Unit Assessment Pack (UAP) – Cover Sheet 

Student and Trainer/Assessor Details

Course and Unit Details 

Assessment Submission Method 

Assessment Conditions 

This unit describes the performance outcomes, skills and knowledge required to establish and manage positive business relationships. It requires the ability to use high-level communication and relationship building skills to conduct formal negotiations and make commercially significant business-to-business agreements.

• Make formal business agreements.

• Foster and maintain business relationships.

• Access to other learning materials such as textbooks

The resources required for these assessment tasks also include:

• Codes of practice and standards issued by government regulators or industry groups

Your trainer/assessor will confirm assessment submission details for each assessment task. 

• Ensure that academic work is in no way falsified

• Seek permission to use the work of others, where required

Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

• Paraphrasing and presenting work or ideas without a reference

Collusion

Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.

• Allow someone else to write or edit your work (without rto approval)

• Write or edit work for another student

N/A

• This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent. 

The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

• Food Standards Australia New Zealand Act 1991

• Food Regulation 2006

• Food Production (Safety) Act 2000

• Age Discrimination Act 2004

• Disability Discrimination Act 1992

• Codes of practice

• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ 

Additional Information

• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment. 

• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources. 

Feedback to student 

• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs

• Be a pivotal feature of learning and assessment design, not an add-on ritual

For more information, please refer to RTO Student Handbook. 

Unit Pre-Assessment Checklist (UPAC)  

UAT 1 – Unit Knowledge Test (UKT)

Purpose of the checklist 

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

• Please make sure you know your rights and the Complaints and Appeal process. 

• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). 

• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. 

• Request for an extension to submit your assessment work must be made before the due date of this assessment task. 

Section 2: Reasonable adjustments

• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. 

• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Unit Assessment Task (UAT) 

Assessment Task 1 - Unit Knowledge Test (UKT)

Assessment type:

• The Unit Knowledge Test is comprised of nineteen (19) written questions

• You must answer all questions and submit them to your Trainer/Assessor.

• You must read and respond to all questions.

• You may handwrite/use computers to answer the questions.

Resubmissions and reattempts:  

Location:

• This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment. 

• You will be required to correctly answer all the questions.

• Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed.

How your trainer/assessor will assess your work?

• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). 

• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. 

• Knowledge to use various negotiation techniques to maximise benefit of relationship for all parties.

• Knowledge to analyse and incorporate feedback and input from colleagues into negotiation where appropriate.

• Knowledge proactively seek, review, and act upon information needed to maintain sound business relationships.

• Knowledge to honour agreements within scope of individual responsibility, complying with agreed terms.

• Written knowledge to organise and deliver information to effectively communicate to a range of stakeholders/interested people.

• Numeracy/numbers- mathematical Knowledge to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information. 

Assessment Task 1 - Unit Knowledge Test (UKT)

Instructions: 

• This is an individual assessment. 

1. Explain the following institutions with whom a business may seek to establish business relationships based on organisational requirements and protocols. Answer each way in 50 – 75 words. 

1. Cooperative partner with organisation

4. Informal social occasions

5. Program of regular telephone contact

1. Explain the meaning of performance indicator and explain any two (2) performance indicators that can be measured in hospitality industry. Answer in 3 – 5 lines for each.

4. Professional networks

1. Explain key roles, features and inclusion of a contract in 25 – 50 words each.

1. Explain the following components of contract law in 3 – 5 lines for each.

1. Terms and obligations of contract

Unit Assessment Result Sheet (UARS) 

Assessment Task 1 – Unit Knowledge Test (UKT)

Student and Trainer/Assessor Details

UAT 2 – Role Play

Purpose of the checklist 

• Please make sure you understand what evidence is required to be collected and how. 

• Please make sure you know your rights and the Complaints and Appeal process. 

• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.  

• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. 

Section 2: Reasonable adjustments

• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. 

• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. 

Unit Assessment Task (UAT) 

Assessment Task 2 – Role Play 

• This assessment task is comprised of a role play. 

• This role play should be done based on given case study and scenario.

• This skill test is timed. 

• Time allowed to conduct role play is 50 to 60 minutes.

• As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. 

