Table of Contents

Table of Contents 2
Introduction 5
Competency-Based Assessments 6
Assessing Nationally-Recognised Training 7
Dimensions of

CHCMGT003
Lead The Work Team
Assessment Workbook
Competency 9
Reasonable Adjustment 9
The Unit of Competency 10
The Context for Assessment 10
Assessment Method 11
Resources Required for Assessment 11
Assessment Workbook Cover Sheet 13
Knowledge Assessment 14
Practical Assessment 36
Instructions.......................................................................................................................... 36
Case Study 37
Case Study 1 – Staffing.........................................................................................................37
Scenario 1 – Ex-Convict Applicant....................................................................................37
Scenario 2 – Questionable Resignation............................................................................41
Scenario 3 – Recruitment Processes.................................................................................45
Scenario 4 – Service Need................................................................................................48
Scenario 5 – Referral Need...............................................................................................50

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 Case Study 2 – Conflict Resolution.......................................................................................52
Scenario 1 – Ice Cube Scarcity..........................................................................................52
Scenario 2 – Food Theft....................................................................................................56
Project Assessment 63
Project Overview..................................................................................................................63
The Assessment Pathway.....................................................................................................65
Part 1 Contribute to and Promote Effective Work Practices................................................66
1.1 Identify Work Groups.................................................................................................66
1.2 Develop Plans to Meet Day-to-day Activities.............................................................70
1.3 Implement Plans to Meet Day-to-day Activities.........................................................75
1.4 Consult with Appropriate People to Develop Strategies to Maximise Work
Performance and Outcomes.......................................................................................81
1.5 Implement Strategies to Maximise Work Performance and Outcomes.....................86
1.6 Identify Planning Problems and Develop Strategies to Address Problems.................95
1.7 Implement Strategies to Address Planning Problems...............................................101
Part 2 Develop and Implement Staffing Processes.............................................................109
2.1 Identify Staffing and Resourcing Needs and Develop Plans to Address Needs.........109
2.2 Provide Support to Staff Members...........................................................................113
Part 3 Maintain Professional Approach to Leading Work Team........................................125
3.1 Reflect on Own Practice........................................................................................... 125
3.2 Pro-actively Update Own Knowledge and Skills.......................................................129
3.3 Identify Organisation’s Values, Ethical Guidelines, and Policies and Procedures.....135
3.4 Align Own Leadership Practice with Organisation’s Values, Ethical Guidelines, and
Policies and Procedures............................................................................................140
3.5 Ensure that Interactions do not Negatively Affect Ability to Lead Team..................147
Part 4 Promote Effective Workplace Relations..................................................................152
4.1 Identify Collaborative Processes Work Practices......................................................152
4.2 Implement Collaborative Processes and Practices...................................................156
4.3 Model and Promote Effective Communication in the Workplace............................162
Part 5 Evaluate Plans..........................................................................................................168
5.1 Identify Organisational Needs and Goals..................................................................168

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 5.2 Meet Regularly with Appropriate People to Evaluate and Revise Plans and Practices
..................................................................................................................................173
Part 6 Review Individual Performance...............................................................................178
6.1 Identify Two Individuals to Monitor Performance of and Coach..............................178
6.2 Identify and Document Performance Management Processes................................181
6.3 Monitor and Evaluate Individuals.............................................................................186
6.4 Meet with Individuals to Improve Poor Performance..............................................194
6.5 Coach Individuals to Improve Performance..............................................................200
6.6 Seek Additional Support for Individuals...................................................................206
Assessment Workbook Checklist 213
Record of Assessment (Assessor’s Use Only) 217

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Introduction
The questions in this workbook are divided into two categories: Knowledge Assessment
and Practical Assessment
The questions under Knowledge Assessments are all in a short answer format. The longer
questions requiring creative and analytical thought processes are covered in the Practical
Assessment, which is made up of the Case Study and Project Assessment.
You must answer all questions using your own words.However, you may reference your
Learner Guide and other relevant resources and learning materials to complete this
assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you
should be able to answer these questions based on the processes that are currently in
place in your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical
workplace setting.

Accessing the Intranet Pages and External Links

Throughout this workbook, you will be referred to access intranet pages (simulated
businesses) and/or external webpages. Links to these intranet pages and external
webpages are formatted in Blue Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key for Mac
users while clicking on these links.

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Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support the
judgement on whether competency has been achieved. Skills and knowledge (developed
either in a structured learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry, rather than compared with
the skills and knowledge of other candidates.

The features of a competency-based assessment system are:

 It is focused on what candidates can do and whether it meets the criteria specified
by the industry as competency standards.
 Assessment should mirror the environment the candidate will encounter in the
workplace.
 Assessment criteria should be clearly stated to the candidate at the beginning of
the learning process.
 Assessment should be holistic. That is, it aims to assess as many elements and/or
units of competency as is feasible at one time.
 In competency assessment, a candidate receives one of only two outcomes –
competent or not yet competent.

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  The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be ineffectual
unless it assists a person to perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated for
the trainer and candidate. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist,
the outcomes are based upon those identified in a training needs analysis.

Assessing Nationally-Recognised Training

Developing and conducting assessment, in an Australian vocational education and training
context, is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1. Assessment must be valid
 Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
 Assessment must include the combination of knowledge and skills with their
practical application.
 Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
2. Assessment must be reliable
 Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
 Assessors must be trained in national competency standards for assessors to
ensure reliability.
3. Assessment must be flexible
 Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
 Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.
 Assessment must be made accessible to candidates through a variety of
delivery modes, so they can proceed through modularised training packages
to gain competencies.

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  Assessment must be mutually developed and agreed upon between
assessor and the assessed.
 Assessment must be able to be challenged. Appropriate mechanisms must
be made for reassessment as a result of challenge.
4. Assessment must be fair
 Assessment process must consider the individual needs of the candidate.
 Assessment must provide for reasonable adjustments, where appropriate,
to take into account the individual candidate’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Rules of Evidence
When collecting evidence, there are certain rules that apply to that evidence. All evidence
must be valid, sufficient, authentic and current:
1. Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills or attitudes.
2. Sufficient
This rule relates to the amount of evidence gathered. It is imperative that enough
evidence is gathered to satisfy the requirements that the candidate is competent in
all aspects of the unit of competency.
3. Authentic
When evidence is gathered, the assessor must be satisfied that evidence is the
candidate’s own work.
4. Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)

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Dimensions of Competency
The national concept of competency includes all aspects of work performance and not only
narrow task skills. The four dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a
disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment
or making changes to the training delivered to assist a candidate with a disability. A
reasonable adjustment can be as simple as changing classrooms to be closer to amenities
or installing a particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with a disability
have:
 The same learning opportunities as candidates without a disability, and
 The same opportunity to perform and complete assessments as those without a
disability.
Reasonable adjustment applied to participation in teaching, learning and assessment
activities can include:
 Customising resources and assessment activities within the training package or
accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure candidate needs continue to be met

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Page 10 of 247
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant unit(s)
of competency. For example, if the assessment were gathering evidence of the
candidate’s competency in writing, allowing the candidate to complete the assessment
verbally would not be a valid assessment method. The method of assessment used by
any reasonable adjustment must still meet the competency requirements.

The Unit of Competency

The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCMGT003 - Lead the work team (Release 1)
1. Contribute to and promote effective work processes
2. Develop and implement staffing processes
3. Maintain professional approach to leading work team
4. Promote effective workplace relations
5. Evaluate plans
6. Review individual performance

A complete copy of the above unit of competency can be downloaded from the
TGA website:
https://training.gov.au/Training/Details/CHCMGT003

The Context for Assessment

To complete the assessments in this workbook, students need to have access to their
learning materials and the Internet. The Knowledge Assessment may be completed wholly
at the candidate’s home or chosen place of study. The Practical Assessment must be
completed in a workplace or in a simulated environment.

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Assessment Method
This workbook uses the following assessment method(s):
1. Knowledge Assessment
A set of generic and workplace questions testing the candidate’s general knowledge
and understanding of the general theory behind the unit.
2. Case Study
Includes detailed scenarios and simulated environments, providing all necessary
information required to complete relevant tasks and activities.
3. Project Assessment
A set of tasks or activities completed according to set instructions and guidelines to
meet the requirements of the relevant unit(s). These tasks and activities require you
to have access to a real workplace.

Resources Required for Assessment

The candidate will need access to:
 Computer with Internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 A workplace that will allow you access to:
 Twelve people who fit the following profiles:
o Three who have the same work roles
o Three who don’t have the same work roles but are working on the same
goal
o Two individuals to coach to improve their work performance
o Two who oversees a section of your organisation
 A safe place to meet with the people in your workplace
 Access to documents or personnel who have information about the following:
o The organisation’s staffing needs
o The organisation’s resourcing needs
o The organisation’s values
o The organisation’s ethical guidelines
o The organisation’s policies and procedure regarding workplace relations

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 o The organisation’s collaborative processes
o The organisation’s collaborative practices
 For the Case Studies:
o At least two volunteers to role play characters in the case studies
o A safe place to meet with the volunteers for the role play
o A camera with video-recoding capability

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Assessment Workbook Cover Sheet
To the candidate: Print this cover sheet and complete it by filling in all the required
information and signing on the space provided. Your signature must be handwritten. Scan
the completed cover sheet and submit it along with your evidence submissions. Use the
filename: CHCMGT003 Cover Sheet

Workbook CHCMGT003

Title Lead the work team (Release 1)

First and Surname Suraj Sharma

Phone 0468860950

Email [email protected]

Please read the Candidate Declaration below and if you agree to the
terms of the declaration, sign and date in the spaces provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made aware of my
rights and responsibilities as an assessment candidate, and choose to be assessed at
this time.
 I am aware that there is a limit to the number of submissions that I can make for
each assessment, and I am submitting all documents required to complete this
Assessment Workbook.
 I have organised and named the files I am submitting according to the instructions
provided, and I am aware that my assessor will not assess work that cannot be
clearly identified and may request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by another person except
where due reference is made. I am aware that a false declaration may lead to the
withdrawal of qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications that I
submit as evidence as well as the qualifications/evidence of parties who verify my
performance or observable skills. I give my consent to contact these parties for
verification purposes.

Name:Suraj Sharma Signature: S.S Date signed:8/11/2023

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Knowledge Assessment
1. You are working as a Nominated Supervisor in Sparkling Stars Childcare Centre.
Refer to the link below:
Sparkling Stars’ Mission, Vision, Objectives, & Values
(username: newusernamepassword: newpassword)
Identify the organisation’s mission and philosophy.

Sparkling Stars’ Mission

Mission Statement: The mission of Sparkling Stars ChildcareCenter is to serve the

community with quality, comprehensive, unique, and distinctive childcare programs and
services. They aim to expand upon the development of children using state-of-the-art
equipment and practices, reflecting the children's needs, and ensuring financial viability
for all stakeholders.

Sparkling Stars’ Philosophy

Philosophy:The philosophy at Sparkling Stars Childcare Center is to provide the very

best experience for each of their customers. They believe that early childhood learning
should be fun and as individual as each of their members. They are committed to
providing free ongoing support throughout their students' growth. The organization
values quality in the childcare industry and continually strives to provide the highest
standards of quality through their services, programs, and community relations. They
also emphasize a culture of integrity, teamwork, accountability, and a commitment to
making positive changes in their practices to benefit the students and their families.
Leadership is a core value, with a focus on employing the best professionals in the
industry to positively influence each student. Customer care is paramount, with regular
feedback and a commitment to supporting students in achieving their goals. Managers
at Sparkling Stars have an open-door policy, ensuring they engage with students and
the community to provide exceptional care.

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 2. Consider you are working as a newly-appointed nominated supervisor in Sparkling
Stars Childcare Centre. You are tasked to review the Organisation Structure as
part of the induction process.
Review the Sparkling Stars’ Organisation Structure
You can access the Organisation Structure of Sparkling Stars in the following link:
Sparkling Stars’ Organisation Structure
(username: newusername password: newpassword)
Answer the following questions:
i. What type of organisation structure does Sparkling Stars implement?
ii. Who is the Office Manager?
iii. Who are the Toddler Room Assistants?

i. What type of organisation structure does Sparkling Stars implement?

Answer: Sparkling Stars implement a functional organisation structure.

ii. Who is the office manager?

Answer: Charlie Baxter is the Office Manager.

iii. Who are the Toddler Room Assistants?

Answer: The toddler Room Assistants are Kayla Azad and Ava Noskowski

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3. Access and review the following documents of Sparkling Stars:
 Induction Information Kit Communication Protocol
 Notice for Dismissal Communication Protocol
You can access the Induction Information and Notice for Dismissal Protocols in
the following link:
Sparkling Stars’ Policies and Procedures
(username: newusernamepassword: newpassword)
i. Outline the process for communicating induction information kit to new
employees of the centre.
ii. Outline the process for communicating notice for dismissal to
underperforming employees.

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 i. Outline the process for communicating the induction information kit to new employees of the centre.

Answer:The "Induction Information Kit Communication Protocol" at the center provides a structured process
for effectively communicating essential information to new employees during their onboarding. Firstly, the
Induction Officer initiates the process by requesting the administration to create a comprehensive staff
handbook containing all necessary induction materials. This handbook is then provided to the new employee
during their job contract signing or onboarding process. The content of the handbook covers critical elements
such as the center's mission, vision, and values, legal and employment-related information, policies and
procedures, workplace layout, and contact details of key staff members. The Induction Officer plays a crucial
role in ensuring that this information is conveyed clearly and in simple terms to avoid overwhelming the new
Induction Information Kit
employee.
Communication Protocol
Importantly, regular checks are conducted to ascertain the employee's understanding of the provided
information and its significance in the daily operations of the center. These checks also serve as an
opportunity to address any questions or misunderstandings. Additionally, the Induction Officer may schedule
weekly chats with the new employee to provide ongoing support and further clarify any concepts in the
information kit. This comprehensive approach helps new employees assimilate into their roles more
effectively, fostering a smoother onboarding process and ensuring they are well-prepared to contribute to the
center's operations.

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 ii. Outline the process for communicating notice for dismissal to underperforming employees.

Answer: The "Notice for Dismissal Communication Protocol" at the center outlines a structured process for
communicating the dismissal of underperforming employees. It begins with a private interview conducted by
the employer, during which the employee is informed that they have four weeks to improve their work
performance or behaviours to meet the centre's standards. It's crucial to emphasize the expectation for
improvement and to communicate clearly that failure to meet these standards may result in dismissal. If the
employee does not show improvement within the four-week period, the employer provides a written notice
of dismissal, including the specific date and unbiased reasons for the dismissal. This notice is communicated
only to authorized personnel, ensuring confidentiality. A copy of the dismissal letter is also sent to the
Notice for Dismissal
employee's home address. The process may involve a clarification interview to address any questions or
Communication Protocol
concerns the employee may have. On the day of dismissal, the necessary paperwork is processed, and the
employee's work area is cleared. Finally, the employer sends emails to staff to notify them of the dismissal.
This protocol ensures that dismissal is handled professionally and in compliance with policies and regulations,
maintaining fairness and transparency throughout the process.

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 4. Identify one facilitation process and two facilitation techniques for each of the
following:
i. Group discussions
ii. Meetings
Facilitation process refers to a procedure where a trained and experienced
facilitator plans, develops, and conducts a step by step and effective discussion or
meeting.
Technique refers to a skilful or efficient way of conducting a group discussion or a
meeting.

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 Facilitation Process Techniques
1. Round Robin: In this technique, each group
1. Structured Problem-Solving Process: The
member takes turns sharing their thoughts or
facilitator guides the group through a structured
ideas on a specific topic or question. It ensures
problem-solving process, which typically involves
that everyone has an equal opportunity to speak
defining the problem, generating solutions,
and prevents dominant voices from dominating
evaluating options, and making decisions
the discussion.
collaboratively. This process ensures that the
group stays focused and moves systematically
toward a solution.

Group
Discussions
2. Fishbowl Discussion: This technique involves
creating an inner circle of participants who actively
discuss a topic while the rest of the group
observes. It's useful for exploring different
perspectives and ideas in a structured manner.

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 Facilitation Process Techniques

1. Agenda-Driven Process: The facilitator develops a 1. Brainstorming: During the meeting, the facilitator
clear agenda for the meeting, specifying the topics can use brainstorming to encourage participants
to be discussed, time allocations, and objectives. to generate many ideas or solutions. It's a creative
This process ensures that the meeting stays on technique that fosters open and free-flowing
track and achieves its goals. discussions.

Meetings

2. Consensus Building: When there are differing

opinions or decisions to be made, the facilitator
can use a consensus-building technique. This
involves guiding the group toward a solution that
everyone can agree on, ensuring that all voices are
heard and respected.

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 5. Below are two common leadership styles that can be applied in an early years
learning centre:
i. Autocratic Leadership
ii. Democratic Leadership
Describe the characteristics of each of the two common leadership styles.

i. Autocratic Leadership

Answer: Autocratic leadership is characterized by a hierarchical and top-down

approach to management. In this style, the leader holds significant decision-making
authority and exercises control over the team. They make most, if not all, decisions
without much input from the team members. The communication tends to be
authoritative, and team members are expected to follow instructions without question.
This style is marked by a clear hierarchy, with the leader at the top, and it is often
associated with efficiency and quick decision-making. However, it can limit employee
involvement and creativity, as team members have limited opportunities for input or
creative contributions. Autocratic leadership can be effective in situations that require
immediate, decisive action, such as emergencies, but it may lead to disengagement and
reduced job satisfaction among team members due to the lack of autonomy and
involvement in decision-making.

ii. Democratic Leadership

Answer: Democratic leadership, on the other hand, is characterized by a more

participatory and inclusive approach. In this style, the leader encourages team
members to participate in decision-making processes and values their input. The leader
fosters collaboration, open communication, and active participation, and team
members are encouraged to express their opinions and ideas. In a democratic
leadership environment, there is a sense of equal voice and shared responsibility, as
leaders treat team members as equals. This style supports creativity and innovation, as
team members are empowered to contribute unique ideas and solutions. Leaders aim
to build consensus and seek buy-in from team members, fostering a sense of shared
ownership of decisions and outcomes. Democratic leadership often leads to higher
levels of job satisfaction among team members, as they feel valued, heard, and
engaged in the decision-making process. This style is particularly effective in team-
based settings and when a variety of perspectives are valuable to decision-making
processes.

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 6. Access Sparkling Stars’ Mission, Objectives, and Values in the following link:
Sparkling Stars’ Mission, Vision, Objectives, and Values

(username: newusername password: newpassword)

Briefly explain how each of the following two leadership styles would affect the
implementation of Sparkling Stars’ Mission, Objectives, and Values:
i. Autocratic Leadership
ii. Democratic Leadership

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 How it Would Affect the How it Would Affect the How it Would Affect the
Leadership Style Implementation of Sparkling Stars’ Implementation of Sparkling Implementation of
Mission Stars’ Objectives Sparkling Stars’ Values

Mission: Under autocratic Objectives: Autocratic leadership Values: The implementation

leadership, the implementation of could result in a top-down of Sparkling Stars' Values
Sparkling Stars' Mission would approach to achieving the mightberigid under
likely be characterized by a strict objectives. The focus would be on autocratic leadership, with
adherence to the defined goals and efficiency and ensuring that the the values enforced as rules
objectives, as decisions are made set objectives are met, but there rather than embraced as
unilaterally. The leader or may be limited room for creative shared principles. While
Autocratic Leadership management team would set the or innovative approaches in adherence to the values
course, and employees would be achieving them. could be strong, it may
expected to follow it. This come at the cost of reduced
approach may ensure a direct employee engagement and
alignment with the mission but empowerment.
might limit flexibility in adapting to
changing needs or feedback from
the community.
Mission: In a democratic Objectives: Democratic Values: Democratic
leadership environment, the leadership fosters creativity and leadership would likely lead
implementation of Sparkling Stars' innovation, which would affect to a values-driven culture,
Mission would be characterized by the implementation of objectives. where employees feel
open communicationand Team members' input anddiverse valued, heard, and engaged
Democratic Leadership
collaboration. Team members perspectives could lead to more in decision-making. The
would have a say in decision- flexible and creative strategies for values would be embraced
making, and this inclusive approach achieving the objectives. There as shared principles, and a
might result in a stronger might be a greater sense of culture of inclusivity and
commitment to the mission. The ownership and commitment to collaboration would align

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 mission would be more adaptable, these objectives. with the center's values.
reflecting the values of
participation and inclusivity.

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 7. Below are examples of two principles of coaching coworkers:
i. Client-Driven Services
Coaching should be grounded in the interests and needs of coworkers
within an early years learning centre. In this principle, client refers to early
childhood educators.
ii. Results-Focused
Coaching should be based on achieving clearly defined goals. Coaches help
their coworkers reflect on progress toward goals, identify successful
strategies, and maintain progress despite challenges.
Briefly explain how each of the two principles of coaching coworkers can be
applied in an early years learning centre.

