Assessment Cover page Page 1 of 1 Version 1.0 01/19 ASSESSMENT COVER PAGE STUDENT DETAILS / DECLARATION: Course Name: Unit / Subject Name: BSBWOR502 Lead and manage team effectiveness Trainer’s Name:...

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Version 1.0 01/19

Course Name:
Unit / Subject Name: BSBWOR502 Lead and manage team effectiveness
Trainer’s Name: Assessment No: 1, 2

I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /

Assessment 1: Knowledge assessment o Satisfactory o Not Satisfactory
Assessment 2: Skills assessment (Practical task) o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback is given to the student on each
Assessment task & final outcome of the unit
Yes / No

Date: / /

It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /

This page left blank intentionally

BSBWOR502 Assessment 1 & 2
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Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are
Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is
eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result for each task and the final result for the unit as C
(Competent) or NYC (Not Yet Competent). There is also space to give the student some written feedback for the overall unit.
Sign and date the middle section and give the sheet to the student. After discussing their results with them, the student must fill out
and sign the final section of the Record, where they acknowledge the result that you have given them.
When the student has filled out the final section of the Final Results Record, make a copy for them and retain the original with the
student’s records.
Resources required for this Assessment
• All documents must be created using Microsoft Office suites i.e., MS Word, Excel, PowerPoint
• Upon completion, submit the assessment printed copy to your trainer along with assessment coversheet.
• Refer the notes on eLearning to answer the tasks
• Any additional material will be provided by Trainer
Instructions for Students
Please read the following instructions carefully
• This assessment is to be completed according to the instructions given by your assessor.
• Students are allowed to take this assessment home.
• 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 2 weeks of the assessment due date.
• 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 aspect of this assessment, please ask for clarification from your assessor.
• Please refer to the College re-assessment and re-enrolment policy for more information.
• Please provide required references of the sources, if you use any information from any sources (such as: learner book, power
point and online resources) to answer the assessment questions and make the required changes to justify that it is your own

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Re-submission opportunities
Please read the following instructions carefully
• Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily
addressed the requirements of each part of this task.
• If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along
with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be
arranged at a later time and date.
• Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have
other appropriate grounds for an appeal.
• Students are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this
task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.
• Please see Student Assessment, Reassessment and Repeating Unit of Competency Guidelines v1.0 for more detail.

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Assessment 1: Knowledge Assessment (Written Tasks)
1. What is the purpose of a Team Performance Plan?
2. What would be included in a team performance plan?
3. How is a Team Performance Plan aligned with the organisation's overall objectives?
4. Outline a basis for establishing effective ground rules for a team.
5. Why are cohesive teams beneficial?
6. Describe 2 strategies to develop team cohesion.
7. Broadly outline a strategy for resolving conflict.
8. Specify 2 strategies for building and supporting teams.
9. In order to create open and supportive communication, what characteristics should a team

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Assessment 1 Checklist
Student’s name:
Did the student provide a sufficient and clear
answer that addresses the suggested answer
Yes No
Q1 :
Q2 :
Task Outcome:  Satisfactory  Not Satisfactory

