Project Assessment
\nCriteria
\nUnit code and name
\nCHCMGT003 | Lead the work team
\nQualification\/Course code and name
\nCHC50121 Diploma of Early Childhood Education and Care CHC50221 Diploma of School Age Education and Care.
\nStudent details
\nStudent number
\nStudent name
\nAssessment declaration<\/p>\n
Contents
\nProject Assessment 1
\nCriteria 1
\nStudent details 1
\nAssessment declaration 1
\nAssessment instructions 4
\nSpecific task instructions 8
\nPart 1: Recruitment 9
\nPart 2: Induction presentation 11
\nPart 3: Conflict role play and report 13
\nPart 4: Performance review role play & documentation 18
\nObservation checklist 24
\nAssessment checklist 27
\nAssessment feedback 29<\/p>\n
Assessment instructions
\nTable 1 Assessment instructions
\nAssessment details Instructions
\nAssessment overview The objective of this assessment is to assess your knowledge and performance to undertake supervisory and coordinating activities in work groups in health and community service organisations.
\nWorkers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.
\nAssessment event number 2 of 3
\nInstructions for this assessment This is a project-based assessment that assesses your knowledge and performance of the unit.
\nThis assessment is in four parts:
\n1. Part 1: Recruitment short answer questions
\n2. Part 2: Induction mock email and presentation
\n3. Part 3: Conflict role play and short answer questions
\n4. Part 4: Performance review role play and report
\nAnd is supported by:
\n\u2022 Assessment checklist
\n\u2022 Assessment feedback
\n\u2022 CHCMGT003_AE_Pro2of3_ Appx_SimulationPack
\nLong URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=f40e48fa-cd3c-4da5-a067-14343c3832a8
\n\u2022 CHCMGT003_AE_Pro2of3_ Appx_RoleplayScript
\nLong URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=48305cfb-3bd6-4cc0-b530-b0ba853c4987
\n\u2022 CHCMGT003_AE_Pro_2of2_Appx_PolicyAndProcedure
\nLong URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=0a46e029-a183-4010-afee-3069ccd3f185
\nNote: This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser.
\nSubmission instructions On completion of this assessment, you are required to submit it to your Teacher\/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform.
\nIt is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment.
\nWhat do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment you must answer all the questions correctly.
\nIf a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period.
\nWhat do I need to provide? \u2022 TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601.
\n\u2022 Computer or other device with word processing software and internet access.
\n\u2022 Writing materials, if required.
\nWhat the Teacher\/Assessor will provide Access to this assessment and learning resources, including the student workbook and any supporting documents or links.
\nLittle.ly Early Learning Centre
\n(long URL: https:\/\/littlely.eduworks.com.au\/)
\nDue date
\nTime allowed
\nDelivery location Refer to Unit Assessment Guide
\n3 hours (indicative only)
\nAssessment is to be taken out of class.
\nAssessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.
\nIf you would like to request a review of your results or if you have any concerns about your results, contact your Teacher\/Assessor or Head Teacher. If they are unavailable, contact you Administration Officer.
\nContact your Head Teacher\/Assessor for the assessment appeals procedures at your college\/campus.<\/p>\n
Specific task instructions
\nThe instructions and the criteria in the tasks and activities will be used by your Teacher\/Assessor to determine if you have satisfactorily completed this assessment event. Use these instructions as a guide to ensure you demonstrate the required knowledge and skills.
\nImportant Self-awareness warning
\nPlease note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:
\n\u2022 Aboriginal Student Support Services (Email -aboriginalstudentsupport@tafensw.edu.au)
\n\u2022 Accessibility and disability services (Long URL – https:\/\/www.tafensw.edu.au\/student-services\/disability-services)
\n\u2022 Personal counselling (Long URL – https:\/\/www.tafensw.edu.au\/counselling-career-development-services\/personal-counselling-wellbeing)
\n\u2022 International students (Long URL – https:\/\/www.tafensw.edu.au\/counselling-career-development-services\/personal-counselling-wellbeing)
\n\u2022 Multicultural support (Long URL – https:\/\/www.tafensw.edu.au\/student-services\/multicultural-student-support)<\/p>\n
Part 1: Recruitment
\nFor this task, you will be required to answer questions related to a scenario around recruitment. Read each question carefully. Each response has a minimum word count required.
