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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:
o Reproduce this assessment and provide a copy to another member of staff; and
o 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).
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
THIS PAGE IS INTENTIONALLY BLANK
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
ASSESSMENT DETAILS AND RESULTS SHEET
Purpose:
This sheet enables assessors to determine a student’s competency for each unit based on all assessment tasks submitted. It also provides
evidence to ASQA that the student has been assessed appropriately, after the student’s assessment is destroyed after the mandatory 6
months retention period. Under the Public Records Act, this sheet must be retained for 7 years.
Instructions:
Assessor: Record the outcome of each assessment task on this sheet. Once all assessments have been finalised, determine the student’s
competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date then forward this form together with all
assessment to the VET Training Manager according to the assessment submission schedule. Please refer to assessment overview for more
information.
Administration Team: Record the Unit Outcome in the student management system (SMS). Ensure the date assessed matches the end date for
the unit in SMS. Scan this sheet in the student’s electronic record, then save the assessment bundle in the student’s file.
Unit Code: BSBMGT502 Unit name: Manage people performance Sufficient evidence recorded/Outcome
S – Satisfactory
NS – Not Satisfactory
Evidence Unit Assessment Evidence Unit Knowledge Test (UKT) – Written □ S / □ NS (First Attempt)
recorded Task 1 Type/ Questions □ S / □ NS (Second Attempt)
Method of
assessment
Evidence Unit Assessment Evidence Unit Project (UP) and Unit □ S / □ NS (First Attempt)
recorded Task 2 Type/ Roleplay/Presentation (URP) - Develop □ S / □ NS (Second Attempt)
Method of work plans and allocate work
assessment
Evidence Unit Assessment Evidence Unit Project (UP) - Research portfolio □ S / □ NS (First Attempt)
recorded Task 3 Type/ □ S / □ NS (Second Attempt)
Method of
assessment
Evidence Unit Assessment Evidence Unit Roleplay/Presentation (URP) □ S / □ NS (First Attempt)
recorded Task 4 Type/ □ S / □ NS (Second Attempt)
Method of
assessment
FINAL UNIT OUTCOME
□ Competent □ Competent
Unit Outcome □ Result not available □ Not Yet Competent
Comments
Assessor Signature
Date Assessed
DATA ENTRY
(Entered onto TEAMS) □ Competent (change result to Competent and □ Competent (change result to Competent and enter
enter date assessed) date assessed)
□ Result not available (do not change result, □ Not Yet Competent (change result to NYC and enter
record submission in notes field) date assessed)
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Assessment Overview
Unit Description and Application
This unit describes the skills and knowledge required to manage the performance of staff who report to
them directly. Development of key result areas and key performance indicators and standards, coupled with
regular and timely coaching and feedback, provide the basis for performance management.
It applies to individuals who manage people. It covers work allocation and the methods to review
performance, reward excellence and provide feedback where there is a need for improvement.
The unit makes the link between performance management and performance development, and reinforces
both functions as a key requirement for effective managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Pre- Requisites
Not applicable
Co- Requisites
Not applicable
Relevant Legislation
Australian Human Rights Commission Act 1986
Age Discrimination Act 2004
Disability Discrimination Act 1992
Racial Discrimination Act 1975
Sex Discrimination Act 1984
The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
Occupational Health and Safety Act 2004 – Applicable in Victoria
Work Health and Safety Act 2011
Key competencies
The key competencies you will develop and be assessed against in this unit are:
1. Allocate work
2. Assess performance
3. Provide feedback
4. Manage follow up
Performance evidence
Evidence of the ability to:
consult with relevant stakeholders to identify work requirements, performance standards and
agreed performance indicators
develop work plans and allocate work to achieve outcomes efficiently and within organisational and
legal requirements
monitor, evaluate and provide feedback on performance and provide coaching or training, as
needed
reinforce excellence in performance through recognition and continuous feedback
seek assistance from human resources specialists where appropriate
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
keep records and documentation in accordance with the organisational performance management
system
Knowledge evidence
Students must develop knowledge of the following areas to successfully complete this unit.
outline relevant legislative and regulatory requirements
outline relevant awards and certified agreements
explain performance measurement systems utilised within the organisation
explain unlawful dismissal rules and due process
describe staff development options and information
Re-submission
Students are permitted 2 attempts for each assessment task. If you are deemed Not Yet Competent (NYC)
for the unit, you must re-enrol and pay the required tuition fees for the unit.
Reasonable Adjustment
At the Trainer/Assessors discretion reasonable adjustment, also known as reasonable accommodation, may
be applied. This means that 'reasonable' adjustments may be made wherever possible; to meet the needs
of a student with disability or with other learning needs. If you require more details about reasonable
adjustment, please refer to the student handbook.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Learning support
If you require further assistance in your learning, UIT encourages you to reach out to your Trainer to discuss
the areas that you believe you need further assistance with. If you require further support after consulting
your trainer, please see a Student Services Officer who can arrange a time to discuss your concerns with the
VET Academic department.
Plagiarism Policy
All student work must be written in their own words, except where acknowledged through quotations and
referencing. Plagiarism is a serious offence, Universal Institute of Technology may impose severe penalties
on students who plagiarise.
For more information on Plagiarism and Cheating, visit UIT’s policy and procedures on the website.
www.uit.edu.au.
Appeals
If you are not satisfied with the decision made by a member of UIT staff, you can appeal that decision. For
more information on Complaints and Appeals please see the Appeals policy and procedures on the UIT
website. www.uit.edu.au.
Course Credits
If you have been deemed competent in this unit as part of a prior qualification, you may eligible for credit
transfer. For more information on course credits please see the Course Credits policy and procedures on the
UIT website. www.uit.edu.au.
RPL
If you believe you have sufficient experience and knowledge in this area of study you may be eligible for
Recognition of Prior Learning (RPL). For more information on applying for RPL please see the Recognition of
Prior Learning (RPL) policy and procedure on the UIT website. www.uit.edu.au.
