Competency record summary sheet receipt formnote

Competency Record Summary Sheet:

Unit of Competency:
Student Name:		Student ID:
Assessor Name:		Date of completion:
Assessments		Student Results
Assessments		Satisfactory(S)	Not yet satisfactory (NYS)		Not Completed
Assessment 1: Knowledge Test
Assessment 2: Project
Assessment 3: Role play
Comments:
Note:Student is required be marked satisfactory in all assessment tasks to be deemed competent in this unit.
Unit Outcome:	Competent Not Yet Competent
Is re-assessment required:	Yes No
Assessor Signature:				Date:
StudentSignature:				Date:

ASSESSMENT RECEIPT FORM

2. I am aware of the requirements set by my Trainer/Assessor.

3. I have retained a copy of my Assessment.

Unit Code & Description: BSBWOR203- WORK EFFECTIVELY WITH OTHERS

Astral Institute	Student
Assessment Received by

This Page Is Intentionally Left Blank

This assessment booklet has been designed for students undertaking face-to-face mode of study to provide information before you undertake these assessments. It also contains assessment tools to assess the skills and knowledge required from you to be deemed competent in this unit.

Application of the unit of competency
Purpose of assessment
Administration, recording and reporting the requirements including special adjustments, appeals, reasonable adjustments and assessors’ intervention.

PART 2: Assessment tasks:This part contains the information to successfully undertake the assessment task. In each assessment task, students will find the following information:

Assessment Information

Application of the unit of competency:

This unit describes the skills and knowledge required to work cooperatively with others and deal effectively with issues, problems and conflict.

Elements

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify own responsibilities in relation to the team and the organisation's requirements

cooperating and contributing to team goals
identifying improvement opportunities

ASTRAL INSTITUTE will conduct practical assessment for this unit in its Commercial Kitchenwith serving internal staff and students as customers.
Kitchen has access to wide range ingredients including seafood and shellfish mentioned in this unit and access to industry-realistic ratios of kitchen staff to customers; This includes

All ASTRAL INSTITUTE assessor those are assessing this unit will have achieved the Certificate III in Commercial Cookery or Certificate IV in Commercial Cookery to assess this unit as part of a Certificate III in Commercial Cookery or Certificate IV in Commercial Cookery qualification; and
have worked in industry for at least three years where they have applied the skills and knowledge of this unit of competency.

Access to Astral Institute training Kitchen

Clustering/holistic assessment:

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 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 repeat the unit as per the scheduled delivery of the course. For further details, refer to Astral Institute Re-Assessment Policy and Astral Institute Course Progress Policy.

Assessment Task 1 (AT1) – Knowledge Test

Needs to be completed in the classroom

Assessment Task 2 (AT2) – Project

This assessment requires you to research the policies, procedures and organisational standards that relate to their own work at Astral Institute Kitchen as role of cook.

You must complete Task 1 and Task 2.

Needs to be completed in Astral Institute classroom

Assessment Task 3 (AT3) – Role play

You are required to complete the role play assessment task in Astral Institute kitchen where you have been given scenarios and will be divided into groups to complete the task. You are required to complete all 4 role play tasks satisfactorily to be competent.

Needs to be completed in simulated environment at Astral Institute kitchen.

The assessments are intended to be equitable, fair and flexible.

Submission of assessment:

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 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.

Recording an assessment result:

Retaining assessment records:

Astral Institute will securely retain all completed student assessment items for each student for a period of 18 months from the date on which the judgement of competence for the student was made.Astral Institute will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years.

There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience).

You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Astral Institute Re-Assessment Policy and Astral Institute Course Progress Policy.

If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Astral Institute Re-Assessment Policy and Astral Institute Course Progress Policy. As this is a competency-based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed.

Student access to records:

Astral Instituteworks 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 pre-training interviews and assessments reveal 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.

Be reasonable to expect in a workplace.

Reasonable adjustment may consist of:

Extending the course duration.
Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.

Plagiarism, Cheating and Assessment Dishonesty:

Astral Institute considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and cheating is treated on a case-by-case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to Astral Institute’s Assessment Policy.

Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along with your submission will be given to you and you must keep a copy of it throughout the completion of the course.

Assessment work has not been copied or submitted for any other unit/course.
I have taken proper care and effort to ensure my work has not been copied by another person.

Assessment tasks

Assessment Cover Sheet: Assessment Task 1 (AT1)

Assessment task 1: Knowledge Test

Learner’s notes

Instructions for students:

Access all resources mentioned in required resources either printed copies or access via the internet
Time required for assessment: 3 hours
Your assessor will set a time to provide feedback

Evidence specifications:

Documentation can be submitted electronically or paper-based.
Your assessor will record the assessment outcome on the assessment cover sheet.

(d)The HR representative and your job description.

2. You know that your company is on a tight budget and your one conference room is often in high demand. A group of clients wishes to meet with you urgently to discuss an important business proposal. What should you do?

3. How can you check that you’re doing your job correctly while at the same time developing effective workplace relationships?

(a) Encourage your manager, customers and colleagues to give you feedback. Take on board what you think is useful and ignore the rest.

(a) Report the trainee’s failure to your manager. It’s their job to support team members, not yours.

(b) Help the trainee by clarifying the procedure and provide encouragement/ constructive feedback as they carry it out.

(b) Liaise with your team to develop SMART goals.

(d) So, you can show your manager you know how to contribute to work group activities.

(d)Your work groups.

8. When contributing to team activities, why should you respect differences in work group members’ personal values and beliefs?

9. Max has just arrived in Australia and doesn’t speak English very well. How can you respond appropriately to his questions about procedures using correct communication style?

