Student Name _________________________________

BSBMGT502
Manage People Performance
Learner Workbook
 Page |2

Assessment criteria for BSBMGT502

Manage people performance
In this document, you will find the foundation of what is required to become competent in this unit.
For further information on each element, you can refer to the Assessment Matrix. Included in this
document are the elements for the unit, foundation skills, assessment requirements as well as an
assessment tool definition list and the crucial observation and third party check lists. As well as all of
the areas covered here, each student must also complete all workbook activities, case studies and
major activities, where stated, to become competent within this unit.

NOTE – Re-assessment:

Students will have amaximum of two (2) reassessments attempts if competency is not achieved in
the first instance.

The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of
the unit of competency when all components or parts of the assessment are graded as ‘S’ for
Satisfactory. Unsatisfactory results are marked as NS.

Elements for Competency Demonstration

Elements for Competency Assessment:
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
 Keep records and documentation in accordance with the organisational
performance management system
 Page |3

Foundation Skills:
Learning

 Consolidates and improves own knowledge and skills by coaching, mentoring or

training others

Reading

 Gathers, interprets and analyses texts in organisational documents to facilitate

performance management

Writing

 Plans and prepares documents for allocating work and managing performance
suitable for the target audience and in accordance with organisational requirements

Oral Communication

 Uses language and structure appropriate to context and audience to explain

expected standards of performance, provide feedback and coach staff

Numeracy

 Extracts and evaluates mathematical information embedded in a range of tasks and

text relating to performance standards and risk analysis

Navigate the world of work

 Appreciates the implications of legal and regulatory responsibilities related to own

work and the organisation as a whole

 Monitors adherence to organisational policies and procedures

Interact with others

 Recognises and applies the protocols governing what to communicate to whom and
how in a range of work contexts

 Collaborates with others to achieve joint outcomes, influencing direction and taking
a leadership role on occasion

Get the work done

 Sequences and schedules complex activities, monitors implementation and

manages relevant communication

 Seeks advice, feedback and support as required to assist in the decision-making

process

 Uses experiences to reflect on the ways in which variables impact on performance

Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
 Page |4

 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

Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the management and leadership field of
work and include access to:

 Relevant legislation

 Workplace documentation and resources

 Case studies and, where possible, real situations

 Interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements

Links:
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes -
http://www.ibsa.org.au/companion_volumes
 Page |5

Any observations and practical assessments must be recorded in the observation checklist. All
practical tasks should be demonstrated during the length of the course. As the instructor, you must
maintain a record demonstrating the date of the practical activities and any comments relevant to
the performance of each student. Where a student is not able to demonstrate competence in a
practical observation activity, further questioning should be put in its place.

As the instructor, you could be assessing the student’s literacy, numeracy and language skills, as well
as the content and context of his/her answers.

In some cases, you will have to adjust and amend the assessment tools, using different and varied
methods (such as oral assessment), to allow students to be assessed according to their needs and
abilities.

Assessment Tool Definitions
Assessment Tool
Learner Workbook Activities
(Entire completion is required)
Observation/Demonstration
(To be completed for each numbered point as
stated on the checklist)
Major Activity
(Entire completion is required)
Skills and Knowledge Activity
(Entire completion is required)
Third Party
(To be completed for each numbered point as
stated on the checklist)
Case Study
(Entire completion is required)
Learner Guide
(To be used as an informational guide)
Evidence Document
(Not a necessity for completion of unit but can be
used as an aid or to collect further evidence)
Page |6
How is it used? What is it?
Each student should be given a Learner Workbook which
will hold a number of activities, both formative and
summative, that all need to be completed in conjunction
with the appropriate sessions. The PowerPoint, Learner
Guide and instructor should provide further information to
help with the activities.
An observation should be completed for each of the
students by the instructor. If the tasks aren’t everyday
actions, a simulated environment is acceptable or a
demonstration can be set up. An observation checklist can
be found at the end of this document.
A Major Activity is a summative assessment and can be
found in the Learner Workbook, after all of the activities
are completed. This is an extended piece of summative
assessment which should take anywhere between 1-2
hours and every student should complete this work. It is a
requirement for each unit to check knowledge and
understanding.
A Skills and Knowledge Activity is a summative assessment
and is found before the Major Activity in the Learner
Workbook. This should take between 1-2 hours and every
student should complete this work. It is a requirement for
each unit to check knowledge and understanding of the
foundation skills and knowledge evidence.
A Third Party checklist is very similar to an Observation
Checklist in its format, but it can be completed by someone
who works with the learner and has witnessed them
completing tasks which coincide with the elements of the
unit. The checklist can be found at the end of this
document.
Not all units will have Case Studies but those that do will be
clearly stated within the PowerPoint and the Learner
Workbook. It will appear as any other activity but it will be
named ‘Case Study’ and will provide an example of a
possible real life situation for the learner to read, interpret
and then answer questions on.
The Learner Guide links with the Learner Workbook as it
provides the information given during sessions and more. It
can help students to further their knowledge and to also
complete the activities.
The Evidence Document lists all of the Elements and
Performance Criteria with an area for written reports etc,
to add evidence to the student’s portfolio. It can be used
for any of the performance criteria, especially those which
may not have been covered by any other assessment tool.
The student can circle a number of the criteria that they
may feel they need further evidence of or it can be used as
a guide for completing further Observations and Third
Party reports.
 Page |7