\nTask 1: Recruitment process
\n1. Develop an advertisement for a vacant position at Little Ly Early Learning Centre for a Diploma qualified educator. (150 \u2013 250 words)
\n2. Develop 4 questions that are related to the job advertisement that you will use to interview your candidate. (50-80 words)<\/p>\n
Part 2: Induction presentation
\nIn this assessment, you will need to create a PowerPoint presentation to induct an employee into the service. The assessment may take place in the classroom as a presentation. You may record a voice-over of the PowerPoint and submit it digitally, or may video yourself delivering the presentation and submit it. This assessment will take place in a class\/play session. You will be provided access to a computer and Microsoft PowerPoint.
\nTask 1: Email
\nScenario- You have offered employment to two successful candidates from the recent recruitment. Alex and Charlie are the two successful candidates. You have spoken with Alex and Charlie on the phone and told them the good news! Both have verbally accepted the roles of a Diploma educator in the service.
\nWrite an email to Alex and Charlie confirming their start dates and employment details.
\nYou will need to:
\n\u2022 confirm the time, date and location for an upcoming induction
\n\u2022 clarify the dress code
\n\u2022 provide a contact phone number.
\nThe email will need to remind Alex to bring the following documents to the induction:
\n\u2022 a signed letter of employment
\n\u2022 banking details
\n\u2022 tax paperwork
\n\u2022 superannuation details
\n\u2022 signed Code of Conduct
\n\u2022 copies of licence\/ qualifications (if not already provided)
\n\u2022 completed staff information form
\n\u2022 working Visa (if applicable).
\nBe sure to maintain confidentiality.
\nEmail
\nTo:
\nSubject:
\nBody:<\/p>\n
Task 2: PowerPoint presentation induction
\nFor this task, you will create a PowerPoint presentation and present it verbally. This may be submitted in a number of ways:
\n\u2022 option 1 \u2013 presented in class
\n\u2022 option 2 \u2013 video and upload to a digital platform
\n\u2022 option 3 \u2013 voice over on PowerPoint and uploaded to the digital platform.
\n(Class teacher will instruct you as to how the assessment will be submitted)
\nScenario- You will organise this induction meeting with Alex and Charlie and present it to them both.
\nAfter a successful recruitment process, you have now employed both Alex and Charlie. They are both Diploma qualified educators. Alex and Charlie have received your email confirming that they will attend the induction. You will now create a Service Induction for Alex and Charlie by delivering a PowerPoint presentation.
\nYou will provide the following information:
\nThe presentation should be 6-10 slides long (and be presented in 6-10 minutes) and must include:
\n\u2022 a welcome message
\n\u2022 a description and explanation of the mission statement and philosophy of the service
\n\u2022 a description of the working arrangements at the service and an overview of the staff
\n\u2022 how the code of conduct is important in the service
\n\u2022 some safety considerations
\n\u2022 outline how the service supports staff in their employment
\n\u2022 professional development opportunities available to all staff
\n\u2022 the service quality improvement priorities, who is responsible for each priority and the expected outcomes.
\nWhile submitting the presentation, you must:
\n\u2022 Name the document as CHCMGT003_Pro_2of2_Part2_Task1 and submit it with this assessment.
\nWhile submitting video evidence, you must:
\n\u2022 Name the video as CHCMGT003_Pro2of2_Part2_Task1 and submit it with this assessment.<\/p>\n
Part 3: Conflict role play and report
\nTo complete this part of the assessment, you will participate in role-play to resolve a conflict between employees.
\nThe assessment will be scheduled either in class, or a due date will be given for video submission. Your teacher will provide details of dates and times.
\nThe role play will occur in a real or simulated private meeting space. There will be a chair for each participant and a table. The assessment will replicate real work conditions.
\nThe role play will be observed by the teacher\/assessor.
\nIn Task 2, you are required to read the scenarios and each question carefully. Once you have read the information, you must complete your responses to the questions in the spaces provided.