BSBWOR502 Assessment 1 & 2
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Assessment 2: Skills Assessment (Practical Tasks)
Task 1 – Team Management Practical
Assessment must ensure access to appropriate documentation and resources normally used in
the workplace.
You will be leading a team for an extended period. and your assessor may interview your team
members and your supervisor. You will need to show that you have met all unit requirements
This task is to take place within a business you work in, have access to or a simulated
business. The assessor will ask your supervisor whether you consistently work within your
organization's goals, objectives and general plans, and follow the policy and procedures
If possible, the assessment interview will take place in your workplace. You should also bring
the relevant workplace documents to the assessment (e.g. staff meeting minutes), although
these will vary greatly according to the kind of industry you are in. You should bring your
(written) teamwork plan, which might be contained in your training notes or your team meeting
Start the interview by showing the assessor around your workplace, and describing your
organization and its goals. Use (or draw) an organizational chart to explain its structure.
The assessment interview will also test your knowledge of what you are doing. The key
questions are below. You may prepare by writing notes of answers to interview questions.
Part A
Interview questions
1. Explain your organization's key values.
2. What are your organization's general expectations of team member behavior?
3. Show your teamwork plan and explain in detail how it was generated.
4. Explain the different techniques you have used to build your team. Which worked best?
Which didn't work?
5. How do you and your team set team goals?
6. How do you motivate your team? How do you know how well it works?
7. How do you monitor you team goals so that your team meets them?
8. How do you strengthen communications in the team?
9. Explain five different styles of leadership.
a. What are the strengths and weaknesses of each style?
b. What do you think is your particular style?
c. How have you arranged your work so that your particular style is effective for
10. What are the main lessons you had to learn to be a leader in your workplace?

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11. If you were training a new manager, what would be the top five principles that you
would want them to learn? Explain each of your five principles.
12. What conflicts have you had to resolve?
13. Explain three different approaches for resolving conflicts in the team.
14. What steps to you take to resolve problems? (We understand that you will probably use
different strategies for different kinds of problems.)
15. What particular communication approaches do you need in potentially difficult
16. How do you get advice to ensure that your team is focused and on track?
17. Name three instances where you have taken leadership and made decisions that led to
positive changes in the workplace.
18. How do you handle your mistakes?
19. In what kinds of situation do you have to negotiate with staff?
20. Explain the different ways you have of communicating information to your team and to
your up-line manager. What kinds of situations best suit different kinds of approaches?
21. Explain the group dynamics of your team:
a. Which groups have power or influence?
b. Which groups don't have power and influence?
c. Who is a good influence and who isn't?
d. What subgroups do they divide into?
e. How does the group make decisions?
22. All your team members are different from each other. Explain your strategies for
handling individual behaviours and differences.
23. Explain how you delegate and allocate tasks and roles. What works? What are the
Note: Your assessor may also ask you a variety of "what if" questions.

BSBWOR502 Assessment 1 & 2
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Part B
Performance Improvement Plan
Complete the following information:
• The Key Performance Indicator (KPI) that the performance issue falls under
• The specific skill to be improved or gained, knowledge to be acquired or behaviour to
be modified.
• The steps to be taken to bring about improvement.
• The people within the team or organisation who can assist in this process, or need to
be involved from a procedural point of view.
• The timeframe within which an improvement should be achieved.
• The process for evaluating and measuring the performance improvement.
Action to be
Evaluation of
Call Centre
Operators are
to make 50
calls per day,
with an
average of
five bookings
per day.
Selling B&B
services to
through team
sessions with
sales training
Team training
to be followed
up with
support, from
Leader, when
making sales
Team Leader
to monitor at
least 10
sales calls
made by each
Results of call
monitoring to
be compared
results taken
prior to
of 10% of all
sales calls
made by each

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Task 2 – Planning and Facilitating Teamwork
1. Think about a plan you need to develop for a team project or task (or one that you have
recently developed and where one hasn't been developed, negotiate a team issue to be
addressed with your Assessor as a basis for the plan)). Describe this plan.
2. Prepare a report for your manager explaining the planning and development
implementation process that you went through to develop your plan.
Draw up your report outlining the planning and development implementation cycle that you
followed. Your report can be formatted in any manner you choose however you should ensure it
addresses at least the following six (6) steps:
Step 1: Define the purpose of the plan
• What was the purpose of your plan?
• Why did the project need to be completed?
Step 2: Collect relevant information
• How did you collect the background and other necessary? information you needed to
plan the project?
• What stakeholders were involved and how did you liaise with them?
• How did you use business technology to access, organise and monitor information?
Step 3: Involve the team
• How did you encourage ownership and responsibility?
• What strategies were developed to ensure team members had input into the planning,
decision making and operational aspects of the project?
• How did you communicate roles, responsibilities and accountabilities in accordance
with your plans and objectives?
• What business technology was used to communicate effectively?
• What other communication processes were used to develop and facilitate team
• What processes were developed to ensure any issues/concerns of team members
were recognised and addressed?
Step 4: Write the plan
• Did your plan establish expected outcomes, outputs, key performance
indicators/targets and goals for the work team? How did you decide on these
• How did you priortise and allocate tasks?
Step 5: Implement the plan
• How did you turn your plan into action?
• How did you support team members in meeting expected performance outcomes?

