SITXHRM003 – Lead & Manage People
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KFQ Partners Pty Ltd RTO ID: 21996 | CRICOS: 02999J
Student Assessment
SITXHRM003
Lead & Manage People
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ASSESSMENT RECEIPT FORM
| STUDENT NAME: | |
| STUDENT ID: | |
| COURSE CODE: | |
| COURSE TITLE: | |
| TRAINER’S/ASSESSOR’S NAME: | |
| DUE DATE | |
| UNIT CODE AND DESCRIPTION | SITXHRM003 – Lead & Manage People |
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
| DECLARATION |
| 1. I am aware that penalties exist for plagiarism and academic dishonesty. 2. I am aware of the requirements set by my Trainer/Assessor. 3. I have retained a copy of my Assessment. Student Signature: Date: |
| ASSESSMENT RECEIVED BY AIE Staff |
| Name: |
| Date: |
| Signature: |
================================= Tear Here ===========================
Students must retain this as a Record of Submission.
Unit Code & Description: SITXHRM003 – Lead & Manage People
| AIE | Student |
| Assessment Received by AIE Staff Name: Signature: |
Student ID: Student Signature: |
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INTRODUCTION
This assessment booklet and tools has been designed for students undertaking face to face
mode of study to provide information before students take assessments and contains
assessment tools to assess the skills and knowledge required from students to be deemed
competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g. online or work
based.
Please read all the information given to you by the assessor and when you receive this
assessment booklet. If you do not understand any part of this booklet, please inform your
assessor/trainer.
This unit describes the performance outcomes, skills and knowledge required to lead and
manage people including in teams and support and encourage their commitment to the
organisation. It requires the ability to lead by example and manage performance through
effective leadership. The unit applies to individuals who operate independently and are
responsible for leading and motivating people and teams. This includes supervisors,
operational and senior managers. The unit applies to all tourism, travel, hospitality and event
sectors.
No occupational licensing, certification or specific legislative requirements apply to this unit at
the time of publication
Purpose of assessment
The purpose of assessment is to determine competency in the unit SITXHRM003 Lead &
manage people.
Elements
Model high standards of performance and behaviour
Develop team commitment and cooperation
Manage team performance
Performance evidence
Evidence of the ability to complete tasks outlined in elements and performance criteria of this
unit in the context of the job role, and:
| | monitor individual or team performance demonstrating at least four of the following leadership and management roles: |
o decision making
o delegation of tasks
o information provision
o provision of feedback
o motivation through recognition and rewards
o planning and organising
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seek and respond to feedback from team members during the above service periods,
in line with organisational goals and policies in the following areas:
o allocation or performance of work
o effectiveness of communication within team, between other teams or within
organisation
o efficiency or deficiency in workplace practices.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and
performance criteria of this unit:
Roles of and functions performed by supervisors and managers:
o decision making
o delegating tasks
o monitoring staff
o planning and organising
o providing information:
| |
organisation performance changes in organisational policies marketing information and targets overall organisational objectives plans for new equipment rationale for management decisions technology updates training developments |
| | expectations, roles and responsibilities of team members: |
| o | adhering to policies and procedures |
o cooperative and open communication
o nature and scope of work
o relationships with others in the workplace and interdependent areas of activity
o reporting requirements
considerations in the individual development of staff:
o change in job responsibilities
o external training and professional development
o formal promotion
o internal training and professional development
o opportunity for greater autonomy or responsibility
features of different leadership styles
features of open and supportive communication
characteristics of effective leadership
| | principles of teamwork and: o characteristics of effective teams |
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o roles and attributes of team members
o organisation of teams
o potential team problems
o benefits of effective teamwork
| | role and theories of motivation as they apply to the management of individuals and teams the role of group dynamics in successful team management |
| |
forms of recognition and reward applicable to leading staff:
o acknowledging individual good performance to the whole team
o incentive initiatives
o informal acknowledgement
o presenting awards
o written reports to management
types of organisational plans and planning processes.
Competency Requirements
To be judged competent in this unit, you will be required to demonstrate all indicators which
are shown in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students
with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet
Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of
Evidence (authentic, current, sufficient and valid) prior to entering results into the competency
record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be
given two additional opportunities for reassessment. If the student is still deemed Not Yet
Competent (NYC) after two reassessments in a unit of competency student will be required to
re-enrol in the unit of competency as per the scheduled delivery of the course. For further
details, refer to AIE Training and assessment policy and procedure.
