and staff).

3.        Develop a Dispute Resolution Policy and Procedure

Develop a Dispute Resolution Policy and Procedure so that all staff are aware of the dispute resolution procedures in place.
In developing your policy and procedure you should review other workplace’s policies and procedures. Your policy and procedure must be in your own words and must include a list of references that you have used in the development of the document.
Develop a Dispute Resolution Procedure that addresses the following:

• Purpose of the policy
• Scope – to whom it applies
• Relevant Legislation
• What constitutes a dispute
• Responsibilities of managers in disputes. This should include advice on how to identify conflict and how to plan to address issues before a dispute is raised.
• Responsibilities of employees in disputes. This should include advice on the steps an employee should take to resolve issues/conflict before involving their supervisor.
• The process and timeframe by which a dispute will be The process must demonstrate how the dispute moves through the internal chain of command right through to referral to an external body. written clearly and concisely in a language suitable for the audience (managers and staff).

4.      When you have completed all of the above documents, you must submit them to your assessor (as though he or she is a staff member of Accountancy Victoria).

Include an introduction to the documents (either an email or memo) that provides a clear and simple summary of the documents and refer to the opportunity for staff to provide feedback, clarify points and/or ask questions before the final version of the documents are launched. Ensure your communication is clear, written in plain English and error free.
Your assessor, in the role of a staff member, will provide you with feedback which you should incorporate into your documents.
Submit the final version of each document to staff (your assessor) and include an introduction (either an email or memo) indicating that their feedback has been incorporated and provide a clear and simple outline of what has been changed. Ensure your communication is clear, written in plain English and error free.

ASSESSMENT TASK 3: NETWORKING PROJECT

TASK SUMMARY:
This assessment requires you to assume the role of the General Manager of Accountancy Victoria to identify and plan for the development and maintenance of relationships and networks.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Access to textbooks and other learning materials
• Access to a computer and the Internet (if you prefer to type your responses)

WHEN DO I DO THIS TASK?

• You will do this task in the classroom or as homework – your assessor will advise.
• Write in the due date as advised by your assessor:    _________________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor identifies that you have not submitted a detailed and clear activity schedule, they will give you feedback and a timeframe in which to resubmit.
If your answers to questions 1 or 2 are not correct or detailed, your assessor will give you feedback and a timeframe in which to resubmit
INSTRUCTIONS:
You have recently commenced in the role of General Manager at Accountancy Victoria. This role involves taking on the human resource function for the business as well as managing a team of staff. You have been told by individual members of your team and the accounting partners that the previous General Manager, Casey, did not have a great relationship with any of the staff nor the senior management team – rarely communicated with them and did not appear to build any professional networks externally either.
Staff did not trust Casey as they often heard her repeating confidential conversations, liked to play staff off against one another, was disrespectful to junior staff and was often pulled up for her total lack of cultural sensitivity.
You have discovered that there are few formal processes in the business, including policies and procedures and your predecessor has provided inaccurate advice and information with regards to policy and legislative requirements, and the business has had two cases lodged with Fair Work Commission in the past 12 months.
You have only been in the role for three weeks but you already feel as though staff distrust you and do not come to you with issues that you feel they should. You will need to work hard to establish and build the trust and confidence in the team.
Complete the following activities:

1.  Research and identify at least four particular methods/activities (eg, team meetings, training, one-on-one meetings, consultation and feedback on projects, social functions and events, team building, ) you can use to build relationships with your team and other managers in order to gain their trust and confidence.

For each method, answer the following questions:

• What professional conduct and interpersonal communication styles will you need to use to build this relationship?
• What method of communication will you use to guide them through this period of transformation and change, and why?
• What is the specific outcome or benefit of this method/activity?