Observation/Demonstration
Throughout this unit, the learner will be expected to show their competency of the elements
through observations or demonstrations. The observations and demonstrations will be completed as
well as the formative and summative assessments found in the Learner Workbook. An explanation
of demonstrations and observations:

Demonstration is off-the-job

A demonstrationwill require:

 Performing a skill or task that is asked of you

 Undertakinga simulation exercise
Observation is on-the-job

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers
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. Each
task must be observed. You will need to ensure you provide the learner with the correct equipment
and/or materials to complete the task. You will also need to inform the learner of the time they have
to complete the task; this will once again vary, depending on the task.

Learner should be able to demonstrate they can:

 Allocate work
 Assess performance
 Provide feedback
 Manage follow up
Learners should also demonstrate the following skills:
 Learning
 Reading
 Writing
 Oral Communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done
 Page |8

Observation/Demonstration Checklist
Candidate’s Name
Assessor or Observer’s Name Mandeep KAUR
Unit of Competence
BSBMGT502 Manage People Performance
(Code and Title)

Date of Assessment 03.02.2019

Location CBTC
Demonstration Tasks
Materials and Equipment
Tasks to be observed, demonstrated or simulated Yes No Comment
if appropriate
1. Allocate work:
Did the learner demonstrate that they
couldconsult relevant groups and individuals
on work to be allocated and resources
available?
2. Allocate work:
Did the learner demonstrate that they
coulddevelop work plans in accordance with
operational plans?
3. Allocate work:
Did the learner demonstrate that they
couldallocate work in a way that is efficient,
cost effective and outcome focused?
4. Allocate work:
Did the learner demonstrate that they
couldconfirm performance standards, Code of
Conductand work outputs with relevant teams
and individuals?
5. Allocate work:
Did the learner demonstrate that they
coulddevelop and agree performance
indicatorswith relevant staff prior to
commencement of work?
6. Allocate work:
Did the learner demonstrate that they
couldconduct risk analysis in accordance with
the organisational risk management plan and
legal requirements?
 Page |9

7. Assess performance:
Did the learner demonstrate that they
coulddesign performance managementand
review processes to ensure consistency with
organisational objectives and policies?
8. Assess performance:
Did the learner demonstrate that they
couldtrain participants in the performance
management and review process?
9. Assess performance:
Did the learner demonstrate that they
couldconduct performance management in
accordance with organisational protocols and
time lines?
10. Assess performance:
Did the learner demonstrate that they
couldmonitor and evaluate performance on a
continuous basis?
11. Provide feedback:
Did the learner demonstrate that they
couldprovide informal feedback to staff on a
regular basis?
12. Provide feedback:
Did the learner demonstrate that they
couldadvise relevant people where there is
poor performance and take necessary actions?
13. Provide feedback:
Did the learner demonstrate that they
couldprovide on-the-job coaching when
necessary to improve performance and to
confirm excellence in performance?
14. Provide feedback:
Did the learner demonstrate that they
coulddocument performance in accordance
with the organisational performance
management system?
15. Provide feedback:
Did the learner demonstrate that they
couldconduct formal structured feedback
sessions as necessary and in accordance with
organisational policy?
 P a g e | 10