Outline of evidence to be collected
You must submit the following evidence to be marked competent for this unit. Your assessor
will ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient,
current and authentic.
| Assessment 1 – Short Answers |
Completed short answer questions answered and submit to your assessor electronically or paper based. Complete and sign the cover sheet for assessment task |
| Assessment 2 – Project |
Answer all the parts correctly in the Project and submit to your assessor electronically or paper based. Complete and sign the cover sheet for assessment task |
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| Assessment 3 – Observation |
This observation is in simulated environment demonstrating lead and managing people. Satisfactorily completion of all task identified in skills demonstration session. Completed and sign the cover sheet for assessment task |
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Assessment Tasks and Instructions
| Student Name | |
| Student Number | |
| Course and Code | |
| Unit(s) of Competency and Code(s) | SITXHRM003 – Lead & Manage People |
| Trainer/Assessor |
| Assessment for this Unit of Competency/Cluster |
Details |
| Assessment 1 | Short Answers |
| Assessment 2 | Project |
| Assessment 3 | Observation |
| Reasonable Adjustment |
| AIE works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy issues. Where identified, that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also taking into account factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment. Any adjustments made must: a. Be discussed, agreed and documented in the assessment record b. Benefit the student. c. Maintain the integrity of the competency standards and course requirements as stipulated in the training package. d. Be reasonable to expect in a workplace. Reasonable adjustment may consist of: a. Providing additional time for students to complete learning and assessment tasks. b. Presenting questions orally for students with literacy issues. c. Asking questions in a relevant practical context. d. Using large print material. e. Extending the course duration. f. Presenting work instructions in diagrammatic or pictorial form instead of words and sentences. |
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| 1. Has reasonable adjustment been applied to this assessment? |
| Provide details for the requirements and provisions for adjustment of assessment: |
No No further information required
Yes Go to 2.
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signature Date
2. Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
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Assessment Guidelines
| What will be assessed |
| Assessment 1 & 2 The purpose of this assessment is to assess your underpinning knowledge to complete the tasks outlined in the elements and performance criteria for this unit of competency and relating to the following aspects: roles of and functions performed by supervisors and managers: o decision making o delegating tasks o monitoring staff o planning and organising o providing information: o cooperative and open communication o nature and scope of work o relationships with others in the workplace and interdependent areas of activity o reporting requirements considerations in the individual development of staff: o change in job responsibilities o external training and professional development o formal promotion o internal training and professional development o opportunity for greater autonomy or responsibility o roles and attributes of team members o organisation of teams o potential team problems o benefits of effective teamwork o incentive initiatives o informal acknowledgement |
organisation performance
changes in organisational policies
marketing information and targets
overall organisational objectives
plans for new equipment
rationale for management decisions
technology updates
training developments
expectations, roles and responsibilities of team members:
o adhering to policies and procedures
features of different leadership styles
features of open and supportive communication
characteristics of effective leadership
principles of teamwork and:
o characteristics of effective teams
role and theories of motivation as they apply to the management of individuals and teams
the role of group dynamics in successful team management
forms of recognition and reward applicable to leading staff:
o acknowledging individual good performance to the whole team
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| o presenting awards o written reports to management types of organisational plans and planning processes. Assessment 3 The purpose of this assessment is to assess your ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and: o decision making o delegation of tasks o information provision o provision of feedback o motivation through recognition and rewards o planning and organising o allocation or performance of work o effectiveness of communication within team, between other teams or within organisation o efficiency or deficiency in workplace practices. |
| Place/Location where assessment will be conducted |
| Level 11, 474 Flinders Street Melbourne VIC 3000 Mark Street, North Melbourne VIC |
| Resource Requirements |
| Pen, Paper or computer |
| Instructions for assessment including WHS requirements |
| You are required to address all questions to achieve competence. Your trainer will provide you with instructions for time frames and dates to complete this assessment. Once completed, carefully read the responses you have provided and check for completeness. Your trainer will provide you with feedback and the result you have achieved. ALL tasks must be completed in legible English. It is preferred that the tasks submitted for assessments are typed and if written that they are legible and clear, if handwritten. You must submit all assessments on or before the due date specified by the assessor as per the training plan. Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an extension, you must speak to your assessor prior to |
monitor individual or team performance demonstrating at least four of the following
leadership and management roles:
seek and respond to feedback from team members during the above service periods, in
line with organisational goals and policies in the following areas:
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the due date. Extensions must be confirmed by the trainer in writing.