\nYou will need to submit this in the form of a video or in class role play. This may be submitted in a number of ways:
\n\u2022 option 1 \u2013 presented in class
\n\u2022 option 2 \u2013 video and upload to digital platform
\nIf submitting a video the student will be required follow the Video recording instructions (pdf). This one-pager includes useful tips, links to resources, and a demonstration video. (Long URL: https:\/\/share.tafensw.edu.au\/share\/items\/744af7d4-a241-45e2-adb0-0e13f2fe4950\/0\/?attachment.uuid=01c3c87a-4599-48c2-91f0-68a00b5bbb4c)
\nTask 1: Conflict role play
\nTable 2 Scenario
\nScenario 1:
\nAlex has been at the service for 12 months. As the director, you have observed that Lakey, the room leader, appears frustrated with Alex\u2019s performance. Their professional relationship has become strained. It appears Lakey is taking on all tasks in the room. You have already met with Lakey. You will now meet with Alex. You have already invited Alex to the meeting and have made her aware of the issue.
\nRole Play: As the Director, you will meet with Alex. During this meeting, You are required to:
\na) Give feedback on Alex\u2019s performance
\nb) Consult with Alex about any constraints and barriers to her performance. Discuss conflict resolution strategies within organisation guidelines (You will need to ensure employee relations & conflict resolution by referring to the Brimfield\u2019s CHCMGT003_AE_Pro_2of2_Appx_PolicyAndProcedure and develop 2 goals and 2 strategies for Alex to implement to enable Alex\u2019s performance to improve.
\nc) Identify service policies or documents that will support Alex to promote cooperative work, maintain positive relationships and delegation of tasks
\nd) Identify how to continue to evaluate and monitor Alex\u2019s performance and how you will follow up on an ongoing regular basis
\ne) How to provide Alex with additional support, referral or mediation?
\nf) Use effective communication skills in the role play, including open discussion and active listening
\nLong URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=0a46e029-a183-4010-afee-3069ccd3f185
\nRole-play set up: You may find it helpful to write a script to ensure covering of all the requirements outlined above (you will not be required to hand this in unless delivered in class.) Please note that you can use anyone to be the other person for the role play.
\nYou will need to ensure they adhere to Brimfields employee relations & conflict resolution policy CHCMGT003_AE_Pro_2of2_Appx_PolicyAndProcedure. Long URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=0a46e029-a183-4010-afee-3069ccd3f185
\nTo prepare for the role-play, you must read the background information included in the following:
\n\u2022 the simulation pack, CHCMGT003_AE_Pro2of3_ Appx_SimulationPack
\nLong URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=f40e48fa-cd3c-4da5-a067-14343c3832a8
\n\u2022 the role play script, CHCMGT003_AE_Pro2of3_ Appx_RoleplayScript
\nLong URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=48305cfb-3bd6-4cc0-b530-b0ba853c4987
\nOn completion of the role-play, you must submit:
\n\u2022 option 1 \u00ac- Presented in class
\n\u2022 option 2 \u2013 Video and upload to a digital platform.
\nIf submitting video evidence, you must:<\/p>\n
Conducting a Performance Review Meeting: A Case Study
\nBackground
\nBrimfield Aged Care Services is a large not-for-profit provider of residential aged care, home care, and community programs across New South Wales, Australia. As the Director of Operations for Brimfield’s Sydney region, effective people management and resolution of workplace issues are important aspects of my role. This case study examines a performance review meeting I recently conducted with Alex, a personal care worker who has been with Brimfield for 12 months.
\nIssue at Hand
\nOver the past few months, I have observed increasing tension between Alex and Lakey, the room leader in Alex’s assigned care area. Upon speaking with Lakey, it became clear they felt overwhelmed by the workload and frustrated by a lack of support from Alex. Lakey reported taking on tasks that were typically shared or delegated to Alex. As Alex’s direct supervisor, Lakey’s perspective was concerning and suggested issues with Alex’s performance that needed addressing.
\nPreparing for the Meeting
\nTo properly prepare, I reviewed Brimfield’s policies on employee relations, conflict resolution, and performance management (Brimfield, 2023). These guidelines outlined our commitment to supporting staff success through open communication, goal setting, and addressing issues constructively. I also reviewed Alex’s personnel file and notes from past Assessments to identify any patterns or previous feedback provided. This background information ensured the meeting’s discussion would align with our organizational values and processes.
