Class activities book BSBWOR203 - Work effectively with others Student questions and activities Questions to discuss: Question 1: Outline any six (6) key skills and characteristics that you need to...

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Class activities book BSBWOR203 - Work effectively with others Student questions and activities Questions to discuss: Question 1: Outline any six (6) key skills and characteristics that you need to work in hospitality industry. Question 2: Discuss the importance of ‘SAID’ Model. Question 3: Write down any four (4) important aspects to encourage teamwork in hospitality. Question 4: How the members of group can help other members? Question 5: What you should do to contribute to the goals of the workplace? Question 6: Outline any four (4) strategies and opportunities for continuously improvement of workplace in liaison with workgroup. Question 7: Outline the three (3) benefits of cultural diversity to a hospitality organisation. Question 8: What are the five (5) main causes of misunderstandings and conflict? Question 9: Outline any five (5) factors that can contribute to ongoing conflict. Class Activities: Activity 1: Refer to your position description Look at you position description or search online for a position description for a job you are familiar with. Imagine if a team member asked you to perform a task that you weren’t comfortable with. For example: · you may not be trained for it, or · it’s not a job that is part of usual duties. How could a good working knowledge of your position description help you in this situation? Activity 2: Job search Visit a job search website such as www.Seek.com.au and find some jobs advertised in an industry you are interested in. For two jobs advertised, write down the details about the job under each bullet point: · Who the employee will report to (i.e. who will be their ‘boss’ or supervisor) · Who the employee will work with · Who (if anyone) the employee will supervise · What the employee needs to know before they start · What skills the employee will need before they start · What the employee will need to achieve Activity 3: WHS Legislation Find and list a code of practice or piece of legislation relating to WHS that applies to each of the following industries in your state: · Customer service · Construction · Food service Activity 4: WHS Regulators Go to the Queensland state government website on workplace health and safety and watch the following video to understand the role of WHS regulators: · Workcover Queensland, 2015, ‘Working for a safer Queensland’, WorkCover Queensland, viewed June 2015, https://www.worksafe.qld.gov.au/forms-and-resources/films/working-on-a-safer-Queensland Activity 5– Developing a work plan and schedule Think of two goals you might set in your everyday life, such as cleaning the house, organising a birthday party, or writing an article for a newsletter. Complete a work schedule for these goals in the table below. Goals What do you want to achieve? Tasks How will you achieve this? Resources needed What will help me get there? Timelines When do I need to achieve this by? Assessor copy (For Assessor use only) – BSBWOR203 - Work effectively with others: Question 1: Outline any six (6) key skills and characteristics that you need to work in hospitality industry. 1. Commitment 2. Interpersonal skills 3. Problem-solving 4. Teamwork 5. Organised 6. Flexibility Question 2: Discuss the importance of ‘SAID’ Model. One way to encourage, acknowledge, act on constructive feedback and overcome some of the barriers of giving constructive feedback is to apply the S A I D Model Standard. When giving feedback, particularly on poor performance, it’s useful to know what you are benchmarking this against. If people don’t know what is expected of them, it is very easy to get defensive. So, establish the standards you expect and communicate these. You may not always need to refer to these during the feedback process but be mindful of these as you give the feedback. Question 3: Write down any four (4) important aspects to encourage teamwork in hospitality. · Every member should feel their importance. · Be a good example or role model. · Be friendly to colleagues. · Promote camaraderie among team members. Question 4: How the members of group can help other members? A workgroup will develop quickly if all members of the group help other members in the following ways: · Explaining and clarifying work tasks · Helping one another with tasks when required · Solving problems together · Providing encouragement for new members of the group · Providing feedback to all group members · Undertaking extra tasks if necessary. Question 5: What you should do to contribute to the goals of the workplace? To contribute to the goals of the workplace, you should: · Brainstorming is the best way to solve the problems · Share the information · Clarify the goals · Sort out problems as they arise · Encourage team mates to share information regularly. Question 6: Outline any four (4) strategies and opportunities for continuously improvement of workplace in liaison with workgroup. · Emphasize the importance of teamwork · Teach teamwork skills · Use team-building exercises to build cohesive groups · Make the workload reasonable and the goals clear Question 7: Outline the three (3) benefits of cultural diversity to a hospitality organisation. 1. Improved customer service as a result of a wide range of worker skills. 2. Access to a diverse range of customer markets as workers may assist with language barriers and assist with the organisation understanding different markets and catering to their needs. 3. The wide talent base is employed at the organisation enabling problems to be solved through multiple perspectives which increases productivity and creativity. Question 8: What are the five (5) main causes of misunderstandings and conflict? Causes of misunderstandings and conflict may include: - 1. Change. 2. Implementation of new technologies. 3. Interpersonal relationships between workers. 4. Different personalities. 5. External changes - the economy, GFC. Question 9: Outline any five (5) factors that can contribute to ongoing conflict. Various factors contribute to ongoing conflict. Some of these include: · An unwillingness to resolve · A grudge against another person · A sense of loss if a solution is found · An unwillingness to have judgements challenged - always wanting to appear 'right' · Fear of punishment or loss of face · Pay offs - someone has something to gain from keeping the conflict alive. Activities 1-5 Answer may vary but student must address the questions according to the following resources: · Learner Guide · PowerPoint presentation · Self-study Guide · Live Training sessions and discussions with trainers/assessors Approved by: Compliance and Quality Department Version 2.0 Effective Date: 01/11/2017 Review Date: 01/11/2018 All printed copies of this Document are considered 'Uncontrolled Copies'. Printed copies are only valid for the day printed. Page 8 of 8 Unit assessment pack (UAP) Unit Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Course and Unit Details Course code SIT30816 Course name Certificate III in Commercial Cookery Unit code BSBWOR203 Unit name Work effectively with others Student Declaration · I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; · I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; · For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: · Reproduce this assessment and provide a copy to another member of staff; and · Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________ Date: ____/_____/______________ Assessment Plan To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 2 Unit Skills Test – Prepare a report on working with others effectively S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 3 Role Play S / NS (First Attempt) S / NS (Second Attempt) Final result C/NYC Date assessed Trainer/Assessor Signature Assessment Conditions Unit purpose/application This unit describes the skills and knowledge required to work cooperatively with others and deal effectively with issues, problems and conflict. It applies to individuals who perform a range of routine tasks using a limited range of practical skills, and a fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. What the student can expect to learn by studying this unit of competency Develop effective workplace relationships. Contribute to workgroup activities. Deal effectively with issues, problems and conflict. Training and assessment resources required for this unit of competency The student will have access to the following: · Learner guide · PowerPoint presentation · Unit Assessment Pack (UAP) · Access to other
Answered Same DaySep 27, 2021SITXHRM002Training.Gov.Au