You are permitted to use dictionaries and to seek support (as required) unless it puts in
jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work of
other students. Plagiarism is unacceptable in AIE.
You can submit your assessment tasks through the learning management system (if
applicable) or hand in hard copies in the classroom.
Some Important points to follow:
1. Your personal presentation must reflect the standards typically expected and
acceptable in the tourism, hospitality and events industry.
2. The observation consists of 3 parts:
Part A Planning monitoring
| |
Part B The monitoring process/Observation Part C Evaluating monitoring processes |
3. Part A – Prior to the observation. Planning
Select 4 different activities relevant to your job role or workplace activities with your
trainer from the list below. You will need to develop a plan for the situation(s) where you
undertake monitoring as detailed in Part A of this assessment below.
o decision making
o delegation of tasks
o information provision
o provision of feedback
o motivation through recognition and rewards
o planning and organising
4. Part B – Observation – You will be observed completing the 4 different monitoring
activities you selected in Part A.
5. Part C – Post monitoring/observation. Evaluating the monitoring processes
Part C requires you to evaluate the workplace practices, the effectiveness of
communication, task allocation and delegation, and the feedback provisions that
were employed during the monitoring instances. As part of continuous improvement
and critical self-reflection, for each deficiency identified, a realistic improvement needs
to be provided which can be implemented for future service instances.
The observation criteria in each Part of this assessment below provide a guideline for criteria relevant for each
task.
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| Statement of Authenticity |
| I acknowledge that I understand the requirements to complete the assessment tasks |
| The assessment process including the provisions for re-submitting and academic appeals were explained to me and I understand these processes |
| I understand the consequences of plagiarism and confirm that this is my own work and I have acknowledged or referenced all sources of information I have used for the purpose of this assessment |
| Student Signature: Date: / /20 |
Note for students: If you are dissatisfied with an assessment outcome, you may appeal the
assessment decision. In the first instance, you are encouraged to appeal informally by
contacting the assessor and discussing the matter with them. If you are dissatisfied with the
outcome of such discussion, you may appeal further to either the course coordinator and/or
Head of Department. If you are still dissatisfied, you may appeal formally and in writing to have
the result reviewed. For more information, refer to the:
Training and Assessment Policy & procedures, and
Complaints and Appeals Policy and Procedures.
| Assessment Re-attempts: (if any) |
1st Re-attempt | 2nd Re-attempt | Extension – Date: / / |
| OVERALL ASSESSMENT OUTCOME (To be filled in by assessor when all 3 assessments are completed) | |||
| ASSESSMENT 1 | Satisfactory Not Yet Satisfactory | ||
| ASSESSMENT 2 | Satisfactory Not Yet Satisfactory | ||
| ASSESSMENT 3 | Satisfactory Not Yet Satisfactory | ||
| OVERALL RESULT | Satisfactory Not Yet Satisfactory | ||
| Assessor(s) Signature(s): | Date: | / / | |
| Student Signature | Date: | / / |
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Assessment 1: Short Answers
Your Task:
Answer the following questions below. All questions must be answered.