\nConducting the Meeting
\nAt the scheduled meeting time, I greeted Alex warmly and thanked them for their time. To begin, I acknowledged Alex’s tenure and efforts but explained concerns had emerged regarding their relationship and workload distribution with Lakey. When asked for their perspective, Alex reported feeling overwhelmed by complex resident needs but did not offer strategies for improving. I then referred to our conflict resolution policy, emphasizing the importance of clear expectations and cooperation (Brimfield, 2023).
\nTogether, we generated initial goals of delegating specific weekly tasks and scheduling brief check-ins between Alex and Lakey. I also offered to provide guidance on our policies around task allocation and dispute handling. Moving forward, we agreed to monthly review meetings to evaluate progress, address any issues early, and make adjustments as needed. Throughout the discussion, I actively listened to Alex’s input and ensured they understood our mutual goal of supporting their success in this role (Katz, 2018).
\nOutcome and Follow Up
\nBy addressing the performance issues constructively, identifying barriers, and co-developing an action plan, this meeting represented a positive first step. Regular follow up will be critical to monitor progress, provide feedback, and resolve any ongoing concerns (McCarthy, 2016). With continued open communication and adherence to our organizational guidelines, I am optimistic Alex and Lakey can strengthen their working relationship. If needed, I am prepared to offer mediation or additional training. Overall, taking a collaborative approach aligned with best practices seemed to create understanding and buy-in toward resolving this situation.
\nConclusion
\nThis case study demonstrated how to conduct a performance review meeting addressing a strained working relationship between employees. By thoroughly preparing, focusing on goals and strategies, involving the employee, and committing to follow up, the discussion aligned with research-based approaches to effective performance management. Adhering to an organization’s policies on employee relations, clear expectations, and ongoing Assessment can help resolve issues constructively. With open communication and support, many workplace conflicts can be prevented or improved through a process like the one described here.
\nReferences
\nBrimfield. (2023). CHCMGT003_AE_Pro_2of2_Appx_PolicyAndProcedure. Internal document.
\nKatz, J. (2018). Skills for resolving conflict. Harvard Business Review, 96(5), 130-134. https:\/\/hbr.org\/2018\/09\/skills-for-resolving-conflict
\nMcCarthy, J. (2016). Evaluating employee performance. Journal of Small Business Management, 54(S1), 70-86. https:\/\/doi.org\/10.1111\/jsbm.12251
\n\u2022 name the video as CHCMGT003_Pro2of3_Part4_Task1 and submit it with this assessment.
\nTime allowed: 30 minutes
\nTask 2: Conflict role play \u2013 Short answer questions
\nBased on the meeting you had with Alex, answer the following:
\n1. How did you ensure that you maintained confidentiality before, during and after the meeting in accordance with organisation policies and procedures? (20 \u2013 40 words)
\n2. How did you promote and maintain positive relationships between yourself and Alex? (20 \u2013 40 words)
\n3. How did you promote and maintain positive relationships between Lakey and Alex? (20 \u2013 40 words)
\n4. Referring to the Brimfield\u2019s employee relations & conflict resolution policy and procedure CHCMGT003_AE_Pro_2of2_Appx_PolicyAndProcedure, what support, mediation and debriefing opportunities will you make available to Alex and Lakey? (20 \u2013 40 words) Long URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=0a46e029-a183-4010-afee-3069ccd3f185
\n5. How will you provide ongoing support, monitoring, feedback, coaching and revision of Alex\u2019s progress? (20 \u2013 40 words)
\n6. Reflect on the leadership style that you used whilst addressing this issue. What worked well and what could you have done differently? (50 \u2013 80 words)
\n7. You have become good friends with Lakey during your time working together. How did you ensure that you maintained professional boundaries? (20 \u2013 40 words)
\nPart 4: Performance review role play & documentation
\nIn this task, you will be involved in a role-play to address an underperforming employee. The assessment will be scheduled either in class, or due date will be given for video submission. The role play will occur in a real or simulated private meeting space. There will be a chair for each participant and a table. The assessment will replicate real work conditions.
\n(Class teacher will instruct you as to how you will submit this assessment).