Answer To: Class activities book BSBWOR203 - Work effectively with others Student questions and activities...

Ishita answered on Oct 01 2021
144 Votes
Unit assessment pack (UAP)
Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
    Student ID
    
    Student name
    
Course and Unit Details
    Course code
    SIT30816
    Course name
    Certificate III in Commercial Cookery
    Unit code
    SITXFSA001
    Unit name
    Use hygienic practices for food safety
Student Declaration
    · I certify that the work submitted for this assessment pack is my own. I have clearly referenced sources used in my submission. I understand that a false declaration is a form of malpractice;
· I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
· For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
· Reproduce this assessment and provide a copy to another member of staff; and
· Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks.
    Evidence recorded
    Evidence Type/ Method of assessment
    Sufficient evidence recorded/Outcome
    Unit Assessment Task 1
    Unit Knowledge Test (UKT)
    S / NS (First Attempt)
S / NS (Second Attempt)
    Unit Assessment Task 2
    Unit Skills Test (UST)
    S / NS (First Attempt)
S / NS (Second Attempt)
    Final result
    C/NYC
    Date assessed
    
    
    
    Trainer/Assessor Signature
    
Assessment Conditions
    Unit purpose/application
This unit describes the performance outcomes, skills and knowledge required to use personal hygiene practices to prevent contamination of food that might cause food-borne illnesses. It requires the ability to follow predetermined organisational procedures an
d to identify and control food hazards.
The unit applies to all organisations with permanent or temporary kitchen premises or smaller food preparation or bar areas.
This includes restaurants, cafes, clubs, hotels, and bars; tour operators; attractions; function, event, exhibition and conference catering; educational institutions; aged care facilities; correctional centres; hospitals; defence forces; cafeterias, kiosks, canteens and fast food outlets; residential catering; in-flight and other transport catering.
It applies to food handlers who directly handle food or food contact surfaces such as cutlery, plates and bowls during the course of their daily work activities. This includes cooks, chefs, caterers, kitchen stewards, kitchen hands, bar, and food and beverage attendants, and sometimes room attendants and front office staff.
Food handlers must comply with the requirements contained within the Australia New Zealand Food Standards Code.
In some States and Territories businesses are required to designate a food safety supervisor who is required to be certified as competent in this unit through a registered training organisation.
Food safety legislative and knowledge requirements may differ across borders. Those developing training to support this unit must consult the relevant state or territory food safety authority to determine any accreditation arrangements for courses, trainers and assessors.
    What the student can expect to learn by studying this unit of competency
· Follow hygiene procedures and identify food hazards
· Report any personal health issues
· Prevent food contamination
· Prevent cross-contamination by washing hands
    Training and assessment resources required for this unit of competency
The student will have access to the following:
· Learner guide
· PowerPoint presentation
· Unit Assessment Pack (UAP)
· Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
· Access to a computer, the Internet and word-processing system such as MS Word.
· Business related environment area, this can be a:
· Real industry workplace
· Simulated industry environment
· Codes of practice and standards issued by government regulators or industry groups
    Submission instructions
Yourtrainer/assessor will confirm assessment submission details for each assessment task.
    Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, youare required to:
· Undertake studies and research responsibly and with honesty and integrity
· Ensure that academic work is in no way falsified
· Seek permission to use the work of others, where required
· Acknowledge the work of others appropriately
· Take reasonable steps to ensure other students cannot copy or misuse yourwork.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others arebeing used, which includes:
· Paraphrasing and presenting work or ideas without a reference
· Copying work either in whole or in part
· Presenting designs, codes or images as yourown work
· Using phrases and passages verbatim without quotation marks or referencing the author or web page
· Reproducing lecture notes without proper acknowledgement.
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.
Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when youwork without the authorisation of the teaching staff to:
· Work with one or more people to prepare and produce work
· Allow others to copy your work or share your answer to an assessment task
· Allow someone else to write or edit yourwork (without rto approval)
· Write or edit work for another student
· Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action
    Other Important unit specific Information
N/A
    Unit outcome
· This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competencyto be deemed competent.
· Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).
· Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).
    Prerequisite/s
Nil
    Co-requisite/s
Nil
    Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technologyand employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
    Relevant Legislation
· Food Standards Australia New Zealand Act 1991
· Food Standards Australia New Zealand Regulations 1994
· Imported Food Control Act 1992
· Food Act 1984
· Food Act 2006
· Food Regulation 2006
· Food Production (Safety) Act 2000
· Food Production (Safety) Regulation 2014
· Food Act 2003
· Food Regulation 2015
· Australian Human Rights Commission Act 1986
· Age Discrimination Act 2004
· Disability Discrimination Act 1992
· Racial Discrimination Act 1975
· Sex Discrimination Act 1984
· Code of ethics and codes of conduct
· Ethical Principles in the Workplace
· Codes of practice
· The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