| Question 1 List 5 roles and functions performed by supervisors and managers: |
| Question 2 Match the leadership style on the left to the description on the right: |
|
| Participative or democratic Laissez-faire style Transactional leadership Transformational leadership Situational leadership |
1. Gives guidance to the team, but also seek their input and opinions when making decisions. 2. Involves somebody speaking from a position of power and exercising tight control over their subordinates. 3. Involves giving people a job and a possible direction and letting them do it themselves. 4. Involves modifying your style of leadership to suit the particular situation. 5. Involves setting out clear goals and objectives, along with the corresponding rewards and punishment. 6. The leader will offer some kind of personal transformation to the follower. |
Authoritarian or autocratic
leadership
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| Question 3 List 4 important skills (or characteristics) of members of an effective team: |
| 1. 2. 3. 4. |
| Question 4 List the 3 individual job roles of members in YOUR team and describe what each role does. |
Job Role 1: Job Function:
Job Role 2: Job Function:
Job Role 3: Job Function:
| Question 5 List 4 common problems teams may encounter. |
| 1. 2. 3. 4. |
| Question 6 What does ‘Group Dynamics’ mean? |
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| Question 7 List 6 advantages of working as a team, as opposed to working individually. |
| 1. 2. 3. 4. 5. 6. |
| Question 8 As a leader, the most important part of being a leader is setting a good example. Why is this? |
| Question 9 List 3 ways you can act to send a positive message to your team as a leader: |
| 1. 2. 3. |
| Question 10 What is a manager’s role in achieving company goals? |
| Question 11 Why must you show your staff that you support the business goals? |
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| Question 12 List 4 reasons why treating people with integrity, respect and empathy will help you manage your team. |
| 1. 2. 3. 4. |
| Question 13 If you don’t treat people with respect (for example use fear and threats) this can have a negative effect on your team. List 4 examples of how lack of respect can negatively impact on a team: |
| 1. 2. 3. 4. |
| Question 14 Fill in the following gaps. There are 3 types of goals you need to set, they are |
| term term term |
| Question 15 List 3 methods you could use to help your team to monitor the progress of meeting goals: |
| 1. 2. 3. |
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| Question 16 Setting KPIs helps to keep the organisational goals, in line with the plans and objectives of your team. List 3 good KPIs that might help your team achieve the organisational goals. |
| 1. 2. 3. |
| Question 17 Why is setting a KPI of ‘increased sales’ a bad KPI for helping your team achieve business goals? |
| Question 18 What type of communication methods can you use to help a team become more independent (and take responsibility for their own work)? |
| 1. 2. 3. |
| Question 19 You must inform staff of what is expected in their individual role or activities they undertake. One example is making sure you have told them expected outcomes – list 4 other aspects you must clearly communicate to them: |
| 1. 2. 3. 4. |
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| Question 20 How can encouraging open communication and innovative thinking help your team meet goals? |
| 1. 2. 3. |
| Question 21 List 3 innovations in the hospitality industry, that you may discuss with your team: |
| 1. 2. 3. |
| Question 22 Why is encouraging and rewarding staff important? |
| Question 23 List 3 ways to reward individual or team performance. |
| 1. 2. 3. |
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| Question 24 List 3 benefits of communicating with your staff and involving them in making decisions. |
| 1. 2. 3. |
| Question 25 List 3 ways to show your employees that you support and value open communication within the team |
| 1. 2. 3. |
| Question 26 As a manager or team leader you need to communicate the important ideas, plans and objectives. List 3 pieces of data or information the team may need full access to. |
| 1. 2. 3. |
| Question 27 How does having your team fully informed about business objectives and goals help the business? |
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| Question 28 When someone has a criticism of your team’s performance why does this reflect badly on you? |
| Question 29 What does using feedback provide team members with? |
| Question 30 Finish this sentence. If the employee has done a good job, then the feedback should be…… |
| Question 31 Finish this sentence. If you need to provide criticism to an employee, then the feedback should be…… |
| Question 32 List 3 benefits of delegation |
| 1. 2. 3. |
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| Question 33 List 3 reasons managers don’t delegate. |
| 1. 2. 3. |
| Question 34 How does increasing an employee’s level of responsibility gradually help the employee overcome some barriers to delegation? |
| Question 35 Why is it important to make an effort to develop individuals within your team? |
| Question 36 List 3 ways you can help individuals develop within a team |
| 1. 2. 3. |
| Question 37 You can use KPIs which can help you monitor team performance, to make sure your team is progressing towards achieving goals. What does ‘KPI’ stand for? |
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| Question 38 KPIs should conform to the SMART principle. What does S.M.A.R.T. stand for? |
| Question 39 How often should you provide coaching or mentoring to your team? |
| Question 40 List 2 aspects which can affect how much coaching or mentoring a person may need. |
| 1. 2. |
| Question 41 When it comes to motivation – what is more important to most people than money? |
| Question 42 Why is recognising and rewarding good performance important? |
| Question 43 List 3 methods to reward good performance of team members: |
| 1. 2. 3. |
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| Question 44 What are motivational theories? List 3 examples of motivational theories |
| 1. 2. 3. |
| ASSESSMENT 1 OUTCOME | ||
| ASSESSMENT 1 Short Questions | Satisfactory Not Yet Satisfactory | |
| Overall ASSESSMENT 1 RESULT | Satisfactory Not Yet Satisfactory | |
| Feedback to Student: | ||
| Assessor(s) Signature(s): | Date: | / / |
| Student Signature | Date: | / / |
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ASSESSMENT 2 – Project
Your Tasks:
Part A – Setting managing and communicating Key Performance Indicators
For this assessment you are required to consider a scenario from your industry and then set key
performance indicators (KPIs) based on this scenario. You will need to consider the business
reasons for the KPIs, look at what the current KPIs are and set target KPIs to be achieved.