16. Manage follow up:

Did the learner demonstrate that they
couldwrite and agree on performance
improvement and development plans in
accordance with organisational policies?
17. Manage follow up:
Did the learner demonstrate that they
couldseek assistance from human resources
specialists where appropriate?
18. Manage follow up:
Did the learner demonstrate that they
couldreinforce excellence in performance
through recognition and continuous feedback?
19. Manage follow up:
Did the learner demonstrate that they
couldmonitor and coach individuals with poor
performance?
20. Manage follow up:
Did the learner demonstrate that they
couldprovide support services where
necessary?
21. Manage follow up:
Did the learner demonstrate that they
couldcounsel individuals who continue to
perform below expectations and implement
the disciplinary process if necessary?
22. Manage follow up:
Did the learner demonstrate that they
couldterminate staff in accordance with legal
and organisational requirements where
serious misconduct occurs or ongoing poor-
performance continues?
 P a g e | 11

The candidate’s Not Satisfactory Satisfactory

performance was:

Further Comments:

Candidate’s Signature

Assessor/Observer’s
Signature
 P a g e | 12

Support Questions for observation checklist

Candidate’s Name

Assessor or Observer’s Name

Unit of Competence
(Code and Title)

Date of Assessment

Location

The candidate’s performance was: Not Satisfactory Satisfactory

Client Feedback

Candidate’s Signature

Assessor/Observer’s Signature
 P a g e | 13

Third Party Reports

The Third Party Report should be completed by a senior member of staff i.e. a supervisor or
manager, where possible. The report should cover the points below, with a description to show that
the tasks have been witnessed over time, while working with the learner. Examples, times, dates etc.
should be included, if possible.

As this unit is about managing people performance, you will need to have witnessed the learner
within a working or training environment:

1. Allocating work

2. Assessing performance

3. Providing feedback

4. Managing follow up

Ticking yes/no next to the tasks is required, as well as an accompanying report.

 P a g e | 14

Third Party Checklist

Candidate’s Name

Assessor or Observer’s Name

Unit of Competence
(Code and Title)

Date of Assessment

Location

Demonstration Tasks

Materials and Equipment

Tasks to be simulated if not witnessed over time: Yes No

1. Did the learner consult relevant groups and individuals on work to be
allocated and resources available?
2. Did the learner develop work plans in accordance with operational
plans?
3. Did the learner allocate work in a way that is efficient, cost effective and
outcome focused?
4. Did the learner confirm performance standards, Code of Conductand
work outputs with relevant teams and individuals?
5. Did the learner develop and agree performance indicatorswith relevant
staff prior to commencement of work?
6. Did the learner conduct risk analysis in accordance with the
organisational risk management plan and legal requirements?
7. Did the learner design performance managementand review processes
to ensure consistency with organisational objectives and policies?
8. Did the learner train participants in the performance management and
review process?
9. Did the learner conduct performance management in accordance with
organisational protocols and time lines?
10. Did the learner monitor and evaluate performance on a continuous
basis?
11. Did the learner provide informal feedback to staff on a regular basis?
12. Did the learner advise relevant people where there is poor performance
and take necessary actions?
13. Did the learner provide on-the-job coaching when necessary to improve
performance and to confirm excellence in performance?
14. Did the learner document performance in accordance with the
organisational performance management system?
 P a g e | 15

15. Did the learner conduct formal structured feedback sessions as

necessary and in accordance with organisational policy?
16. Did the learner write and agree on performance improvement and
development plans in accordance with organisational policies?
17. Did the learner seek assistance from human resources specialists where
appropriate?
18. Did the learner reinforce excellence in performance through recognition
and continuous feedback?
19. Did the learner monitor and coach individuals with poor performance?

20. Did the learner provide support services where necessary?

21. Did the learner counsel individuals who continue to perform below
expectations and implement the disciplinary process if necessary?
22. Did the learner terminate staff in accordance with legal and
organisational requirements where serious misconduct occurs or
ongoing poor-performance continues?

The candidate’s Not Satisfactory Satisfactory

performance was:

Further comments:

Candidate’s Signature

Assessor/Observer’s
Signature

Third Party Evidence

Confidential Information
Name of Candidate

RTO:

Unit(s) of Competence
 P a g e | 16

As part of the assessment for the units of competency, we are seeking evidence to support a
judgment about the candidate’s competence. As part of the evidence of competence we are seeking
reports from the supervisor and other people who work closely with the candidate.