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 VET department/administration
department in the RTO/person responsible for looking after the VET department/administration of the RTO.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT) – Written
Questions
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 Trainers/Assessors
• Please make sure the student has completed the necessary prior learning before attempting this
assessment.
• Please make sure you as a trainer/assessor have clearly explained the assessment process and tasks to
be completed.
• Please make sure the student understands what evidence is required to be collected and how.
• Please make sure the student knows their rights and the Complaints and Appeal process.
• Please make sure the student has discussed any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix).
• Please make sure the student has access to a computer and the internet (if they prefer to type the
answers).
• Please ensure that your student must have all the required resources needed to complete this Unit
Assessment Task (UAT). (Refer to Training and assessment resources for more information).
• Due date of this assessment task is according to the timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment
can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with the
request for extension to submit the assessment work.
• Request for an extension to submit 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,
disability etc. can request for reasonable adjustments.
• Please note, integrity 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.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
LLN Speaking Verbal assessment
Reading Presentations
Writing Demonstration of a skill
Confidence Use of diagrams
Use of supporting documents such as wordlists
Non- Speaking Discuss with the student and supervisor (if applicable)
English Reading whether language, literacy and numeracy are likely to impact on
Speaking Writing the assessment process
Background Cultural Use methods that do not require a higher level of language or
background literacy than is required to perform the job role
Confidence 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
Knowledge and Culturally appropriate training
Indigenous understanding Explore understanding of concepts and practical application
Flexibility through oral assessment
Services Flexible delivery
Inappropriate Using group rather than individual assessments
training and Assessment through completion of practical tasks in the field
assessment after demonstration of skills and knowledge.
Age Educational Make sure font size is not too small
background Trainer/Assessor should refer to the student’s experience
Limited study skills 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
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
Modifications to physical environment, e.g. installing lever
taps, building ramps, installing a lift
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Assessment Task (UAT)
Assessment Task 1 – Unit Knowledge Test (UKT) – Written Questions
Assessment type
Unit Knowledge Test (UKT) – Written Questions
Applicable conditions
All knowledge tests are untimed and are conducted as open book tests (this means you can refer to
textbooks 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.
Trainer /Assessor will assess your written skills and knowledge as you complete this assessment
task.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
You must be concise to the point and write answers according to the given word-limit and do not
provide irrelevant information.
You must use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender inclusive language should be used.
Assessor will not accept answers copied directly from texts, paraphrased or summarised
information without acknowledgement of the source.
You must include the following particulars in the footer section of each page of the attached sheets:
o Your name and Student ID
o Unit code and title
o Course code and title
o Trainer and assessor name
o Page number
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
• To assess your understanding of key result areas and key performance indicators and standards,
coupled with regular and timely coaching and feedback and ability to provide the basis for
performance management.
• To make full and satisfactory responses you should consult a range of learning resources, other
information such as handouts and textbooks, learners’ resources and slides.
• All questions must be answered in order to gain competency for this assessment.
Questions
1. What is the best way to inform employees about performance management and development plans in
the organisation? Give at least two (2) reasons in support of your answer.
2. Name two (2) people in an organisation of your choice, whom you would ask for help regarding
performance standards and development plans for the employees. Explain how they can help.
3. Outline the legislative requirements to be followed to terminate an employee who has been employed
for 18 months in a business with 45 employees.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
4. Describe three (3) staff development options that can be used for developing skills and knowledge
within the workplace. Give an example of each.
5. In the template below, identify any two (2) risks that may present themselves when implementing a
new work plan for a team, and detail how you will assess and manage the risks.
6. Rebecca works in a café, which is known for its excellence in customer service. She is a new employee
who is enthusiastic and eager to learn, but struggles to operate the cash register in the cafe.
a. What are two (2) ways you could provide on-the-job coaching to Rebecca?
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
b. Describe an effective feedback technique to use with Rebecca, and explain why it is effective.
7. Claire, a call centre operator, has failed to meet her sales targets for the fourth month in a row. All other
operators are exceeding their targets each month so it does not seem to be a lack of customers. You
have spoken to her a couple of times already, but it’s now time to put this performance issue in writing.
On several occasions you have noticed her being away from her desk, or talking to her friends on the
phone. You have also seen her taking extra-long lunch and tea breaks.
In the space provided below, write a brief letter to warn Claire about her unsatisfactory performance
and the steps you would want her to take to rectify the problem.
8. David, a part time sales assistant, has been caught by his store manager pocketing cash at the register.
This constitutes grounds for immediate dismissal.
The store manager has called you as the Human Resources Manager to advise him about what he needs
to do.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
a. Take David into the office and explain to him the consequences of his actions?
b. Escort David to pick up his personal property and see him to the front door?
c. Sack him immediately?
What action have you chosen and why? Does this action meet the legislative requirements? Please
explain below. Your response should be based on the rules and processes of lawful dismissal.
9. Read the following scenario and respond to the question that follows:
You are a business owner and have a broad understanding of accounting principles. However, you are not
an accountant by trade and cannot manage the day-to-day accounts so you have employed Jim Chu as
finance officer to look after the invoicing, pay the bills, look after payroll and manage your tax obligations.
On an annual basis, your Accountant audits the books and finalises your end of year reports.
Since you do not manage the day- to- day accounts, you often wonder what Jim actually does in his office.
You think Jim takes advantage of your absence, and evades work. As a result, you feel unable to evaluate
both his workload and performance.
1. What three (3) actions can help you both monitor and evaluate Jim’s performance? You must also
identify one (1) advantage and one (1) disadvantage for each of these actions, and based on your
analysis, suggest the best action to take.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Second attempt:
Student Declaration I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Unit Project (UP) and Unit
Roleplay/Presentation (URP) - Develop work
plans and allocate work
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 Trainers/Assessors
• Please make sure the student has completed the necessary prior learning before attempting this
assessment.
• Please make sure you as a trainer/assessor have clearly explained the assessment process and tasks
to be completed.