• Trainer/Assessor may ask you relevant questions during this assessment task. 

Location:

• This assessment task may be completed in an independent learning environment or learning management system. 

• You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task. 

Information about role play:

• You have to present your role play to your trainer/assessor on the due date. 

• Reasonable adjustment will be allowed for those candidates who are eligible to receive it. 

• Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as set out in the delivery and assessment guide for this unit.

• A copy of the observation checklist (found in the Assessment Guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment.

• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). 

• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). 

• Skill to establish relationship in line with organisational requirements and protocols and use effective communications skills and techniques to build business relationships.

• Skill to proactively identify and take up opportunities to maintain regular contact with contractor. 

• Skill to obtain approval for all aspect of formal agreements based on organisational procedures. 

• Skill to evaluate and act on the need for specialist advice as required.

• Skill to nurture relationship through regular contact and use of effective interpersonal and communication styles. 

• Reading skills to collect, review, interpret/understand and analyses /review text-based business information from a range/number of sources.

• Skills to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices.

• Skills to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders. 

Assessment Task 2 – Role Play

• For this, you will pair up with one (1) students and Instructor, assigning designated roles to each person. At the conclusion of the scenario, each student will switch with the other students to ensure everyone experiences each role fully. If there is an insufficient number of students, the trainer will assume multiple roles for the scenario, rotating roles at the conclusion of each exercise. If the student is required to participate in multiple roles for the exercise, they will also switch after each round, of the role play scenario.

• You must establish relationship by using effective communications skills and techniques and build business relationships with contractor and customer.

• You must confirm agreements in writing based on organisational requirements and using formal contracts where appropriate.

• You must obtain approval for all aspect of formal agreements based on organisational procedures. 

• You must make adjustment to agreements in consultation with customer or supplier and share information with appropriate colleagues.

• You must nurture relationship through regular contact and use of effective interpersonal and communication styles. 

• • Your ability to establish rapport and defuse potentially difficult situations 

  • The ability to understand, interpret and answer the questions appropriately. 

• Simulated enviornment, such as classroom

• Computer

1. 10 Standard rooms with queen beds and attached bathroom.

2. 1 Dining hall with capacity of 50 guests.

1. Lodging

2. Catering 

Part A:

1. Write a prospective post for five (5) social media platforms outlined below, sharing information about this new opportunity for a laundry service provider. This message should specific the locality, basic details on the opportunity and ask for service providers to submit their relevant details and current work portfolio (in the local community) to the hotel, via email. You need to write each post and put them into an email, addressed appropriately to the hotel owner (your trainer). You will need to print this out and hand it in as part of this task. 

2. Twitter

Note: For email – print the email and show to the trainer / instructor.

Ensure following requirement while negotiating:

Minimum requirement:

• Laundry rate of $2.25/Kg as per current cost for hotel. Cost of laundry can be up to 10% above/below the current cost for hotel.

For student acting as colleague: suggest alternative options to help the negotiation, suggest that labour conditions in the contract, should be as per labour laws of Australia. Further, suggest amendments to contract to stipulate that state this task is being administered in, has oversight in case of legal proceedings.

4. Payment schedule

5. Compensation / penalty in case of delay service

1. Assume another student is a specialist and ask for any suggestions that need to be part of the contract. Student must provide one relevant suggestion that will be implemented into the contract. If there are insufficient number of students, trainer will assume this role.

1. Call the laundry service provider to seek and review the concern and try to maintain sound business relationships. Base the feedback to the contractor honour within the scope of your individual responsibility. Inform him that the agreed performance indicator on cleanness has not been met. 

Your instructor will act as contractor.

1. Based on the feedback and consultation with the contractor, make adjustments to the agreement and share the information with appropriate colleagues and stakeholders via email. Adjustments should take into account the fact that a small percentage of laundry will be damaged in the course of business and that goods older than X year and/or washed X amount of times previously may sustain damage. Ensure accurate performance indicators/measures around this issue are incorporated into the agreement.

1. Call the contractor to thank them and share the updated contract. Use effective interpersonal and communication styles to nurture the relationship. During call, talk about cooperative promotions to market each other to clients. The contractor can promote the hotel in its outlets while the hotel can recommend the contractor to other hotels with in its association.