Name of the supervisor:

Workplace:

Address:

Phone:

Do you understand which evidence/tasks the candidate has Yes No

provided/performed that you are required to comment on?
As the assessor explains the purpose of the candidates Yes No
assessment?
Are you aware that the candidate will see a copy of this form? Yes No
Are you willing to be contacted should further verification of this Yes No
statement be required?

What is your relationship to the

candidate?

How long have you worked with the

person being assessed?

How closely do you work with the

candidate in the area being
assessed?

What is your technical experience

and/or qualification (s) in the area
being assessed?(Include any
assessment or training
qualifications.)
 P a g e | 17

Does the candidate:

Perform tasks to the industry standards? Yes No

Managed job tasks effectively? Yes No

Implement safe working practices? Yes No

Solve problems on the job? Yes No

Work well with others? Yes No

Add that to new tasks? Yes No

With unusual or non-routine situations? Yes No

Overall do you believe the

candidate conforms to the
standard required by the unit
of competency on a consistent
basis?

Identify any training needs for the candidate:

Any other comments:

 P a g e | 18

Table of Contents
Assessment criteria for BSBMGT502 ............................................................................................. 1
Manage people performance ....................................................................................................... 2
Elements for Competency Demonstration ..................................................................................... 2
Assessment Tool Definitions ........................................................................................................... 6
Observation/Demonstration ........................................................................................................... 7
Observation/Demonstration Checklist ........................................................................................... 8
Support Questions for observation checklist ................................................................................ 12
Third Party Reports ....................................................................................................................... 13
Third Party Checklist ..................................................................................................................... 14
Third Party Evidence ..................................................................................................................... 15
Table of Contents ....................................................................................................................... 18
Candidate Details ....................................................................................................................... 19
Assessment – BSBMGT502: Manage People Performance .......................................................... 19
Competency Record to be completed by Assessor ...................................................................... 20
Observation/Demonstration ...................................................................................................... 21
Activities ................................................................................................................................... 22
Activity 1.1 .................................................................................................................................... 22
Activity 1.2 - 1.6 ............................................................................................................................ 23
Activity 2.1 .................................................................................................................................... 26
Activity 2.2 - 2.4 ............................................................................................................................ 30
Activity 3.1 - 3.5 ............................................................................................................................ 32
Activity 4.1 - 4.6 ............................................................................................................................ 36
Activity 4.7 .................................................................................................................................... 39
Skills and Knowledge Activity ........................................................................................................ 40
Major Activity ................................................................................................................................ 42
Appendices ................................................................................................................................ 43
Appendix One –Individual Work Plan ........................................................................................... 43
Appendix Two – Quantifiable Risk Analysis .................................................................................. 44
Appendix Three Performance Management ................................................................................ 45
Appendix Four Coaching plan ....................................................................................................... 46
Appendix Five: HR Professional Consultation Template ............................................................... 47
Appendix Seven: Counselling Plan ................................................................................................ 48
 P a g e | 19

Appendix Eight: Performance Plan ............................................................................................... 49

Candidate Details
Assessment – BSBMGT502: Manage People Performance
Please complete the following activities and hand in to your trainer for marking.This forms part of
your assessment for BSBMGT502: Manage people performance

Name: _____________________________________________________________

Address: _____________________________________________________________

_____________________________________________________________

Email: _____________________________________________________________

Employer: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person.

Signed: ____________________________________________________________

Date: ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below;

This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed.We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________
 P a g e | 20

Competency Record to be completed by Assessor

Learner Name: _______________________________________________________

Date of Assessment: February 3, 2019

The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as;

Assessor Initials

Authentic

Valid

Reliable

Current

Sufficient

Learner is deemed: COMPETENT NOT YET COMPETENT(Please circle)

If not yet competent, date for re-assessment: ____________________________________

Comments from Trainer / Assessor:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Assessor Signature: ________________________________________________________

 P a g e | 21

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your instructor 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 demonstrations and observations:

Demonstration is off-the-job

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise
Observation is on-the-job

The observation will usually require:

 Performing a work-based skill or task

 Interaction with colleagues and/or customers
Your instructor will inform you of which one of the above they would like you to do. The
demonstration/observation 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
instructor 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.