Principle of Coaching How it is Applied in an Early Years Learning Centre

In the context of an early years learning center, the

principle of "Client-Driven Services" means that coaching
should be tailored to the specific needs and interests of
coworkers, primarily early childhood educators. Coaches
should consider the unique challenges, goals, and
developmental needs of the educators they are working
with. This can be applied by conducting needs assessments
i. Client-Driven Services and understanding the educators' career aspirations, areas
where they feel they need improvement, and their specific
concerns related to childcare and education. Coaches can
then customize coaching sessions and strategies to address
these specific needs, ensuring that the coaching is relevant
and meaningful to the educators, which ultimately
enhances their professional development and
effectiveness in the classroom.

ii. Results-Focused The "Results-Focused" principle of coaching in an early

years learning center emphasizes setting and achieving
well-defined goals. Coaches work with their coworkers,
including early childhood educators, to establish clear and
measurable objectives for their professional development
and classroom practices. This can be applied by
collaboratively setting goals related to improving teaching
techniques, enhancing classroom management, or meeting

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 curriculum benchmarks. Coaches assist educators in
reflecting on their progress, identifying successful
strategies, and maintaining momentum even in the face of
challenges. Regular assessments of progress and
adjustments to strategies are made to ensure that the
coaching process is outcome-driven and that educators
can see concrete improvements in their practice,
ultimately benefiting the children in their care.

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 8. Below are two common coaching techniques that can be applied in an early years
learning centre.
i. Observation and Feedback
ii. Modelling
Briefly describe each of the two common coaching techniques.

Principle of Coaching How it is Applied in an Early Years Learning Centre

Observation and feedback are a coaching technique

where a coach, often an experienced colleague or
supervisor, observes a coworker's performance, in this
case, an early childhood educator in the learning center,
and provides constructive feedback. The process involves
the coach attentively watching and assessing the
educator's interactions, teaching methods, and classroom
i. Observation and
management. Feedback is then provided to highlight
Feedback
strengths and areas for improvement. It's an essential
coaching technique in early years learning centers as it
allows for real-time assessment of teaching methods and
provides educators with valuable insights to enhance their
practices. Coaches might focus on factors like child
engagement, communication, or adherence to curriculum
standards.

Modelling is a coaching technique where the coach

demonstrates a particular skill or teaching strategy that
they want the coworker to adopt. In an early year learning
centre, this might involve a coach showcasing effective
teaching methods, classroom management techniques, or
how to engage young learners. Through modelling, the
coworker can see the skill or strategy in action, and it
ii. Modelling
provides a concrete example to emulate. It's particularly
valuable in early childhood education as educators can
observe and learn how to interact with children, plan
lessons, or create a nurturing and stimulating classroom
environment. Modelling provides a visual and practical
way for educators to understand and replicate effective
teaching practices.

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Assessment Workbook
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 9. In your own words, explain the difference between coaching and mentoring.

Answer: Coaching is typically a more structured and goal-oriented relationship where a

coach works with an individual, often a colleague or supervisor, to help them improve
specific skills or achieve objectives. Coaching sessions are focused on specific areas of
development and often involve observation, feedback, and action plans. It's about
guiding the coached towards self-discovery and personal growth, with the coach asking
questions to help the individual find their own solutions.
Mentoring, on the other hand, is a more informal and long-term relationship where a
mentor, who is usually a more experienced individual, provides guidance, advice, and
support to a less-experienced mentee. The mentor shares their knowledge, insights, and
experiences to help the mentee develop both professionally and personally. It's a
broader relationship that often includes career guidance and life skills, and it's less
focused on specific, short-term goals.

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 10. Below are two information sources an early years learning centre can use in
managing the performance of their employees towards the best practice work
techniques:
i. National Quality Standard (NQS)
ii. Belonging, Being and Becoming - The Early Years Learning Framework
(EYLF)
Explain how each two is applied in managing the performance of employees in an
early childhood education and care setting.

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 How Each Source of Information is Applied in Managing the Performance of Employees
Information Source
Towards the Best Practice Work Techniques

The National Quality Standard (NQS) is a framework that sets out the key quality areas,
standards, and elements for early childhood education and care settings in Australia. It is
applied in managing the performance of employees in an early childhood education and
care setting by providing a comprehensive set of benchmarks and guidelines that help
assess and improve the quality of services provided. NQS offers clear standards for
various aspects of the center's operations, including educational programs, health and
i. National Quality Standard (NQS) safety, physical environment, and leadership and governance. In managing employee
performance, the NQS acts as a reference point for setting performance expectations.
Supervisors and managers can use the NQS to define and communicate best practices,
enabling employees to align their performance with these standards. Regular
assessments against NQS indicators can help identify areas where employees may need
support or improvement, leading to ongoing professional development and enhancing
overall service quality.

ii. Belonging, Being and Becoming – The Early The Early Years Learning Framework (EYLF) is a key resource for managing employee
Years Learning Framework performance in early childhood education and care settings. It provides a foundation for
curriculum planning, guiding the delivery of quality educational programs. In managing
employee performance, the EYLF offers a clear and comprehensive framework for early
childhood educators to design and implement developmentally appropriate activities
and experiences for children. Managers and supervisors can use the EYLF to set
expectations for the educators' performance, ensuring that they align with the
framework's principles and outcomes. Regular professional development and training
based on the EYLF can help employees better understand and apply best practices in
early childhood education. Additionally, the EYLF promotes reflective practice,
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 encouraging educators to critically evaluate their teaching methods and continuously
improve their performance in supporting children's learning and development. This
framework not only benefits children but also contributes to the ongoing professional
growth of employees in an early years learning center.

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 11. Referral networks refer to a group of agencies or professionals to which an early
years learning centre can benefit from being involved. They are noncompeting
and can refer the centre to an agency/professional for their convenience. Given
the definition of referral networks, answer the following questions:
i. Who would you speak to within the centre to assist you in interpreting
NQF requirements?
ii. List one government consultant/agency that could provide support in
understanding the NQF.
iii. List one non-government consultant/agency that could provide support in
understanding the NQF.

i. Who would you speak to within the centre to assist you in interpreting NQF
requirements?

Answer: I would typically speak to the Educational Leader or the nominated supervisor
within the centre. These individuals are responsible for overseeing the center's
educational program and compliance with NQF requirements. They are well-versed in
NQF regulations and can provide guidance and interpretation to ensure the centre's
compliance.

ii. List one government consultant/agency that could provide support in

understanding the NQF.

Answer:One government agency that can provide support in understanding NQF

requirements is the Australian Children's Education and Care Quality Authority
(ACECQA). ACECQA is responsible for the implementation and management of the NQF
in Australia. They offer various resources, guidelines, and information to assist early
childhood education and care providers in understanding and complying with NQF
standards. They can provide clarification on regulatory requirements and offer guidance
to early years learning centres.

iii. List one non-government consultant/agency that could provide support in

understanding the NQF

Answer: A non-government agency that can provide support in understanding NQF

requirements is Early Childhood Australia (ECA). ECA is a respected organization that
offers professional development, training, and resources to the early childhood
education sector. They have experts who can provide guidance and support in
interpreting NQF requirements, ensuring best practices in early childhood education
and care. ECA can be a valuable resource for centres looking to enhance their

Assessment Workbook
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 understanding of NQF standards and improve their services.

Assessment Workbook
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 12. Answer the following questions:
i. Briefly describe the following techniques for organising the time and
activities of coworkers in an early years learning centre:
a. Rostering
b. Timetabling
ii. Provide an example of each of the technique as it may apply in organising
coworkers in an early years learning centre.

Organisation
Description Example
Technique

Rostering is a technique for In an early year learning

organizing the time and activities centre, rostering could
of coworkers in an early year involve scheduling early
learning centre, particularly childhood educators to cover
when managing staffing and specific age groups, such as
shifts. It involves creating a infants, toddlers, and
schedule that assigns specific preschoolers, during shifts.
a. Rostering duties and responsibilities to This ensures that each group
employees over a defined period, receives appropriate
often a week or a month. supervision and care
Rostering ensures that there is throughout the day, and it
adequate coverage during allows for staff breaks and
various times of the day or week, efficient utilization of human
considering staff availability and resources.
the center's operational needs.

a. Timetabli Timetabling is a technique used Timetabling could involve

ng to organize the time and creating a daily schedule that
activities of coworkers in an early allocates specific time slots
year learning center, specifically for activities like circle time,
related to planning and outdoor play, art and craft,
managing educational activities and storytelling, ensuring
and programs. It involves that each activity is well-
creating a structured timetable balanced and provides
or schedule that outlines when children with a diverse and
and how various educational enriching learning
activities, such as lessons, experience. Timetabling
playtime, meals, and naps, are to helps maintain a consistent

Assessment Workbook
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 be conducted throughout the and organized daily routine
day. The timetable is designed to that supports children's
ensure that the daily routine development and
aligns with the center's engagement.
educational goals and is
appropriate for the age groups of
the children.

Assessment Workbook
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 13. Complete the table below by answering the following questions:
i. Identify two sources of conflict among co-workers in an early years
learning centre.
ii. Provide at least one technique to address each of the sources of conflict.
iii. Provide at least one technique to manage each of the sources of conflict.

Assessment Workbook
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 Technique to Address the Source of Technique to Manage the Source of
Source of Conflict Among Co-workers
Conflict Conflict

Differences in Teaching Styles Hold regular team meetings to openly Implement a mentorship program for
discuss teaching styles and methods. experienced educators to support and
Encourage collaboration and sharing best guide less experienced ones. Foster a
practices. culture of peer learning and continuous
improvement.

Resource Allocation Disputes Establish a transparent and equitable Implement a resource booking system for
resource allocation process with clear materials and space reservations.
guidelines for distribution. Involve the Encourage a culture of sharing and
team in decision-making and hold regular cooperation among educators when
resource meetings. resources are limited.
 14. Complete the table below by answering the following:
i. Identify two sources of stress among co-workers in an early years learning
centre.
ii. Provide at least one technique to address each of the sources of stress.
iii. Provide at least one technique to manage each of the sources of stress.

Assessment Workbook
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 Source of Stress Among Co-workers Technique to Address the Source of Stress Technique to Manage the Source of Stress

High Workload and Time Constraints Conduct workload assessments to identify Implement time management training to
tasks that can be streamlined, delegated, enhance organizational skills and
or eliminated. Prioritize tasks based on efficiency. Encourage the use of tools like
their impact on children's learning and digital calendars and to-do lists. Promote a
development. Discuss workload concerns culture of work-life balance with
during team meetings and explore opportunities for breaks and relaxation.
solutions collaboratively.

Challenging Behaviour in Children Offer behaviour management and positive Develop a support system within the
guidance training to equip co-workers with centre for co-workers to share experiences
strategies for addressing challenging and strategies for managing challenging
behaviours effectively. Create behaviour behaviours. Encourage regular
intervention plans with consistent communication and collaboration among
approaches. educators to exchange ideas and provide
emotional support when dealing with
challenging behaviours.
Practical Assessment
Instructions
The Practical Assessment is a set of tasks that must be completed in a workplace, or in an
environment with conditions similar to that of a real workplace.
This assessment will help you demonstrate skill requirements relevant to leading a work
team.
The Practical Assessment includes the following:
1. Case Study
Includes detailed scenarios and simulated environments, providing all necessary
information required to complete relevant tasks and activities.
2. Project Assessment
A set of tasks or activities completed according to set instructions and guidelines to
meet the requirements of the relevant unit(s). These tasks and activities require you
to have access to a real workplace.

Assessment Workbook
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Case Study
Case Study 1 – Staffing

OVERVIEW
Lotus Compassionate Care is about to accept residents whose families practice Islam. It
has come to the attention of the director, however, that the centre’s cook is not trained
to prepare halal cuisine. To rectify the situation, the director has decided to hire a part-
time chef to train the current cook in preparing halal cuisine. The director has assigned
you to assist in the recruitment of the part-time chef.

Scenario 1 – Ex-Convict Applicant

SCENARIO
You and Lotus Compassionate Care’s recruiter, Adolf, are going through the applications
of potential part-time chefs to train the centre’s current cook, J. Smith. You and Adolf
then come across an impressive resumé of an H. Guttman. Out of curiosity, you decide
to Google their name. You and Adolf were then surprised to learn that H. Guttman was
in jail for four months for tax evasion four years ago. You brush it off as an insignificant
mark in their employment history, seeing that he has been gainfully employed for the
past four years since their release, and included H. Guttman in the pool of possible
recruits.
The next day, you hear rumours of a possible violent ex-convict to be hired in Lotus
Compassionate Care. Olivia, a resident, is particularly disturbed because she was a
victim of a violent crime years before she was a resident in Lotus Compassionate Care.
She keeps accosting you regarding the details of the potential part-time chef. You
decide to talk to Olivia to put her fears at ease. However, you know that the information
you can give to Olivia is very limited according to Lotus Compassionate Care’s staffing
policies and procedures.
Lotus Compassionate Care Staffing Policies and Procedures
(username: newusername password: newpassword)

Assessment Workbook
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Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to maintain confidentiality regarding staffing
processes, specifically recruitment.
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get one volunteer to act as Olivia in this conversation.
3. Prior to commencing the role play activity, provide a copy of the scenario to your
volunteer so they can review this.
Note that for this assessment, your volunteer is not required to provide any
input to the discussion. You will be assessed in your skill in following Lotus
Compassionate Care’s policy and procedure in maintaining the confidentiality of
the criminal history of an applicant.
4. In the actual role play meeting, tell Olivia the truth about the applicant while
following the confidentiality policy of Lotus Compassionate Care regarding
staffing.
Video record the meeting. Your recording must not be longer than 10 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the
Observation Checklist – Assessor’s Use Only.
5. Save and submit your video recording. Use the filename:

CHCMGT003 Case Study 1 Scenario 1

Role Play

You can either submit role-play video or role-play script

John: Hi Olivia. I hear you are concerned about a potential part-time cook considering
Lotus Compassionate Care. We value your receptiveness and are here to address any
concerns you may have.

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 Olivia: Yeah, I've heard some few tales and I am curious as to whether they're valid. I
need to have a real sense of reassurance here.
John: Got it, Olivia. Your safety and comfort are our main concerns. Presently I need
to hold nothing back from you. In any case, kindly note that we have a strict privacy
policy and the information we can provide is limited.

Olivia: All things considered, I am curious as to whether it's safe, especially given my
past experiences.
John: It’s alright, Olivia. Mr. H. Goodman, a future part-time cook, had an exceptional
vocation. He caused problems around quite a while back on charges of tax avoidance
and was condemned to four months in jail. In any case, after his release, he
successfully found a job without incident.
Olivia: Prison? Tax avoidance? I believe it's agonizing.
John: Mr. Goodman has had a few lawful issues before and scheduled to serve a
warrant. We accept that people should be offered the chance to restore and
reintegrate into society. It is worth focusing on that he has served decently for the past
four years.
Olivia: And shouldn't something be said about the rape rumours?
You: I understand your concerns. However there is no proof or record of violence in his
new work history. We cautiously assess all potential recruits based on our belief that
they can make a positive contribution to our team.
Olivia: Can you guarantee my safety?
John: I can't give you full assurances, yet I can let you know that we avoid potential risk
to ensure the safety and well-being of our residents. If you have any worries or feel
awkward, kindly make it a point to us. We will do our best to resolve your issue
quickly.
Olivia: Thanks for the honesty. I needed to understand what I was doing.
John: Olivia, I'm happy we can have this discussion. Your safety is very important to us.
If you have any questions or concerns, you can discuss them with me or your HR
department. We are here for you.

Assessment Workbook
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Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name

Workplace/organisation

Date completed

Did the candidate demonstrate the YES/NO Comments

following during the conversation with
Olivia?

1. Tell the truth about the applicant while YES  NO 

maintaining the applicant’s
confidentiality according to the
organisation’s policy?

2. Tell the truth about the applicant while YES  NO 

maintaining the applicant’s
confidentiality according to the
organisation’s procedure?

Assessment Workbook
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 ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:

Assessor’s email address (required):

Date signed:

Assessor’s phone number (required):

Assessment Workbook
©Compliant Learning Resources
Scenario 2 – Questionable Resignation

SCENARIO
While the residents were having dinner, Rebecca, one of the residents and a staunch
practitioner of Judaism, starts panicking. It turns out that she was served pork chops,
which was not kosher according to her belief. She was in such a frenzy that she had to
be sedated to be calmed down.
The week after the incident, J. Smith, Lotus Compassionate Care’s cook for nine years,
handed in their resignation because he was offered a job to work on a cruise ship. Word
of J. Smith’s resignation spread throughout Lotus Compassionate Care and reached
Rebecca. Rebecca now feels bad because she felt that her outburst caused J. Smith’s
resignation. Rebecca has since been depressed, refusing to eat or even get out of bed,
feeling guilty that her outburst led to J. Smith’s resignation. You decide to talk to
Rebecca to ensure that she had nothing to do with J. Smith’s resignation. However, you
know that the information you can give to Rebecca is very limited according to Lotus
Compassionate Care’s staffing policies and procedures.
Lotus Compassionate Care Staffing Policies and Procedures
(username: newusername password: newpassword)

Assessment Workbook
©Compliant Learning Resources
Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to maintain confidentiality regarding staffing
processes, specifically resignation.
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get one volunteer to act as Rebecca in this conversation.
3. Prior to commencing the role play activity, provide a copy of the scenario to your
volunteer so they can review this.
Note that for this assessment, your volunteer is not required to provide any
input to the discussion. You will be assessed in your skill in following Lotus
Compassionate Care’s policy and procedure in maintaining the confidentiality of
the reason for resigning of an applicant.
4. In the actual role play meeting, tell Rebecca the truth about J. Smith’s
resignation while following the confidentiality policy of Lotus Compassionate
Care regarding staffing.
Video record the meeting. Your recording must not be longer than 10 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the
Observation Checklist – Assessor’s Use Only.
5. Save and submit your video recording. Use the filename:

CHCMGT003 Case Study 1 Scenario 2

Role Play

You can either submit role-play video or role-play script.

Sam: Hi Rebecca. I wanted to talk to you and know about your concerns for J. Smith's resignation. How are
you feeling?

Rebecca: Truly, I feel awful. My answer to the pig story is J. Smith resigns.

Assessment Workbook
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Sam: I comprehend these struggles for yourself and I value your honesty. I need to assure you that Smith's
choice to leave is a personal decision and is not directly related to any particular incident.

Rebecca: Are you sure? I can't help but feel responsible.

Sam: Rebecca, I understand the reason why you feel as such. I would want to unveil this to you as per our
privacy policy. J. Smith's termination was not the consequence of a particular occasion or individual. He got a
proposal to work on a cruise ship and, after careful consideration, decided to take the chance.

Rebecca: Cruise ship? But why now?

Sam: People make career decisions in view of different elements, and some of the time surprising
opportunities present themselves. For this situation, J. Smith felt that working on a cruise ship was a special
opportunity for him. It is essential to comprehend that this choice isn't connected with the particular instance
of Lotus Compassionate Care.

Rebecca: So you're saying it's not a result of what occurred with the pork?

Sam: No, Rebecca. It's difficult to discuss pork; however it's J. Smith's choice to leave. Staff turnover is
perplexing and employees may leave for personal or professional reasons rather than for a specific event.

Rebecca: Thanks for being honest. I didn't want to believe that someone left their job because of my actions.

Sam: OK, Rebecca. Your concerns are valid and it is important to clarify these issues. If you have any inquiries
or need help, please contact us. We are here to ensure the well-being of our residents.

Rebecca: Thanks for the clarifications. I do whatever it takes not to acquire an excess of weight.

Sam: I thank you for your time Rebecca. If you really want to converse with or have some other inquiries, go
ahead and let me know. We are here for you.

Assessment Workbook
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Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name

Workplace/organisation

Date completed

Did the candidate demonstrate the YES/NO Comments

following during the conversation with
Rebecca?

1. Tell the truth about the applicant while YES  NO 

maintaining the applicant’s
confidentiality according to the
organisation’s policy?

2. Tell the truth about the applicant while YES  NO 

maintaining the applicant’s
confidentiality according to the
organisation’s procedure?

Assessment Workbook
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 ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:

Assessor’s email address (required):

Date signed:

Assessor’s phone number (required):

Assessment Workbook
©Compliant Learning Resources
Scenario 3 – Recruitment Processes

SCENARIO
H. Guttman, unfortunately, was hired by another restaurant, so you need to look for
another part-time halal chef to train Lotus Compassionate Care’s full-time cook.
Additionally, with J. Smith gone, you also need to look for a full-time cook to replace J.
Smith.
Adolf has gone through numerous application forms and has narrowed down the choice
for a part-time halal chef to three candidates. Adolf has also interviewed candidates to
replace J. Smith and was about to offer the position to one of the applicants. However,
Adolf’s wife went into labour, so Adolf went on leave and left you to do the following:
1. Choose a part-time halal chef and inform them, according to organisational process,
that they are one of the chosen applicants for the position and if they are available
for an interview the week after contacting them. According to the job ad, the
requirements to be hired as a part-time halal chef are:
a. Must have been a halal cook for at least 10 years
b. Must be willing to work as a part-time chef training a full-time cook
Part-time Halal Chef Candidates
Part-time Halal Chef Simulated E-mail
The e-mail to provide on the first field will be your own e-mail address.
2. Contact J. Smith’s replacement, Bob Marlowe, according to organisational process to
inform them that they have been chosen as Lotus Compassionate Care’s cook. The
applicant’s e-mail address is [email protected]
Full-time Cook Simulated E-mail
The e-mail to provide on the first field will be your own e-mail address.
Lotus Compassionate Care Staffing Policies and Procedures
(username: newusername password: newpassword)

Assessment Workbook
©Compliant Learning Resources
Task 1

Upload the following screenshots as proof that you have contacted a part-time halal
chef to schedule an interview according to the policies and procedures of Lotus
Compassionate Care:
a. The automatically-generated reply of the simulated e-mail (you can find this in
your inbox), which must include:
i. The date when the e-mail was sent, and
ii. The date of the interview indicated somewhere in the body.
b. The applicant’s reply (generated upon submitting the simulated e-mail)

Please follow the scenario and write the email.

a. Subject: Interview Invitation - Part-time Halal Chef Position

Dear Bob Marlowe

We are reaching out to you for Lotus Compassionate Care regarding your recent application to
become a part-time Halal Chef. After cautiously looking into numerous applications, we have
affirmed your capabilities and experience. Your broad experience of 10 years as a Halal chef
perfectly matches our wishes. We also appreciate your availability to work as a part-time chef and
train our full-time chefs.