• Please make sure the student understands what evidence is required to be collected and how.
• Please make sure the student knows their rights and the Complaints and Appeal process.
• Please make sure the student has discussed any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix).
• Please make sure the student has access to a computer and the internet (if they prefer to type the
answers).
• Please ensure that your student must have all the required resources needed to complete this Unit
Assessment Task (UAT). (Refer to Training and assessment resources for more information).
• Due date of this assessment task is according to the timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with the
request for extension to submit the assessment work.
• Request for an extension to submit 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, disability etc. can request for reasonable adjustments.
• Please note, integrity 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.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
• All evidence and supplementary documentation must be submitted with the assessment pack to
the administration/compliance and quality assurance department.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
☐ LLN ☐ Speaking ☐ Verbal assessment
☐ Reading ☐ Presentations
☐ Writing ☐ Demonstration of a skill
☐ Confidence ☐ Use of diagrams
☐ Use of supporting documents such as wordlists
☐ Non-English ☐ Speaking ☐ Discuss with the student and supervisor (if applicable)
Speaking ☐ Reading whether language, literacy and numeracy are likely to
Background ☐ Writing impact on the assessment process
☐ Cultural ☐ Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
☐ Confidence ☐ 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 course requirements, takes
account of the student’s needs
☐ Indigenous ☐ Knowledge ☐ Culturally appropriate training
and ☐ Explore understanding of concepts and practical
understanding application through oral assessment
☐ Flexibility ☐ Flexible delivery
☐ Services ☐ Using group rather than individual assessments
☐ Inappropriate ☐ Assessment through completion of practical tasks in the
training and field after demonstration of skills and knowledge.
assessment
☐ Age ☐ Educational ☐ Make sure font size is not too small
background ☐ Trainer/Assessor should refer to the student’s experience
☐ Limited study ☐ Ensure that the time available to complete the
skills 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.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
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 ☐ Reading ☐ Discuss with the Student previous learning experience
background ☐ Writing ☐ Ensure learning and assessment methods meet the
☐ Numeracy student’s individual needs
☐ Limited study
skills and/or
learning
strategies
☐ Disability ☐ Speaking ☐ Identify the issues
☐ Hearing ☐ Create a climate of support
☐ Reading ☐ Ensure access to support that the student has agreed to
☐ Writing is available
☐ Numeracy ☐ Structure the assessment appropriately
☐ Limited study ☐ Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning ☐ Changes in teaching practices, e.g. wearing an FM
strategies 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
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Assessment Task (UAT)
Assessment Task 2 – Unit Project (UP) and Unit Roleplay/Presentation
(URP) - Develop work plans and allocate work
Assessment type
Unit Project (UP) and Unit Roleplay/Presentation (URP) - Develop work plans and allocate work
Applicable conditions
All projects are untimed and are conducted as open book tasks (this means you can refer to
textbooks during the task).
You must read and respond to all criteria of the project.
You may handwrite/use computers to answer the questions.
You must complete the task independently.
Electronic devices are allowed during this assessment task.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
You will demonstrate your practical skills, technique and knowledge as you complete this
assessment task.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Location
This assessment task may be completed in a classroom, learning management system (i.e. Moodle),
workplace, or independent learning environment.
Trainer/Assessor will provide you further information regarding the location of completing this
assessment task.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Purpose of the assessment task:
This assessment task is designed to evaluate your knowledge, skills and abilities to:
• Consult relevant groups and individuals on work to be allocated and resources available
• Develop work plans in accordance with operational plans
• Allocate work in a way that is efficient, cost effective and outcome focussed
• Confirm performance standards, Code of Conduct and work outputs with relevant teams and
individuals
• Develop and agree performance indicators with relevant staff prior to commencement of work
• Conduct risk analysis in accordance with the organisational risk management plan and legal
requirements
• Design performance management and review processes to ensure consistency with organisational
objectives and policies
• Train participants in the performance management and review process
• Conduct performance management in accordance with organisational protocols and time lines
• Monitor and evaluate performance on a continuous basis
• Document performance in accordance with the organisational performance management system
• Write and agree on performance improvement and development plans in accordance with
organisational policies
• consult with relevant stakeholders to identify work requirements, performance standards and
agreed performance indicators
• develop work plans and allocate work to achieve outcomes efficiently and within organisational and
legal requirements
• keep records and documentation in accordance with the organisational performance management
system
• explain performance measurement systems utilised within the organisation
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Assessment Task 2 – Unit Project (UP) and Unit Roleplay/Presentation
(URP) - Develop work plans and allocate work
Assessment Task Instructions
You must:
Complete Part A in your own time, in the space provided in this Assessment pack.
Complete Parts B and D as typed documents in your own time.
For Part B, you must use the appendices 1-4 given at the end of this assessment task.
Complete Parts C and E as role plays in the classroom.
Scenario
Lisa is a new administration manager for a medium sized accounting firm. She took up this position only
recently, and nearly six months after the previous manager had left the job.
Lisa has four direct reports - Accounts and Payroll Officer, Accounts Assistant, Receptionist, Administrative
Officer.
Some of the tasks within their generic job description include the following:
As the new manager, Lisa decides to review the company operational plan and compare the performance of
her department against the operational plan.
While doing this, Lisa discovers that the team has not met the Key Performance Indicators set for them as
per the plan. This could be due to the fact that the team had been largely unsupervised during the period
between the exit of the former manager and Lisa’s appointment.
Now there is a need for her team to focus on some critical areas so that the planned goals of the
operational plan for her department can still be met.
1. Introduction of MYOB and conversion of all databases to MYOB by end of June 2017.
2. Reduce errors in document preparation from 30% to 10%.
3. Reduce document filing backlogs and errors.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Part A
Analyse the scenario above and respond to the following questions:
1. From the range of work that her department is required to undertake, highlight the key tasks Lisa
needs to focus on allocating to her team.
2. Describe any three (3) people/ positions within an organisation, who someone like Lisa would need
to consult on work to be allocated and resources available. Also describe the reasons why they
would be consulted.