· Occupational Health and Safety Act 2004
· Work Health and Safety Act 2011
    Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.
The principles of assessment are that assessment must be valid, fair, flexible,and reliable. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
    AQF Level
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/
    Further Information
For further information about this unit go tohttps://training.gov.au/Training/Details/SITXFSA001
Additional Information
· This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)
· Students are required to satisfactorilycomplete and submit all assessment tasks that contribute to the assessment for a unit.
· Studentswillbe provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).
· 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
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:
· Be provided for each Unit Assessment Task (UAT)
· Guide students to adapt and adjust their learning strategies
· 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
· Focus on course and unit learning outcomes
· Guide students to become independent and self-reflective learners and their own critics
· Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO.
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.
Section 1: Information for Students
· Please make sure you have completed the necessary prior learning before attempting this assessment.
· Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
· 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.
· 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).
· Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
· Please ensure thatyou have all the required resources needed to complete this Unit Assessment Task (UAT).
· Due date of this assessment task is according to your timetable.
· In exceptional (compelling and compassionate) circumstances, an extensionto 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 anextension to submit yourassessment 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
· Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
· Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
· The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
· 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.
· All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
    Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
    Category
    Possible Issue
    Reasonable Adjustment Strategy
(select as applicable)
     LLN
     Speaking
Reading
Writing
Confidence
     Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of supporting documents such as wordlists
    Non-English Speaking Background
     Speaking
Reading
Writing
Cultural background
Confidence
     Use methods that do not require a higher level of language or literacy than is required to perform the job role
Use short sentences that do not contain large amounts of information
Clarify information by rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead of, or to support, text
Offer to write down, or have someone else write, oral responses given by the student
Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
    Indigenous
     Knowledge and understanding
Flexibility
Services
Inappropriate training and assessment
     Culturally appropriate training
Explore understanding of concepts and practical application through oral assessment
Flexible delivery
Using group rather than individual assessments
Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
    Age
     Educational background
Limited study skills
     Make sure font size is not too small
Ensure that the time available to complete the assessment takes account of the student’s needs
Provision of information or course materials in accessible format.
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
    Educational background
     Reading
Writing
Numeracy
Limited study skills and/or learning strategies
     Discuss with the Student previous learning experience
Ensure learning and assessment methods meet the student’s individual need
    Disability
     Speaking
Reading
Writing
Numeracy
Limited study skills and/or learning strategies
     Identify the issues
Create a climate of support
Ensure access to support that the student has agreed to
Appropriately structure the assessment
Provide information or course materials in accessible format, e.g. a textbook in braille
Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
Changes to course design, e.g. substituting an assessment task
Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
    Explanation of reasonable adjustments strategy used (If required)
    
Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
· Written Questions
Assessment task description:
· This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
· The Unit Knowledge Test is comprised of seventeen (17)written questions.
· You must respond to all questions and submit them to your Trainer/Assessor.
· You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task
· You will receive your feedback within two weeks - you will be notified byyour Trainer/Assessor when results are available.
Applicable conditions:
· All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
· You must read and respond to all questions.
· You may handwrite/use computers to answer the questions.
· You must complete the task independently.
· No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
· As you complete this assessment taskyou are predominately demonstrating your written skills and knowledge to yourtrainer/assessor.
· The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is yourown work.
Resubmissions and reattempts:
· Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will be allowed.
· You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
· For more information, please refer to your RTO Student Handbook.
Location:
· This assessment task may be completed in an independent learning environment.
· Yourtrainer/assessor will provide you further information regarding the location for completing this assessment task.
Instructions for answering written questions:
· Complete a written assessment consisting of a series of questions.
· 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.
· Your answers must...
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