Assessment T-1.8.1 Details of Assessment Term and Year 4, 2018 Time allowed Weeks 1, 2, 3, 4, 5 Assessment No 1 Assessment Weighting 60% Assessment Type Simulation Exercises and Case Studies...

Assessment
T-1.8.1
    Details of Assessment
    Term and Year
    4, 2018
    Time allowed
    Weeks1, 2, 3, 4, 5
    Assessment No
    1
    Assessment Weighting
    60%
    Assessment Type
    Simulation Exercises and Case Studies (Individual In-Class Assessment)
    Due Date
    Week 5
    Room
    5
    Details of Subject
    Qualification
    BSB51915 Diploma of Leadership and Management
    Subject Name
    Leadership& Diversity
    
    Details of Unit(s) of competency
    Unit Code (s) and Names
    BSBLDR502    Lead and manage effective workplace relationships
    
    BSBLDR504    Implement Diversity in the workplace
    Details of Student
    Student Name
    
    College
    AAI
    Student ID
    
    Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.
    Signature: ___________________________
Date: _______/________/_______________
    Details of Assessor
    Assessor’s Name
    SINDHU NAIR
    Assessment Outcome
    Results
    
|_|Competent|_|Not Yet Competent
    Marks
     / 60
    FEEDBACK TO STUDENT
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my right to appeal and the reassessment procedure.
Signature:     ____________________________
Date:     ____/_____/_____
    Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
|_| Student did not attend the feedback session.
Feedback provided on assessment.
Signature:     ____________________________
Date:     ____/_____/_____
    Purpose of the Assessment
    The purpose of this assessment is to assess the student in the following learning outcomes:
    Competent (C)
    Not Yet Competent(NYC)
    BSBLDR502
    
    
    1.1 Ensure strategies and processes are in place to communicate information associated with the achievement of work responsibilities to all co-workers
    
    
    1.2 Develop and/or implement consultation processes to ensure that employees have the opportunity to contribute to issues related to their work role
    
    
    1.3 Facilitate feedback to employees on outcomes of the consultation processes
    
    
    1.4 Develop and/or implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel
    
    
    2.1 Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to
    
    
    2.2 Gain and maintain the trust and confidence of colleagues and external contacts through professional conduct
    
    
    2.3 Adjust own interpersonal communication styles to meet the organisation’s cultural diversity and ethical environment and guide and support the work team in their personal adjustment process
    
    
    3.1 Use networks to build workplace relationships providing identifiable outcomes for the team and the organisation
    
    
    3.2 Conduct ongoing planning to ensure that effective internal and external workplace relationships are developed and maintained
    
    
    4.1 Develop and/or implement strategies to ensure that difficulties in workplace relationships are identified and resolved
    
    
    4.2 Establish processes and systems to ensure that conflict is identified and managed constructively in accordance with the organisation’s policies and procedures
    
    
    4.3 Provide guidance, counselling and support to assist co-workers in resolving their work difficulties
    
    
    4.4 Develop and implement an action plan to address any identified difficulties
    
    
    BSBLDR504
    
    
    1.1 Establish the nature of diversity in the industry sector, community and workplace
    
    
    1.2 Qualify and quantify the sources of diversity in the industry sector, community and workplace
    
    
    1.3 Research and identify the benefits of having a diverse workforce
    
    
    1.4 Identify and analyse legislation, regulation and enterprise policy that impacts on workplace diversity
    
    
    1.5 Research and identify opportunities and barriers to inclusive engagement
    
    
    2.1 Develop and review workplace policies, procedures and planning in accordance with the scope of diversity
    
    
    2.2 Establish where diversity integration meets the needs of the enterprise and diverse persons
    
    
    2.3 Review existing policies, plans and procedures to identify areas where diversity can achieve positive impact
    
    
    2.4 Monitor and review workplace processes to guide implementation
    
    
    3.1 Consult with management and teams to champion the diversity implementation
    
    
    3.2 Ensure work teams incorporate diversity processes into work activity
    
    
    3.3 Establish and enable enterprise and individual support processes
    
    
    3.4 Provide for training and coaching in diversity implementation
    
    
    3.5 Promote and model inclusive behaviours
    
    
    4.1 Conduct regular reviews of diversity integration with relevant persons
    
    
    4.2 Evaluate workplace diversity against workplace policies, procedures and planning objectives
    
    
    4.3 Identify and recommended improvements to diversity integration
    
    
    Assessment/evidence gathering conditions
    Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student can only achieve competence when all assessment components listed under “Purpose of the assessment” section are recorded as competent. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYC (Not Yet Competent) is eligible for re-assessment.
    Resources required for this Assessment
    1. Computer with relevant software applications and access to internet
1. Weekly eLearning notes relevant to the tasks/questions
    Instructions for Students
    Please read the following instructions carefully
· This assessment has to be completed |X| In class |_| At home
· The assessment is to be completed according to the instructions given by your assessor.
· Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within two weeks of the assessment due date. All other feedback will be provided by the end of the term.
· Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency.
· If you are not sure about any aspects of this assessment, please ask for clarification from your assessor.
· Please refer to the College re-assessment for more information (Student Handbook).
Instructions: There are 8 Tasks in this assessment that are assigned on a weekly basis. Marking allocations are alongside task question. Tasks include case study, simulation exercises and direct questioning. You are allowed to use internet, newspapers, textbooks or other resources in completing this assessment but do acknowledge sources as reference. This is an individual assessment and you must complete the tasks in class.
MARKING SCALE AND RUBRIC(Assessor use only)
The assessor is required to use the marking rubric below to assess the learner performance in each task as mentioned.
    TASK DETAILS
    MARK ALLOCATED
    MARK RECEIVED
    