3. Describe the key tasks that Lisa should perform to help her develop the following:
b. work outputs for each of her staff given the KPIs that have been set for her department
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
c. code of conduct
4. How could Lisa track and monitor staff progress in meeting their performance standards? Explain
and provide examples.
5. How should Lisa introduce the concept of performance management to her staff? Provide relevant
examples.
Part B
Design a performance management system that Lisa could use.
You must:
2. Draft a work plan with some examples of performance standards outlined for your staff. The plan
should include:
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Goals
At least two (2) performance standards and details for each standard to explain:
o How it will be measured.
o How it will be monitored (tracked)
o When (how often) it will be measured
Training/Learning strategies
Resources and support requirements
Risk identification and analysis
Monitoring process, including performance measurement systems
4. Read the current workforce profile for members of Lisa’s team by job title (below), and:
Prepare a brief Work Planning report in which, for each job title, you have described the
additional skills and knowledge that the staff member should ideally demonstrate, in no more
than a paragraph each.
Your report should also allocate key tasks identified in your work plan to each team member
(tasks may be shared by more than one team member, or each team member may have one
key task)
Give a brief explanation of why you have chosen to allocate the task to the team member/s -
your allocation of work must demonstrate:
o Which team member can get this done in the least amount of time
o Which team member is able to complete this task, without wasting the company’s money
o Which team member has the best knowledge in this area
o What the desired outcome of this task is
o Any additional benefit that can be gained (i.e. training) by assigning this task to one
person, rather than another
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Ming Wei Records Officer Bachelor of Managing files Willing worker
Business Has database management
Recording incoming skills
and outgoing mails Falls behind with manual filing
Oliver Smith Administrative Bachelor of Formatting and Good at formatting documents
Officer. Commerce preparing documents Not very efficient at managing
Managing files files
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Part C
As Lisa, participate in a short Role play with your assessor, who will play the role of the General Manager.
The aim of this meeting is to discuss the draft work plan you have prepared and:
a. confirm your understanding
b. obtain the General Manager’s advice on the suitability of the performance standards, allocation of
resources and risk analysis
c. take notes of your discussion
You must make a time to meet with your assessor for this role play.
Your assessor will record and assess your performance in the Role Play Observation Checklist below.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Observation Checklist – Assessment 2 Part C
Student name
Unit and Task being
BSBMGT502 - Manage people performance
assessed
Course name and title BSB51915 Diploma of Leadership and Management
Assessor name
Did the student: Check (X) Comments
Yes No How did the student demonstrate this?
• Demonstrate appropriate and professional
body language, gestures and tone
• Use communication to elicit feedback and
confirm own understanding
• Use a collaborative approach to problem-
solving
• Use language and non-verbal
communication skills appropriate to the
workplace
• Clearly and succinctly identify the issues
and solutions
Additional comments about the student’s overall performance:
Date
STUDENT I have read and agree with this report.
Name and signature / /
Date
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Part D
1. From the perspective of Lisa, prepare performance improvement plans for each of the four
members of the team.
2. The performance improvement plans must include at least two measures to monitor and
evaluate the ongoing implementation of the plan, one of which should be a schedule for
performance appraisals.
3. Prepare the final work plan that should reflect the discussions you have had with the General
Manager in Part C.
4. Prepare performance appraisal forms for each of the four members of the team.
5. Prepare a Risk Assessment matrix to be incorporated into your work plan, based on the tasks
you have identified should be allocated to the team.
You must use the following template provided to you in the Appendices:
Work plan Template (Appendix 1)
Risk Management Matrix Template (Appendix 2)
Performance Improvement Plan Template (Appendix 3)
Performance Appraisal Form Template (Appendix 4)
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Unit Name: BSBMGT502 - Manage people performance
Part E
Still acting as Lisa, present the performance management system you have prepared in Part D to your team
members.
1. Introduce to the team the main features of the performance management system, including:
a. goal-setting and performance measurement processes
b. the work plan
c. formal and informal feedback
d. performance appraisals
e. monitoring progress and adherence to work plan
f. training and development
g. recordkeeping needs and requirements
2. Discuss the purpose of your system (What do you hope to achieve? What problems does it address?)
and argue for the benefits of your proposed performance management plans
3. Seek feedback from the team and confirm their understanding and cooperation with the work plan and
performance measurement system
4. You must provide each member of your team with a copy of the work plan, their specific improvement
plan and performance appraisal form.
You must make a time with your assessor to undertake the role play.
Your assessor will organise four other people to play the roles of Robert, Ajay, Samantha and Ming Wei.
Your assessor will also ensure you have access to presentation facilities and resources.
Your assessor will observe, record and assess your performance in the Role Play Observation Checklist
below.
At the end of the assessment, you must submit copies of your presentation aids to your assessor.
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Observation Checklist – Assessment 2 Part E
Student name
Unit and Task being
BSBMGT502 - Manage people performance
assessed
Course name and title BSB51915 Diploma of Leadership and Management
Assessor name
Did the student: Check (X) Comments
Yes No How did the student demonstrate this?
• Demonstrate appropriate and professional
body language, gestures and tone
• Use communication to elicit feedback and
confirm understanding of team members
(e.g. use of “what do you think?”, “do you
have any questions”, active listening and
answering questions clearly, nodding, etc.)
• Fostered a collaborative team approach to
problem-solving (e.g. Use of “what do you
think?”, “how do you feel about this?, “let’s
work together”, using inclusive language,
active listening, nodding, etc.)
• Used culturally appropriate language and
non-verbal communication skills
appropriate to the workplace (e.g. due
respect for diverse cultural and professional
backgrounds.)
• Clearly and succinctly identified the issues
and solutions (e.g. logical flow of
information, demonstrate a cause and
effect relationship between the issues
identified and the new work plan and
performance management system.)
• Clearly and succinctly identified work plan,
performance standards and training
opportunities for each of the four team
members, and for the team as a whole. (e.g.
give individual direction to each of the four
team members, and inculcate the
importance of each role, quality of
direction.)