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Step 6: Monitor progress and conduct a final review
• How did you monitor progress and performance and ensure everything was going
according to plan?
• How did you provide feedback in order to encourage, value and reward individual and
team efforts and contributions?

BSBWOR502 Assessment 1 & 2
Version 1.0 07/19 Page 10 of 11
Assessment 2 Checklist

Student’s name:
Did the student:

Yes No
Consulted team members to establish a common
understanding of team purpose, roles, responsibilities
and accountabilities in accordance with organisational
goals, plans and objectives
Developed performance plans to establish expected
outcomes, outputs, key performance indicators (KPIs)
and goals for work team
Supported team members in meeting expected
performance outcomes
Developed strategies to ensure team members have
input into planning, decision making and operational
aspects of work team
Developed policies and procedures to ensure team
members take responsibility for own work and assist
others to undertake required roles and responsibilities
Provided feedback to team members to encourage,
value and reward individual and team efforts and
Developed processes to ensure that issues, concerns
and problems identified by team members are
recognised and addressed
Encouraged team members and individuals to
participate in and to take responsibility for team
activities, including communication processes
Supported the team in identifying and resolving work

BSBWOR502 Assessment 1 & 2
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performance problems
Ensured own contribution to work team serves as a role
model for others and enhances the organisation’s
image for all stakeholders
Established and maintained open communication
processes with all stakeholders
Communicated information from line
manager/management to the team
Communicated unresolved issues, concerns and
problems raised by team members and follow-up with
line manager/management and other relevant
Evaluated and took necessary corrective action
regarding unresolved issues, concerns and problems
raised by internal or external stakeholders
Task Outcome: Satisfactory  XXXXXXXXXXNot Satisfactory 
Page 1 of 1
Austrasia College Pty Ltd
RTO ID: 45303
CRICOS Code: 03659K
XXXXXXXXXXSydney Campus: Level 5, 412 Elizabeth Street, Surry Hills, Sydney NSW 2010
XXXXXXXXXXCanberra Campus: Level 2, XXXXXXXXXXCity Walk, City ACT 2601
Role Play Observation (Assessor Checklist)
Version: 1.0
Implemented: January 2019
To be reviewed: January 2020
Responsibility: Academic Manager
© Austrasia College Pty Ltd

Role Play Observation (Assessor Checklist)
This checklist is to be used when assessing the students in this task. This checklist is to be completed for each student. Please refer to separate
mapping document for specific details relating to alignment of this task to the unit requirements.
Student name:
Student ID:
In completing this task, did the student
successfully Comments
Yes No
Dressed appropriately
Speaking clearly and concisely to present

Using active listening techniques
Appropriate Body language
Eye contact with audiences & observer
Identify issues/problems/needs
Summaries or paraphrase
Responding to audiences’ questions
Closed questions to justify
Handed relevant role play document to

Task Outcome: Satisfactory  XXXXXXXXXXNot Satisfactory 
Assessor Comments:
Assessor Name:
Assessor signature:
Answered 4 days AfterMay 05, 2021BSBWOR502Training.Gov.Au


Arunavo answered on May 09 2021
27 Votes

Table of Contents
Assessment 1: Knowledge Assessment4
Answer 14
Answer 24
Answer 34
Answer 44
Answer 55
Answer 65
Answer 75

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