We are intrigued with your culinary experience and accept that your abilities will be significant to
our team. We would like to invite you to a consultation to discuss your qualifications in more detail
and see how your expertise could contribute to the culinary aspect of Lotus Compassionate Care.
If you have time, I will schedule an interview for you next week. Please let us know if you are
free during this time, and we will do our best to accommodate you.

Thank you for your interest in joining Lotus Compassionate Care and we anticipate working with
you
.
Best Regards
Adolf
Lotus Compassionate Care

Assessment Workbook
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 b. Subject: Interview request - Part Time Halal Chef

Dear Sir,

Thank you for contacting me. I received your email on [date]. I am honored to have been offered
a part-time Halal Chef position at Lotus Compassionate Care.

I have an interview one week from now and would like to get the chance to talk about my
capabilities and how I can contribute to the team. Consider accepting emails for interview
invitations.

Thank you for considering my application, and I anticipate meeting with you to additionally talk
about my experience and how I can add to the culinary side of Lotus Compassion Care. Thank
you again for thinking about my request. I might want to find out about the position and how my
abilities fit the requirements of your association.

Sincerely
Bob Marlowe

Assessment Workbook
©Compliant Learning Resources
Task 2

Upload the following screenshots as proof that you have contacted the full-time cook to
offer them the position according to the policies and procedures of Lotus
Compassionate Care:
a. The automatically-generated reply of the simulated e-mail (you can find this in
your inbox)
i. The date when the e-mail was sent, and
ii. The date of the interview indicated somewhere in the body.
b. The applicant’s reply (generated upon submitting the simulated e-mail)

Please follow the scenario and write the email.

a. Subject: Congratulations on being selected as a Lotus Compassionate Care's Cook

Dear Mr. Marlowe,

I'm reaching out to you in the interest of Lotus Compassionate Care. After a careful
determination we are happy to declare that you have been chosen as our new Chef to replace
Smith. Your capabilities and experience make you a magnificent fit for our group, and we will
accept your culinary abilities and make a critical commitment to the prosperity of our occupants.
We are eager to have you join our team and continue our tradition of providing nutritious and
delicious meals to those in our care. We would love to discuss the next steps in your recruitment
process and give you more details about your role. Please let me know as to whether you can go
to the orientation meeting scheduled for next week. Once again, congratulations on your choice
and welcome to Lotus Compassionate Care.

Best Regards
Adolf
Lotus Compassionate Care

Assessment Workbook
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 b. Subject: thank you for selecting me

Dear Adolf,

Thank you so much for the good news! I am very excited and honoured to have been selected as
the new Executive Chef at Lotus Compassionate Care. Thank you for your caring words about
my capabilities, and I would like to contribute my culinary abilities to the government assistance
of the occupants. I'm getting ready for my orientation meeting scheduled for next week and am
looking forward to learning more about my role and expectations at Lotus Compassionate Care.
Please give me more details, and I will ensure they are there. Thank you again for offering me
this extraordinary chance. I'm prepared to begin this new journey with Lotus Compassionate
Care.

Best regards,
Bob Marlowe

Assessment Workbook
©Compliant Learning Resources
Scenario 4 – Service Need

SCENARIO
The supermarket that usually delivers Lotus Compassionate Care’s food and supplies has
temporarily stopped its delivery service due to complications with the registration of the
vehicles they use for delivery. The director found a suitable temporary replacement,
Silksworth. Fortunately, Silksworth already delivers to several assisted living facilities, so
much so that they have delivery packages with pre-selected items ready to be delivered
to said assisted living facilities. The director has deemed one of the packages suitable for
Lotus Compassionate Care and has assigned you to inform Lotus Compassionate Care
that the centre will be availing of their delivery service. You will e-mail Silksworth the
following information:
 Lotus Compassionate Care needs Package AL109 delivered every other Sunday at
4:00 PM.
Silksworth’s e-mail address is [email protected]
Silksworth – Simulated E-mail
The e-mail to provide on the first field will be your own e-mail address.

Assessment Workbook
©Compliant Learning Resources
Task 1

Upload the following screenshots as proof that you have contacted Silksworth:
a. The automatically-generated reply of the simulated e-mail (you can find this in
your inbox), which must include the information provided in the instructions
b. Silksworth’s reply (generated upon submitting the simulated e-mail)

Please follow the scenario and write the email.

a. Subject: New Delivery Service Provider - Lotus Compassionate Care Package AL109

Dear Sir,

I'm writing to give you a report on our food and basic conveyance administration. Because of
unanticipated conditions with our past provider, we have briefly changed to our new conveyance
specialist organization at Silks worth. It is a trusted supplier serving a range of residential homes,
and we are confident they will continue to meet our needs. After cautious thought, the chief chose
the Silks worth AL109 package, specifically designed to meet the needs of residential care
facilities. This package incorporates pre-chosen things to suit the occupant's requirements. Silks
worth will convey bundle AL109 to Lotus Sympathetic Consideration each Sunday at 4:00 PM.
We accept that these progressions will ensure a consistent and reliable supply of essential food
and products to our centres. If you have any inquiries or explicit solicitations about new bundles,
if it's not too much trouble, reach out to us. We value your understanding and cooperation during
the transition process. Thank you for continuing to provide the best care to our residents.

Best regards,
Adolf
Lotus Compassionate Care

b. Subject: Delivery service confirmation - package AL109

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 To Lotus Compassionate Care
Thank you for emailing us and choosing Silks worth for your delivery needs. Much obliged to you
for the chance to offer Lotus Compassionate Care. We have affirmed your solicitation to convey
AL109 each and every Sunday at 4pm. Booked conveyances are started by your determinations
and ensure that your package is delivered on time. Please let us know if there are any additional
instructions or changes to the delivery schedule.

Thank you again for picking Silks worth. We anticipate furnishing you with a dependable and
proficient conveyance administration.

Best regards,
Silksworth Delivery Services

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Scenario 5 – Referral Need

SCENARIO
Because J. Smith has left and there is no full-time cook yet experienced enough to cook
kosher food for residents like Rebecca, the director referred a kosher food delivery
service, Yeshomer Picks, to the families of residents who practice Judaism. Fortunately,
all the families approve of Yeshomer Picks’ reputation and menu, so the director asks
you to contact the owner, Georg. You will e-mail Georg the following information:
 Lotus Compassionate Care needs six kosher meals delivered to the centre three
times a day for the next two weeks. The meals must be delivered at 7:00 AM,
11:00 AM, and 5:00 PM.
Yeshomer Picks’ e-mail address is [email protected]
Yeshomer Picks –Simulated E-mail
The e-mail to provide on the first field will be your own e-mail address.

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Task 1

Upload the following screenshots as proof that you have contacted Yeshomer Picks:
a. The automatically-generated reply of the simulated e-mail (you can find this in
your inbox), which must include the information provided in the instructions
b. Yeshomer Picks’ reply (generated upon submitting the simulated e-mail)

Please follow the scenario and write the email.

a. Subject: Research - Providing Kosher Food for Compassionate Care of Lotus

Dear George,
My name is Adolf, and I'm reaching out to you for the benefit of Lotus Sympathetic Consideration.
We have as of late encountered an adjustment in our culinary staff, bringing about the
requirement for a reliable kosher food delivery service that can meet the nutritional needs of our
residents, especially those of Jewish faith. Subsequent to finding out about Yeshomer Picks and
hearing positive feedback from our resident families, we believe your service will meet our needs.
Therefore, I would like to ask if a kosher meal delivery service is available for the next two weeks.
Our exceptional solicitation is to convey six fit feasts three times each day at 7:00 a.m., 11:00
a.m., and 5:00 p.m. We accept that this bill will guarantee satisfactory sustenance for our
inhabitants in light of their dietary preferences. I would extraordinarily see the value in any data
on menu choices, estimating, and the coordinated operations of the delivery process. We
additionally need to ensure that we can satisfy your request within the predefined time span.
We value your thoughts of our research and look forward to working with Yeshomer Picks to
meet the nutritional needs of our residents.

Best Regard
Adolf,
Lotus Empathy Care

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 b.

Subject: Re: Research - Kosher food supply for Lotus Compassionate Care

Dear Lotus Compassionate Care,

Thank you for contacting Yeshomer Picks. I appreciate your interest in our kosher meal delivery
service for Lotus Compassionate Care.

We are glad to confirm your request to give you access to six kosher foods three times a day,
from 7.00 to 11:00. Our team is focused on giving high quality kosher meals that meet the
nutritional needs of our residents.
We have included menu choices and valuing subtleties for your audit. If you have any
exceptional inclinations or changes, if it's not too much trouble, let us know and we will put forth a
valiant effort to oblige them. We understand the importance of reliable and timely service and are
confident that your order will be delivered on time. We anticipate giving Lotus Compassionate
Care and contributing to the well-being of our residents.
If you have any questions or need additional information, please contact us. Thank you for
choosing Yeshomer Picks. We look forward to a successful cooperation.

Best Regards
Georg
Yeshomer Picks

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Case Study 2 – Conflict Resolution

OVERVIEW
Lotus Compassionate Care has a communal refrigerator where workers can store their
packed lunches or other edibles that need to be in a cool, dark place. Interestingly, the
contents of the refrigerator have long been a source of potential and actual conflict
among workers in Lotus Compassionate Care.

Scenario 1 – Ice Cube Scarcity

SCENARIO
For the past few days one of the caretakers, Angel has been starting his day in a sour
mood. According to the other caretakers, Angel has been huffy every morning because
every time he goes to the refrigerator to get ice from the freezer to make iced coffee,
the ice he has replenished from the day before somehow disappears. This pattern
started ever since Peter, one of the new caretakers, was hired. Angel suspects Peter of
not replenishing the ice cubes, and a cursory conversation with the other caretakers
reveals that it was Peter who finishes off the ice cubes without replenishing them. Angel
has started displaying passive-aggressive behaviour towards Peter regarding the ice
cubes, but Peter seems oblivious to Angel’s jabs. You are concerned that the current
situation might escalate into something more serious, so you decide to develop and
implement a plan to prevent the potential conflict from escalating which involves talking
to both Angel and Peter at the same time.

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Task 1

What is the potential conflict in the scenario given?

Please answer questions

In the given scenario, the potential accident arises from a lack of ice in the public
refrigerator at Lotus Compassionate Care. Angel, one of the caregivers, is experiencing
anger and frustration because the ice cubes she tops off for her everyday chilled
espresso continue to disappear, as per her and different caregivers. Conflict arises
when Angel suspects that new caretaker Peter is utilizing ice as opposed to filling it.
These suspicions prompted Angel's detached, forceful way of behaving towards Peter,
which put pressure on the two associates. The conflict depends on the abuse of a
shared resource (ice models) and a breakdown in communication and understanding
between Angel and Peter.

Task 2

What is your plan to prevent the potential conflict from escalating into something more
serious?
Your plan must involve meeting with Angel and Peter.

Please answer questions

The plan to prevent potential conflict from escalating from becoming serious is given
below:
A Short Plan for Conflict Prevention: No Ice Cubes

 Personal meeting: Meet Angel and Peter in person and comprehend their
perspectives and worries about the ice cube problem.
 Joint Meeting: Plan joint meetings in a neutral environment and establish ground
rules for constructive communication.
 Facilitating communication: Energize open discourse so Angel and Peter can
share their experiences and perspectives without interruption.
 Recognize arrangements together: Together, we consider solutions to the ice
shortage problem, emphasizing mutual understanding and compromise.
 Develop the action plan: Make a clear action plan with specific steps to help
Angel and Peter resolve the issue and prevent future conflicts.
 Control: Plan follow-up meetings to review the implementation of the action
plan and ensure a positive resolution.

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Assessment Workbook
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Role Play Activity

This part of the assessment is a Role Play Activity.

In this Role Play Activity, you are required to prevent a potential conflict from escalating.
Follow the steps below to complete this activity. Ensure that you read all the steps
carefully before proceeding.
Steps to take:
1. Locate the Observation Checklist – Assessor’s Use Only in the following pages.
The Observation Checklist outlines skill requirements that will you need to
demonstrate during the role play activity. Review all the skill requirements in this
checklist before starting the role play so you can prepare.
2. Get two volunteers to act as Angel and Peter in this conversation.
3. Prior to commencing the role play activity, provide copies of the scenario to your
volunteers so they can review this.
Note that for this assessment, your volunteers are not required to provide any
input to the discussion. You will be assessed in your skill in preventing a potential
conflict from escalating.
4. In the actual role play meeting, implement the plan you have developed to
prevent the potential conflict from arising.
Video record the meeting. Your recording must not be longer than 10 minutes.
Ensure that you have demonstrated all the skill requirements outlined in the
Observation Checklist – Assessor’s Use Only.
5. Save and submit your video recording. Use the filename:

CHCMGT003 Case Study 2 Scenario 1

Role Play

You can either submit role-play video or role-play script

Moderator: Thank you for joining us today. I have found that there can be a bit of a
problem with common refrigerators, especially ice cubes. I needed to unite you to
discuss this issue and find a solution that works for both of us.
Angel: No doubt, I was a little disappointed. Every morning, you find that the ice you
put in your iced coffee is gone.
Moderator: Thanks for raising this issue, Angel. And Peter, do you have any thoughts
on this?
Peter: Truly, I didn't know that was a problem. I also use ice, but I didn't know that was
the problem.
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 Mediator: Thanks for sharing, Peter. How about we carve out the opportunity to see
each other better and find solutions? Angel, can you tell me why I need ice cream?
Angel: I start my day with iced coffee. This is typical for me. My morning is normal for
me. My morning is ruined without ice cream.
Mediator: I get it. Furthermore, Peter, how would you utilize the ice? Peter: I use it in
a water bottle all day. Keeps the water cold, especially during busy periods
Moderator: Okay. Obviously, you're addicted to ice for various reasons. Let's discuss
some solutions together. How about creating an ice refill schedule?
Angel: No doubt, that could be valid. You can do this each in turn, so ice is generally
accessible.
Peter: I think that's right. I had no idea it would cause so much trouble.
Mediator: Excellent. You can make a schedule that works for both of you and set
reminders to help you stick to it. How does it sound?
Angel: Congratulations.
Peter: No doubt, that is good idea.
Moderator: Okay. Thank you both for your willingness to address this issue. We should
arrange for what to do close to execute this arrangement and ensure it achieves
positive change.
Angel: Of course.
Peter: Of course. Let's try.

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Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name

Workplace/organisation

Date completed

Did the candidate demonstrate the YES/NO Comments

following during the conversation with
Angel and Peter?

1. Implement an appropriate strategy to YES  YES 

prevent the potential conflict from
escalating?

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:

Assessor’s email address (required):

Date signed:

Assessor’s phone number (required):

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Scenario 2 – Food Theft

SCENARIO
Danny, one of the caretakers of Lotus Compassionate Care, noticed that the packed
lunch he always brings sometimes disappears when he puts it in the communal
refrigerator. Eyewitnesses have informed Danny that it was Valencia, another one of the
caretakers of Lotus Compassionate Care, that was taking Danny’s lunch. Danny
confronted Valencia about the issue, and Valencia claims that she wasn’t aware that it
was Danny’s food she was eating and that Danny should label his food properly when he
stows it in the refrigerator. To Valencia’s credit, Danny puts his packed lunch in an
unmarked brown paper bag, so since his confrontation with Valencia, Danny has started
putting his food in a neoprene bag with his name stitched prominently across the side.
However, Danny’s food still disappears from time to time. Eyewitnesses still claim that it
was Valencia eating Danny’s food. When Danny confronted Valencia again, however,
Valencia denies ever eating Danny’s food. That last confrontation drove a wedge
between Danny and Valencia and the tension between them is affecting all other
workers. You decide to get to the bottom of this and help resolve the conflict between
Danny and Valencia. Company policy dictates that actual conflicts should be handled by
Lotus Compassionate Care’s human resources department and procedures dictate that
all the parties involved must be e-mailed that their conflict has been forwarded to
human resources and that human resources will be handling their conflict. You promise
Danny and Valencia that they are given proper access to appropriate mediation and
debriefing once the conflict has been resolved.

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Task 1

What is the actual conflict in the scenario given?

Answer: The actual conflict in the scenario is related to food theft and allegations of one
caretaker, Valencia, taking Danny's packed lunch from the communal refrigerator. Danny
confronted Valencia about the issue, and she initially claimed that she wasn't aware it was
his food. However, the conflict escalated when Danny took measures to label his food
more prominently, but his food still disappeared from time to time, with eyewitnesses still
attributing the theft to Valencia. A significant part of the conflict also involves Valencia
denying any involvement in taking Danny's food, leading to a breakdown in their
relationship, which is affecting the work environment and their colleagues.

Task 2

What is your plan to address the actual conflict?

Your plan must comply with company policy.

Answer: To address the conflict in compliance with company policy at Lotus

Compassionate Care, the following plan will be implemented. Initially, a comprehensive
investigation will be conducted to document the issue, including gathering dates, times,
and eyewitness accounts to establish a clear understanding of the situation. Separate
meetings with the involved parties, Danny and Valencia, will be arranged to allow them to
voice their perspectives and concerns. During these discussions, we will review the
company's conflict resolution policy, making it clear that the matter will be forwarded to
the human resources department in line with company procedures. An email notification
will be sent to HR, summarizing the situation and their involvement. Throughout this
process, maintaining neutrality is essential, ensuring that both Danny and Valencia receive
the support and access to mediation and debriefing promised by the company once the
conflict is resolved. Acknowledging the impact of the conflict on the work environment,
we will encourage both parties to maintain professionalism until a resolution is reached.
Following HR's guidance and monitoring the progress, we will ensure that HR conducts
further investigations or mediations as required. Lastly, after the conflict is resolved, we
will follow up with Danny and Valencia to confirm their satisfaction with the resolution
and that they received the support they were promised. This plan is designed to align with
company policy, emphasizing fairness, objectivity, and adherence to established
procedures.

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Task 3

1. Upload screenshots of proof that you have followed company policy in starting
the process of conflict resolution. These screenshots must include:
a. Your e-mail to Danny ([email protected])
Danny – Simulated E-mail
The e-mail to provide on the first field will be your own e-mail address.
b. Your e-mail to Valencia ([email protected])
Valencia – Simulated E-mail
The e-mail to provide on the first field will be your own e-mail address.
Your e-mail to Danny and Valencia must include a reminder that their
conflict has been forwarded to HR and that they are assured appropriate
access to mediation and debriefing
c. Your e-mail to human resources ([email protected])
Your e-mail to HR must include Danny and Valencia’s conflict and request
for appropriate access to mediation and debriefing.
Human Resources – Simulated E-mail
The e-mail to provide on the first field will be your own e-mail address.
d. Human resources’ reply (generated upon submitting the simulated e-
mail)

Please follow the scenario and write the email.

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 a. Subject: WARNING: Increasing Human Resources Conflict Resolution

Dear Danny,

We wanted to provide an update on the concerns you recently expressed about the
disappearance of the lunch box from Lotus Compassionate Care. After a preliminary
investigation and individual discussions with all parties involved, the decision was made to hand
over the conflict resolution process to Human Resources. This step is fundamental to ensure a
fair and impartial process. Your case has been officially forwarded to Human Resources, who will
oversee the resolution process from this point forward. As a feature of the Company's
commitment to serious and proficient direction, an expert middle person will be locked in to work
with useful discussions among you and Valencia. I comprehend the effect what is going on has
on your workplace and want to assure you that your concerns are taken seriously. When the
critical thinking process is finished, you will be given appropriate access to mediation and
debriefing sessions to help your wellbeing. You will before long get an email from HR making
sense of the subsequent stages and giving you insights concerning the impending intercession
meeting. Your cooperation and openness during this process are essential to a positive
resolution. Thank you for your understanding and cooperation.

Bes Regards
Adolf
Lotus Compassionate Care

b. Subject: Important Update: Resolution process sent to Human Resources

Dear Valencia,

I wanted to update you on the latest developments in Lotus Compassionate Care in relation to
our recent lunch event discussions After cautious thought and fundamental exploration; we have
chosen to leave the conflict resolution process to Human Resources. They will oversee
settlement efforts and facilitate mediation discussions between you and Danny to resolve any
issues raised. Your collaboration is fundamental to accomplish a fair and positive arrangement.
You will soon receive an email from Human Resources detailing your upcoming mediation

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 session and next steps. Your conflict is officially sent to HR and you can access intervention and
serious sessions after Danny and Danny is completed. We dedicate your understanding and
constructive solutions

Best Regards
Adolf
Lotus Compassionate Care

c. Subject: Strengthening Conflict Resolution: Danny and Valencia

Dear Human Resources Team,

I'm writing this to officially escalate the conflict between the two guards, Danny and Valencia,
over the missing lunchbox incident. Through fundamental examination and individual
interviews, we determined that the expertise of the Human Resources Department was
needed to resolve the matter fairly and equitably. Both Danny and Valencia have
communicated their interests and it is critical that this issue is settled as fast as could be
expected. Take part in observing the intercession cycle between the two players. The
objective is to give productive discourse, resolve clashes, and re-establish a positive
workplace. In addition, both Danny and Valencia must have adequate access to mediation
and debriefing sessions after the resolution process is complete. I significantly value your
direction on this. We value your prompt attention to this matter and look forward to making a
positive decision based on your experience.