• Set the direction of the team’s performance
to align with organisational goals (e.g. a
balance of details as well as the big picture
of the team’s performance in the long term)
• Used presentation aids effectively and
submitted them to the assessor at the end
of the task. (e.g. presentation aids, script,
PPT, etc.)
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Unit Name: BSBMGT502 - Manage people performance
Student name
Unit and Task being
BSBMGT502 - Manage people performance
assessed
Additional comments about the student’s overall performance:
Date
STUDENT I have read and agree with this report.
Name and signature / /
Date
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Appendix 1 - Assessment 2 Part D
Goal:
Outcomes:
1.
2.
3.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Appendix 2 - Assessment 2 Part D
RISK MANAGEMENT MATRIX
Annually the Manager to review and check these risks have been monitored and managed by placing a tick and date in
the last box of this matrix and file in risk management compliance folder .
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Appendix 3 - Assessment 2 Part D
Details
Employee name <employee name>
Period of plan
<insert start date> to <insert end date>
Typically 6 – 8 weeks
Interim review date <interim review date>
Final review date <final review date>
Performance improvement objective: <Objective>
Describe the specific area in which the employee’s performance needs to improve.
eg. – Objective: Timely and accurate processing of customer orders
Required outcomes
<required outcomes>
Describe what the employee needs to do to improve their performance to the required
standard. The required outcomes should be specific, measurable and realistic. In most
cases, the required outcomes should be described as a measurement of quality, quantity
or timeliness.
eg.
Process all customer orders within 48 hours of receipt.
Process at least 15 orders each day.
Complete order-related paperwork neatly and accurately.
Strategies
<strategies>
eg.
Your priority task at all times will be processing customer orders.
If you have any questions (eg. you’re not sure how to complete a task, or if
you’re asked to complete a different task), you must immediately raise this with
your manager.
Support
<supports>
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Unit Name: BSBMGT502 - Manage people performance
Details
Describe what support you’re going to provide to the employee to meet the required
outcomes.
eg.
Your manager will provide you with refresher training on the order software.
Your manager will meet with you each Monday to provide you with feedback on
your progress against the required outcomes.
Describe the responsibilities of the employee, their manager and any other relevant
parties.
eg.
Employee:
to meet the required outcomes by the final review date.
to participate in refresher training on the order software and weekly feedback
meetings with your manager, as well as any other training or development
activities that your manager considers appropriate.
Manager:
to provide you with on-the-job support.
to provide you with refresher training on the order software.
to conduct weekly feedback meetings.
Describe the consequences if the employee doesn’t meet the required outcomes by the
final review date.
eg. If you fail to meet the required outcomes by the review date, without a reasonable
excuse, you will be given a final written warning.
Performance improvement objective: <objective>
Repeat for additional objectives
Required outcomes
<required outcomes>
Strategies
<strategies>
Supports
<supports>
Responsibilities <responsibilities of all relevant parties>
Consequences <consequences>
Date:
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Performance Appraisal Form Template
EMPLOYEE DETAILS
<insert comment>
eg The cash drawer tends to slam shut unexpectedly, therefore I become nervous while using it. I’d be
more comfortable if this problem was fixed …
Check the relevant boxes to indicate the employee’s performance in each area. If additional tasks have
been performed, ensure these are added here and also to the employee’s job description if required.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Satisfactory
Excellent
Task description
(taken from job
Good
Poor
description) N/A Comments
<insert task
<insert comments>
description>
eg Customer service
X
– help customers
Maintain stock
X
levels
Accept payment X Cash drawer often does not reconcile
<insert comment>
eg Jane is well-presented, popular with other staff members and liked by customers. She tends to
become flustered when using the cash register and, as a result, her cash drawer is often difficult to
reconcile.
ADDITIONAL INFORMATION ABOUT THE ACTION PLAN/GOALS FOR NEXT REVIEW PERIOD
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
ACKNOWLEDGEMENT OF PERFORMANCE APPRAISAL
Reviewer’s signature
Employee’s signature
Signatures indicate that everyone who participated in this review agreed that information and comments
written here were true and correct.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Appendix 5 - Assessment 2 Part D
Position Description
Position Description
SUBJECT REQUIREMENTS
Title Supervisor
Report CEO
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Unit Name: BSBMGT502 - Manage people performance
behaviors are documented.
The supervisor conducts regular performance appraisals as per the
Performance Management Policy and Procedure
The supervisor Establishes clear Performance Indicators for new
recruits
INCUMBENT
SIGNATURE DATE
APPROVED BY SUPERVISOR:
TITLE:
SIGNATURE DATE
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Student and Trainer/Assessor Details
Unit code BSBMGT502
Unit name Manage people performance
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Second attempt:
Student Declaration I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Trainer/Assessor I hold:
Declaration Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Pre-Assessment Checklist (UPAC)
UAT 3 – Unit Project (UP) - Research portfolio
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 Trainers/Assessors
• Please make sure the student has completed the necessary prior learning before attempting this
assessment.
• Please make sure you as a trainer/assessor have clearly explained the assessment process and tasks
to be completed.
• Please make sure the student understands what evidence is required to be collected and how.
• Please make sure the student knows their rights and the Complaints and Appeal process.
• Please make sure the student has discussed any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix).
• Please make sure the student has access to a computer and the internet (if they prefer to type the
answers).
• Please ensure that your student must have all the required resources needed to complete this Unit
Assessment Task (UAT). (Refer to Training and assessment resources for more information).
• Due date of this assessment task is according to the timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with the
request for extension to submit the assessment work.
• Request for an extension to submit 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, disability etc. can request for reasonable adjustments.