You will then need to:
1. Set and measure KPIs.
2. Use new or innovative approaches to meet the KPIs.
3. Define constraints to meeting KPIs.
4. Know what to do if KPIs are not met.
5. Use appropriate methods of communication.
If more space is required for any answer you can attach a separate page containing name,
assessment date, unit title unit code and the assessment task number and attach this page
with the current assessment task before submission.
Please choose ONE of the following scenarios which most closely resembles your industry.
Hospitality Scenario:
You are the supervisor of the Food and Beverage Service Team and have just returned from
your monthly management meeting. Mr. McElm, the new GM has reviewed the Sales and
Customer service history from the past 12 months and accordingly developed and set new
targets to improve the organisation’s customer service provisions and sales targets.
The following aspects will need to be addressed in the F&B section:
| Current | Targeted |
| EXAMPLE ONLY: The average per head spend currently sits at $23.00. |
EXAMPLE ONLY: Increase average spend to $26.50 |
| The feedback received per 5000 customers shows 250 (5%) customers were dissatisfied with product and service provisions |
Improve product and service provisions pro actively with a target of 98% within 9 months. |
| There have been 37 errors or discrepancies with customer accounts/wrong orders during the past 12 months which resulted in $3,950.00 of losses |
Maximum discrepancies must not exceed $100.00 per month – F&B manager must be informed immediately |
| There have been 16 complaints related to cleanliness of glassware/crockery during the past 5 months |
No complaints related to cleanliness of glassware/crockery are acceptable – procedures must be implemented to ensure this. |
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Tourism Scenario:
As the team leader at Bulga Bulga adventure tours you are responsible for overseeing the
promotion, booking and tour guide teams of guided bus tours in outback Australia. The
managing director has set business targets he would like to see achieved over the next 12
months. They are:
| Current | Targeted |
| On average, only 50 of our 320 customers per month are repeat customers. |
Increase number of repeat customers to 70 per month. |
| In customer feedback surveys only 45% of people say they are happy with the catering on the tours. |
Increase percentage of positive customer surveys to 75% |
| Commissions from bookings through our partner agencies made up $15,000 on average per month. |
Increase partner agency commissions to $20,000 per month. |
Events Scenario:
You are the Team Leader of the Events Management team and have received an email from
your Managing Director. Part of the email reads:
Good Morning,
I need to draw your attention to some problems that have recently come to my attention.
On the eventmanagement.com website, our company has received 14 poor reviews out of
22. This means only 37% of people are giving positive reviews. In my opinion anything less than
80% of positive reviews is unacceptable. The 2 most common reasons given for the poor
reviews are the poor quality of catering, and that events did not run on time.
We know from our own customer feedback that our customers are generally very happy with
our service, so I believe getting more of our happy customers to post would be a great
advantage and boost our ranking on the site. As we have almost 50 customers per month I
would like to see at least half of these encouraged to post positive reviews online.
Also, our repeat customer figures show that only 5 of our 50 customers last month were from
repeat business. I would like to see this increase from 10% to the industry average of 20%.
As team leader, I am relying on you to make the team aware of the problems, set targets for
improvement, and see that they are achieved over the next 6 months.
Regards,
Ed Ventura,
MD.
From this email the goals are:
| Current | Targeted |
| 37% of people are giving positive reviews on eventmanagement.com |
Increase percentage of positive reviews to 80% |
| Unknown | Get 25 new reviews posted per month on eventmanagement.com |
| 10% of customers come from repeat business. | Increase percentage of repeat customers to 20%. |
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1. Set and measure KPIs
NOTE: Please choose ONE of the previous scenarios which most closely resembles your industry
to set the following KPIs.
Based on the chosen scenario, create 3 KPIs to help you monitor and manage the
department.