Best Regards
Adolf
Lotus Compassionate Care

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Assessment Workbook
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 d. Subject: Increased Conflict Resolution: Danny and Valencia

Dear Sir,

We are aware that the conflict between Danny and Valencia has escalated and appreciate your
prompt communication. Our HR team is committed to resolving and mitigating workplace conflicts
in a fair and equitable manner. We will do whatever it may take to orchestrate intervention to
investigate and grasp the issues among Danny and Valencia. When the resolution process is
finished, both Danny and Valencia will be allowed appropriate access to mediation and debriefing
sessions in accordance with company policy. You should rest assured that we will deal with this
matter with sensitivity and professionalism to achieve a positive outcome. We will keep you
updated on the progress and outcome of the regulatory process.
We appreciate your cooperation and commitment to maintaining a harmonious work environment
at Lotus Compassionate Care.

Best Regards
Lotus Compassionate Care - Human Resources

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Task 4

Human resources has started the conflict resolution process and you would like to know
if human resources is mediating Danny and Valencia’s conflict, so you decide to e-mail
human resources for an update.
Upload screenshots of proof of the following:
a. Your e-mail to human resources ([email protected])
Human Resources – Simulated E-mail (Mediation)
The e-mail to provide on the first field will be your own e-mail address.
The date and time of your e-mail must be in the screenshot.
b. Human resources’ reply to your e-mail regarding mediation
You must send the e-mail at least one day but not more than three days after sending
your first e-mail to human resources. This will be checked using the date in the
screenshot of your e-mail.

Please follow the scenario and write the email.

a. Subject: Update Request: Mediating the conflict between Danny and Valencia

Dear Human Resources Team,

I am writing to request an update on the progress in resolving the conflict between Danny and
Valencia. We need to ensure that the intercession cycle goes flawlessly with regard to dinner
events.
Can you update us on the status of the adjustment, including any scheduled sessions or results
to date? Your ideal reaction will be incredibly valuable as it will assist with inform all parties
included and resolve the issue.

Thank you for your interest in this matter and we look forward to hearing from you soon.

Best regards
Lotus Compassion Care

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 b. Subject: Re: Update Request: Reconciling the conflict between Danny and Valencia

Dear Sir,

I thank you for your interest and willingness to find positive solutions. The mediation process
among Danny and Valencia is effectively in progress. We had our first session where the two
sides communicated their interests and we are attempting to cultivate a valuable discourse. Our
goal is to provide fair and equitable solutions that address the root causes of conflict. We will
keep you educated regarding the advancement and outcome of the arbitration process. If you
have a specific issue or additional information you would like to share, please let us know. Thank
you for your participation in settling this issue.

Best regards
Lotus Compassion Care HR

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Task 5

Human resources has been mediating Danny and Valencia’s conflict for some time
already and to know if human resources has reached a resolution in their conflict
resolution. Rumour has it that Danny and Valencia have been debriefed regarding their
conflict, so you decide to e-mail human resources for confirmation.
Upload screenshots of proof of the following:
a. Your e-mail to human resources ([email protected])
Human Resources – Simulated E-mail (Debriefing)
The e-mail to provide on the first field will be your own e-mail address.
The date and time of your e-mail must be in the screenshot.
b. Human resources’ reply to your e-mail regarding debriefing
You must send the e-mail at least one day but not more than three days after sending
your second e-mail to human resources. This will be checked using the date in the
screenshot of your e-mail.

Please follow the scenario and write the email.

a. Subject: Confirmation Request: Resolving the conflict between Danny and Valencia

Dear Human Resources Team,

I am writing to confirm that the conflict resolution process between Danny and Valencia has been
successfully completed. There are rumours that the two sides have held a preparation and I
might want to affirm the accuracy of the information. Once the resolution process comes to an
end, can you at any point give an outline of the particular results or arrangements came to at the
final session? Making this clear is essential to maintaining a positive work environment.

We value your continued efforts to find a solution and look forward to hearing from you soon.

Best regards
Lotus Compassion Care

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 b. Subject: Re: Confirmation request: Resolving conflict between Danny and Valencia

Dear Sir,

Thank you for reaching us and for your interest in the resolution process between Danny and
Valencia.
We are satisfied to affirm that the debate goal process has been effectively finished. Both Danny
and Valencia participated in debriefing sessions where they were able to express their views,
understand each other's concerns, and work toward positive solutions.
While the specific details of the debriefing session are confidential, you can be assured that the
results are consistent with our commitment to maintaining a harmonious work environment. If
you have any inquiries or would like more data, if it's not too much trouble, let us know.

We appreciate your commitment to a positive workplace and look forward to our continued
partnership.

Best regards
Lotus Compassion Care

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Project Assessment
Project Overview

This project will require you to lead your work team.

The project is divided into five parts:
1. Contribute to and Promote Effective Work Practices
2. Develop and Implement Staffing Processes
3. Maintain Professional Approach to Leading Work Team
4. Promote Effective Workplace Relations
5. Evaluate Plans
6. Review Individual Performance
Read the instructions in this project carefully before proceeding.
Resources Required for Assessment
To complete this project, you will need access to the following:
 Computer with Internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 A workplace that will allow you access to:
 Twelve people who fit the following profiles:
 Three who have the same work roles
 Three who don’t have the same work roles but are working on the
same goal
 Two individuals to coach to improve their work performance
 Two who oversees a section of your organisation
 A safe place to meet with the people in your workplace
 Access to documents or personnel who have information about the
following:
 The organisation’s staffing needs
 The organisation’s resourcing needs
 The organisation’s values
 The organisation’s ethical guidelines
 The organisation’s policies and procedure regarding workplace

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 relations
 The organisation’s collaborative processes
 The organisation’s collaborative practices
Assessment forms and templates are provided in each task in this Project Assessment.

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The Assessment Pathway
The assessments included in this project must be completed in a real workplace
environment.

WORKPLACE PATHWAY

Wherever possible, this project must be completed in your own workplace,

including the gathering of evidence.
Where a current workplace is not available, you must conduct your project
assessment in an environment where conditions are typical of those
experienced in a workplace. The environment must provide you access to all
the resources required to complete this assessment.

IMPORTANT
Before choosing this pathway, read through all the tasks and requirements in this project
assessment and check with your workplace if you can complete the assessment within
the workplace.

For the project, please complete all templates

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Part 1 Contribute to and Promote Effective Work Practices
1.1 Identify Work Groups

This is a preliminary task that requires you to identify two work groups, with each group
having three people. Specifically, you will need to:
 Identify one of each group:
o One team
The people in this team must be people who report directly to you and will be
referred to as “your team” occasionally in future tasks.
o One group of individuals
The people in this team must not have a common work role.
The outcomes of this task will be used in future tasks.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Work Group Identification form provided for you in the following
pages.
The Work Group Identification form will be used to document the members of
each group who will be participating in the following tasks. Review the Work
Group Identification form so that you’ll know what information to look for.
2. Seek assistance from your supervisor to select workers in the organisation to
form two groups of at least three people (excluding yourself)to participate in
future tasks.
The members of one group must be people who report directly to you and will
be referred to as “your team” occasionally in future tasks, while the members of
the other group must not have a common work role.
3. Ask each worker for permission for them to participate in the following tasks.
Their consent will be documented in the Work Group Identification form.

4. With the assistance of your supervisor and the workers you and your supervisor
have chosen, using the Work Group Identification form:
i. Identify the individuals who will be members of the two groups.
Identify these individuals using placeholder names (e.g. Member A,
Member B, Member C, etc).
ii. Document the work roles of each of the individuals
One group must be people who report directly to you and will be
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 referred to as “your team” occasionally in future tasks, while another
group must have members with no common work roles but are working
towards a common organisational goal.
iii. Confirm each members’ consent by having each member tick the
appropriate box in the Work Group Identification form.
Members whose consent are not confirmed cannot participate in the
following tasks.
5. Have your supervisor review your completed Work Group Identification form and
sign the Supervisor Declaration at the end. Your supervisor’s signature must be
handwritten.
6. Save and submit the completed Work Group Identification form. Use the
filename:

CHCMGT003 1.1 Work Group

Identification

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

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Work Group Identification

WORK GROUP IDENTIFICATION

Candidate name John Doe

Workplace/organisation Lux Cozy Company

Date completed 12/28/2023

Work Group A
The members in this group must have related work roles

Member Name Work Role Consent Acquired?

John Sales Associate ☐

Mary Sales Associate ☐

Bob Sales Manager ☐

Work Group B
The members in this group must not have related work roles but are working towards a common
organisational goal

Member Name Work Role Consent Acquired?

Alice IT Specialist ☐

Sarah HR Coordinator ☐

Mike Marketing Specialist  ☐

Executing Another New Customer Relationship Management System

Organisational Goal that the

Group is Working Towards

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 SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:

Supervisor’s email address (required):

Date signed:

Supervisor’s phone number (required):

End of Work Group Identification

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1.2Develop Plans to Meet Day-to-day Activities

This task requires you to develop plans to meet each group’s day-to-day activities.
Specifically, you will need to:
 Identify day-to-day activities of each group
 Develop plans to meet the day-to-day activities of each group
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the work groups you have identified from Task 1.1.
2. Locate the Activity Plan template provided for you in the following pages.
The Activity Plan template will be used to document the plan you will be
developing for the work groups from Task 1.1 to follow to meet their day-to-day
activities. Review the Activity Plan template so that you’ll know what
information to look for.
3. Using the Activity Plan template:
i. Identify two day-to-day activities that each work group does
ii. Develop one plan for each day-to-day activity you have identified for
each work group
The plan must include the delegation of activities to team members.
4. Have your supervisor review your completed Activity Plan template and sign the
Supervisor Declaration at the end. Your supervisor’s signature must be
handwritten.
5. Save and submit the completed Activity Plan template. Use the filename:

CHCMGT003 1.2 Activity Plan

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 IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
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Activity Plan

ACTIVITY PLAN

Candidate name John Millet

Workplace/organisation Lux Cozy Company

Date completed 12/28/2023

Work Group A

Day-to-Day Activity 1 Conduct Sales Meetings

Make an appointment on Monday

Prepare our schedule for Tuesday

Distribution of the agenda for Wednesday

Plan to Meet Day-to-Day We have a meeting on Thursday.
Activity 1
Friday Checkpoints and Action Points

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 Day-to-Day Activity 2 Monitor Sales Metrics

Collection of sales data daily

Statistical analysis Weekly

Share comment to group Bi-weekly

Regulatory strategy monthly

Plan to Meet Day-to-Day

Activity 2

Work Group B

Day-to-Day Activity 1 Collaborative Project Development

On Monday, we define the scope of the project.

Divide the work on Tuesday

Regular weekly team meetings

Check our progress every day

Resolve issues as needed

Plan to Meet Day-to-Day
Activity 1

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 Day-to-Day Activity 2 Employee Training Sessions

Determine monthly training requirements

Develop training modules every two months

Schedule training sessions quarterly

The session is going according to plan

Annual evaluation of training effectiveness

Plan to Meet Day-to-Day
Activity 2

SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:

Supervisor’s email address (required):

Date signed:

Supervisor’s phone number (required):

End of Activity Plan

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1.3 Implement Plans to Meet Day-to-day Activities

This task requires you to implement the plans you have developed in Task 1.2 for the
work groups to meet their day-to-day activities. As proof of your implementation of the
plans, you must complete the Observation Form provided for you in the following
pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 1.3.1 – Implement Developed Plans
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the following:
 The work groups you have identified in Task 1.1
 The plans you have developed in Task 1.2
2. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
3. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
4. Complete the task in the Observation Form while being observed by your
assessor.

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 5. As you complete the task in the Observation Form:
i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance
v. Have your assessor complete and sign the Observed By section by:
a. Signing their initials, which must be handwritten
b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
6. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
7. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 1.3 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Tony Mirik

Title/designation Manager

Workplace/organisation Lux Cozy Company

TASK 1.3.1 – ImplementDeveloped Plans

To complete this part of the observation form, you must implement all the plans you have
developed in Task 1.2.

Work Group A

Plan to Meet Day-to-Day Activity 1

Describe how you implemented the plan to meet the first day-to-day activity
Observed by:
of Work Group A.
Assessor’s initials:
Information must include:
JH
 The date when you implemented the plan, and
Date observed:
 A narrative of what happened during the implementation of the plan
1/31/2024
"On 1st Jan, the first daily action plan of Working Group A was carried out. The
group discussed the agenda, talked about future strategies, and held a product Time observed:
sales meeting. All team members actively participated in and added to a
2pm
cooperative and instructive meeting."

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 Plan to Meet Day-to-Day Activity 2

How did you implement the plan to meet the second day-to-day activity of Observed by:
Work Group A?
Assessor’s initials:
Information must include:
JH
 The date when you implemented the plan, and
Date observed:
 A narrative of what happened during the implementation of the plan
1/31/2024
Execution of the second daily activity plan for Workgroup A, focusing on
Time observed:
monitoring sales performance. Data is collected and analysed regularly and
experiences are shared to urge a proactive way to deal with changing systems 3pm
based on real-time metrics.

Work Group B

Plan to Meet Day-to-Day Activity 1

How did you implement the plan to meet the first day-to-day activity of Work Observed by:
Group B?
Assessor’s initials:
Information must include:
JH
 The date when you implemented the plan, and
Date observed:
 A narrative of what happened during the implementation of the plan
1st Jan
The first daily work plan of working group B was finished on 3 rd Jan. We began a
Time observed:
joint project development process, characterized the degree, assigned out tasks
and had regular team meetings. Team engagement creates a productive 2pm
environment that promotes effective communication and progress monitoring.

Plan to Meet Day-to-Day Activity 2

How did you implement the plan to meet the second day-to-day activity of Observed by:
Work Group B?
Assessor’s initials:
Information must include:
JH
 The date when you implemented the plan, and
Date observed:
 A narrative of what happened during the implementation of the plan
4th Jan
th
Working Group B's activity plan for the following day was finished on 5 Jan.
Time observed:
Identification of training needs, module advancement, and session planning were
embraced together. Team members effectively took part in the meetings, ensuring 12 pm
effective learning and post-evaluation.

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 Assessor to fill sections below

Assessor’s observations

Assessor’ comments/feedback

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

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1.4 Consult with Appropriate People to Develop Strategies to Maximise Work
Performance and Outcomes

This task requires you to consult with appropriate people to develop strategies to
maximise work performance and work outcomes. Specifically, you must:
 Identify one person from each work group to consult with, and
 For each work group, develop strategies to:
o Maximise work performance and
o Maximise work outcomes
o Encourage collaboration
o Encourage cooperative work practices
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the work groups you have identified in Task 1.1.
2. Locate the Meeting Minutes template provided for you in the following pages.
The Meeting Minutes will be used to record your discussion with the appropriate
people in developing strategies to maximise work performance and work
outcomes.
3. Consult with your supervisor regarding opportunities for you to meet with one of
the members of each of the work groups from Task 1.1 to develop strategies to
maximise work performance and work outcomes.
Review the instructions here and the contents of the Meeting Minutes template
with your supervisor so you can prepare before the meeting.
4. With the assistance of your supervisor, arrange suitable times and places for you
to meet with the people from each work group and for your assessor to observe
you as you meet with the said people.
5. Conduct the meeting with the two people you have chosen. You must meet with
each person individually.

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 6. During the meeting with each of the two people, you and the person from each
work group must come up with one strategy each to:
i. Maximise work performance
ii. Maximise work outcomes
iii. Encourage collaboration, and
iv. Encourage cooperative work practices
Record the outcomes of your discussion in the Meeting Minutes template in the
respective fields. You must complete one Meeting Minutes template for each
meeting with each of the people you met with.
7. Have your attendees sign on the appropriate fields in the Meeting Minutes
template. Their signatures must be handwritten.
8. Have your assessor review each of your completed Meeting Minutes template
and sign the Assessor Declaration at the end. Your assessor’s signature must be
handwritten.
9. Save and submit the completed and signed Meeting Minutes templates. Use the
filename:

CHCMGT003 1.4 Meeting Minutes 1

CHCMGT003 1.4 Meeting Minutes 2

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Meeting Minutes

MEETING MINUTES

Meeting called Developing Strategies to Maximise Work Performance and Work Outcomes

Date of the meeting 1/2/2024

Location Office Room

Notetaker Hannah Smith

Attendees
Attendees of the meeting are to sign after the meeting.
To the attendees:
By signing below, you are confirming you have attended this meeting and that the information
recorded in this meeting minutes is true and accurate.

Signature (must be
Name of meeting attendees Title/designation
handwritten)

Team Lead
John Miller
Project Manager
Hannah Smith

Agenda 1: Strategy for Maximising Work Performance

 We discussed the challenges we face in our current job.

 Identify the strengths of individuals and teams.
 Elaboration of a continuous training and skills development plan.
 We agreed to implement a mentoring program.

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 Agenda 2: Strategy for Maximising Work Outcomes

 Evaluate the current project and its results.

 Identify potential areas for improvement.
 Ways to optimize the workflow to increase efficiency were discussed.
 Establish key performance indicators (KPIs) to measure results.
 Created a feedback loop for continuous improvement.

Agenda3: Strategy to Encourage Collaboration

 We explored the possibility of cooperation between groups.

 Aspects related to the implementation of collaboration tools and platforms were discussed.
 Regularly organize team building events and workshops.
 They were appointed champions of cooperation to develop teamwork.

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 Agenda4: Strategy Encourage Cooperative Work Practices

 Solving communication problems within and between groups.

 We discussed the importance of sharing resources and knowledge.
 A best practice exchange system was created.
 Created a feedback loop for continuous improvement.

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:

Assessor’s email address (required):

Date signed:

Assessor’s phone number (required):

End of Meeting Minutes

Assessment Workbook
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1.5 Implement Strategies to Maximise Work Performance and Outcomes

This task requires you to implement the strategies you have developed in Task 1.4 for
the work groups to maximise their work performance and work outcomes. As proof of
your implementation of the strategies, you must complete the Observation Form
provided for you in the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 1.5.1 – Implement Developed Strategies
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the following:
 The work groups you have identified in Task 1.1
 The strategies you have developed in Task 1.4
2. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
3. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
4. Complete the task in the Observation Form while being observed by your
assessor.

5. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review

Assessment Workbook
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 iv. Have your assessor write their comments/feedback on your performance
v. Have your assessor complete and sign the Observed By section by:
a. Signing their initials, which must be handwritten
b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
6. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
7. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 1.5 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

Assessment Workbook
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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Sam Miller

Title/designation Finance Manager

Workplace/organisation Lux Cozy Company

TASK 1.5.1 – Implement Developed Strategies

To complete this part of the observation form, you must:
1. Implement all the strategies you have developed in Task 1.4.
2. Document the work outcomes according to organisational procedures.
3. Report the documented work outcomes according to organisational procedures.

Work Group A

Strategy to Maximise Work Performance

Describe how you implemented the strategy to maximise Work Group A’s Observed by:
work performance.
Assessor’s initials:
Information must include:
SM
 The date when you implemented the strategy
Date observed:
 How the strategy maximised Work Group A’s work performance,
5th Jan
and
Time observed:
 A narrative of what happened during the implementation of the
strategy 2 Pm
On 4th Jan we executed a procedure to work on the efficiency of Group A by
carrying out a precise attribution system. This further develops effectiveness and
joint effort among colleagues. During the execution process, work performance
and overall teamwork improved significantly.

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 Strategy to Maximise Work Outcomes

Describe how you implemented the strategy to maximise Work Group A’s Observed by:
work outcomes.
Assessor’s initials:
Information must include:
JM
 The date when you implemented the plan
Date observed:
 How the strategy maximised Work Group A’s work outcomes, and
6th Jan
 A narrative of what happened during the implementation of the
Time observed:
strategy
2 PM
On 6th Jan we executed a system to expand the exhibition of Group A. The
technique included putting forth clear objectives and empowering open
communication The outcome is further developed coordination, fewer errors, and
generally increased efficiency. During the implementation process, team members
became more collaborative and goal-oriented.

Documenting Work Outcomes

Describe how you documented the work outcomes of Work Group A. Observed by:
Information must include: Assessor’s initials:
 The date when you documented the work outcomes of Work Group JM
A
Date observed:
 The procedure you followed in documenting the work outcome of
7 th Jan
Work Group A
Time observed:
The procedure you document here must be different from the
procedure you use for Work Group B 12 PM
 A narrative of what happened when you were documenting the work
outcome of Work Group A.
We documented the results of the work of Working Group A on 7th Jan. This
interaction included evaluating individual execution and recording
accomplishments, tasks, and objectives using a standardized template. This
strategy for documentation is intended to give personalized feedback and lay the
foundation for performance improvement. In the process, team members actively
participated, sharing insights and contributing to the writing of the document.

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 Reporting Work Outcomes

Describe how you reported the documented work outcomes of Work Group Observed by:
A.
Assessor’s initials:
Information must include:
JM
 The date when you reported the documented work outcomes of
Date observed:
Work Group A
8 th Jan
 The procedure you followed in reporting the documented work
outcome of Work Group A Time observed:
The procedure you document here must be different from the 1 PM
procedure you use for Work Group B
 A narrative of what happened when you were reporting the
documented work outcome of Work Group A.