The learners will need to demonstrate they can:

1. Allocate work
2. Assess performance
3. Provide feedback
4. 4. Manage follow up
You should also demonstrate the following skills:
 Learning
 Reading
 Writing
 Oral communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done
 P a g e | 22

Activities
Activity 1.1
Estimated Time 45 Minutes
Objective To provide you with an opportunity to consult relevant groups and individuals
on work to be allocated and resources available.
Activity There are three goals that impact on a manager's decision-making process.List
and briefly explain each in your own words.

Case study exercise:

In groups of three or four, discuss how you would allocate work and resources
on a project to refurbish a new office for an organisation and note this down.
 P a g e | 23

Activity 1.2 -1.6

Estimated Time 1 Hour
Objective To provide you with an opportunity to 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; and conduct risk
analysis in accordance with the organisational risk management plan and legal
requirements.
Activity Using your knowledge of your department and the nine steps of the allocation
work plan, explain how your department allocates their resources.

In each step of this process, provide an example on how you believe the plan
was researched, the stakeholders who were consulted and how work was
allocated.

Do you believe that the plan that your organisation uses could be
enhanced?Give examples of how you believe the system could be improved.

1. Providing clear instruction

2. Identifying the consulting with key stakeholders

 P a g e | 24

3. To make sure that work is allocation in alignment with operational plans

4. To allocate work as per the organisation’s policies and procedures and

cost effectively – In this step you are to discuss what would happen if
too many staff were off work sick and a large demand for an order
needed to be processed.How would the resources be re-allocated?

5. Communicating and collaborating plans with others. - What

communication processes are in place?Are they sufficient for your
needs?Give an example for your answer
 P a g e | 25

6. Confirming performance requirements

7. Following performance indicators

8. Developing individual work plans

 P a g e | 26

9. Undertaking risk analyses in accordance with the organisation’s risk

management plans and legal requirements.

Activity 2.1
Estimated Time 45 Minutes
Objective To provide you with the chance to design performance management and review
processes to ensure consistency with organisational objectives and policies.
Activity What is a performance management system?

Case study question – read the following:

Job Description

Purpose of the position

The Administrative Clerk is responsible for providing administrative and clerical
services inorder to ensure effective and efficient operations.

Scope
The Administrative Clerk reports to the Senior Administrative Officer and is
responsible forproviding administrative and clerical services. Providing these
services in an effective andefficient manner will ensure that municipal operations
 P a g e | 27

are maintained in an effective andefficient manner.

Responsibilities

1) Provide administrative support to ensure that municipal operations are

maintained in aneffective, up to date and accurate manner

Main Activities:
 Type correspondence, reports and other documents
 Maintain office files
 Open and distribute the mail
 Take minutes at meetings
 Distribute minutes
 Coordinate repairs to office equipment

2) Provide support to Council to ensure that Council is provided with the

resources to makeeffective decisions

Main Activities:
 Maintain confidential records and files
 Maintain records of decisions
 Arrange for payment of honorariums
 Research and assist with the preparation of motions, policies and
procedures
 Review and edit reports to the Board
 Prepare correspondence for Board members
 Prepare documents and reports on the computer
 Schedule Board meetings
 Prepare agendas for Board meeting

Administrative Assistant
 Prepare packages for Board meetings
 Attend board meetings
 Record minutes and submit minutes for approval

3) Provide receptionist services

Main Activities:
 Greet and assist visitors
 Answer phones
 Direct calls and respond to inquiries

4) Perform other related duties as required

As a Manager, one of your responsibilities is to assist in the development of a

management plan for members of your team.Sally has recently been employed in
your organisation as an Administration Assistant.

Christine, a member of your HR team is unclear about what review procedures are
sufficient for Sally.To assist Christine, you are to consult with your team and
determine the Key Performance Indicators should be for this role as shown in the
 P a g e | 28

Job Description provided above.

Develop a Performance Management System for the position in the job

description provided above.

What skills did Sally need to demonstrate that she was the person for the job?

Based on the skills in 3, briefly outline the performance requirements, standards

and measures required.Consult and negotiate with the team.
 P a g e | 29

Develop an individual performance plan.

