Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

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Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the
terms and conditions relating to the submission of your assessment task. Please consult with your
trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the
terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed,
then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain
available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the
overall unit of competency. When undertaking any written assessment tasks, please ensure that you
address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed ? Your assessment tasks
include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as
your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you
have any doubts about including the work of other authors in your assessment, please consult your
trainer/assessor. The following list outlines some of the activities for which a learner can be accused of
plagiarism:
? Presenting any work by another individual as one’s own unintentionally
? Handing in assessments markedly similar to or copied from another learner
? Presenting the work of another individual or group as their own work
? Handing in assessments without the adequate acknowledgement of sources used, including assessments
taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to
discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole
or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation
of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are
subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a
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“0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to
confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded
“Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will
be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in
order to determine competency, you must provide us with such information/evidence, subject to privacy
and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence,
in accordance with the law. However, you are responsible for ensuring that you do not provide us with
anything regarding any third party including your employer, colleagues and others, that they do not
consent to the disclosure of. While we may ask you to provide information or details about aspects of your
employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy
rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your
assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You
must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request
after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in
writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as
soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third-Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
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The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills
and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have they
deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and
therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary
questions to determine your competence. Once you have demonstrated the required level of performance,
you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided
during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do
so, discuss this with your trainer/assessor.
Reasonable Adjustment
As a learner, I have been advised of my rights and responsibilities regarding Reasonable Adjustment. I
understand how it relates to measures or actions that can be taken by an education provider, to assist me to
succeed in my training program where I have identified myself as having a disability or impairment that
could prevent me from fulfilling the requirements of my chosen program.
I have indicated where necessary, on my enrolment form, those disabilities that may require a reasonable
adjustment to my training schedule and I have ensured that my trainer is aware of any additional
recognised issues that will require changes to the standard delivery of this program of study. Should any of
these circumstances change during my study I will notify my trainer as soon as possible and my trainer
will list these changes here with my signature.
I certify I have read and accept the above information as part of my responsibilities during my program of
study.
Change in circumstance Date Trainer signature Student signature
Assessment Task Coversheet
Students must clearly and accurately complete an Assessment Task Coversheet for all assessment tasks
and other types of evidence to be submitted for a unit(s) of competency. Original work will not be returned
to students as ASMI is required to hold assessments for six months after completion for audit purposes.
Students should retain a copy for their records, ASMI does not accept responsibility for work that goes
missing in postage between the student and the organisation. Any students wishing to have their original
work back after the six-month period should contact the administration office by email
admin@asmitraining.edu.au.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations
or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to
be observed. The observations and demonstrations will be completed as well as the activities found in this
workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work-based skill or task
? Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:
? Performing a skill or task that is asked of you ? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
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trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the
task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency
in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then contact the
third party in instances where they require more evidence to determine competency, or they cannot
observe certain tasks themselves. The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation ? Patient confidentiality and privacy
issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to complete
these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application
of the principles that you are learning as part of your training. Where this is not possible, you and your
third party should simulate the activity tasks and demonstrations that you believe would be likely to arise
in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role
that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third-Party section in the
Observations/Demonstrations document.
Activities checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance
as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not
satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activities been answered and performed fully, as required to assess the competency of the learner?
Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Activities
Complete the following activities individually (as applicable to the specific activity and the assessment
environment).
Activity 1A
Objective To provide you with an opportunity to develop strategies to ensure that team members are
actively encouraged and supported to participate in decision-making processes, assume responsibility and
exercise initiative as appropriate.
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Refer to Case Study A
1. Describe the ways in which Mr Galloway might encourage the employees to adopt above the line
behaviour
2. Imagine that the staff members within the Broadways café and restaurant prove reluctant to assume
greater responsibility. Describe the steps which Mr Galloway could take in such an instance.
Activity 1B
Objective To provide you with an opportunity to establish systems to ensure that the organisation’s
continuous improvement processes are communicated to stakeholders.
Refer to Case Study B
1. Identify three methods which Mr Jacobs might use for the purpose of communicating the continuous
improvement processes to stakeholders.
2. Identify four continuous improvement processes that may be addressed when communicating with
stakeholders.
Activity 1C
Objective To provide you with an opportunity to ensure that change and improvement processes meet
sustainability requirements.