(a) Speak to him as you would any other colleague to avoid discriminating against him.

(a) Team members having different ideas and opinions about how to resolve problems and issues.

(b) Communication breakdowns in relation to the content, delivery or receipt of messages, which can result in disagreements over problems and issues.

(b) Ignore the problem and carry on with your responsibilities and duties.

13: Identify five resource constraints you should take into account when fulfilling your and others’ work requirements.

14: It’s important to encourage constructive feedback from work group members. Describe how you can best acknowledge feedback from others so you can take appropriate action.

17: List three ways you can respect diversity in your workplace.

18: List four common communication styles/gestures which may be linguistically or culturally inappropriate to use in the workplace – depending on who you are talking to.

Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency	BSBWOR203- Work effectively with others.
Assessment Task	Project
Due Date
AT2 Assessment Outcome	Satisfactory □ Not Satisfactory □ Not completed □
Assessor name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor		Student
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature: .........................................................

Assessment task 3: Project

Required documents and equipment:

Instructions for students:

This assessment requires you to research the policies, procedures and organisational standards that relate to the work of Cook at Astral Institute kitchen. Assessment will be conducted in Astral Institute classroom and Astral Institute kitchen simulation is used for role of cook.

Answer all the questions.

You are required to do the following in Task 2:

Access all resources mentioned in required resources either printed copies or access via the internet
Time required for assessment: 4 hours for project task
Your assessor will set a time to provide feedback

Evidence submission:

Task 1:

Access and read three different policies/plans/procedures from Astral Institute Kitchen as your workplace and your position description (Cook).

Q4: Looking at the three different policies/plans/procedures, do they follow an organisational format? Explain why or why not.

Q5: What feedback would you give regarding how these policies/plans/procedures could be improved so they are appropriate to the audience?

Assessor checklist

Did the learner successfully demonstrate evidence of their ability to do the following?	Assessor comments	Completed
	Assessor comments	Yes	No
Learner identified own responsibilities and duties in relation to work group members and undertook activities in a manner that promotes cooperation and good relationships.
Student took time and resource constraints into account in fulfilling work requirements of self and others.
Student encouraged, acknowledged and acted on constructive feedback provided by others in the work group.
Learner outlined the organisational standards, policies and procedures that relate to own work role.
Student also outlined team responsibilities and duties and their relationship to individual responsibilities and duties.
Student summarised conflict resolution techniques.
Learner identified own responsibilities in relation to the team and the organisation’s requirements.

Task 2:

Liaise with your work group or classmates to identify an opportunity for improvement in Astral Institute Kitchen as your workplace or training environment.

Materials and tools
Working conditions

Using the information from your group, answer all questions.

Q1: Describe the opportunity for improvement you identified.

Q6: List information you shared and who you shared it with in order to reach the goal.

Q7: Identify any issues, problems or conflicts that arose.

Assessor checklist

Learner’s name:

Assessment Cover Sheet: Assessment Task 3 (AT3)

Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency	BSBWOR203- Work effectively with others.
Assessment Task	Role Play
Due Date
Date of Submission
Overall AT3 Assessment Outcome	Satisfactory □ Not Satisfactory □ Not completed □
Assessor name
Assessor Signature and Date
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor		Student
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.		Date: ..............................................................

Assessment task 3: Role Play

This Assessment requires you to participate in four role-plays and participate in all four role plays.

You are required to do the following:

Recommended date for assessment:
Time required for assessment: Approximately 2-4hours for all the role plays
Your assessor will set a time to provide feedback

Evidence submission:

Students are divided into groups of 2 for this roleplay and will follow the following instructions:

Person A – Student will encourage/ask a work group member for feedback on a specific procedure or task that is performed in the Astral Institute Kitchen as the workplace. This can be while completing other unit clean and maintain kitchen premises. The task can be as follows:

Person A – The student will then receive and acknowledge the feedback given.

Person B – Learner will confirm the accuracy of the acknowledgement.

The linguistic differences between Person A and other team members (other students) are keeping them from understanding one of the work procedures which can be chosen from the following:

Using appropriate chemicals to clean the floor.

Person A- Approaches person B for advice. Another team member has told him he should remove his turban at work because it doesn’t suit the image of the organisation and that he’ll lose his job if he doesn’t comply.

Person B- Must respond in a way that respects his personal values and beliefs and adheres to anti-discrimination legislation.

- It is the responsibility of one of the cleaners to clean and mop the floor in the kitchen, but the cleaner has been in a hurry and left it dirty. The chef and the cleaner are arguing about the issue. The Manager of the restaurant has an issue at hand as the employees are arguing and having a conflict.

- It is a busy Friday evening and the oven does not seem to be working fine due to which the staff are using a smaller oven and the service is delayed. The customers are complaining about the slow service. Come up with a solution for the problem.

Assessor checklist

Did the learner successfully demonstrate evidence of their ability to do the following?	Assessor comments	Completed
	Assessor comments	Yes	No
Student encouraged, acknowledged and acted on constructive feedback provided by others in the work group.
Student provided support to team members to ensure work group goals are met.
Student respected differences in personal values and beliefs and their importance in the development of relationships.
Student identified any linguistic and cultural differences in communication styles and responded appropriately.
Learner identified issues, problems and conflict encountered in the workplace.
Student sought assistance from work group members when issues, problems and conflict arose and suggested possible ways of dealing with them as appropriate or referred them to the appropriate person.
Learner supported team members.
Learner used culturally appropriate communication skills.
Student acted on constructive feedback.
Student identified problems and conflicts and addressed them appropriately.

office equipment and resources at Astral Institute premises
workplace documentation from learner’s guide and Astral Institute kitchen