Your presentation will be assessed by your assessor and must cover the following “Observation guide”:

Unit Assessment Result Sheet (UARS) 

Assessment Task 2 – Role Play 

Student and Trainer/Assessor Details

Unit Pre-Assessment Checklist (UPAC)  

UAT 3 – Role Play

Purpose of the checklist 

• Please make sure you know your rights and the Complaints and Appeal process. 

• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). 

• Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. 

• Request for an extension to submit your assessment work must be made before the due date of this assessment task. 

Section 2: Reasonable adjustments

• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. 

• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Unit Assessment Task (UAT) 

Assessment Task 3 – Role Play 

Assessment type:

• This role play should be done based on given case study and scenario.

• You are required to act as a manager in a hotel to build business relationship, conduct negotiation, make formal business agreements and foster and maintain business relationship with customer.

• Time allowed to conduct role play is 50 to 60 minutes.

• Time allowed to develop required resources for the session is 3 weeks prior to the roleplay. 

• Trainer/Assessor may ask you relevant questions during this assessment task. 

Resubmissions and reattempts:

• This assessment task may be completed in an independent learning environment or learning management system. 

• Your trainer/assessor will provide you further information regarding the location of completing this assessment task. 

Information about role play:

• Please note that the task includes participation in the role play.

• Reasonable adjustment will be allowed for those candidates who are eligible to receive it. 

• Please read through the instructions and assessment information carefully, prior to commencing the tasks.

• A copy of the observation checklist (found in the Assessment Guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment.

• Your assessor will provide you with initial oral feedback in class, after the presentations by yourself and others. This may take the form of individual feedback, if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the role play. Written feedback incorporating the feedback on your individual presentation, role play and preparatory work will be provided within two weeks from the due date of your assessment.

• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). 

• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. 

• Skill to proactively identify and take up opportunities to maintain regular contact with customer. 

• Skill to use various negotiation techniques to maximise benefit of relationship for all parties.

• Skill to evaluate and act on the need for specialist advice as required.

• Skill to proactively seek, review, and act upon information needed to maintain sound business relationships.

• Reading skills to collect, review, interpret/understand and analyses /review text-based business information from a range/number of sources.

• Written and oral/speech communication skills to organize and deliver information to effectively communicate with a range of stakeholders/interested people.

• Skills to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders. 

Assessment Task 3 – Role Play

Instructions to complete this assessment task: 

• You must establish relationship by using effective communications skills and techniques and build business relationships with customer.

• You must proactively identify and take up opportunities to maintain regular contact with them.

• You must obtain approval for all aspect of formal agreements based on organisational procedures. 

• You must evaluate and act on the need for specialist advice as required.

• You must nurture relationship through regular contact and use of effective interpersonal and communication styles. 

• You should complete the tasks after the case study provided.

• • The ability to understand, interpret and answer the questions appropriately. 

  • Suitably documenting and presenting the topics to audience. 

• Computer

• Internet

Part A:

1. Approach her to verify if a lunch box delivery service provider has already been decided upon and if there is any chance that you can help her. Establish a relationship with the prospective client with effective communication skills and techniques to build business relationships.

2. Second email responding to:

   1. Additional information

3. Third email responding to queries regarding:

   1. Specific lunch menu items

Ensure the following requirements are negotiated:

Requirements:

Other:

• Can reduce price if 1 food item is reduced.

1. Content of the lunch box.

1. Time for delivery

1. Compensation / penalty in case of issue with food item.

1. Late fee / penalty in case school delays to pay

1. Communicate the result of the negotiation via Email to the appropriate colleagues and stakeholders /customer (Trainer/Instructor) after the negotiation is completed.

1. Sign the contract to confirm the contract between two parties.

Part C:

1. Call the customer to thank them and share the updated contract. Use effective interpersonal and communication styles to nurture the relationship. During the call, talk about cooperation for utilising networks for marketing and provide positive review in the company Facebook page and company website.

Unit Assessment Result Sheet (UARS) 

Assessment Task 2 – Role Play 

Student and Trainer/Assessor Details