    
    
    Task 1Leading and supporting team performance
     5
    
    Task 2Conflict Management
    5
    
     Task 3 Handling Cultural Diversity
    5
    
     Task 4 Develop a workplace procedure
    10
    
    Task 5 Ethical values and cultural diversity
    10
    
    Task 6Legislation, rules, codes of practices
    10
    
     Task 7 Performance plan and KPIs
    10
    
     Task 8 Leading and supporting team performance
    5
    
    Total
     60
    
    
    
    
Weeks1 &2
    Task 1: Workplace Difficulty Case – The Language Barrier(5 marks)
(Case sourced from GO2HR Canada, www.go2hr.ca)
Tourism and hospitality is a diverse sector comprised of workers from varied cultures, backgrounds, ages, and languages. This is one of the reasons our industry is so unique. But with this diversity, comes its challenges.
Assume you are the new housekeeping manager of a large hotel chain named “Continental” where your housekeeping team is comprised of workers from all over the world ranging staff members from Africa, Latin America, Middle East, Asia and Europe.
Soon after your first month as a leader, you have realised that training the housekeeping team is big a challenge to due language barriers. They prefer to work quietly if they do not have a partner speaking the same language. If they are working with a partner who speaks the same language, they prefer to speak in their own language instead of speaking in English.Although your organisation have strongexisting training programs for WH&S, hygiene, stress management, etiquette, etc but workers reluctantly attend these sessions because a majority of the staff members do not understand all the aspects of a training program.
Knowing this language barrier difficulty in your workplace, You are required to address the issue techniques and practices that youmay be able to use to ensure proper training has been provided.
Questions:
1. Make a list of different training techniques you can use when trying to overcome a language barrier?
2. At the end of the training, what methods can you use to determine whether or not the worker understood?
3. When developing a training plan for an employee who has English as a second language, what types ofthings should you consider when putting your training plan together?
    A1:
• Use a concise language
• Find reliable translation services
• Recruit interpreters
• Provide courses for your employees
• Use visual communication methods
• Use repetition
• Respect
A2:
One of main motivations for providing workforces behavior training facilities is to support them attune their behavioral conducts over time. Performance and productivity depend to the large extent on deep-rooted behavior, so they need to be modified to view the outcomes of these changes(Andriţoi 386-391).
For instance, your client service team require training to make better consumer response times as well as solutions. Now, 25 percent of consumers have not solved their problems afterwards the initial call. Since this is an insufficient percentage, you choose to take steps to resolve it as soon as possible.
One of best ways to quantify the effectiveness of your training agenda is to quantifyproductivity of employee. When the productivity rises after the training, you may attribute it to the training as long as you quantify productivity before as well as after training, in addition, there are no other changes, events, or further factors that affect production(B Christopher and D Reddy).
A3:
First, it’s important to realize that teaching a language is not the same as teaching other workplace skills, such as how to deliver more effective presentations.  Learning a language is one of the most complex, difficult things we ask adults to do, and we need to make sure that they are set up for success. Dozens of years of research have demonstrated that adults learn languages best when they have a clear need and individualized instruction. Because learning a language is learning a skill, one-size-fits all programs are not likely to be effective.
Second, because learning a language doesn’t happen overnight, workplace programs must be flexible.  Employees need tools that let them access lessons from their computers and mobile devices, and they need the ability to attend virtual classes at times that fit the schedules of today’s busy professionals (Brooks 383-393).
    Task 2: Conflict Management – Case Scenario (5 marks)
Shirley and Abdul both work for a software development company. The manager of the new product division was originally the leader of the project team for which she interviewed and hired Abdul. Shirley, another project team member, also interviewed Abdul, but strongly opposed hiring him for the project because she thought he was not competent to do the job.
Seven months after Abdul was hired, the manager left the project to start her own company and recommended that Abdul and Shirley serve as joint project leaders. Shirley agreed reluctantly with the stipulation that it be made clear she was not working for Abdul. The General Manager consented; Shirley and Abdul were to share the project leadership.
Within a month Shirley was angry because Abdul was representing himself to others as the leader of the entire project and giving the impression that Shirley was working for him. Now Shirley and Abdul are meeting with you (you lead another team but have agreed to resolve this conflict) to see if you can resolve the conflict between them.
Shirley says: "Right after the joint leadership arrangement was reached with the General Manager, Abdul called a meeting of the project team without even consulting me about the time or content. He just told me when it was being held and said I should be there. At the meeting, Abdul reviewed everyone's duties line by line, including mine, treating me as just another team member working for him. He sends out letters and signs himself as project director, which obviously implies to others that I am working for him."
Abdul says: "Shirley is all hung up with feelings of power and titles. Just because I sign myself as project director doesn't mean she is working for me. I don't see anything to get excited about. What difference does it make? She is too sensitive about everything. I call a meeting and right away she thinks I'm trying to run everything. Shirley has other things to do and other projects to run and thus she doesn't pay too much...