\nYou will need to demonstrate this in the form of a video or in class role play. This may be submitted in a number of ways:
\n\u2022 Option 1 \u2013 presented in class
\n\u2022 Option 2 \u2013 video and upload to digital platform
\nIf submitting a video the student will be required follow the Video recording instructions (pdf). This one-pager includes useful tips, links to resources, and a demonstration video. (Long URL: https:\/\/share.tafensw.edu.au\/share\/items\/744af7d4-a241-45e2-adb0-0e13f2fe4950\/0\/?attachment.uuid=01c3c87a-4599-48c2-91f0-68a00b5bbb4c)
\nTask 1: Underperformance role play
\nTo complete this part of the assessment, you will participate in role-play to address an underperforming employee.
\nThe role play will be observed by the teacher\/assessor.
\nTable 3 Scenario
\nScenario:
\nIt has been a month since you met with Alex about the conflict between her and Lakey. Lakey is the room leader and over the past month has identified a lack of quality in Alex\u2019s documentation.
\nYou have personally reviewed Alex\u2019s programming documentation and is concerned Alex\u2019s work does not meet the service\u2019s expectations or standards. You are aware that there are a number of informal notes on Alex\u2019s personnel file that indicate this issue has been discussed with her on several occasions.<\/p>\n
Role Play: As the service Director, you will need to have a conversation with Alex about her documentation.
\nIn the conversation, you will need to ensure:
\n\u2022 Identification of issues that may disrupt the work environment
\n\u2022 Identify service policies, activities or documents that will help in supporting Alex
\n\u2022 Work collaboratively with Alex to develop goals and strategies to form a plan and agree on how to monitor this over a period of time
\n\u2022 Use effective communication skills in the role play, including open discussion and active listening
\nRole-play set up: You may find it helpful to write a script to ensure covering all of the requirements outlined above (you will not be required to hand this in). Please note that you can use anyone to play the role of Alex in the role play.
\nThe role-play environment will need to be set up to replicate a private meeting space with a chair for each person and a table. You will need to refer to the Little Ly Performance Management Policy and Procedure. (Long URL: https:\/\/littlely.eduworks.com.au\/management-leadership-policies-procedures\/ml4-performance-management-policy\/)
\nTo prepare for the role-play, you must read the background information included in the following:
\n\u2022 the simulation pack, CHCMGT003_AE_Pro2of3_ Appx_SimulationPack
\nLong URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=f40e48fa-cd3c-4da5-a067-14343c3832a8
\n\u2022 the role play script, CHCMGT003_AE_Pro2of3_ Appx_RoleplayScript
\nLong URL: https:\/\/share.tafensw.edu.au\/share\/items\/d153c46c-6e4c-422f-a359-4cc0d77c5469\/0\/?attachment.uuid=48305cfb-3bd6-4cc0-b530-b0ba853c4987
\nInstructions for you being assessed:
\nDuring the meeting, you must:
\na) Clearly discuss the areas of improvement required
\nb) Set two goals collaboratively with Alex and detail one strategy for each goal that will be implemented to help Alex to be successful in achieving her goals
\nWhen setting strategies, consider how Alex\u2019s director supervisor (Room Leader, Lakey) may provide support and other supports such as external training may Help.
\nNote \u2013 one strategy of collaboration with an external service has been provided
\nc) Consult with Alex about any constraints and barriers to working toward these goals and outline some strategies to address these
\nd) Ensure Alex understands the implications if her performance does not improve
\ne) Set dates to review Alex\u2019s progress and provide ongoing feedback and support
\nYou may wish to take notes during the meeting with Alex to Help in completing Alex\u2019s Performance Improvement Plan in Task 2
\nOn completion of the role play, you must submit
\n\u2022 option 1 \u00ac- Presented in class
\n\u2022 option 2 \u2013 Video and upload to a digital platform
\nWhile submitting video evidence, you must:
\n\u2022 name the video as CHCMGT003_Pro2of3_Part4_Task1 and submit it with this assessment.
\nTime allowed: 30 minutes.<\/p>\n
Task 2: Employment plan
\nAs per service procedures and using the template provided, you must document Underperformance Meeting with Alex and complete a performance improvement plan that outlines the issue, solution, supports\/resources and review dates.
\nYou may complete their responses in bullet points.