How will you track the performance plan you completed in Appendix
Eight?Should it be formal or informal?Why?

Reflect on this performance management plan.What were you hoping to achieve

by using the performance system?

What should you do to make this system work?

 P a g e | 30

Activity 2.2 - 2.4

Estimated Time 30 Minutes
Objective To provide you with an opportunity to train participants in the performance
management and review process; conduct performance management in
accordance with organisational protocols and time lines; and monitor and
evaluate performance on a continuous basis.
Activity Succession planning is the process of identifying people within an organisation
who have the potential to fill future management and leadership positions.

Case study exercise:

You have been asked to choose a member of your team who can learn all aspects
of your job (with succession planning in mind). With a person from your group
acting as the identified person, discuss the skills that are required to perform your
job and discuss their skills. Identify the variances in the skill level and determine
what training is needed to bring their skills and knowledge to the level of manager
within your organisation.

Training Plan for:Dept:Date:

Priority
link to
What Business Time Planning Budget &
Business
training need Needed Needed Notes
Strategic
is needed solved
Plan
 P a g e | 31

Use the Performance Management Timeline todetermine how the succession

planning arranged above can be planned, including reviews, training and how the
team leader can measure their performance.

Performance Management Timeline

General

Probationary staff

Special cases/interim reviews

Performance planning/review meetings

Documentation

What behaviours should the team leader demonstrate?

 P a g e | 32

Activity 3.1-3.5
Estimated Time 1 Hour
Objective To provide you with an opportunity to provide feedback.
Activity Feedback is important because it allows/provides management and staff
information on areas where they can improve.

Using the information that you have developed in Activity 2.1-2.4, answer the
following questions.

1. Why are you assessing this staff member?

2. On what functions, skills, behaviours, or activities is this assessment

based?

3. On what standards is this assessment based?

 P a g e | 33

4. What are the facts of the situation?

5. What do you plan to do with the results of your feedback?

6. What methods will be used to give feedback to the team leader?

7. Provide feedback to your appointed team leader to say that he/she is

underperforming and requires more one-on-one training. The team
leader is intimidated about the position. You need to build the team
leader’s skills and knowledge to motivate the team leader and build
his/her confidence.
 P a g e | 34

8. Develop a coaching plan addressing these issues

Coaching Plan
Name: ____________________________________
Manager: __________________________________
Date of meeting: _____________________________

Areas where excellence in performance has been demonstrated

Performance areas needing improvement

Additional items (i.e. training and professional development needed)

 P a g e | 35

Next steps

9. The informal feedback that the team leader has received does not seem
to be working.With your team, develop a more structured feedback
session that addresses the team leader’s needs and organisational policy.

10. Use the seven key elements of coaching by Larson and Richburg (2000) to
analyse whether the plan that you have worked together to fulfil is
effective.If you find a lacking in any area, may recommendations on how
you may close the gap.

Context:
 P a g e | 36

Clarity:

Commitment:

Course of Action:

Coachability:

Confidentiality:

Chemistry:

Activity 4.1-4.6
Estimated Time 1 Hour
Objective To provide you with an opportunity to write and agree on performance
improvement and development plans in accordance with organisational policies;
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; and counsel individuals who continue to perform below
expectations and implement the disciplinary process if necessary.
Activity Case study exercise:
The new sales figures are in and they are not good. All feedback shows that the
fault is not due to the product, as the customers have advised you that the
product exceeds their expectations, not only in terms of quality performance
but also in terms of price.
You personally visit your team and find that morale is very low. Several weeks
ago, a member of their team was killed when a wall of parts fell on them when a
shelf snapped. After WorkSafe closed the factory for a week, it was re-opened.
The company hired to supply the shelving and build it did not maintain its duty
of care to provide safe equipment. Both the client and to a lesser degree the
company was fined.
Staff had reported the shelving and the company had failed to take the correct
action. Your first aim is to suggest ways in which to change this negative
 P a g e | 37

attitude.As this is outside your field of knowledge, identify what HR experts will
be able to assist you in changing the negative morale of staff.

As a group exercise – choose a member of the group to act as your HR contact, a

trainer, and a member of the work team and answer the following questions.

1. Consult with your HR contact on the above issue and discuss what you
can do to help your team and their performance at work.
Make recommendations in regards of ways in which the team has more
control of the environment. What training could you provide the team
to give them the skills to take more control of their environment?