• Please note, integrity 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.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
☐ LLN ☐ Speaking ☐ Verbal assessment
☐ Reading ☐ Presentations
☐ Writing ☐ Demonstration of a skill
☐ Confidence ☐ Use of diagrams
☐ Use of supporting documents such as wordlists
☐ Non-English ☐ Speaking ☐ Discuss with the student and supervisor (if applicable)
Speaking ☐ Reading whether language, literacy and numeracy are likely to
Background ☐ Writing impact on the assessment process
☐ Cultural ☐ Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
☐ Confidence ☐ 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 course requirements, takes
account of the student’s needs
☐ Indigenous ☐ Knowledge ☐ Culturally appropriate training
and ☐ Explore understanding of concepts and practical
understanding application through oral assessment
☐ Flexibility ☐ Flexible delivery
☐ Services ☐ Using group rather than individual assessments
☐ Inappropriate ☐ Assessment through completion of practical tasks in the
training and field after demonstration of skills and knowledge.
assessment
☐ Age ☐ Educational ☐ Make sure font size is not too small
background ☐ Trainer/Assessor should refer to the student’s experience
☐ Limited study ☐ Ensure that the time available to complete the
skills 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 ☐ Reading ☐ Discuss with the Student previous learning experience
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background ☐ Writing ☐ Ensure learning and assessment methods meet the
☐ Numeracy student’s individual needs
☐ Limited study
skills and/or
learning
strategies
☐ Disability ☐ Speaking ☐ Identify the issues
☐ Hearing ☐ Create a climate of support
☐ Reading ☐ Ensure access to support that the student has agreed to
☐ Writing is available
☐ Numeracy ☐ Structure the assessment appropriately
☐ Limited study ☐ Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning ☐ Changes in teaching practices, e.g. wearing an FM
strategies 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
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Unit Assessment Task (UAT)
Assessment Task 3 – Unit Project (UP) - Research portfolio
Assessment type
Unit Project (UP) - Research portfolio
Applicable conditions
All projects are untimed and are conducted as open book tasks (this means you can refer to
textbooks during the task).
You must read and respond to all criteria of the project.
You may handwrite/use computers to answer the questions.
You must complete the task independently.
You must perform a role play/organize a consultation meeting.
Electronic devices are allowed during this assessment task.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
You must demonstrate your practical skills, technique and knowledge as you complete this
assessment task.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
Location
This assessment task may be completed in a classroom, learning management system (i.e. Moodle),
workplace, or independent learning environment.
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Trainer/Assessor will provide you further information regarding the location of completing this
assessment task.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
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Unit Name: BSBMGT502 - Manage people performance
Assessment Task 3 - Unit Project (UP) - Research portfolio
You must:
• Research and outline the key components of at least two (2) relevant awards and certified
agreements that should be used in Joe Bloke’s company.
• Research and write a short report of 250 words discussing the purpose, benefits and potential
problems for performance appraisals in this organisation.
Scenario
You are the newly appointed Human Resources Manager for a fast-growing courier company, which has
staff ranging from office clerks and sales / marketing staff to delivery drivers. Initially the company had only
a few employees and was managed by Joe Bloke, the owner/manager. However, over the last two years
they have grown considerably and have over 40 employees now, which is why they have hired you.
The company has no formal HR systems, processes or forms and one of the first things you will need to do is
to educate the owner, Joe Bloke, on the requirements and importance of Awards and systems of
performance appraisals, and set up the HR Department.
Task
You are required to prepare and submit a portfolio of evidence of the research you have prepared for Joe
Bloke as follows:
1.
Research and outline the key components of at least two (2) relevant awards and certified agreements
that should used in Joe Bloke’s company.
2. Research and write a short report of 250 words discussing the purpose, benefits and potential
problems for performance appraisals in this organisation. You must also propose the benefits of a
rewards and recognitions programs.
3. Research and provide an explanation of unfair dismissal rules relevant to Joe’s company and the
process that must be followed for fair termination
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Assessment Result Sheet (UARS)
Student and Trainer/Assessor Details
Unit code BSBMGT502
Unit name Manage people performance
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Second attempt:
Student Declaration I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
All appeal options have been explained to me.
Student Signature
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Date
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Pre-Assessment Checklist (UPAC)
UAT 4 – Unit Roleplay/Presentation (URP)
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 Trainers/Assessors
• Please make sure the student has completed the necessary prior learning before attempting this
assessment.
• Please make sure you as a trainer/assessor have clearly explained the assessment process and tasks
to be completed.
• Please make sure the student understands what evidence is required to be collected and how.
• Please make sure the student knows their rights and the Complaints and Appeal process.
• Please make sure the student has discussed any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix).
• Please make sure the student has access to a computer and the internet (if they prefer to type the
answers).
• Please ensure that your student must have all the required resources needed to complete this Unit
Assessment Task (UAT). (Refer to Training and assessment resources for more information).
• Due date of this assessment task is according to the timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with the
request for extension to submit the assessment work.
• Request for an extension to submit 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, disability etc. can request for reasonable adjustments.
• Please note, integrity 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.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
☐ LLN ☐ Speaking ☐ Verbal assessment
☐ Reading ☐ Presentations
☐ Writing ☐ Demonstration of a skill
☐ Confidence ☐ Use of diagrams
☐ Use of supporting documents such as wordlists
☐ Non-English ☐ Speaking ☐ Discuss with the student and supervisor (if applicable)
Speaking ☐ Reading whether language, literacy and numeracy are likely to
Background ☐ Writing impact on the assessment process
☐ Cultural ☐ Use methods that do not require a higher level of
background language or literacy than is required to perform the job role
☐ Confidence ☐ 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 course requirements, takes
account of the student’s needs
☐ Indigenous ☐ Knowledge ☐ Culturally appropriate training
and ☐ Explore understanding of concepts and practical
understanding application through oral assessment
☐ Flexibility ☐ Flexible delivery
☐ Services ☐ Using group rather than individual assessments
☐ Inappropriate ☐ Assessment through completion of practical tasks in the
training and field after demonstration of skills and knowledge.
assessment
☐ Age ☐ Educational ☐ Make sure font size is not too small
background ☐ Trainer/Assessor should refer to the student’s experience
☐ Limited study ☐ Ensure that the time available to complete the
skills 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.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
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 ☐ Reading ☐ Discuss with the Student previous learning experience
background ☐ Writing ☐ Ensure learning and assessment methods meet the
☐ Numeracy student’s individual needs
☐ Limited study
skills and/or
learning
strategies
☐ Disability ☐ Speaking ☐ Identify the issues
☐ Hearing ☐ Create a climate of support
☐ Reading ☐ Ensure access to support that the student has agreed to
☐ Writing is available
☐ Numeracy ☐ Structure the assessment appropriately
☐ Limited study ☐ Provide information or course materials in accessible
skills and/or format, e.g. a textbook in braille
learning ☐ Changes in teaching practices, e.g. wearing an FM
strategies 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
Assessment type
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Roleplay/Presentation (URP)
Applicable conditions
All role plays must be conducted in the classroom.