Model Hospitality KPIs
KPI 1:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
KPI 2:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
KPI 3:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
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Model Tourism KPIs
KPI 1:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
KPI 2:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
KPI 3:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
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Model Events KPIs
KPI 1:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
KPI 2:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
KPI 3:
| KPI Name: |
| KPI Description: |
| Current: |
| KPI Target: |
| How you will measure this KPI? Over what time frame? |
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2. New or innovative approaches to meet the KPIs
For each KPI, outline the steps that you think need to be taken to achieve the KPI. You might
need to employ innovative approaches (procedures, processes, systems, technology, etc) to
make sure that you and your team achieve each KPI.
| KPI Target | Steps involved to achieve this KPI. |
| Increase total sales per head from $23 to $26.50 per head. |
Selling drinks is key to increasing sales per customer. Wait staff need be pro active. Knowledge of specials and menus. Employing suggestive selling methods. |
| KPI Target 1 | |
| KPI Target 2 | |
| KPI Target 3 |
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3. Constraints to meeting KPIs.
What could prevent you (organisational constraints) from implementing these new
techniques? What needs to be considered?
4. What to do if KPIs are not met.
What will you do if you identify that staff members struggle or do not achieve the set targets?
Think about the technique you would use to find where the problem lies, who you would
communicate with and the steps involved in finding a solution.
5. Methods of communication.
What methods of communication will you use to communicate the KPIs to your team?
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Part B – Performance Review
Performance reviews are used by managers and supervisors to give and receive feedback
from staff.
In this part of the assessment you will create a set of evaluation criteria to monitor and
evaluate your staff. You will need to:
a. Set Job Responsibilities and Tasks
b. Relate job responsibilities to specific performance indicators
c. Employee Feedback
d. Professional Development
e. Bonus and Reward Systems
f. Provide employees with feedback
g. Delegating tasks
a. Set Job Responsibilities and Tasks
Choose one Job Role within your department and document the responsibilities for that job
role. Use the following example as a guide:
EXAMPLE: Roles and responsibilities
| JOB TITLE | Responsibilities |
| Head waiter |
Provide table service to tables.
Abide by responsible service of alcohol laws.
Comply with all workplace health and safety guidelines.
Train junior staff on customer service and upselling techniques.
Act as a positive role model by offering excellent customer service.
Supervise junior staff during table service.
Monitor billing and payments of orders during service.
Delegate job tasks to other waiting staff.
| JOB TITLE: | Responsibilities |
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b. Relate job responsibilities to specific performance indicators
Using the job responsibilities, you listed in part A, create specific performance indicators.
You will need to:
State what the indicator is
Document how the indicator will be measured
Example:
| Performance Indicator: | How this will be measured: |
| Delegate job tasks to other waiting staff. | All waiting staff to know their own role and tasks for each shift. |
| Performance Indicator: | How this will be measured: |
| Performance Indicator: | How this will be measured: |
| Performance Indicator: | How this will be measured: |
c. Employee Feedback
List 3 methods you can employ to encourage employees to give you open and honest
feedback, and give an example of each:
EXAMPLE:
| Method: | Example: |
| Staff meetings | During each staff meeting devote time to asking for ideas or contributions from staff. Acknowledge staff who have given feedback. |
| Method 1-3: | Example: |
| 1. 2. |
1. 2. |
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| 3. | 3. |
d. Professional Development
Training and development should help solve problems or skill shortages in the department and
improve both the staff member and the business.
List 3 techniques which you can use to identify problems or skills shortages in your department,
which will help you determine training needs.
EXAMPLE:
| TECHNIQUE TO IDENTIFY PROBLEMS OR SKILLS SHORTAGES: |
| Using customer feedback surveys. Customers making complaints might point you to a problem with products or service, which may highlight gaps in an individual’s knowledge or skills. |
e. Bonus and Reward Systems
What is the purpose of a reward system?
List 3 different ways you can reward your employees. For each reward type list any positive or
negative aspects associated with the type of reward.
| Reward | Positive | Negative |
| 1. 2. 3. |
1. 2. 3. |
1. 2. 3. |
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f. Provide employees with feedback
You should provide feedback to your staff on a regular basis. The method you use to provide
feedback might depend on the time the employee has worked for you, and the context of
the feedback you need to provide.
For each of the following, give an example of a method of feedback (continuous, public,
private) you could use to provide feedback to the employee.