We reported the results of the documented work of Working Group A on 8 th Jan.

The methodology consisted of holding a team meeting to introduce individual
execution surveys. The meeting focused in on accomplishments, talked about
difficulties, and mutually put forth objectives for what's to come. This technique is
intended to increase transparency and encourage open communication between
team members.

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 Work Group B

Strategy to Maximise Work Performance

Describe how you implemented the strategy to maximise Work Group B’s Observed by:
work performance.
Assessor’s initials:
Information must include:
JM
 The date when you implemented the strategy
Date observed:
 How the strategy maximised Work Group B’s work performance,
9th Jan
and
Time observed:
 A narrative of what happened during the implementation of the
strategy 1 Pm
th
Execution of the task of Group B efficiency methodology on 9 Jan. This procedure
included ongoing efforts to build the team and create a collaborative environment.
Group members effectively took part, further improving communication and
teamwork. This definitely affects work by further developing productivity and the
general working environment.

Strategy to Maximise Work Outcomes

Describe how you implemented the strategy to maximise Work Group B’s Observed by:
work outcomes.
Assessor’s initials:
Information must include:
JM
 The date when you implemented the plan
Date observed:
 How the strategy maximised Work Group B’s work outcomes, and
10 th Jan
 A narrative of what happened during the implementation of the plan
Time observed:
11 Am
Group B's presentation augmentation procedure was executed on 10 th Jan. The
plan included defining clear objectives, delegating work to team members based
on their strengths, and regularly reviewing progress. This proactive methodology
expanded effectiveness and ensured that the team achieved the desired results
quickly and collaboratively.

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 Documenting Work Outcomes

Describe how you documented the work outcomes of Work Group B. Observed by:
Information must include: Assessor’s initials:
 The date when you documented the work outcomes of Work Group JM
B
Date observed:
 The procedure you followed in documenting the work outcome of
11th Jan
Work Group B
Time observed:
The procedure you document here must be different from the
procedure you use for Work Group A 1 Pm
 A narrative of what happened when you were documenting the work
outcome of Work Group B.
We documented the results of the work by Working Group B on 11 th Jan. The
process included the planning of itemized reports showing achievements
accomplished individual commitments, and regions for development. This far-
reaching record is intended to give straightforwardness, energize responsibility,
and advance informed decision-making.

Reporting Work Outcomes

Describe how you reported the documented work outcomes of Work Group Observed by:
B.
Assessor’s initials:
Information must include:
JM
 The date when you reported the documented work outcomes of
Date observed:
Work Group B
12 th Jan
 The procedure you followed in reporting the documented work
outcome of Work Group B Time observed:
The procedure you document here must be different from the 11 Am
procedure you use for Work Group A
 A narrative of what happened when you were reporting the
documented work outcome of Work Group B.
Working Group B reported documented results on 12 th Jan The post-op
interview process consisted of holding feedback sessions with the group,
featuring key accomplishments, and talking about regions for development.
This approach advanced open correspondence, perceived commitments, and
encouraged a cooperative environment, improving overall performance.

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 Assessor to fill sections below

Assessor’s observations

Assessor’ comments/feedback

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:

Assessor’s email address (required):

Date signed:

Assessor’s phone number (required):

End of Observation Form

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1.6Identify Planning Problems and Develop Strategies to Address Problems

This task requires you to identify planning problems and develop strategies to address
said problems. Specifically, you must:
 Identify problems, barriers, and constraints encountered while developing plans
in Task 1.2, and
 Develop strategies to address the problems, barriers, and constraints identified
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Problem Identification form provided for you in the following pages.
The Problem Identification form will be used to identify the problems, barriers,
and constraints encountered while developing plans in Task 1.2. Review the
Problem Identification form so that you’ll know what information to look for.
2. Using the Problem Identification form:
i. For each work group, identify the following:
a. One problem encountered during planning
Problems encountered during planning are external issues (i.e.
not coming from people involved in the planning) that prevent
the planning from happening in the first place.
b. One barrier encountered during planning
Barriers encountered during planning are internal issues (i.e.
coming from people involved in the planning) that prevent the
planning from happening in the first place.
c. One constraint encountered during planning
Constraints encountered during planning are issues that limit
the potential affectivity of the planning session.
ii. Develop one strategy each to address each problem, barrier, and
constraint identified
3. Have your supervisor review your completed Problem Identification form and
sign the Supervisor Declaration at the end. Your supervisor’s signature must be
handwritten.

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 4. Save and submit the completed Problem Identification form. Use the filename:

CHCMGT003 1.6Problem Identification

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

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Problem Identification

PROBLEM IDENTIFICATION

Candidate name Janice Stomps

Workplace/organisation Lux Cozy Company

Date completed 5th Jan

Work Group A

Problem Encountered during Lack of cooperation between team members

Planning

Organizing team building activities for good communication

Strategy to Address Problem

Barrier Encountered during Resistance from group members

Planning

Arrange a one-on-one meeting to understand and resolve the issue

Strategy to Address Barrier

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 Constraint Encountered Availability of meeting space and facilities is limited.
during Planning

Book a meeting room in advance and find alternative locations if

necessary.

Strategy to Address
Constraint

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 Work Group B

Problem Encountered during The project has no resources

Planning

Negotiate with management for additional resources

Strategy to Address Problem

Barrier Encountered during Lack of experience of team members

Planning

Offer training sessions and provide access to related resources

Strategy to Address Barrier

Constraint Encountered Due to tight schedules, there is limited time for planning.
during Planning

Prioritize planning tasks and allocate specific time slots.

Strategy to Address
Constraint

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 SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Problem Identification

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1.7 Implement Strategies to Address Planning Problems

This task requires you to implement the strategies you have developed in Task 1.6to
address the planning problems, barriers, and constraints you have encountered. As
proof of your implementation of the strategies, you must complete the Observation
Form provided for you in the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 1.7.1 – Implement Developed Strategies
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the strategies you have developed in Task 1.6.
2. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
3. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
4. Complete the task in the Observation Form while being observed by your
assessor.

5. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance
v. Have your assessor complete and sign the Observed By section by:

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 a. Signing their initials, which must be handwritten
b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
6. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
7. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 1.7 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

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Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Julee Shrimps

Title/designation Marketing Manager

Workplace/organisation Lux Cozy Company

TASK 1.7.1 – Implement Developed Strategies

To complete this part of the observation form, you must implement all the strategies you have
developed in Task 1.6.

Work Group A

Strategy to Address Planning Problem

Describe how you implemented the strategy to address the planning Observed by:
problem identified in Task 1.6.
Assessor’s initials:
Information must include:
JS
 The date when you implemented the strategy
Date observed:
 How the strategy addressed the planning problem, and
February 2, 2024
 A narrative of what happened during the implementation of the
Time observed:
strategy
1 pm
On February 2, 2024, we organized a group brainstorming session to generate new
ideas to execute methodologies to tackle the planning issue. This empowered open
communication that allowed us to distinguish and defeat issues. Team members
contributed and encouraged a cooperative climate. This technique really solved
scheduling problems and increased overall productivity.

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 Strategy to Address Planning Barrier

Describe how you implemented the strategy to address the planning barrier
identified in Task 1.6.
Information must include: Observed by:

 The date when you implemented the strategy Assessor’s initials:

 How the strategy addressed the planning barrier, and JS

 A narrative of what happened during the implementation of the Date observed:

strategy March 2, 2024
On March 2, 2024 Carried out a procedure to address plan imperatives, Time observed:
utilizing innovation to streamline communication and documentation 1 Pm
processes. This lessens the effect of restrictions and increases productivity.
Team members can undoubtedly adjust to the new system, further
developing coordinated effort and lessening imperatives during the
arranging stage.

Strategy to Address Planning Constraint

Describe how you implemented the strategy to address the planning

constraint identified in Task 1.6.
Observed by:
Information must include:
Assessor’s initials:
 The date when you implemented the strategy
JS
 How the strategy addressed the planning barrier, and
Date observed:
 A narrative of what happened during the implementation of the
strategy February 3, 2024

On February 3, 2024, we carried out a procedure to address planning constraints Time observed:
using technology to streamline communication and documentation processes. This 11 Am
facilitated the effect of limitations by expanding proficiency. Team members can
undoubtedly adjust to the new system, further developing coordinated effort and
decreasing imperatives during the planning phase.

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 Work Group B

Strategy to Address Planning Problem

Describe how you implemented the strategy to address the planning

problem identified in Task 1.6.
Observed by:
Information must include:
Assessor’s initials:
 The date when you implemented the strategy
JS
 How the strategy addressed the planning problem, and
Date observed:
 A narrative of what happened during the implementation of the
strategy February 15, 2024

On February 15, 2024, a structured communication plan was implemented to Time observed:
address scheduling issues. Carrying out week-by-week progress meetings worked 12 PM
on the progression of data, permitting the group to distinguish and determine
planning issues rapidly. This proactive approach reduced the impact of the problem
and created an environment for collaborative planning.

Strategy to Address Planning Barrier

Describe how you implemented the strategy to address the planning barrier
identified in Task 1.6. Observed by:
Information must include: Assessor’s initials:
 The date when you implemented the strategy JS
 How the strategy addressed the planning barrier, and Date observed:
 A narrative of what happened during the implementation of the 2024.02.20
strategy
Time observed:
On 2024.02.20 we began a technology exchange workshop to settle programming
12 PM
bottlenecks. By empowering cross-departmental information sharing, team
members gained various abilities. This works in the group's capacity to beat
individual ability holes and cultivate successful joint effort.

Strategy to Address Planning Constraint

Describe how you implemented the strategy to address the planning Observed by:
constraint identified in Task 1.6.
Assessor’s initials:
Information must include:
JS
 The date when you implemented the strategy
Date observed:
 How the strategy addressed the planning barrier, and
February 25, 2024
 A narrative of what happened during the implementation of the Time observed:
strategy
12 PM
February 25, 2024 We implemented a flexible scheduling strategy to address
scheduling constraints. This approach perceived the different working styles of
team members and allowed for customized working hours. Flexibility increases
efficiency, defeats the impediments of inflexible booking, and further develops by

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 and improves overall scheduling efficiency.

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 Assessor to fill sections below

Assessor’s observations

Assessor’ comments/feedback

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 ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

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Part 2Develop and Implement Staffing Processes
2.1Identify Staffing and Resourcing Needs and Develop Plans to Address Needs

This task requires you to identify and develop plans to address:

 Staffing need
 Resourcing need
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Staffing and Resourcing Needs Identification form provided for you in
the following pages.
The Staffing and Resourcing Needs Identification form will be used to document
the staffing and resourcing needs of your organisation and the plans to address
said needs. Review the Staffing and Resourcing Needs Identification form so that
you’ll know what information to look for.
2. Review relevant documents or consult relevant personnel to identify:
i. One staffing need
Staffing need refers to a vacancy in the organisation that needs to be
filled by a worker working for the organisation itself.
ii. One resourcing need
Resourcing need refers to a service that the organisation needs but has
decided to outsource to another agency.
Relevant documents may include but are not limited to staff handbooks, the
organisation’s website, etc.
Relevant personnel may include but are not limited to supervisors, managers,
colleagues, etc.
3. Using the Staffing and Resourcing Identification form:
i. Document the staffing need you have identified
ii. Document a plan to address the staffing need
iii. Document the resourcing need you have identified
iv. Document a plan to address the resourcing need you have identified

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 4. Have your supervisor review your completed Staffing and Resourcing
Identification form and sign the Supervisor Declaration at the end. Your
supervisor’s signature must be handwritten.
5. Save and submit the completed Staffing and Resourcing Identification form. Use
the filename:

CHCMGT003 2.1Staffing and Resourcing

Identification

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

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Staffing and Resourcing Needs Identification

STAFFING AND RESOURCING NEEDS IDENTIFICATION

Candidate name Janice Storms

Workplace/organisation Lux Cozy Company

Date completed March 3rd ,2024

Staffing Need Marketing Manager

We will begin the hiring process, conduct interviews and complete

hiring by 2023-06-15.

Plan to Address Staffing

Need

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 IT Maintenance
Resourcing Need
Tech Solutions Inc.

Tech Solutions Co., Ltd. concludes a service contract with the company
no later than June 1, 2023.

Plan to Address Resourcing

Need

SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Staffing and Resourcing NeedsIdentification

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2.2Provide Support to Staff Members

This task requires you to provide support to new and existing staff members. As proof
of your providing support, you must complete the Observation Form provided for you in
the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 2.2.1 – Identify Staff Members to Participate in Tasks
 Task 2.2.2 – Induct New Staff Member
 Task 2.2.3–Provide Support to Existing Staff Members
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
2. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
3. Complete the task in the Observation Form while being observed by your
assessor.
4. As you complete the task in the Observation Form:

i. Record how you completed the task

ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance
v. Have your assessor complete and sign the Observed By section by:

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 c. Signing their initials, which must be handwritten
d. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
5. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
6. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 1.3 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Harold Ness

Title/designation

Workplace/organisation Lux Cozy Company

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 TASK 2.2.1 – Identify Staff Members to Participate in Tasks
This task does not require your assessor to observe your performance.
To complete this part of the observation form, you must:
1. Seek assistance from your supervisor to select three staff members in the organisation.
One of the staff members must be new and not yet inducted while the other two staff
members must already be existing (i.e. inducted) staff members.
2. Ask each staff member for permission for them to participate in the tasks and document
their consent in the table below.
3. Review the table provided below.
4. Using the table below:
a. Document the new staff member
b. Document the two existing staff members
c. For each existing staff member, document:
i. One workplace outcome to achieve, and
ii. One personal goal to achieve

Staff Member Name New or Existing Consent Acquired?

John Manhattan New

Yes

Jude Smith Existing ☐

Bill Johnson Existing ☐

First Existing Staff Member

Work Outcome to Achieve Enhance customer service skills

Personal Goal to Achieve Make time management effective

Second Existing Staff Member

Work Outcome to Achieve Improved sales performance

Personal Goal to Achieve Improve communication skills

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 TASK 2.2.2 – Induct New Staff Member
To complete this part of the observation form, you must:
1. Induct the new staff member you have identified from Task 2.2.1.
2. Answer the questions below. Questions with an Observed by field must have its answers
observed and confirmed by your assessor.

Describe how you inducted the new staff member.

Observed by:
Information must include:
Assessor’s initials:
 The date, time, and place of the induction
JH
 The information you provided to the staff during the induction
Date observed:
 A narrative of what happened during the induction
3rd march
An orientation was held for new employee John Doe in the workplace meeting
room. During the meeting, we discussed company policies, workplace Time observed:
expectations, and safety protocols and introduced key team members John was 11 Am
truly friendly, sought clarification on some things, and had a complete
comprehension of his job and obligations.

Assessor to fill sections below

Assessor’s observations

Assessor’ comments/feedback

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 TASK 2.2.3 – Provide Support to Existing Staff Members
To complete this part of the observation form, you must:
1. For each of the existing staff members identified in Task 2.2.1:
a. Provide the following:
i. Instruction to promote quality worker outcome
ii. Additional support to promote client outcome
b. Facilitate training to achieve each staff member’s desired workplace outcome
c. Encourage development to achieve each staff member’s desired personal goals
Each of the activities above must be done on different dates for each staff member.
2. Answer the questions below. Questions with an Observed by field must have its answers
observed and confirmed by your assessor.

First Existing Staff Member

Describe how you provided instruction to promote quality worker outcome. Observed by:
Information must include: Assessor’s initials:
 The date when you provided the information Jh
 The instruction you provided Date observed:
 How you think your instruction promoted quality worker outcome March 5th
 A narrative of what happened when you provided instruction Time observed:
I trained them to lead courses focused on effective business management and 11 Am
effective communication on March 5th. Detailed instruction is intended to work on
your abilities and encourage a cooperative environment. Employee feedback
showed improvements in work execution and communication that contributed to
the quality of employee performance.

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 Describe how you provided additional support to promote client outcome. Observed by:
Information must include: Assessor’s initials:
 The date when you provided additional support JH
 The nature of the additional support you provided Date observed:
 How you think the additional support you provided promoted client March 10th
outcome
Time observed:
 A narrative of what happened when you provided additional support
2 Pm
On March 10th we offered additional support by organizing a mentoring program
for new hires focused on customer service. The objective of this initiative was to
further develop communication and customer service. The worker revealed an
expansion in client trust and fulfilment during the observation period

Describe how you facilitated training to help the staff member achieve their Observed by:
desired workplace outcome.
Assessor’s initials:
Information must include:
JH
 The date when you facilitated training
Date observed:
 How you think the training helped achieve the staff member’s
15th March
desired workplace outcome
Time observed:
 A narrative of what happened when you provided additional support
1 PM
We held preparations on 15th March to assist representatives with accomplishing
their objectives at work. The sessions covered abilities and information regions
applicable to the ideal result. Follow-up perceptions showed expanded capability
and certainty, demonstrating positive advancement toward achieving the
employee's workplace goals.

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 Describe how you encouraged development to help the staff member Observed by:
achieve their desired personal goal.
Assessor’s initials:
Information must include:
JH
 The date when you encouraged development
Date observed:
 How you think your encouragement helped achieve the staff
17th March
member’s desired personal goal
Time observed:
 A narrative of what happened when you provided encouragement
11 AM
On 17th March initiated a conversation with the employee recognizing his own
objectives. We gave direction on available resources, training opportunities, and
support networks within the organisation. The reason for this advancement was to
provide the representative with a feeling of pride over his own turn of events.
Feedback and follow-up observations indicate increased motivation and progress
toward desired personal goals.

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 Second Existing Staff Member

Describe how you provided instruction to promote quality worker outcome.

Information must include:
Observed by:
 The date when you provided the information
Assessor’s initials:
 The instruction you provided
JH
 How you think your instruction promoted quality worker outcome
Date observed:
 A narrative of what happened when you provided instruction
20th March
th
On 20 March we directed broad preparation, accentuating the significance of
Time observed:
keeping up with quality norms. We gave step-by-step guidelines, exhibited
prescribed procedures, and cleared up any inquiries you had. This guide is designed 12 PM
to work on your abilities and information and advance improved results for
employees. Positive feedback and observed experiences have shown increased
compliance with quality standards.

Describe how you provided additional support to promote client outcome.

Information must include: Observed by:
 The date when you provided additional support Assessor’s initials:
 The nature of the additional support you provided JH
 How you think the additional support you provided promoted client Date observed:
outcome
22th March
 A narrative of what happened when you provided additional support
Time observed:
On 22th March we knew about the difficult situation and provided additional
support to the employee. It is expected to give direction on cooperative 12 PM
problem solving, resource sharing, and compelling customer engagement.
The additional support increased the staff's ability to respond to customer
needs, resulting in better customer outcomes.

Describe how you facilitated training to help the staff member achieve their
desired workplace outcome. Observed by:
Information must include: Assessor’s initials:
 The date when you facilitated training JH
 How you think the training helped achieve the staff member’s Date observed:
desired workplace outcome
23 rd March
 A narrative of what happened when you provided additional support
Time observed:
We offered preparation on 23 rd March that focused on abilities directly connected
11 Pm
with employee performance. The training included applicable devices, strategies,
and best practices. After the training, employees showed high skill in performing
tasks that add to the accomplishment of results in the work environment.

Describe how you encouraged development to help the staff member Observed by:
achieve their desired personal goal.
Assessor’s initials:
Information must include:
JH

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  The date when you encouraged development
 How you think your encouragement helped achieve the staff
Date observed:
member’s desired personal goal
25th March
 A narrative of what happened when you provided additional support
Time observed:
On 25th March I began a strong discussion by recognizing the employee's personal
goals. We featured accessible advancement, opportunities and mentoring 1 PM
programs and encouraged employees to take concrete action. Discussions and
ongoing audit of progress have been displayed to increase commitment and steps
toward necessary personal goals

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 Assessor to fill sections below

Assessor’s observations

Assessor’ comments/feedback

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 ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

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Part 3Maintain Professional Approach to Leading Work Team
3.1Reflect on Own Practice

This task requires you to reflect on your own practice. Specifically, you will need to
identify which knowledge and skills you need to update.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Reflective Journal provided for you in the following pages.
The Reflective Journal will be used to document your reflection on your gaps in
knowledge and skills related to your work role. Review the Reflective Journal so
that you’ll know what information to look for.
2. Reflect on your current ability to lead your work team and identify the following:
i. Knowledge that you currently need to update to improve your ability to
lead your work team
ii. Two skills that you currently need to update to improve your ability to
lead your work team
Ensure that the knowledge and skills you have identified can be updated within a
reasonable timeframe.
3. Using the Reflective Journal, document the following:
i. Knowledge that you currently need to update to improve your ability to
lead your work team
ii. Two skills that you currently need to update to improve your ability to
lead your work team
iii. One reason each for how updating the identified knowledge and skills
will help improve your ability to lead your work team
4. Have your supervisor review your completed Reflective Journal and sign the
Supervisor Declaration at the end. Your supervisor’s signature must be
handwritten.
5. Save and submit the completed Reflective Journal. Use the filename:

CHCMGT003 3.1Reflective Journal

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
Assessment Workbook
©Compliant Learning Resources
 assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

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Reflective Journal

REFLECTIVE JOURNAL

Candidate name Janice Steels

Workplace/organisation Lux Coz Company

Date completed 12/9/2023

What knowledge do you need to update to improve your ability to lead your work team?

We need to update our knowledge of the latest industry trends and best practices for team management.
Being at the time further develops decision-making and strategic planning.