You must read and respond to all criteria of the task.
You must prepare for the tasks independently and work collaboratively with others in the class to
perform your role play.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
You will demonstrate your practical skills, technique and knowledge as you complete this
assessment task.
The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
Location
This assessment task may be completed in a classroom or workplace.
Trainer/Assessor will provide you further information regarding the location of completing this
assessment task.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
You must use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender inclusive language should be used.
Assessor will not accept answers copied directly from texts, paraphrased or summarized
information without acknowledgement of the source.
All materials used for the roleplay must be uploaded to the Moodle. When you upload the
documents you must include the following particulars in the footer section of each page of the
attached sheets:
o Your name and Student ID
o Unit code and title
o Course code and title
o Trainer and assessor name
o Page number
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
• Provide on-the-job coaching when necessary to improve performance and to confirm excellence in
performance
• Document performance in accordance with the organisational performance management system
• Conduct formal structured feedback sessions as necessary and in accordance with organisational
policy
• Seek assistance from human resources specialists, where appropriate
• Reinforce excellence in performance through recognition and continuous feedback
• Monitor and coach individuals with poor performance
• Provide support services where necessary
• Counsel individuals who continue to perform below expectations and implement the disciplinary
process if necessary
• Terminate staff in accordance with legal and organisational requirements where serious misconduct
occurs or ongoing poor-performance continues
• consult with relevant stakeholders to identify work requirements, performance standards and
agreed performance indicators
• develop work plans and allocate work to achieve outcomes efficiently and within organisational and
legal requirements
• monitor, evaluate and provide feedback on performance and provide coaching or training, as
needed
• reinforce excellence in performance through recognition and continuous feedback
• seek assistance from human resources specialists where appropriate
• keep records and documentation in accordance with the organisational performance management
system
• outline relevant legislative and regulatory requirements
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Assessment Task 4 – Unit Roleplay/Presentation (URP)
Assessment Task Instructions
There are 5 parts (with 1 role play task each) in this assessment, and you must complete all parts in
order to satisfactorily complete this assessment
All role plays must be conducted in the classroom.
In each scenario, a classmate or your assessor will play the role of the individual with whom you
must interact in the role play
Your assessor will observe you performing this task
You will be assessed on the criteria specified in the Role Play Observation Checklists given below.
Role Play 1
Robin: Confirm performance standards, code of conduct and work outputs
You are the principal of a secondary school and you have recently hired Robin as a science teacher to teach
years 10 – 12. At this level, the school uses digital and interactive media such as computers, Internet,
cameras, etc., to teach. Robin is a very experienced science teacher. However, you have discovered that his
IT skills are limited.
There is a professional development program available, that you have referred Robin to. You are also going
to discuss with Robin the Australian Professional Standards for Teachers that are relevant to technology use.
Currently, Robin does not meet the minimum “Graduate” level of the standards, but he is required to
perform at a “proficient” level. This is a requirement of your school’s new HR and recruitment policy.
To make sure that Robin maintains these standards and outputs you must:
a. Convey, informally, your appreciation for his experience and his positive attitude toward
professional development
b. Discuss the performance standards required and confirm his understanding
Refer to standards 2.6, 3.4 and 4.5 in the extract of Australian Professional Standards for Teachers included
at the end of this assessment pack, as a reference in your discussion with Robin.
Role Play 2
Kevin: provide informal feedback and training in the performance review process
You are the new owner of a massage business. You intend to establish annual performance reviews of all
staff. Kevin has been working in the business since its inception, 5 years ago, and is the most experienced
employee. You intend to promote Kevin to a supervisor role, and give him the responsibility of conducting
performance reviews for new employees on probation.
You send Kevin an email requesting a meeting to discuss his new role and the new performance review
system.
However, Kevin has not responded well to the introduction of a performance review system, as the previous
owner of the business did not have a performance review system. Kevin seems worried that this is a
negative process in which he will be responsible for firing colleagues from their jobs.
Meet formally with Kevin to address his concerns. In the meeting you must:
a. Put Kevin’s mind at ease by explain the purpose of the performance review process
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
b. Discuss the performance standards required of Kevin’s new role as a supervisor and confirm his
agreement
c. Discuss in detail the performance review process Kevin must implement with staff members on
probation, and agree on a suitable process
d. Discuss an informal feedback process and how frequently Kevin must provide informal feedback to
staff
e. Discuss Kevin’s ideas on how he would like to explain the performance management system to his
staff.
f. Make notes of your discussion and agree to provide Kevin with a copy soon
g. Agree to send Kevin a finalised position description for his new role, that contains the performance
standards discussed
You have been provided with a sample position description, with performance indicators, for Kevin’s new
role of Supervisor. Refer to this position description in your discussion with Kevin, to clarify the standards
expected of his performance in his new role.
Role Play 3
Amira: consult a human resources specialist
You have recently contracted Amira, a human resources specialist, to develop performance management
policies and review templates, for your massage business.
You are to conduct a meeting with Amira to discuss three ways in which you can manage employee
expectations of the change brought about by introducing the performance management system.
Research and prepare three methods or activities you can use to include employees in the change process
so that it is smoother for them.