2. What recognition do you believe that team members should be given to

build confidence and morale?

3. How can you determine whether the training, coaching or mentoring is

successful?

Include feedback discussions with both the trainer and the team
member to further investigate this.
 P a g e | 38

4. What support services should the team be supplied with?

After three months, two members of your team are not making any effort to
respond to the changes made internally and have not taken advantage of the
opportunities to improve their skills.They are still negative, and this is not
having a good impact on the rest of the team.

5. Use your knowledge of counselling to develop a counselling session to

address these issues.
 P a g e | 39

Activity 4.7
Estimated Time 45 Minutes
Objective To provide you with an opportunity to terminate staff in accordance with legal
and organisational requirements where serious misconduct occurs or ongoing
poor-performance continues.
Activity Your organisation does not have procedures on how to terminate an employee.
Access the Fair Work Australia site URL Address: www.fwa.gov.au

1. Discuss what you will need to do to initiate and terminate a member of

your team’s employment.If necessary, set the procedure out in a flow
chart.
 P a g e | 40

Skills and Knowledge Activity

Estimated Time 1 Hour
Objective To provide you with an opportunity to demonstrate your knowledge of the
foundation skills, knowledge evidence and performance evidence.
Activity Complete the following individually and attach your completed work to your
workbook.

The answers to the following questions will enable you to demonstrate your
knowledge of:

 Learning
 Reading
 Writing
 Oral communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done
 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.

Answer each question in as much detail as possible, considering your

organisational requirements for each one.

1. How would you communicate expected standards of performance,

effective feedback and to coach staff who need development?

2. How would you use risk management skills to analyse, identify and
develop mitigation strategies for identified risks?
 P a g e | 41

3. How would you ensure a planned and objective approach to the

performance management system?

4. Document your company’s policies, or an organisation that you can use

as an example, on Work Health and Safety, environmental issues, equal
opportunity, industrial relations and anti-discrimination.

5. Identify three relevant awards and certified agreements. What are the
benefits of attaining them?

6. What performance measurement systems are utilised in your

organisation, or another organisation that you can use as an example?

7. As in the question above, what options do staff have for development

and where can they find this information?
 P a g e | 42

Major Activity
Estimated Time 1 Hour
Objective To provide you with an opportunity to demonstrate your knowledge of the
entire unit.
Activity This is a major activity – you should let the learners know whether they will
complete it during class or in their own time.

You must individually, answer the following questions in full to show your
competency of each element;

1. Allocate work
2. Assess performance
3. Provide feedback
4. Manage follow up

1. What do you have to consider when allocating work?

2. How would you assess performance?

3. What is the difference between formal and informal feedback?

4. What is involved when managing follow up? (Discuss using all of the
criteria).
 P a g e | 43

Appendices
Appendix One –Individual Work Plan
Goal:

Description for Year 1:

Measurable
Objective for Activities for Year 1 Impact for Year 1 Evaluation for Year 1
Year 1
 P a g e | 44

Appendix Two – Quantifiable Risk Analysis

Task description Risks Levels of
risk
 P a g e | 45

Appendix Three Performance Management

PERFORMANCE MANAGEMENT TIMELINE

General

Probationary staff

Special cases/interim reviews

Performance planning/review meetings

Documentation
 P a g e | 46

Appendix FourCoaching plan

Name: _______________________________________________________________

Manager: _____________________________________________________________

Date of meeting: _______________________________________________________

Areas where excellence in performance has been demonstrated

Performance areas needing improvement

Additional items (i.e. training and professional development needed)

Next steps
 P a g e | 47

Appendix Five: HR Professional Consultation Template

HR Professional Consulted:

Position:Date:

Feedback Response

1.

2.

3.
 P a g e | 48

Appendix Seven:Counselling Plan

Counselling Session Plan

1.Schedule a confidential meeting with the employee

2. Set and maintain a positive attitude

3. Be cooperative, professional and focused

4. Seek clarification

5.End on a positive note

6. Prepare a written summary

7. Follow up with the employee

 P a g e | 49

Appendix Eight: Performance Plan

Performance Plan
Key Result Area

Key Performance
Indicator/Target

Activity Targets/Measures/Milestones/Timing Results/Comments

P a g e | 50