Briefly explain how updating the identified knowledge will help you improve your ability to
lead your work team.

Updating our knowledge can give us insight into new leadership skills and foster an adaptive and effective
approach that will lead our team to success. This features the significance of keeping up with new
leadership skills and adaptive approaches, which are essential for effective leadership in a dynamic work
environment

Which two skills do you need to update to improve your ability to lead your work team?

Communication skills

Conflict resolution skills

Assessment Workbook
©Compliant Learning Resources
 Briefly explain how each of the identified skills will help you improve your ability to lead
your work team.

Effective communication is essential to communicating expectations, goals, and feedback to your team.
Improved communication gives clarity, reduces misunderstandings, and advances an open and cooperative
workplace. This expands responsibility, trust, and a feeling of solidarity among team members.

Conflict is inevitable in any team, but effective resolution is a key to maintaining a healthy work
environment. Learning conflict resolution abilities can assist you with settling issues rapidly, reducing
interruptions, and keep away from long-term conflicts. This advances a positive group culture, further
develops communication and ensures that everyone can effectively contribute to the team's goals.

SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Reflective Journal

Assessment Workbook
©Compliant Learning Resources
3.2Pro-actively Update Own Knowledge and Skills

This task requires you to update the knowledge and skills you have identified from Task
3.1. As proof of your acquisition of knowledge and skills, you must complete the
Observation Form provided for you in the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 3.2.1 – Update Own Knowledge and Skills
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the following the knowledge and skills you have identified in Task 3.1.
2. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your supervisor.
Review the instructions here and in the Observation Form with your supervisor
before starting so you can prepare for the task.
3. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your supervisor
to observe you as you complete the tasks.
4. Complete the task in the Observation Form while being observed by your
supervisor.

5. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your supervisor for them to review
iv. Have your supervisor write their comments/feedback on your
performance
v. Have your supervisor complete and sign the Observed By section by:

Assessment Workbook
©Compliant Learning Resources
 a. Signing their initials, which must be handwritten
b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
6. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
7. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 3.2 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Observation Form

OBSERVATION FORM

THE SUPERVISOR’S ROLE AS AN OBSERVER

The supervisor is to observe the candidate as they complete the tasks outlined in this
Observation Form.
To fulfil the role of the candidate’s observer, the supervisor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Supervisor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Supervisor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your supervisor in the centre.
Complete each task outlined in this Observation Form while being observed by your supervisor.
Your supervisor will record important details from their observations in this form.
TO THE SUPERVISOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Janice Steels

Title/designation Marketing Manager

Workplace/organisation Lux Cozy Company

TASK 3.2.1 – Update Own Knowledge and Skills

To complete this part of the observation form, you must pro-actively update the knowledge and
skills you have identified from Task 3.1.

Updating Knowledge

Describe how you updated the knowledge you have identified from Task 3.1.
Information must include: Observed by:

 The date when you updated your knowledge Assessor’s initials:

 How you updated your knowledge (e.g. through self-study, attending CS

conferences, seminars, or classes, etc.) Date observed:
 A narrative of what happened when you were updating your 1st April
knowledge
Time observed:
Updated knowledge on marketing on 1st April. I utilized various resources, including
11 Pm
self-study through online courses and research papers, attending relevant
conferences, and attending workshops. Through this process, we acquired
understanding into current industry trends and best practices.

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 Updating First Skill

Describe how you updated the first of the two skills you have identified from
Task 3.1.
Observed by:
Information must include:
Assessor’s initials:
 The date when you updated said skill
CS
 How you updated said skill (e.g. through self-study, attending
conferences, seminars, or classes, etc.) Date observed:

 A narrative of what happened when you were updating said skill 3rd April

On 3rd April I studied books and industry articles and chipped away at myself Time observed:
through down-to-earth activities to improve marketing. I additionally went to 12 Pm
workshops that gave me practical insights and real-life scenarios that helped me
develop my skills. Candidate must describe how they updated the skills they
have identified from

Updating Second Skill

Describe how you updated the second of the two skills you have identified
from Task 3.1. Observed by:
Information must include: Assessor’s initials:
 The date when you updated said skill JS
 How you updated said skill (e.g. through self-study, attending Date observed:
conferences, seminars, or classes, etc.)
5th April
 A narrative of what happened when you were updating said skill
Time observed:
Since, I have been busy improving my communication skill by participating in a
12 Pm
vocational training program. It included interactive sessions, contextual analyses,
and pragmatic activities. This experience permitted me to level up my skills and
apply them effectively in a variety of work scenarios.

Assessment Workbook
©Compliant Learning Resources
 Supervisor to fill sections below

Supervisor’s observations

Assessor’comments/feedback

SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

Assessment Workbook
©Compliant Learning Resources
3.3Identify Organisation’s Values, Ethical Guidelines, and Policies and Procedures

This task requires you to identify your organisation’s values, ethical guidelines, and
policies and procedures. Specifically, you have to identify said aspects of your
organisation to align your own leadership practice with.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Organisational Information form provided for you in the following
pages.
The Organisational Information form will be used to document your
organisation’s values, ethical guidelines, and policies and procedures. Review the
Organisational Information form so that you’ll know what information to look
for.
2. Review relevant documents to identify the following:
i. Two of your organisation’s values
ii. Two of your organisation’s ethical guidelines
iii. Two of your organisation’s policies regarding workplace relations
iv. One procedure each for enforcing each policy identified regarding
workplace relations
Relevant documents may include but are not limited to staff handbooks, the
organisation’s website, etc
3. Using the Organisational Information form, document the following:
i. Two of your organisation's values
ii. Two of your organisation’s ethical guidelines
iii. Two of your organisation’s policies regarding workplace relations
iv. One procedure each for enforcing each policy identified regarding
workplace relations and its steps
Sources may be indicated by simply providing the title of the source where
the information came from, so long as your supervisor recognises the
document you are referring to, and that your supervisor can attest that
each source of information is correct.

Assessment Workbook
©Compliant Learning Resources
 4. Have your supervisor review your completed Organisational Information and
sign the Supervisor Declaration at the end. Your supervisor’s signature must be
handwritten.
5. Save and submit the completed Organisational Information form. Use the
filename:

CHCMGT003 3.3Organisational
Information

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Organisational Information

ORGANISATIONAL INFORMATION

Candidate name Candice Smith

Workplace/organisation Lux Cozy Company

Date completed 1//2/2024

Organisational Information Sources

Integrity and Accountability Employee Handbook

Two Values of the

Organisation
Innovation and Continuous Growth Leadership Training Manual

Assessment Workbook Version 1.0 Produced 31 January 2020

©Compliant Learning Resources Page 158
 Confidentiality Code of Conduct

Two Ethical Guidelines

of the Organisation
Fair Treatment of Employees HR Policies Manual

Organisational Policy Procedure to Enforce Policy Source

Workplace Relations Policy 1. Grievance Resolution Procedure Employee Handbook

Grievance Resolution Grievance Resolution Procedure Document Employee Handbook

Assessment Workbook Version 1.0 Produced 31 January 2020

©Compliant Learning Resources Page 159
 SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Organisational Information

Assessment Workbook
©Compliant Learning Resources
3.4Align Own Leadership Practice with Organisation’s Values, Ethical Guidelines,
and Policies and Procedures

This task requires you to align your leadership practice with the values, ethical
guidelines, and policies and procedures of the organisation you have identified in Task
3.3. As proof of your implementation of the strategies, you must complete the
Observation Form provided for you in the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 3.4.1 – Align Own Leadership Practice with Organisation’s Convictions
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the organisation’s values, ethical guidelines, and policies and
procedures you have identified in Task 3.3.
2. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
3. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
4. Complete the task in the Observation Form while being observed by your
assessor.

5. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance
Assessment Workbook
©Compliant Learning Resources
 v. Have your assessor complete and sign the Observed By section by:
a. Signing their initials, which must be handwritten
b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
6. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
7. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 3.4 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

Assessment Workbook
©Compliant Learning Resources
 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Kenneth Hagan

Title/designation Strategist

Workplace/organisation Lux Cozy Company

TASK 3.4.1 – Align Own Leadership Practice with Organisation’s Convictions

To complete this part of the observation form, you must align your own leadership practices with
the organisation’s convictions (i.e.values, ethical guidelines, and policies and procedures) you have
identified from Task 3.3.

Aligning Own Leadership Practice with Organisation’s Values

Describe how did you aligned your own leadership practice with the first
organisational value that you have identified in Task 3.3.
Information must include: Observed by:
 An observable example of how you aligned (i.e. how you Assessor’s initials:
implemented)your own leadership practice to the first organisational
value, and
Date observed:
 A narrative of what happened during the implementation of your own
leadership practice March 16

In accordance with our first value, "customer-centric, we have executed a Time observed:
customer-centric approach to strategic planning. On March 16, we held a group
2Pm
workshop focused on understanding and exceeding customer expectations. During
the implementation process, team members effectively coordinated customer
requirements into the decision-making process and formed a customer-oriented
culture.

Describe how you aligned your own leadership practice with the second Observed by:
organisational value that you have identified in Task 3.3.
Assessor’s initials:
Information must include:

Assessment Workbook
©Compliant Learning Resources
  An observable example of how you aligned(i.e. how you
implemented) your own leadership practice to the second
organisational value, and Date observed:
 A narrative of what happened during the implementation of your own 19 th March
leadership practice
Time observed:
In line with the second value, "innovation," a systematic innovation forum was held
1 PM
on 19 th March. In these sessions, team members were welcome to share creative
ideas and foster a culture of continuous improvement. Following the sessions,
innovative decisions were made that were integrated into vital preparation,
consequently further developing intensity.

Aligning Own Leadership Practice with Organisation’s Ethical Guidelines

Describe how you aligned your own leadership practice with the first
organisational ethical guideline that you have identified in Task 3.3. Observed by:
Information must include: Assessor’s initials:
 An observable example of how you aligned (i.e. how you
implemented) your own leadership practice to the first organisational
ethical guideline, and Date observed:

 A narrative of what happened during the implementation of your own 21st March
leadership practice
Time observed:
I have effectively supported open communication and honesty within my group
3 Pm
while complying with ethical integrity guidelines. On 21st March, we held a
municipal event to examine moral ways of behaving, support open conversation on
respectability points, and emphasize the importance of ethical decision making.

Describe how you aligned your own leadership practice with the second
organisational ethical guideline that you have identified in Task 3.3.
Information must include:
 An observable example of how you aligned (i.e. how you
implemented) your own leadership practice to the second Observed by:
organisational ethical guideline, and Assessor’s initials:
 A narrative of what happened during the implementation of your own CS
leadership practice
Date observed:
In the beginning phases of the task, we demonstrated the organizational value of
"innovation" by encouraging creative problem solving. Rather than directing 1st March
arrangements, we established a environment where team members could come up Time observed:
with innovative ideas. I began doing "Challenge Convention" sessions, which
12 PM
opened up alternate points of view. This approach lined up with our qualities and
created an atmosphere of collaborative and creative thinking. Thus, the team
developed new solutions and individual creativity was highlighted. These practices
are not only consistent with the organization's values, but also contribute to a
culture of innovation and continuous improvement.

Assessment Workbook
©Compliant Learning Resources
 Aligning Own Leadership Practice with Organisation’s Policies and Procedures

Describe how you aligned your own leadership practice with the first
organisational policy that you have identified in Task 3.3.
Information must include:
Observed by:
 An observable example of how you aligned (i.e. how you
Assessor’s initials:
implemented) your own leadership practice to the procedure to
enforce the first organisational policy, and CS
 A narrative of what happened during the implementation of your own Date observed:
leadership practice
3rd MARCH
As per the first ethical guidelines to improve integrity, we ensured open
Time observed:
communication during important decision-making processes. We transparently
imparted important data to the group and gave setting and reasoning to choices. 12PM
This approach is consistent with moral rules that advance trust and guarantee that
team members understand the ethical considerations that guide our actions.
Transparent communication promotes honesty within the team and reinforces the
importance of ethical behaviour in the work environment.

Describe how you aligned your own leadership practice with the second
organisational policy that you have identified in Task 3.3.
Information must include:
 An observable example of how you aligned (i.e. how you
Observed by:
implemented) your own leadership practice to the procedure to
enforce the first organisational policy, and Assessor’s initials:
 A narrative of what happened during the implementation of your own CS
leadership practice
Date observed:
To help our second ethical orientation of respect, we actively solicited
5rth March
input from team members during strategic planning sessions. I worked
with the roundtable by effectively paying attention to assorted Time observed:
suppositions and recognizing the viewpoints of each group member.
2 PM
This approach observed moral rules and respected the assessments of
each colleague. Thus, team members feel valued and respected,
contributing to a positive and inclusive work culture. This experience
featured the significance of regarding assorted points of view as per an
association's moral principles.

Assessor to fill sections below

Assessor’s observations

Assessor’comments/feedback

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Assessment Workbook
©Compliant Learning Resources
 ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

Assessment Workbook
©Compliant Learning Resources
3.5Ensure that Interactions do not Negatively Affect Ability to Lead Team

This task requires you take steps to ensure that personal and social contact you make
do not negatively affect your ability to lead your team.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 3.5.1 – Take Steps to Ensure Interactions Do Not Negatively Affect Ability to
Lead Team
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider your team you have identified from Task 1.1.
2. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
3. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
4. Complete the task in the Observation Form while being observed by your
assessor.

5. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance
v. Have your assessor complete and sign the Observed By section by:
a. Signing their initials, which must be handwritten

Assessment Workbook
©Compliant Learning Resources
 b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
6. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
7. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 3.5 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Juliee Roberts

Title/designation Communication Supervisor

Workplace/organisation Lux Cozy Company

TASK 3.5.1 – Take Steps to Ensure Interactions Do Not Negatively Affect Ability to Lead
Team
To complete this part of the observation form, you must take steps to ensure that any personal and
social contact you make with the members of your team do not negatively affect your ability to lead
said members of your team.
Personal contact refers to one-on-one interactions that happen in or outside work, while social
contact refers to group interactions that happen in or outside work.

Taking Steps to Ensure Personal Contact Does Not Negatively Affect Ability to Lead Team

Document the steps you took to ensure that personal contact with one of Observed by:
your team members does not negatively affect your ability to lead the team.
Assessor’s initials:
Information must include:
 At least two steps you took to ensure that personal contact does not
Date observed:
negatively affect your ability to lead the team
4th March
 The date when you took the steps
Time observed:
 A narrative of what happened when you took the steps
11 Pm
In one-on-one meetings, we openly discussed the significance of keeping up with
proficient boundaries and discussed specific scenarios to ensure clarity. Team
members valued the receptiveness, and together we created rules to direct our
expert connections. During group building exercises, we made a climate that
supported team-building activities and an atmosphere that encouraged open
communication and collaboration. This fortified the general group dynamic, yet
in addition, it supported the possibility that individual connections shouldn't

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 hinder our common objectives. The group answered emphatically, and the
experience helped make the workplace more organized and focused.

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 Taking Steps to Ensure Social Contact Does Not Negatively Affect Ability to Lead Team

Document the steps you took to ensure that social contact with team Observed by:
members does not negatively affect your ability to lead the team.
Assessor’s initials:
Information must include:
CS
 At least two steps you took to ensure that social contact does not
Date observed:
negatively affect your ability to lead the team
6th March
 The date when you took the steps
Time observed:
 A narrative of what happened when you took the steps
2PM
Communication policies introduced in group meetings provided a framework for
appropriate social interaction. This assisted team members with understanding
boundaries and expectations and prevented them from negatively impacting
professional relationships. This initiative has established a deferential and caring
workplace. The team-building workshop was interactive and allowed team
members to openly discuss issues related to social interaction. This proactive
methodology permitted us to resolve possible issues before they adversely
impacted group elements. Team members appreciated the opportunity to express
themselves, which greatly contributed to a positive and inclusive work culture.

Assessor to fill sections below

Assessor’s observations

Assessor ’comments/feedback

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

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Part 4Promote Effective Workplace Relations
4.1Identify Collaborative Processes Work Practices

This task requires you to identify collaborative processes and practices used in your
organisation.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Processes and Practices Identification form provided for you in the
following pages.
The Processes and Practices Identification form will be used to document the
collaborative processes and practices used in your organisation.
2. Review relevant documents or consult relevant personnel to document the
following using the Processes and Practices Identification form:
i. Two collaborative processes
ii. Two collaborative practices
One collaborative practice must also be used to maintain a positive
relationship with staff, and the other collaborative practice must also be
used to maintain a positive relationship with management.
Relevant documents may include but are not limited to staff handbooks, the
organisation’s website, etc.
Relevant personnel may include but are not limited to supervisors, managers,
colleagues, etc.
3. Have your supervisor review your completed Processes and Practices
Identification form and sign the Supervisor Declaration at the end. Your
supervisor’s signature must be handwritten.
4. Save and submit the completed Processes and Practices Identification form. Use
the filename:

CHCMGT003 4.1Processes and

Practices Identification

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 IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

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Processes and Practices Identification

PROCESSES AND PRACTICES IDENTIFICATION

Candidate name Juliee Roberts

Workplace/organisation Lux Cozy Company

Date completed 3rd March,2024

Strategic Planning Meetings

Collaborative Processes
Project Development Workshops

To maintain a positive relationship with staff members:

Open-Door Policy for Staff Relations

Employees are encouraged to openly voice their concerns and suggestions.

To maintain positive employee relations by providing transparent

communication and prompt resolution of concerns.

Collaborative Practices

To maintain a positive relationship with management:

Regular Management-Staff Consultations

Consultations are scheduled between management and staff.

Develop positive relationships with management by providing a platform

for feedback, aligning goals and ensuring mutual understanding.

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 SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Processes and Practices Identification

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4.2Implement Collaborative Processes and Practices

This task requires you to implement the collaborative processes and practices you have
identified in Task 4.1. As proof of your implementation of the processes and practices,
you must complete the Observation Form provided for you in the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 4.2.1 – Implement Collaborative Processes and Practices
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the following:
i. Your team that you have identified from Task 1.1.
ii. The collaborative processes and practices you have identified in Task 4.1.
2. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
3. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
4. Complete the task in the Observation Form while being observed by your
assessor.

5. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance

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 v. Have your assessor complete and sign the Observed By section by:
a. Signing their initials, which must be handwritten
b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
6. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
7. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 4.2 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

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Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Sandra William

Title/designation Communication Manager

Workplace/organisation Lux Cozy Company

TASK 4.2.1 – Implement Collaborative Processes and Practices

To complete this part of the observation form, you must implement the collaborative processes and
practices you have identified in Task 4.1.

Collaborative Processes

Describe how you implemented the first of the two collaborative processes
you have identified in Task 4.1.
Information must include: Observed by:
 The date when you implemented the process Assessor’s initials:
 A brief explanation of how the first of the two collaborative CJ
processes promoted cooperative work practice
Date observed:
 A narrative of what happened during the implementation of the
process 6th March

The first collaboration process was implemented to improve communication Time observed:
between team members and promote a collaborative work environment. This 2PM
included team meetings where each member shared updates and challenges.
Group meetings are arranged during execution. All team members effectively took
part and provided important data. This process not only facilitated the exchange of
information, but also contributed to joint problem-solving.

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 Describe how you implemented the second of the two collaborative
processes you have identified in Task 4.1.
Information must include:
 The date when you implemented the process
 A brief explanation of how the first of the two collaborative Observed by:
processes promoted cooperative work practice
Assessor’s initials:
 A narrative of what happened during the implementation of the
process
Date observed:
5th March
Time observed:
To upgrade the cooperative experience, a cooperative group
brainstorming process was initiated. On this day, I planned a 12 PM
meeting to generate new ideas where my team members openly
shared their ideas and perspectives on future communication
strategies. This process aims to create a collaborative environment
by engaging diverse talent within the group.

Collaborative Practices

Describe how you implemented the first of the two collaborative practices Observed by:
you have identified in Task 4.1.
Assessor’s initials:
Information must include:
CJ
 The date when you implemented the practice
Date observed:
 A brief explanation of how the first of the two collaborative practices
7th March
maintained positive relationship with staff
Time observed:
 A narrative of what happened during the implementation of the
practice 3Pm
The second cooperative cycle plans to optimize project management through a
common online platform. This worked with compelling coordinated effort,
permitting colleagues to access and refresh project-related data progressively. On
the day of implementation, the team switched to a new project management tool.
An instructional meeting was held and starting issues were settled. This process
significantly improved project coordination and oversight.

Describe how you implemented the first of the two collaborative practices Observed by:
you have identified in Task 4.1?
Assessor’s initials:
Information must include:
CJ
 The date when you implemented the practice
Date observed:
 A brief explanation of how the second of the two collaborative
8 th March
practices maintained positive relationship with management
Time observed:
 A narrative of what happened during the implementation of the
practice
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 The experience remembered customary one-for one registration with team
members to determine issues and offer help. Through this, we have assembled
positive associations with our workers through open communication and quick
response to individual needs. Individual meetings were coordinated during the
execution. Team members appreciated the personal attention, which led to better 2Pm
morale and feelings of gratitude. To keep a positive relationship with the board,
status reports and updates were routinely circulated. These practices ensured
transparency and aligned the team's goals with the organization's goals. An
extensive status report was submitted to the board on the execution date. This
prompted valuable conversations and demonstrated the group's commitment to
the success of the organization.