\nTable 4 – Performance improvement plan
\nPerformance improvement plan
\nEmployee Name:
\nPosition:
\nDate of plan:
\nSummary of Issue\/s:
\nHow have these issues been addressed with the employee prior to a performance meeting? Include informal\/incidental conversations and formal meetings\/documentation.
\nProvide a summary of the meeting that was undertaken that informs this plan:
\nDate of meeting
\nLocation
\nTime
\nWho attended the meeting?
\nSummary of discussion:
\nAgreed goals and strategies:
\nGoal 1:
\nStrategy:
\nGoal 2:
\nStrategy:
\nGoal 3:
\nStrategy:
\nGoal and performance review dates: Who will review the employee\u2019s progress, how and when?
\nWho
\nHow
\nWhen<\/p>\n
Task 3: Email
\nFor this task, you need to draft an email to a colleague, Jo. Jo is the director of another service. Jo\u2019s service recently achieved a rating of \u2018Excellent\u2019 in the Assessment and Rating process. Jo is particularly proud of his service\u2019s high-quality documentation of children\u2019s play and learning. You need to contact Jo via email, seeking his Helpance in supporting Alex\u2019s professional development in the area of documentation. Perhaps Jo has someone at the service who is willing to mentor Alex? ]
\nTable 5 – Email template
\nEmail
\nTo:
\nSubject:
\nBody:
\nObservation checklist
\nThe observation checklist will be used by the TAFE assessor\/teacher to mark your demonstrated performance in the previous event type\/s. Use this checklist to understand what skills you are required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marked on. All the criteria must be met. Your demonstrations will be used as part of the overall evidence requirements of the unit. Your TAFE assessor\/teacher may ask questions while the demonstration is taking place or if appropriate directly after the task\/activity has been completed
\nTable 6 Observation checklist
\nTask\/Part # Instructions – The student; S U\/S Assessor comments
\nPart 2: Induction demonstration
\nTask 2 The student creates a PowerPoint and completes an induction presentation meeting with two or more participants, demonstrating knowledge and skill of:
\n\u2022 Induction requirements ? YES ? NO
\n\u2022 Articulates the mission statement of the service
\n? YES ? NO
\n\u2022 Explains the working arrangements ? YES ? NO
\n\u2022 Introduces the Code of conduct ? YES ? NO
\n\u2022 Explains how the service supports staff in their employment at the service ? YES ? NO
\n\u2022 Identifies professional development opportunities for service staff ? YES ? NO
\n\u2022 Identifies current service priorities, delegated tasks and required outcomes ? YES ? NO
\n\u2022 Written and verbal communication demonstrates effective and professional language and presentation. ?
\n?
\nPart 3: Conflict demonstration
\nTask 1 Role play
\n\u2022 Student summarises the issues ? YES ? NO
\n\u2022 Give feedback ? YES ? NO
\n\u2022 In consultation with Alex, identifying any barriers and constraints affecting the performance ? YES ? NO
\n\u2022 Provide conflict resolution strategies within organisation guidelines ? YES ? NO
\n\u2022 Identify service policies or documents that will support Alex in promoting cooperative work and maintain positive relationships ? YES ? NO
\n\u2022 Identify how to continue to evaluate and monitor Alex\u2019s performance and how to follow up on an ongoing regular basis ? YES ? NO
\n\u2022 How to provide Alex with additional support, referral or mediation? ? YES ? NO
\n\u2022 Use effective communication skills ? YES ? NO
\n\u2022 Allowed time for Alex to respond and actively listened ? YES ? NO
\n?
\n?
\nPart 4: Performance review
\nTASK 1 Performance review role play:
\n\u2022 The student engaged Alex according to the services\u2019 Underperformance Policy & Procedure
\n\u2022 The student clearly discussed the areas of improvement required for Alex\u2019s performance
\n\u2022 The student set two goals collaboratively with Alex and developed one strategy for each goal
\n\u2022 The student set clear review dates to review Alex\u2019s performance.
\n\u2022 The student provided a high-level summary of what support the service is seeking to obtain for Alex
\n\u2022 The student uses effective communication skills ?
\n?<\/p>\n
Assessment checklist
\nThe assessment checklist will be used by the TAFE assessor to mark your written performance. This checklist outlines all the required criteria you will be marking the student on. All criteria described in the assessment checklist must be met. The following checklist contains benchmark responses for you to use when assessing to ensure the reliability of judgement.