Present each idea to Amira and discuss:
Seek Amira’s feedback and discuss how you her feedback changes your action plan.
This role play should be 5 – 7 minutes long.
Your assessor will organise for another person to participate in the role play with you, or the assessor will
participate in the role play with you. Your assessor will record and assess your performance in the Role Play
Observation Checklist below.
Role Play 4
Kamal (receptionist): performance appraisal and coaching on the job
Kamal is a young, enthusiastic receptionist in a marketing firm, Visionet. You are the HR manager at
Visionet. Kamal has been working at the company for one month, but his colleagues have been complaining
about his poor phone manners. Kamal answers calls from external lines with merely a “hello”. He doesn’t
ask who is calling before transferring calls to various extensions in the office, and has been known to
transfer calls by saying “somebody wants to talk to you.”
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Kamal’s organisational skills, punctuality and initiative are admirable. He has voluntarily researched new
suppliers for eco friendly printing paper for the office, and organised a fire safety PD session with permission
from you.
If Kamal receives coaching on effective phone communication, he will do very well at the company.
Research and prepare a plan for a 10 minute coaching session that covers:
how to answer the phone
how to ask who is calling
how to take messages and transfer calls
opportunity for Kamal to repeat all actions independently and ask questions if necessary
Your assessor will organise for another person to participate in the role play with you, or the assessor will
participate in the role play with you. Your assessor will record and assess your performance in the Role Play
Observation Checklist below.
Role Play 5
Part A
Rollo: counsel individuals who continue to perform below expectations and implement disciplinary
processes if necessary
Rollo, who works at Sporty Shoez as a salesperson, is severely underperforming in his role for the third
month in a row. He builds good rapport with customers and is skilled at upselling by routinely increasing the
value of individual sales. His sales and customer service skills are strong. He also has good product
knowledge. However, lately he has been unmotivated and undisciplined. He has started coming to work late,
spends a lot of time distracting colleagues or taking breaks, and frequently takes days off. Thus his overall
sales figures are low and he has not met more than 20% of any of her monthly sales targets for the last
month
Rollo has not responded to performance management techniques. You, as the store manager, feel it is
necessary to implement the disciplinary process, which includes putting Rollo on a 1 month probation, which
may result in termination of employment if he does not meet his KPIs. It is your company’s policy to put
serially underperforming employees on probation after each quarter of the financial year.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
b. Advise him of your intention to terminate his employment if his performance does not improve
c. Counsel him about the disciplinary policy
d. Advise him that you will be writing a formal letter to him identifying the unsatisfactory performance
and the steps you wish him to take to rectify the problem.
e. Establish KPIs for the 1 month
f. Establish the consequences of not meeting KPIs in the next review
g. Establish a time for a follow up review
h. Make comprehensive notes of the discussion.
Your assessor will organise for another person to participate in the role play with you, or the assessor will
participate in the role play with you.
Your assessor will record and assess your performance in the Role Play Observation Checklist below.
At the end of Rollo’s 1 month probationary period, he has not met his KPIs. He has only achieved 60% of his
sales targets, and his absenteeism improved only briefly before Rollo reverted to coming late and taking
days off.
Follow Fair Dismisal Law and prepare a termination letter. Your letter must include the reasons for dismissal,
the opportunities you have provided for the employee to improve their performance, and notice period and
final pay.
Your assessor will assess your performance based on the Performance Checklist below.
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Role Play 1
• Communicate performance standards,
Code of Conduct and work outputs to
colleague, in the context of organisational
requirements.
• Get agreement on performance standards
Observation Checklist – Assessment 4 Parts 1-5
and improvement plan from relevant staff
prior to commencement of work
• Explain performance measurement
Student name
systems utilised within the organisation in
Unitaand
wayTask being
to encourage BSBMGT502
cooperation from- Manage people performance
colleague
assessed
Course name and title BSB51915 Diploma ofRole Play 2 and Management
Leadership
•Assessor
Train name
participants in the performance
management and review process
Did the student: Check (X) Comments
• Provide informal feedback to staff
Yes No How did the student demonstrate this?
• Reinforce excellence in performance
through recognition and feedback
• Get agreement on performance standards
and improvement plan from relevant staff
prior to commencement of work
• Develop responsibilities of new role in
collaboration with colleague.
Role Play 3
• Seek assistance from human resources
specialists
• Understand what is being asked and
respond suitable.
Role Play 4
• Reinforce excellence in performance
through recognition and feedback
• Advise colleague where there is poor
performance and take necessary actions to
rectify the same while boosting morale
• Coach colleague in job skills
• Use language and structure appropriate to
context and audience to explain expected
standards of performance
Role Play 5, Part A
• Conduct a formal structured feedback
session
• Agree on performance improvement and
development plans in accordance with
organisational policies.
• Counsel individuals who continue to
perform below expectations, relate
performance to organisational policies and
procedures and implement the disciplinary
process
• Demonstrate empathy in seeking
explanation and agreement of low
performance from colleague.
• Confirm performance standards, code of
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conduct and consequences during the
Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
probationary period.
Unit Name: BSBMGT502 - Manage people performance
Date
STUDENT I have read and agree with this report.
Name and signature / /
Date
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Unit Assessment Result Sheet (UARS)
Student and Trainer/Assessor Details
Unit code BSBMGT502
Unit name Manage people performance
Outcome of Unit First attempt:
Assessment Task (UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Second attempt:
Student Declaration I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how
the assessment is structured. I accept that all work I submit
must be verifiable as my own.
I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
All appeal options have been explained to me.
Student Signature
Date
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance
Trainer/Assessor Name
Trainer/Assessor I hold:
Declaration Vocational competencies at least to the level being delivered
Current relevant industry skills
Current knowledge and skills in VET, and undertake
Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
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Document Type: UIT Student Assessment Pack Version 7.1 – Compliance and Quality Assurance Department
Release Date: Feb 2017 Review Date: Dec 2018
Unit Name: BSBMGT502 - Manage people performance