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 Assessor to fill sections below

Assessor’s observations

Assessor’comments/feedback

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

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4.3Model and Promote Effective Communication in the Workplace

This task requires you to model and promote effective communication in the workplace.
As proof of your modelling and promotion of effective communication, you must
complete the Observation Form provided for you in the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 4.3.1 – Model and Promote Effective Communication
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
2. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
3. Complete the task in the Observation Form while being observed by your
assessor.

4. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance
v. Have your assessor complete and sign the Observed By section by:
a. Signing their initials, which must be handwritten
b. Providing the date of their observation

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 IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
5. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
6. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 4.3 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

Assessment Workbook
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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Anne Kidman

Title/designation Operations Manager

Workplace/organisation Lux Cozy Company

TASK 4.3.1 – Model and Promote Effective Communication in the Workplace

To complete this part of the observation form, you must:
 Model active listening, and
 Promote open discussion

Model Active Listening in the Workplace

Describe how you modelled active listening in the workplace.

Observed by:
Information must include:
Assessor’s initials:
 The date when you modelled active listening in the workplace
 A narrative of what happened when you modelled active listening in
Date observed:
the workplace
15th March
Active listening was demonstrated at the March 15 group meeting. When a
colleague shared a concern, I made eye contact, nodded and paraphrased to Time observed:
ensure understanding. This empowered open exchange and joint effort. My 3 Pm
insightful methodology made a positive atmosphere while validating the
contributions of my team members.

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 Promote Open Discussion in the Workplace

Describe how you promoted open discussion in the workplace.

Observed by:
Information must include:
Assessor’s initials:
 The date when you promoted open discussion in the workplace
 A narrative of what happened when you promoted open discussion
in the workplace Date observed:

An open discussion session began at the April 5 group meeting. We 17 th March

encouraged all team members to freely share their thoughts, concerns, and Time observed:
suggestions. By making a place of refuge and effectively paying attention to
every member's perspectives, we established an environment where diverse 2 PM
perspectives were respected, contributing to improved teamwork and
innovative solutions.

Assessor to fill sections below

Assessor’s observations

Assessor’comments/feedback

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 ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

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Part 5Evaluate Plans
5.1Identify Organisational Needs and Goals

This is a preliminary task that requires you to identify the needs and goals of your
organisation. Specifically, you must:
 Identify two needs
 Identify two goals
 Identify plans and practices being done in the organisation to meet the identified
needs and goals.
The outcomes of this task will be used in future tasks.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Needs and Goals Identification form provided for you in the following
pages.
The Needs and Goals Identification form will be used to document the needs and
goals of the organisation. Review the Needs and Goals Identification form so that
you’ll know what information to look for.
2. Review relevant documents or consult relevant personnel and using the Needs
and Goals Identification form, document the following:
i. Two sections of the organisation with needs and goals
ii. For each section of the organisation:
a. The person overseeing the section
b. One need of the section
c. One goal of the section
d. The ongoing practices to meet the need of each section
e. The ongoing plans to meet the goal of each section
The plans and practices do not need to be the plans and
practices developed or identified in the previous tasks.
Relevant documents may include but are not limited to staff handbooks, the
organisation’s website, etc.
Relevant personnel may include but are not limited to supervisors, managers,
colleagues, etc.

Assessment Workbook
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 3. Have your supervisor review your completed Needs and Goals Identification
form and sign the Supervisor Declaration at the end. Your supervisor’s signature
must be handwritten.
4. Save and submit the completed Needs and Goals Identification form. Use the
filename:

CHCMGT003 5.1 Needs and Goals

Identification

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
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Needs and Goals Identification

NEEDS AND GOALS IDENTIFICATION

Candidate name Megan Heres

Workplace/organisation Team Leader

Date completed Lux Cozy Company

First Section of the Organisation Marketing Department

Person Overseeing Needs As Team Leader, Megan oversees the need to improve
Position of the person in the organisation communication within the team.
will suffice

This need was distinguished to address potential gaps in

data sharing and to further develop generally team
Need of the Section
communication.

Holding weekly team meetings is a regular practice to

promote regular and structured communication between
Ongoing Practice to Meet Need
team members.

The main purpose is to promote the development of a

collaborative and cohesive team environment by
Goal of the Section
improving communication.

There are plans to run regular team-building workshops

to accomplish the objective of further developing group
Ongoing Plan to Meet Goal joint efforts. This workshop focuses on fortifying
relational connections and cultivating a positive group
culture.

Second Section of the Organisation Training and Development Section

Person Overseeing Needs Emily Training Manager oversees the skills development
Position of the person in the organisation needs of the team.
will suffice

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 The need for professional development of team members
to continuously improve their skills without avoiding
Need of the Section
industry requirements was identified.

We host regular monthly training sessions to give team

members the opportunity to continuously learn and
Ongoing Practice to Meet Need
improve their skills.

The main goal is to obtain an industry certificate by

showing the group's skill and involvement with the
Goal of the Section
important field.

There are ongoing plans to organize external training

programs to achieve the objective of obtaining industry
Ongoing Plan to Meet Goal certification. These projects might include working with
outside experts or organizations to provide specialized
training tailored to certification requirements.

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 SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Needs and Goals Identification

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5.2Meet Regularly with Appropriate People to Evaluate and Revise Plans and
Practices

This task requires you to meet with appropriate people regularly to discuss and
evaluate the effectiveness of plans and practices you have identified in Task 5.1.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider needs, goals, plans, and practices you have identified in Task 5.1.
2. Locate the Meeting Minutes template provided for you in the following pages.
The Meeting Minutes will be used to record your discussion with the appropriate
people in evaluating the effectiveness of plans and practices.
3. Consult with your supervisor regarding opportunities for you to meet with the
people overseeing the sections identified in Task 5.1to evaluate the effectiveness
of the plans and practices.
Review the instructions here and the contents of the Meeting Minutes template
with your supervisor so you can prepare before the meeting.
4. With the assistance of your supervisor, arrange suitable times and places for you
to meet with the people overseeing the sections you have identified in Task 5.1
and for your assessor to observe you as you meet with the said people.
5. Conduct the meeting with the two people overseeing the sections. You must
meet with each person individually at least three times.
6. During the meeting with each of the two people, you and the person overseeing
each section must:
i. Evaluate the effectiveness of each of the plans and practices up until the
day of your meeting.
ii. Identify at least one area of improvement in each plan and practice
during each meeting.
iii. Revise each plan and practice based on the evaluation you’ve made and
the areas of improvement you have identified.
Record the outcomes of your discussion in the Meeting Minutes template in the
respective fields. You must complete one Meeting Minutes template for each
meeting with each of the people you met with. You must also meet with each
person at the last day of the week for three weeks.
7. Have your attendees sign on the appropriate fields in the Meeting Minutes
template. Their signatures must be handwritten.

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 8. Have your assessor review each of your completed Meeting Minutes template
and sign the Assessor Declaration at the end. Your assessor’s signature must be
handwritten.
9. Save and submit the completed and signed Meeting Minutes templates. Use the
filename:

CHCMGT003 5.2 Meeting Minutes – Person

A1

CHCMGT003 5.2 Meeting Minutes – Person

A2

CHCMGT003 5.2 Meeting Minutes – Person

A3

CHCMGT003 5.2 Meeting Minutes– Person

B1

CHCMGT003 5.2 Meeting Minutes– Person

B2

CHCMGT003 5.2 Meeting Minutes– Person

B3

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Meeting Minutes

MEETING MINUTES

Meeting called Evaluate Practices and Plans

1/5/2024
Date of the meeting

Office room
Location

Notetaker

Attendees
Attendees of the meeting are to sign after the meeting.
To the attendees:
By signing below, you are confirming you have attended this meeting and that the information
recorded in this meeting minutes is true and accurate.

Name of meeting attendees Title/designation Signature (must be

handwritten)

Juliee Supervisor

Emily Training Manager

Anne Operations Manager

Agenda 1: Effectivity of Practice to Meet Need

- Weekly team meetings were discussed as an action plan to improve team collaboration.

- Evaluating the effectiveness of weekly team meetings in promoting skills development.

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©Compliant Learning Resources
 Agenda2: Areas of Improvement in Practice to Meet Need

- We identified the need for more interactive elements during team meetings to increase
engagement.

Agenda3: Revision in Practice to Meet Need

- Change up the weekly structure of team meetings with interactive segments and skill-sharing
sessions.

Agenda4: Effectively of Plan to Meet Goal

- Discussed monthly training sessions to achieve industry certifications.

- Evaluation of the effectiveness of monthly education and training for industrial certification.

Agenda 5: Areas of Improvement in Plan to Meet Goal

- Identified the need for additional external training programs to complement current certification
efforts.

Agenda6: Revision in Plan to Meet Goal

- Revise your plan to include extracurricular activities in current monthly sessions.

Assessment Workbook
©Compliant Learning Resources
 ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Meeting Minutes

Assessment Workbook
©Compliant Learning Resources
Part 6Review Individual Performance
6.1IdentifyTwo Individuals to Monitor Performance of and Coach

This is a preliminary task that requires you to identify two individuals to coach
The outcomes of this task will be used in future tasks.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Direct Report Identification form provided for you in the following
pages.
The Direct Report Identification form will be used to document the individuals
who will be participating in the following tasks. Review the Direct Report
Identification form so that you’ll know what information to look for.
2. Seek assistance from your supervisor to select individuals in the organisation
whose performance you can monitor and who you can coach in future tasks. The
individuals that you will be choosing must have an aspect in their performance
that needs improvement.
3. Ask each individual for permission for them to participate in future tasks.
Their consent will be documented in the Direct Report Identification form.
4. With the assistance of your supervisor and the workers you and your supervisor
have chosen, using the Direct Report Identification form:
i. Identify the individuals who will be your direct reports in future tasks
Identify these individuals using placeholder names (e.g. Member A,
Member B, Member C, etc).
The individuals that you will be choosing must have an aspect in their
performance that needs improvement.
ii. Document the work roles of each of the individuals
iii. Confirm each individuals’ consent by having each member tick the
appropriate box in the Direct Report Identification form.
Members whose consent are not confirmed cannot participate in the
following tasks.
5. Have your supervisor review your completed Direct Report Identification form
and sign the Supervisor Declaration at the end. Your supervisor’s signature must
be handwritten.

6. Save and submit the completed Direct Report Identification form. Use the

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 filename:

CHCMGT003 6.1Direct Report

Identification

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Direct Report Identification

DIRECT REPORT IDENTIFICATION

Candidate name Jane Doe

Workplace/organisation Lux Cozy Company

Date completed 1/1/2024

Name of Individual Work Role Consent Acquired?

Sales Representative 
Mike Shinoda

Julee Simp Customer Support ☐

SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Direct Report Identification

Assessment Workbook
©Compliant Learning Resources
6.2Identify and Document Performance Management Processes

This task requires you to identify and document performance management processes.
Read the instructions carefully before proceeding.
Steps to take:
1. Locate the Performance Management Processes form provided for you in the
following pages.
The Performance Management Processes form will be used to document the
performance management processes that your organisation has specifically for
your role. Review the Performance Management Processes form so that you’ll
know what information to look for.
2. Review relevant documents or consult relevant personnel to document the
following processes using the Performance Management Processes form:
i. Monitoring performance
ii. Evaluating performance
iii. Providing feedback
iv. Correcting poor performance
v. Coaching individuals
The processes you document must be appropriate for your role.
The processes must also include how to document the outcomes of each
process.
3. Have your supervisor review your completed Performance Management
Processes form template and sign the Supervisor Declaration at the end. Your
supervisor’s signature must be handwritten.
4. Save and submit the completed Performance Management Processes form. Use
the filename:

CHCMGT003 6.2Performance
Management Processes

Assessment Workbook
©Compliant Learning Resources
 IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Performance Management Processes

PERFORMANCE MANAGEMENT PROCESSES

Candidate name Cindy james

Workplace/organisation Lux Cozy Company

Date completed 1/1/2024

Activity Process

Regularly monitors and evaluates employee execution utilizing

measurements and key execution markers (KPIs). This incorporates
continuous monitoring, data analysis and progress monitoring to
ensure compliance with organizational goals and standards.

Monitoring Performance

We direct full execution audits each quarter. The process includes

setting specific goals, evaluating performance, and generally
evaluating the employee's contributions, strengths, and areas for
improvement. It plans to ensure that employees meet expectations
and contribute effectively to the organization.
Evaluating Performance

Hold regular one-on-one feedback sessions with employees. Gives

productive input on execution and distinguishes regions for
development and improvement. This promotes open communication, ,
empowers ability improvement, and builds up sure way of behaving.

Providing Feedback

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©Compliant Learning Resources
 Implement performance improvement plans for problem employees.
Distinguish explicit areas of low execution, put forth clear
improvement objectives, and work with employees to develop
improvement strategies. These remedial activities are intended to
rapidly determine issues and assist workers with arriving at their true
Correcting Poor capacity.
Performance

e conduct customized coaching sessions to improve employee skills

and address performance issues. This incorporates giving direction,
resources and backing to assist individuals with conquering difficulties,
foster new abilities, guidance, resources and support to help people
overcome challenges, develop new skills and achieve professional
Coaching Individuals goals and accomplish proficient objectives. Coaching is an ongoing
process that develops talent and maximizes individual and team
performance.

Assessment Workbook
©Compliant Learning Resources
 SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Performance Management Processes

Assessment Workbook
©Compliant Learning Resources
6.3Monitor and Evaluate Individuals

This task requires you to monitor and evaluate two individuals.

Read the instructions carefully before proceeding.
Steps to take:
1. Consider the following:
i. The individuals you have identified in Task 6.1
ii. The processes for the following that you have identified in Task 6.2:
a. Monitoring performance
b. Evaluating performance
2. Locate the Monitoring and Evaluation form and the Observation Checklist
(Assessor’s Use Only) provided for you in the following pages.
The Monitoring and Evaluation form will be used to document the outcomes of
your monitoring and evaluation of each individual. If your organisation requires
you to use the organisation’s own template in monitoring and evaluating the
performance of individuals, use your organisation’s template instead; however,
you must check if the information required in your organisation’s template
matches that of the Monitoring and Evaluation form. If your organisation’s
template matches the information required to be documented in the Monitoring
and Evaluation form, you may submit your organisation’s template instead. If,
however, your organisation’s template has information missing, you must still
use your organisation’s template and complete and submit the Monitoring and
Evaluation form.
Review the Monitoring and Evaluation form so that you’ll know what
information to look for and to determine whether your organisation’s template
requires the same set of information.
The Observation Checklist outlines skill requirements that you will need to
demonstrate during this task. Review all the skill requirements in the checklist
before starting
3. With the assistance of your supervisor, make arrangements for you to monitor,
evaluate, and provide feedback to each individual once a week on the same day
during the same time for three weeks. Make arrangements with your assessor as
well to observe you on the days and times you and your supervisor have agreed
on.
4. Provide a copy of the Observation Checklist to your assessor. Your assessor will
complete the Observation Checklist as you monitor each individual.

Assessment Workbook
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 5. Monitor and evaluate the performance of each individual during the days and
time you and your supervisor have agreed on. Ensure that your assessor
observes you when you monitor each individual and takes into account their
observation when completing the Observation Checklist.
6. Using the Monitoring and Evaluation form (or your organisation’s equivalent),
document the following:
i. The individual being monitored
ii. The aspect of the individual’s performance being monitored
The aspect of the individual’s performance must be an aspect that you
already know the individual is poor at.
iii. The effect of the individual’s poor performance on their work team’s
activities
iv. The dates and time each individual was monitored
v. The evaluation of each individual after being monitored
7. Have your supervisor review your completed Monitoring and Evaluationform
and sign the Supervisor Declaration at the end. Your supervisor’s signature must
be handwritten.
8. Retrieve the completed Observation Checklist from your assessor.
9. Save and submit the completed Monitoring and Evaluationform and Observation
Checklist. Use the filenames:

CHCMGT003 6.3Monitoring and

Evaluation

CHCMGT003 6.3Observation Checklist

Assessment Workbook
©Compliant Learning Resources
 IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Monitoring and Evaluation

MONITORING AND EVALUATION

Candidate name Esther Smurff

Workplace/organisation Lux Cozy Company

Date completed 1/1/2024

Name of Individual 1 Bruce Knowles

Aspect of Performance Monitored Meeting Deadlines

Effect of Poor Performance to Individual 1’s

Delayed project timelines
Work Team

Assessment Workbook Version 1.0 Produced 31 January 2020

©Compliant Learning Resources Page 213
 Date Monitored Time Monitored Evaluation

01/10/2023 10:00 AM Needs Improvement

01/17/2023 10:30 AM Requires Attention

01/24/2023 11:00 AM Satisfactory

Assessment Workbook Version 1.0 Produced 31 January 2020

©Compliant Learning Resources Page 214
 Name of Individual 2 Janice Doe

Aspect of Performance Monitored Team Collaboration |

Effect of Poor Performance to Individual 1’s

Decreased team cohesion and synergy
Work Team

Date Monitored Time Monitored Evaluation

01/11/2023 2:30 PM Needs Improvement

01/18/2023 3:00pm Requires attention

01/25/2023 3:30PM Satisfactory

Assessment Workbook Version 1.0 Produced 31 January 2020

©Compliant Learning Resources Page 215
 SUPERVISOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, complete the tasks in the workplace.
I further confirm that the information above is true and accurate.

Supervisor name: Supervisor’s signature

Title/designation:
Date signed:
Supervisor’s email address (required):

Supervisor’s phone number (required):

End of Monitoring and Evaluation

Assessment Workbook
©Compliant Learning Resources
Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name

Workplace/organisation

Date completed

Did the candidate demonstrate the YES/NO Comments

following during the task?

1. Monitor the performance of each NO 

individual once a week on the same
day?

2. Monitor the performance of each NO 

individual once a week at the same
time?

3. Monitor the performance of each NO 

individual once a week for three
weeks?

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Checklist

Assessment Workbook
©Compliant Learning Resources
6.4Meet with Individuals to Improve Poor Performance

This task requires you to meet with the individuals you have monitored in Task 6.3to
improve their performance. Specifically, you must:
 Provide feedback regarding each individual’s performance based on your
evaluation
 Agree on a performance improvement plan and development plan
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the individuals and their performance in Task 6.3.
2. Locate the Meeting Minutes template and the Observation Checklist (Assessor’s
Use Only) provided for you in the following pages.
The Meeting Minutes will be used to record your discussion with the individuals
from Task 6.3 regarding their performance.
The Observation Checklist outlines unit requirements that you will need to
demonstrate during this task. Review all the unit requirements in the checklist
before starting.
3. Access and review your organisation’s procedures for documenting performance
improvement plans and development plans. Get a copy of said procedures and
provide one copy to your assessor.
4. Consult with your supervisor regarding opportunities for you to meet witheach
of the individuals from Task 6.3.
Review the instructions here and the contents of the Meeting Minutes template
with your supervisor so you can prepare before the meeting.
5. With the assistance of your supervisor, arrange to meet with the individuals
from Task 6.3 the working day after you have monitored each individual in
appropriate places and for your assessor to observe you as you meet with the
said individuals.
6. Conduct the meeting with the two individuals you have monitored. You must
meet with each person individually at least three times, once for each instance
you have monitored them.

7. During the meeting with each of the two individuals, you must:
i. Give your feedback of the individual’s performance
ii. On the first meeting, work together with the individual to produce the
following:

Assessment Workbook
©Compliant Learning Resources
 a. A performance improvement plan
A performance improvement plan is a plan that outlines steps
that both you and the individual can take to improve the
individual’s poor performance that was identified
b. A development plan
A development plan is a plan that outlines steps that an
individual can take to ease them into new responsibilities in the
workplace.
Ensure that each individual agrees with the performance improvement
plan and development plan you have produced.
iii. On the second and third meeting, discuss the individual’s progress on
their performance improvement plan and development plan.
Record the outcomes of your discussion in the Meeting Minutes template in the
respective fields. You must complete one Meeting Minutes template for each
meeting with each of the people you met with. You must also meet with each
person at the last day of the week for three weeks.
8. Have your attendees sign on the appropriate fields in the Meeting Minutes
template. Their signatures must be handwritten.
9. Document the performance improvement plans and development plans you
have produced during the first meetings with each individual according to your
organisation’s procedures. Ensure that your assessor observes you while you
document the performance improvement plans and development plans you
have produced.
10. Have your assessor review each of your completed Meeting Minutes template
and sign the Assessor Declaration at the end. Your assessor’s signature must be
handwritten.

Assessment Workbook
©Compliant Learning Resources
 11. Save and submit the completed and signed Meeting Minutes templates and
Observation Checklist. Use the filename:

CHCMGT003 6.4 Meeting Minutes –

Individual A 1

CHCMGT003 6.4 Meeting Minutes –

Individual A 2

CHCMGT003 6.4 Meeting Minutes –

Individual A3

CHCMGT003 6.4 Meeting Minutes–

Individual B 1

CHCMGT003 6.4 Meeting Minutes –

Individual B2

CHCMGT003 6.4 Meeting Minutes –

Individual B3

CHCMGT003 6.4Observation Checklist

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Meeting Minutes

MEETING MINUTES

Meeting called Performance Discussion and Improvement

Date of the meeting 2/1/2024

Office Room
Location

Notetaker Janice

Attendees
Attendees of the meeting are to sign after the meeting.
To the attendees:
By signing below, you are confirming you have attended this meeting and that the information
recorded in this meeting minutes is true and accurate.