\nTable 7 Assessment checklist
\nTask\/Part # Instructions – The student; S U\/S Assessor comments
\nPart 1: Recruitment
\nTask 1 During the task, The student must
\n\u2022 Develop a thorough recruitment advertisement
\n\u2022 Develop 4 sample recruitment questions ?
\n?
\nPart 2: Induction
\nTask 1
\nTask 2 The email demonstrates the student\u2019s ability to effectively communicate.
\nConfidentiality is maintained for individuals
\nCompletes a 6-10 slide PowerPoint
\n?
\n?
\nPart 3: Conflict
\nTASK 2 During the task,
\n\u2022 The student has identified how confidentiality is maintained.
\n\u2022 The student is able to articulate ideas on the promotion and maintenance of positive relationships between stakeholders.
\n\u2022 The student uses policy to inform practice and identifies practical support, mediation and debriefing opportunities.
\n\u2022 The student has considered and articulated the plan for ongoing support, monitoring and revision of progress.
\n\u2022 The student identified practical strategies for ongoing support, monitoring and revision of Alex\u2019s progress.
\n\u2022 The student is able to identify the need for professional boundaries. ?
\n?
\nPart 4 \u2013 Performance review
\nTask 2 The student accurately records the performance review meeting and desired outcomes ?
\n?
\nTask 3 The student writes a professional email seeking the support and advice of a colleague in order to refer Alex for additional support\/mentoring. ?
\n?<\/p>\n
Assessment feedback
\nNOTE: This section must have the Teacher\/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher\/Assessor will give you feedback via the platform.
\nAssessment outcome
\n? Satisfactory
\n? Unsatisfactory
\nAssessor feedback
\n? Has the assessment declaration for this assessment event been signed and dated by you?
\n? Are you assured that the evidence presented for assessment is student\u2019s own work?
\n? Was reasonable adjustment in place for this assessment event?
\nIf yes, ensure it is detailed on the assessment document.
\nComments:
\nAssessor name, signature and date
\nStudent acknowledgement of assessment outcome
\nWould you like to make any comments about this assessment?
\nStudent name, signature and date<\/p>\n","protected":false},"excerpt":{"rendered":"
Project Assessment Criteria Unit code and name CHCMGT003 | Lead the work team Qualification\/Course code and name CHC50121 Diploma of Early Childhood Education and Care CHC50221 Diploma of School Age Education and Care. Student details Student number Student name Assessment declaration Contents Project Assessment 1 Criteria 1 Student details 1 Assessment declaration 1 Assessment instructions […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4032,4029,4040,4034,4037,4033,4030,4041,4036,4035,4043,4039,4042,4031,4038],"tags":[3965,3711,3962,3710,3650,3681,3963,3964,3713,3712,2436,3325,3967,3966],"class_list":["post-10521","post","type-post","status-publish","format-standard","hentry","category-best-ideas-for-dissertation-topics","category-best-ideas-for-research-paper-topics-in","category-best-research-paper-topics-for-examples","category-best-thesis-topics-and-ideas-on-different-subjects","category-dissertation-topics-good-thesis-ideas","category-dissertation-topics-for-ph-d-and-thesis-ideas","category-dissertation-topics-for-students-in","category-research-titles-examples","category-research-topics-for-college-students","category-sample-thesis-titles","category-thesis-and-dissertation-ideas-for-research-topics-in-uk","category-thesis-topics-for-your-final-academic-project","category-thesis-topics-for-your-masters-degree","category-trending-dissertation-topics-ideas-for","category-undergraduate-dissertations-topics-examples-ideas","tag-cheap-essay-service-online","tag-dissertation-ideas","tag-essay-service-website","tag-essay-topics","tag-i-need-help-writing","tag-page-paper","tag-pay-for-essay-get-top-quality","tag-professional-to-write-my-essay","tag-research-paper-samples","tag-thesis-examples","tag-write","tag-write-a-paper","tag-write-my-essay-for-me-by-native-writer","tag-write-my-essay-no-plagiarism"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/10521","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=10521"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/10521\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=10521"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=10521"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=10521"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}