2. Research and identify at least four external contacts or networks that may be relevant to your role as General Manager (including the HR function). The purpose of these networks may be for you to gain information and advice on the industry, learn about technological developments or new services or changes to legislation, for education purposes or business development. These networks may also exist for the purpose of staff education or referral (eg. training provider or employee assistance program).
   • Record the name of these contacts/networks, website and contact details, and a brief description of what they do and why you would build a relationship with them.
   • Choose a method of communication to build the relationship. (for example, informal meetings or catch ups, formal meetings, networking events, written communication, phone conversations, training events, etc.)
   • What is the benefit/s of this activity to you and the team?
3. Prepare a 12 month schedule that includes all of the staff and networking activities that you have identified in questions 1 and 2 to ensure you develop and maintain the relationships. For each activity include the name of the activity, who is involved and whether it is an internal or external activity. Where the activity is a networking event include the date, location and cost.Submit the answers to the questions and your schedule to your assessor. Ensure your documentation is structured logically, error free, clear and easy to read.

ASSESSMENT TASK 4: ROLE PLAY: MANAGING WORKPLACE DIFFICULTIES

TASK SUMMARY:
This assessment requires you to assume the role of the Office Manager at Accountancy Victoria and conduct a meeting with the Administration Assistant (assessor to role play) to manage under-performance issues raised.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

• Your assessor (to play the role of Beth, the Administration Assistant).
• Access to a computer, email software and the Internet.

WHEN DO I DO THIS TASK?

• You will do this task in the classroom or as homework – your assessor will advise.
• Write in the due date as advised by your assessor:    _____________

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor sees that you have not shown the right skills/techniques during the role play, they will give you some feedback and you will need to do the role play again.
INSTRUCTIONS:
Imagine that it is six months later at Accountancy Victoria. The new Administration Assistant, Beth, has been employed and has been in the position for two months. Beth is from Somalia but she has been in the country for one year and speaks good English.
The Officer Manager, Sarah, approaches you to discuss Beth’s performance. She mentions that Beth has not been completing her tasks on time or to standard. She refers to a few examples, including stationery not being ordered on time, agendas for meetings not sent out in the correct format or in the required timelines, and clients being provided with incorrect information. Sarah also mentions that Beth is late most morning of the week – often arriving at 9.15am. Sarah has also noticed that Beth makes many personal phone calls during the day and has been seen taking milk home from the staff fridge.
As Beth reports directly to you, Sarah asks you to talk to Beth about her work performance and her breach of the Code of Conduct.
Complete all activities:

1. Before you commence this assessment, read the following guide about managing underperformance. You will be assessed on your demonstration of the skills referred to in the Checklist for employers when managing underperformance.

Go to http://www.fairwork.gov.au/about-us/policies-and-guides/best-practice-guides/managing- underperformance

2. Send an email to Beth (your assessor) requesting her to attend a meeting with you to discuss her Include a date and time for the meeting and a brief outline of the meeting’s topic.
3. Conduct the meeting with Beth (with your assessor playing the role of Beth) explaining to her what the problem is, why it is a problem, how it impacts on the workplace, and why there is a concern. You must also bring Beth’s attention to the Code of Conduct and the possible

At the meeting you must:

• Explain the purpose of the meeting
• Explain to Beth what the problem is
• Explain how this behaviour impacts on the workplace/why it is a
• Demonstrate your leadership, interpersonal and communication skills by:
  • keeping your communication clear and simple
  • listening to Beth and confirming and clarifying information shared
  • asking questions to confirm information
  • provide guidance, counselling and support to Beth’s own issues
  • engaging with Beth and motivating her
• Discuss and agree on a solution and plan

4.  Send a follow up email to Beth within one day of the meeting summarising the meeting and the detailed solution upon which was agreed. Also include in this email a reminder of the expected behaviour in accordance with the Code of Conduct and what Beth should do if she has other issues or questions relating to the process (in accordance with all three procedures you developed in Assessment Task 2).
During the role play, your assessor will be looking to see that you:

• Identify and resolve workplace difficulties by following the required procedure
• Communicate required information about achievement of work responsibilities
• Consult with Beth on the workplace issue identified, including clarification of details
• Use questioning and active listening to provide the opportunity for Beth to express her thoughts and feelings
• Demonstrate a caring and empathic approach to Beth
• Stay relaxed and encouraging throughout the meeting
• Talk about the issue rather than the person
• Provide guidance and support in the form of realistic solutions to Beth to assist in the resolution of the workplace issue
• Follow the policies and procedures that you developed in Assessment Task 2.

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