Name of meeting attendees Title/designation Signature (must be

handwritten)

Jane Doe Team Member

John Smith Supervisor

Janice Doe HR Representative

Agenda 1: Feedback

Performance and feedback: Jane’s strengths and areas for improvement were discussed.

Communication skills: He emphasized that communication needs to be improved to improve group

collaboration.

Positives Aspects: Jane's dedication and commitment to the mission was recognized.

Assessment Workbook
©Compliant Learning Resources
 Agenda2: Performance Improvement Plan

Time management: Implement time management tools and provide priority training.

Communication skills: Sign up for a communication skills workshop. Mentoring for effective
communication.

Goal Setting: Set clear, measurable goals and monitor progress regularly.

Agenda3: Development Plan

Training Programs: Identify appropriate training programs and workshops for professional
development.

Mentorship: Partner with an experienced mentor for guidance and skill development.

Goal Setting: Set achievable goals together and monitor progress regularly

Assessment Workbook
©Compliant Learning Resources
Observation Checklist (Assessor’s Use Only)

OBSERVATION CHECKLIST – ASSESSOR’S USE ONLY

Candidate name

Workplace/organisation

Date completed

Did the candidate demonstrate the YES/NO Comments

following during the task?

1. Document each individual’s NO 

performance improvement plan
according to the organisation’s
procedure?

2. Document each individual’s NO 

development plan according to the
organisation’s procedure?

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Meeting Minutes

Assessment Workbook
©Compliant Learning Resources
6.5Coach Individuals to Improve Performance

This task requires you tocoach individuals to improve their performance. As proof of
your coaching said individuals, you must complete the Observation Form provided for
you in the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 6.5.1 – Coach Individuals to Improve Performance
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Consider the following:
i. The individuals from Task 6.1
ii. The performance improvement plan you have produced for each
individual from Task 6.4
iii. The development plan you have produced for each individual from Task
6.4
2. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
3. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
4. Complete the task in the Observation Form while being observed by your
assessor.

5. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of

Assessment Workbook
©Compliant Learning Resources
 the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance
v. Have your assessor complete and sign the Observed By section by:
a. Signing their initials, which must be handwritten
b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
6. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
7. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 6.5 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

Assessment Workbook
©Compliant Learning Resources
Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

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©Compliant Learning Resources
 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Jake Blunt

Title/designation Management Coach

Workplace/organisation Lux Cozy Company

TASK 6.5.1 – Coach Each Individual According to Performance Improvement and

Development Plans
To complete this part of the observation form, you must coach each individual according to the
performance improvement plan and development plan you have produced from Task 6.4. You only
need to document one instance each of coaching each individual according to each plan you have
produced.

Coaching Individual A According to Performance Improvement Plan

Describe how you coached Individual A according to the performance

improvement plan.
Observed by:
Information must include:
Assessor’s initials:
 The date when you coached Individual A according to the
performance improvement plan
 A narrative of what happened when you coached Individual A Date observed:
according to the performance improvement plan
March 15, 2024
During a coaching session on March 15, 2024, I directly reviewed Mr. A's
Time observed:
performance improvement plan. We talked about specific areas that required
improvement, including using time productively and meticulousness. I gave 2 PM
constructive feedback, featured qualities and proposed pragmatic systems for
development. We additionally put forth quantifiable objectives to keep tabs on our
development throughout the next few week

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 Coaching Individual A According to Development Plan

Describe how you coached Individual A according to the development plan.

Information must include: Observed by:
 The date when you coached Individual A according to the Assessor’s initials:
development plan
 A narrative of what happened when you coached Individual A
according to the development plan Date observed:
March 22, 2024

On March 22, 2024, Mr. A was coached according to the development plan. We Time observed:
focus on long-term career goals, career development and professional 1PM
development. I coached Person A in making a guide for abilities securing and urged
him to go to relevant training programs. We discussed potential mentors within
the organization for guidance.

Coaching Individual B According to Performance Individual Plan

Describe how you coached Individual B according to the performance

improvement plan.
Observed by:
Information must include:
Assessor’s initials:
 The date when you coached Individual B according to the
performance improvement plan
Date observed:
 A narrative of what happened when you coached Individual A
according to the performance improvement plan March 18, 2024

March 18, 2024 Coaching was focused on individual B's performance improvement Time observed:
plan. I recognized specific communication tools to resolve communication issues 2 PM
and improve collaboration. To further develop relational abilities, genuine models
were utilized and pretends were presented. We have set clear communication
goals for the coming weeks.

Coaching Individual B According to Development Plan

Describe how you coached Individual B according to the development plan. Observed by:
Information must include: Assessor’s initials:
 The date when you coached Individual B according to the
development plan
Date observed:
 A narrative of what happened when you coached Individual A
March 25, 2024
according to the development plan
Time observed:
In accordance with the development plan, a coaching conversation took place with
Individual A on March 25, 2024. We investigated profession yearnings, regions for 12 PM
creating solid, long-term skills. Together, we've made a customized development
roadmap that includes networking potential opportunities, hands-on workshops
and mentoring. The session is designed to align personal growth with

Assessment Workbook
©Compliant Learning Resources
 organizational goals.

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©Compliant Learning Resources
 Assessor to fill sections below

Assessor’s observations

Assessor’comments/feedback

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

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6.6Seek Additional Support for Individuals

This task requires you to seek support for individuals whose performance are beyond
your role to improve. As proof of your seeking additional support, you must complete
the Observation Form provided for you in the following pages.
During this part of the assessment, you will specifically need to do the following task to
complete the Observation Form:
 Task 6.6.1 – Provide Additional Support for Individuals
You are required to complete the tasks in the Observation Form according to the quality
standards set by your organisation and in compliance with industry standards in the
industry your organisation belongs.
Your assessor must observe and confirm that you have demonstrated the practical
skills in the Observation Form.
Read the instructions carefully before proceeding.
Steps to take:
1. Seek assistance from your supervisor to identify two individuals in your
organisation. One individual must require additional support to improve their
performance, and the other individual must require referral to improve their
performance.
Additional support refers to support beyond the capabilities or limits of your role
but that someone else in the organisation can offer, while referrals refer to
support that can only be acquired outside the organisation.
Individuals chosen for this task need not be the same individuals who have
participated in previous tasks.
2. Ask each individual for permission for them to participate in this task.
Their consent will be documented in the Observation Form.
3. Locate the Observation Form provided for you on the following pages.
The observation form outlines the task you need to complete in the workplace
while being observed by your assessor.
Review the instructions here and in the Observation Form with your assessor
before starting so you can prepare for the task.
4. Arrange suitable times with the assistance of your supervisor for you to
complete the task in the Observation Form in the centre and for your assessor to
observe you as you complete the tasks.
5. Complete the task in the Observation Form while being observed by your

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 assessor.

6. As you complete the task in the Observation Form:

i. Record how you completed the task
ii. Where required, record important details relevant to the completion of
the task
iii. Hand over your responses to your assessor for them to review
iv. Have your assessor write their comments/feedback on your performance
v. Have your assessor complete and sign the Observed By section by:
a. Signing their initials, which must be handwritten
b. Providing the date of their observation
IMPORTANT: Your assessor will not sign off on the task if the
information you have recorded is not true and factual (i.e. if it
contradicts what they have observed, or if there are missing details in
your response)
7. Once you have completed the task in all the relevant sections in the Observation
Form, have your assessor complete and sign the Assessor Declaration section of
the form, which must have their handwritten signature.
8. Save and submit the completed and signed Observation Form. Use the filename:

CHCMGT003 6.6 Observation Form

IMPORTANT REMINDER
Remember to ensure the privacy and confidentiality of the participants of this
assessment activity (e.g. supervisors, colleagues) at all times.
Do not include their real names in your submissions. Use placeholders instead such as
Supervisor A, Supervisor B, Colleague A, Colleague B.
Do not use aliases as this might cause unintended breaches of privacy and
confidentiality.
Although you are using placeholders to refer to participants, the content of your
submissions must always be real and factual.

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Observation Form

OBSERVATION FORM

THE ASSESSOR’S ROLE AS AN OBSERVER

The assessor is to observe the candidate as they complete the tasks outlined in this Observation
Form.
To fulfil the role of the candidate’s observer, the assessor must:
Before observing the candidate:
 Review and discuss the tasks and requirements listed under each task in this
Observation Form.
As the candidate is completing each task outlined in this form:
 Observe the candidate as they complete/demonstrate each task and each requirement
outlined in this form.
 Take notes as you observe the candidate. You can use/refer to these notes when
providing comments/feedback on the candidate’s performance.
 As the candidate completes each task in this form, they will:
o Record how they completed this task.

o Record important details relevant to their task, where required.

The candidate will then submit their responses to you.

 Review the information they recorded on each task and provide your comments and
feedback on the candidate’s performance in the Assessor’s comments/feedback
section.
 In the Observed By section of each task:
o Sign your initials as confirmation you have observed the candidate and as
confirmation that the information they recorded in this form is true and accurate.
o Provide the date when you observed the candidate.

After all tasks have been completed by the candidate:

 Complete and sign the Assessor Declaration section. The signature must be
handwritten.

 Return the form to the candidate.

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 TO THE CANDIDATE
The following outlines workplace tasks relevant to supporting the learning, development, and
wellbeing of children while being observed by your assessor in the centre.
Complete each task outlined in this Observation Form while being observed by your assessor.
Your assessor will record important details from their observations in this form.
TO THE ASSESSOR
By signing in the Observed by sections of each task, you are testifying that you have sufficiently
observed the candidate complete the task as recorded in this Observation Form. You are also
confirming that they have completed the task in accordance with their work role and
responsibilities, organisational policies and procedures, relevant legal and regulatory
requirements, and industry standards.

Candidate Details

Candidate name Janet krick

Title/designation

Workplace/organisation Lux Cozy Companys

TASK 6.6.1 – Provide Additional Support for Individuals

To complete this part of the observation form, you must:
 Provide additional support for one of the individuals, and
 Provide referral for one of the individuals
You must provide additional support and referral in accordance with your role and organisation
procedures

Provide Additional Support for Individual A

Have the participating individual sign at the field to the right to confirm that
you have asked for their consent to participate in this task

Describe the performance issue of the individual that requires additional support
Individual A's productivity issues include difficulty meeting project deadlines and collaborating effectively
with team members. A has the important abilities, he battles with using time management and
communication. These issues influence individual execution, yet additionally the elements of the whole
group. Additional support to address this incorporates customized training sessions focused on improving
time management strategies, communication skills and stress management skills. The objective is to
empower individual A to conquer these difficulties and offer all the more really to the group's success.

Briefly explain why Individual’s A’s performance is beyond your role to correct
Individual A's productivity issues go beyond my role as they cause serious problems with time management,
communication and stress management. I can give direction, training and backing inside my job, yet these
issues require ability beyond my specialized topic. Individual A’s issues can be multi-layered and emerge

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 from individual factors and may require mediations past the scope of my role, such as in-depth
psychological support or expert training. By alluding to an external resource, Individual A, with the
necessary expertise, provides a comprehensive and customized approach to addressing the root causes of
performance issues.

Describe how you provided additional support for Individual A Observed by:
Information must include: Assessor’s initials:
 The date when you provided additional support for Individual A
 The organisational procedure you followed in providing additional Date observed:
support
17th March
 The steps of the organisational procedure
Time observed:
 A narrative of what happened when you provided additional support
12 PM
for Individual A
We met Individual A on the appointed date to discuss performance issues. After
the enlistment service, we began an honest conversation to better understand
their challenges. Together, we put forth unambiguous execution objectives and
fostered a far reaching action plan. We utilized organizational resources, including
training modules and mentoring opportunities, to provide specific support. In the
meantime, regular reviews and feedback sessions were held to monitor progress
and make any necessary adjustments.

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 Provide Referral for Individual B

Have the participating individual sign at the field to the right to confirm that Yes
you have asked for their consent to participate in this task

Describe the performance issue of the individual that requires referral

Individual B faces progressing work difficulties because of huge technical knowledge gaps and complex
problem-solving requirements beyond the scope of his current role. Addressing these difficulties expects
top to bottom and concentrated insight and preparing past your ongoing obligations. Since it is
troublesome, it is important to refer to external experts, to conquer the singular circumstances and to
defeat their extraordinary difficulties and to work on their exhibition in areas where they are included in my
current role.

Briefly explain why Individual’s B’s performance is beyond your role to correct
The impacts of the viability of the individual are restricted to the very qualified nature of the issues that my
role to meet. The intricacy of the specialized viewpoints included requires aptitude and assets past current
abilities. Taking care of these issues requires a degree of capability and expertise well defined for the field
where Individual B works. Individual B should refer to a specialist or specialist within or outside the
organization to ensure effective resolution and optimal support. This approach is reliable with the
standards of offering designated help and sending suitable resources to effectively address performance
issues.

Describe how you provided referral for Individual B

Information must include: Observed by:

 The date when you provided referral for Individual B Assessor’s initials:

 The organisational procedure you followed in providing referral

 A narrative of what happened when you provided referral for Date observed:
Individual B 21 st March
As per organizational protocol, I started a reference for Individual B's way of Time observed:
behaving that was outside the extent of my role. Working with HR, we
3 PM
distinguished experts or training programs to address critical knowledge gaps. This
cooperative exertion gives a customized solution, focusing on individual B's
development past the requirements of my job.

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 Assessor to fill sections below

Assessor’s observations

Assessor’comments/feedback

ASSESSOR DECLARATION
By signing this declaration, I confirm that I have sufficiently observed the candidate, whose name
appears above, perform the task in the workplace.
I further confirm that the information above is true and accurate.

Assessor name: Assessor’s signature

Title/designation:
Date signed:
Assessor’s email address (required):

Assessor’s phone number (required):

End of Observation Form

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Assessment Workbook Checklist

When you have completed assessing the assessment workbook, review the candidate’s
submission against the checklist below:
 The candidate has completed the Knowledge Assessments in this workbook:
 Knowledge Assessment
 The candidate has completed the Practical Assessments in this workbook and
has submitted all the required evidence:
 Case Study 1
 Case Study 1 Scenario 1 Role Play Activity
 Case Study 1 Scenario 2 Role Play Activity
 Case Study 1 Scenario 3 Task 1
 Case Study 1 Scenario 3 Task 2
 Case Study 1 Scenario 4 Task 1
 Case Study 1 Scenario 5 Task 1
 Case Study 2
 Case Study 2 Scenario 1 Task 1
 Case Study 2 Scenario 1 Task 2
 Case Study 2 Scenario 1 Role Play Activity
 Case Study 2 Scenario 2 Task 1
 Case Study 2 Scenario 2 Task 2
 Case Study 2 Scenario 2 Task 3
 Case Study 2 Scenario 2 Task 4
 Case Study 2 Scenario 2 Task 5
 Project Assessment
 Task 1.1
 Task 1.2
 Task 1.3
 Task 1.4
 Task 1.5
 Task 1.6

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  Task 1.7
 Task 2.1
 Task 2.2
 Task 3.1
 Task 3.2
 Task 3.3
 Task 3.4
 Task 3.5
 Task 4.1
 Task 4.2
 Task 4.3
 Task 5.1
 Task 5.2
 Task 6.1
 Task 6.2
 Task 6.3
 Task 6.4
 Task 6.5
 Task 6.6
 The candidate has submitted the following evidence:
 This completed workbook
 Assessment Workbook Cover Sheet signed and scanned
 CHCMGT003 Case Study 1 Scenario 1 Role Play
 CHCMGT003 Case Study 1 Scenario 2 Role Play
 CHCMGT003 Case Study 2 Scenario 1 Role Play
 CHCMGT003 1.1 Work Group Identification
 CHCMGT003 1.2 Activity Plan
 CHCMGT003 1.3 Observation Form
 CHCMGT003 1.4 Meeting Minutes 1
 CHCMGT003 1.4 Meeting Minutes 2

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  CHCMGT003 1.5 Observation Form
 CHCMGT003 1.6 Problem Identification
 CHCMGT003 1.7 Observation Form
 CHCMGT003 2.1 Staffing and Resourcing Identification
 CHCMGT003 2.2 Observation Form
 CHCMGT003 3.1 Reflective Journal
 CHCMGT003 3.2 Observation Form
 CHCMGT003 3.3 Organisational Information
 CHCMGT003 3.4 Observation Form
 CHCMGT003 3.5 Observation Form
 CHCMGT003 4.1 Processes and Practices Identification
 CHCMGT003 4.2 Observation Form
 CHCMGT003 4.3 Observation Form
 CHCMGT003 5.1 Needs and Goals Identification
 CHCMGT003 5.2 Meeting Minutes – Person A 1
 CHCMGT003 5.2 Meeting Minutes – Person A 2
 CHCMGT003 5.2 Meeting Minutes – Person A 3
 CHCMGT003 5.2 Meeting Minutes – Person B 1
 CHCMGT003 5.2 Meeting Minutes – Person B 2
 CHCMGT003 5.2 Meeting Minutes – Person B 3
 CHCMGT003 6.1 Direct Report Identification
 CHCMGT003 6.2 Performance Management Processes
 CHCMGT003 6.3 Monitoring and Evaluation
 CHCMGT003 6.3 Observation Checklist
 CHCMGT003 6.4 Meeting Minutes – Individual A 1
 CHCMGT003 6.4 Meeting Minutes – Individual A 2
 CHCMGT003 6.4 Meeting Minutes – Individual A 3
 CHCMGT003 6.4 Meeting Minutes – Individual B 1
 CHCMGT003 6.4 Meeting Minutes – Individual B 2
 CHCMGT003 6.4 Meeting Minutes – Individual B 3

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  CHCMGT003 6.4 Observation Checklist
 CHCMGT003 6.5 Observation Form
 CHCMGT003 6.6 Observation Form
IMPORTANT REMINDER
The candidate must achieve a satisfactory result to ALL assessment tasks to be
awarded COMPETENT for the unit(s) relevant to this workbook.
To award the candidate competent in the unit(s) relevant to this workbook, the
candidate must successfully complete all the requirements listed above according to the
prescribed benchmarks.

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Record of Assessment (Assessor’s Use Only)
RECORD OF ASSESSMENT

Candidate’s Name

RTO Name

RTO Contact Number

RTO Email Address

Assessor’s Name

Unit of Competency CHCMGT003 - Lead the work team (Release 1)

Knowledge Assessment S NYS

Question 1  

Question 2  

Question 3  

Question 4  

Question 5  

Question 6  

Question 7  

Question 8  

Question 9  

Question 10  

Question 11  

Question 12  

Question 13  

Question 14  

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 Practical Assessment

Case Study 1 – Staffing S NYS

Scenario 1 Role Play Activity  

Scenario 2 Role Play Activity  

Scenario 3 Task 1  

Scenario 3 Task 2  

Scenario 4 Task 1  

Scenario 5 Task 1  

Case Study 2 – Conflict Resolution S NYS

Scenario 1 Task 1  

Scenario 1 Task 2  

Scenario 1 Role Play Activity  

Scenario 2 Task 1  

Scenario 2 Task 2  

Scenario 2 Task 3  

Scenario 2 Task 4  

Scenario 2 Task 5  

Skills Workbook – Practical Assessment S NYS

Task 1.1  

Task 1.2  

Task 1.3  

Task 1.4  

Task 1.5  

Task 1.6  

Task 1.7  

Task 2.1  

Task 2.2  

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 Task 3.1  

Task 3.2  

Task 3.3  

Task 3.4  

Task 3.5  

Task 4.1  

Task 4.2  

Task 4.3  

Task 5.1  

Task 5.2  

Task 6.1  

Task 6.2  

Task 6.3  

Task 6.4  

Task 6.5  

Task 6.6  

Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid  

All knowledge and skills evidence submissions are authentic  

All knowledge and skills evidence submissions are sufficient  

All knowledge and skills evidence submissions are current  

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 Signature Authentication Checklist
This checklist will guide you in authenticating the signatures provided by the candidate in their
assessment workbook and evidence submissions.
Read each checklist item and tick YES only if you confirm that the item is a true and accurate
reflection of the signature authentication you have conducted.

Checklist Completed

I have checked the signature provided by the candidate in the Assessment

Workbook Cover Sheet against the signature they provided to the Training 
Provider.

I confirm the signature provided by the candidate in the Assessment Workbook


Cover Sheet matches the signature they provided to the Training Provider.

I confirm ALL signatures provided by the candidate in their evidence submissions


match with the signature they provided to the Training Provider.

Third-Party Verification Log

Instructions for the Assessor:
You are required to contact all third-party personnel involved in the candidate’s assessment to
verify the candidate’s performance and evidence submissions and to confirm with them whether
the candidate’s evidence submissions are true and accurate.
Complete this Third-Party Verification Log to document your completion of this process. When
completing this log, provide all of the following required information for each third-party personnel:
 Name of third-party personnel contacted
 Role in the candidate’s assessment (e.g. workplace supervisor, observer, or candidate)
 Contact details (phone number or email address)
 Date contacted
You must also confirm that third-party personnel have verified the candidate’s evidence
submissions are true and accurate.

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 Name of Role in the Contact Date Third-Party verifies
Third-party Candidate’s Details (Phone contacted evidence submissions
Contacted Assessment number or of the candidate are
email true and accurate?
address)

Yes  No 
Assessor’s Notes

Yes  No 
Assessor’s Notes

Yes  No 
Assessor’s Notes

Yes  No 
Assessor’s Notes

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 Overall Result for this Workbook S NYS

Overall Result  

Assessor’s comments/feedback

Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.

Assessor’s name Assessor’s signature

Date signed

End of Record of Assessment (For the Assessor’s Use Only)

End of Document

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