EXAMPLE:
| Work Scenario | Feedback Method |
| Training a new employee. | Continuous positive feedback is needed as each task is learned and completed. New employees can feel anxious if they are not clearly shown what to do and given praise as they learn the ropes. |
| Work Scenario 1 | Feedback Method |
| Indicating the progress of the team in relation to meeting KPIs. |
| Work Scenario 2 | Feedback Method |
| The worker needs to be spoken to after a period of poor performance. |
| Work Scenario 3 | Feedback Method |
| Yearly review process. |
g. Delegating tasks
List 3 tasks you must delegate as a manager/supervisor in your department. For each task,
define the benefits to delegating this task:
EXAMPLE:
| Task | Benefits of delegation |
| Supervision of waiting stuff during table service |
Saves my time during service. Increases morale of head waiter. Creates professional growth for head waiter. |
| Task 1 | Benefits of delegation |
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| Task 2 | Benefits of delegation |
| Task 3 | Benefits of delegation |
| ASSESSMENT 2 OUTCOME | ||
| ASSESSMENT 2 | Satisfactory Not Yet Satisfactory | |
| ASSESSMENT 2 RESULT | Satisfactory Not Yet Satisfactory | |
| Feedback to Student: | ||
| Assessor(s) Signature(s): | Date: | / / |
| Student Signature | Date: | / / |
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ASSESSMENT 3 – Observation
Service Instances – Details
You will be observed monitoring individual or team performance demonstrating at least 4 of
the following leadership and management roles: (Select 4)
decision making
delegation of tasks
information provision
provision of feedback
motivation through recognition and rewards
planning and organising
The selected roles may be observed individually on several occasions or during e.g.
preparation and service for a function, organising or holding an event or similar where a
complete operational cycle can be observed.
| Instance | Date | Duration from … to… | Leadership role observed |
| Instance 1: | |||
| Instance 2: | |||
| Instance 3: | |||
| Instance 4: |
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Part A – Planning monitoring
1. Once you have selected the activities with your trainer, you will need to develop a plan for
the situation(s) where you undertake monitoring including:
A. An overview of the activities typically undertaken by the team in the workplace
or simulated training environment
B. A description of the team
C. The job roles and duties undertaken by each team member
D. How the tasks to be completed during the instance(s) will be planned, organised
and allocated, and communicated to each team member or the team as a
group
E. Provisions for decision making and delegation of tasks
F. The documentation you will use to assist you to inform staff (e.g. booking
information, menus, schedules etc.)
G. The provisions for monitoring
H. The provisions for de-briefing staff at the end of the service instance(s)
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| Part A – Planning monitoring | S | NYS | Comments |
| Provides an overview of the activities undertaken in the workplace/ department |
|||
| Provides an overview of the team characteristics | |||
| The individual job roles for each team member are provided | |||
| The tasks typically performed in each job role are provided | |||
| A description of how tasks are planned for the monitoring instance is provided |
|||
| A description of how task requirements are organised for the monitoring instance is provided |
|||
| A description of how tasks are allocated and communicated to staff for the monitoring instance is provided |
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| The planned task allocation is suitable to the individual job roles and task typically performed |
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| The provisions for decision making processes are explained | |||
| The provisions for and principles of delegation processes are outlined |
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| The documentation which will be used for briefing, information of staff to plan and undertake the service instance is explained |
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| The key steps for monitoring are outlined relevant for the type of tasks performed by the team and the monitoring instance. |
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| The de-brief provisions and details are outlined |
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Part B – Observation
You will demonstrate your ability to carry out each of the 4 activities planned for in Part A.