Give eight examples of sustainability requirements which must be met upon the implementation of change
and improvement processes.
Activity 1D
Objective To provide you with an opportunity to develop effective mentoring and coaching processes to
ensure that individuals and teams are able to implement and support the organisation’s continuous
improvement processes.
1. Identify four differences between workplace mentors and coaches.
2. Identify four aspects which will be of importance in relation to the effectiveness of coaching or
mentoring relationships.
Activity 1E
Objective To provide you with an opportunity to ensure that insights and experiences from business
activities are captured and accessible through knowledge management systems.
Give eight examples of knowledge management systems which may be used for the capturing and access
of business insights and activities.
Activity 2A
Objective To provide you with an opportunity to develop strategies to ensure that systems and processes
are used to monitor operational progress and to identify ways in which planning and operations could be
improved.
1. Identify five strategies that may be employed to ensure that systems and processes are used to monitor
operational progress and to identify ways in which planning and operations could be improved.
2. Identify three factors that may be considered when assessing operational progress.
Activity 2B
Objective To provide you with an opportunity to adjust and communicate strategies to stakeholders
according to organisational procedures.
Identify five methods of communicating strategies to stakeholders.
Activity 3A
Objective To provide you with an opportunity to establish processes to ensure that team members are
informed of outcomes of continuous improvement efforts.
Refer to Case Study B
Identify five methods that Mr Jacobs could use for the purpose of communicating the outcomes of
continuous improvement efforts.
Activity 3B
Objective To provide you with an opportunity to ensure processes include recording of work team
performance to assist in identifying further opportunities for improvement and consider areas identified
for further improvement when undertaking future planning.
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1. Identify four ways in which work team performance may be recorded.
2. Why is it important to consult employees regarding areas of further improvement?
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed after
finishing the Learner Guide. You should complete these as stated below and as instructed by your
trainer/assessor. Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation
(by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of
questions to confirm your competency for all of the required knowledge in the unit of competency.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence
of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this
activity as proof of completion.
This activity will enable you to demonstrate the following skills:
? Reading
? Writing
? Oral Communication
? Navigate the world of work ? Interact with others ? Get the work done.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. This skills-based activity will require you to refer to workplace documentation and identify information
regarding the continuous improvement of your organisation. You should then identify any further actions
that could be taken for compliance with legislative requirements and achievement of organisational goals.
These measures should be documented in accordance with organisational expectations and communicated
to relevant stakeholders. You should discuss them with the team members and account for any feedback
that is given. It will also be necessary to keep the team members updated upon implementation of the
continuous improvement measures.
This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your answer. It should detail what was
done, when it was done, the time it was completed
in, the completed actions and the overall outcome of the tasks.
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
? Explain how systems and procedures can support effective continuous improvement
? Explain how continuous improvement systems and processes relate to other business systems and
requirements including, knowledge management, quality, performance management and sustainability.
Answer each question in as much detail as possible, considering your organisational requirements for each
one.
1. How can the following knowledge management systems support continuous improvement?
? Best practice transfer
? Expert directories ? Post-project reviews ? Storytelling.
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2. Can you identify three possible opportunities for the discussion of continuous improvement with
employees?
3. Which performance management measures may be taken to increase the employee’s commitment to
change?
Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance
as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory
(S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor
or third party. Indicate in the table below the documents that have been provided. Please refer to your
trainer/assessor if clarification is required or if you have any further questions on what you are able to
provide or use.
Document name/description Document attached
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No
If not originals, have the originals been validated or checked? Yes No
Learner’s signature
Assessor’s signature
Case Studies
Case Study A
Mr Galloway is the owner of the Broadways café and restaurant. He has been happy with the level of
success and general satisfaction of the customers in recent times. However, he has been coming under
stress due to the increasing popularity of the café and restaurant. He is keen for the staff members to
participate to participate in decision-making processes and assume greater responsibility; particularly in
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relation to the choice and preparation of drinks and meals.
Case Study B
Mr Jacobs is the manager of the Merriot hotel. He has recently introduced a monthly training program as a
means of enabling the development of skills and knowledge among the employees. Part of the focus is
upon the cross-training of the employees so that they are able to work in a variety of roles and perform a
range of functions within the hotel. This involves the employees rotating between different positions and
learning how to carry out particular jobs

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