Using your knowledge of leadership and management techniques, you will need to:
1. Plan and organise the activity (e.g. a meeting to provide workplace information)
2. Use appropriate decision-making techniques
3. Delegate suitable tasks using the correct techniques
4. Collect and provide relevant feedback from and to staff
5. Use suitable motivation techniques
| Criteria | 1.Instance | 2.Instance | 3.Instance | 4.Instance |
| Planning and Organising | ||||
| Establishes rapport with the team | ||||
| Communicates the requirements for the service instance | ||||
| The individual roles and tasks are explained | ||||
| The individual and team roles are allocated | ||||
| Acts pro-actively during service periods and attends to problems as these arise |
||||
| The operation remains effective during the instance observed | ||||
| Disruption to service or production is minimal | ||||
| The instance is managed without impacts on customer service or schedules |
||||
| Interacts with team members in a positive manner | ||||
| Encourage and promotes open communication | ||||
| Conducts in a professional manner reflective of a supervisor in a leading role |
||||
| Decision Making | ||||
| Involves the team in decision making processes relevant to tasks and procedures: |
||||
| 1. | ||||
| 2. | ||||
| 3. | ||||
| 4. | ||||
| Decisions are made collectively and agreed on | ||||
| Valid concerns are considered and evaluated | ||||
| Delegation of Tasks | ||||
| Tasks for delegation are discussed: | ||||
| 1. | ||||
| 2. | ||||
| 3. | ||||
| The individual capacity is considered for delegation of tasks | ||||
| The potential barriers which may affect delegation or associated tasks are identified |
||||
| Tasks are explained clearly | ||||
| Delegation is implemented and followed up | ||||
| Shortfalls or problems are identified | ||||
| The reasons for performance issues are identified: |
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| _________________________ |
| Pro-active steps are taken to ensure the outcomes are achieved: _________________________ |
| Mentoring and coaching is used to help staff to achieve tasks where possible |
| Provisions of Feedback |
| Provides feedback and encouragement to staff where difficult or new tasks are undertaken |
| Provides fee back on individual performance |
| Provides feedback on team performance |
| Feedback to staff is provided in a constructive manner |
| Student seeks feedback from individuals in the workplace |
| Student seeks feedback from the team |
| The feedback received is used to suggest changes for the operation |
| Where feasible, suggested changes from feedback are implemented into processes |
| Suggestions and improvements from the team are acknowledged as “coming from the team” |
| Motivation through Recognition and Rewards |
| Motivates team members to achieve tasks through supportive actions and constructive feedback |
| Recognises and uses praise for achievement of individuals and the team overall |
| Uses rewards where applicable within realistic means and constraints |
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Part C – Post monitoring/observation. Evaluating the monitoring processes
a. Provide an overview of the efficiency and/or deficiency of the workplace practices:
1. What worked well?
2. What did not work well and why?
b. How effective was the communication?
1. Between you and individual team members
2. Between you and team
3. Amongst the team
c. How effective was the allocation and delegation of tasks to individuals and the
team overall? What were the shortfalls or weaknesses you have identified, and
which actions will you take to overcome these?
d. What feedback have you provided? To whom?
e. What feedback have you received from individuals, and the team overall?
f. How have you used feedback received and in which instances? How will you use
feedback received for future services as part of continuous improvement?
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| Part C – Post monitoring/observation. | S | NYS | Comments |
| The efficiencies in the workplace during monitoring have been identified and discussed |
|||
| The efficiencies in the workplace during monitoring have been identified and discussed |
|||
| The effectiveness of communication between has been identified and evaluated: 1. Student and individual team members 2. Student and team 3. Amongst the team |
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| The effectiveness of allocation of tasks has been evaluated | |||
| Suggested provisions to overcome identified shortfalls are realistic and can be applied |
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| The effectiveness of delegation has been evaluated | |||
| Suggested provisions to overcome identified shortfalls from delegation are realistic and can be applied |
|||
| Provides an overview of feedback provided to individuals during the monitoring instances |
|||
| Provides an overview of feedback received from individuals during the monitoring instances |
|||
| Provides an overview how feedback received was applied and used in service instances where applicable |
|||
| Provides suggestions for use of received feedback for future service instances |
|||
| The suggestions for use/ application of feedback for future instances are realistic and provide for improvement |
| ASSESSMENT 3 OUTCOME | ||
| ASSESSMENT 3 | Satisfactory | Not Yet Satisfactory |
| OVERALL ASSESSMENT 3 RESULT | Satisfactory | Not Yet Satisfactory |
| Feedback to Student: | ||
| Assessor(s) Signature(s): | Date: | / / |
| Student Signature | Date: | / / |
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Final Assessment Record
| Student Name | ||
| Course | ||
| Course Code | ||
| Class/Group | ||
| Unit of Competency | SITXHRM003 – Lead & Manage People | |
| Assessment: (as applicable) | Student Results: | |
| 1. Short Answer | Satisfactory | Not Yet Satisfactory |
| 2. Project | Satisfactory | Not Yet Satisfactory |
| 3. Observation | Satisfactory | Not Yet Satisfactory |
| Overall, the candidate was assessed as: Competent Not Yet Competent |
||
| Feedback to candidate on overall performance during assessment: | ||
| The candidate requires the following skill development before re-assessment: | ||
| The candidate has been provided with feedback and informed of the assessment result and the reasons for the decision. |
Name of Assessor: Signature of Assessor: Date: |
|
| I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result and the reasons for the decision. |
Name of Candidate: Signature of Candidate: Date: |
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