The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.
• Please make sure you have completed the necessary prior learning before attempting this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
• Please ensure thatyou have all the required resources needed to complete this Unit Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extensionto submit an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your request for anextension to submit yourassessment work.
• Request for an extension to submit your assessment work must be made before the due date of this assessment task.
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix”to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
• You must read and respond to all questions.
• You may handwrite/use computers to answer the questions.
• You must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
• As you complete this assessment taskyou are predominately demonstrating your written skills and knowledge to yourtrainer/assessor.
• The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is yourown work.
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)
• For more information, please refer to your RTO Student Handbook.
• This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
• Yourtrainer/assessor will provide you further information regarding the location for completing this assessment task.
• Complete a written assessment consisting of a series of questions.
• You will be required to correctly answer all the questions.
• Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyze them for a few seconds, this will help you to identify what is really needed.
• Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
• Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
• Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
• When you quote, paraphrase, summarize or copy information from the sources you are using to write your answers/research yourwork, you must always acknowledge the source.
• This assessment task requires the student to answer all the questions.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment task is deemedNot Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
This assessment task is designed to evaluate your following skills and abilities:
• Skill to establish a common understanding of team purpose, roles, responsibilities and accountabilities and develop team performance plan to establish expected outcomes, goals and objectives.
• Skill to establish team performance plan to support team members in meeting expected performance outcomes.
• Skill to develop team strategies to maximize team members input in planning, decision making and operational aspects and take responsibility for own work and assist others to take responsibilities.
• Skill to encourage team members, value their team effort and developing process to ensure issues identified by team members are addressed.
• Skill to develop process to identify problems and concerns and eradicate them and serving as a role model for team members and enhance organizations image for all the stakeholders.
• Skill to develop policies and procedures ensuring team members responsibility and providing them feedback to encourage them and reward them based on the team performance.
• Skill to establish communication process with all stakeholders and line managers and take corrective measures regarding unsolved issues, concerns and problems raised by internal and external stakeholders.
• Written and oral/speech communication skills to organize and deliver information to effectively communicate Lead and manage team effectiveness to a range of stakeholders/interested people.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analyzing scenario/setting-situation business information.
• Skill to work independently/freely as well as collaboratively/together to make decisions.
• Skill to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties.
• Ability/skill to sequence/in order and schedule/plan activities and manage communication.
• Skill to analyze relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices.
• Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.
• This is an individual assessment.
• The purpose of this assessment task is to assess the students’ knowledge essential to lead and manage team effectively in a range of contexts and industry settings.
• To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.
• All questions must be answeredin order to gain competency for this assessment.
• You may attach a separate sheet if required.
• You must include the following particulars in the footer section of each page of the attached sheets:
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.
• MS Word
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system
Johnsonville Sausage was founded more than sixty years ago, but its business has exploded in recent years, taking the family-owned company from its local Wisconsin roots to selling its signature bratwurst in all fifty states and in thirty-nine countries. However, hiring new employees to keep up with the global expansion put new pressure on Johnsonville’s team- oriented corporate culture, and the competitive European sausage market had the company looking for new ways to sharpen their edge.
In an effort to assess areas for improvement during this time of rapid growth, Johnsonville’s human resource department conducted a leadership skills assessment. The assessment revealed several areas for improvement, such as conflict resolution and speaking up to defend one’s point of view.Some supervisors were failing to address performance matters with their employees; some were passing safety violation issues along to someone else rather than confronting the employee in question. At the same time, much of the growth in hiring came in professional areas, where new employees arrived with excellent technical skills but needed improvement in their interpersonal skills.
Tim Ahrens, employee development coordinator, was charged with putting together a training program to address the challenges. After spending months exploring the options, he saw a brochure on Crucial Conversations Training from VitalSmarts.
“After I read the Crucial Conversations material, I realized we didn’t really have five or six problems, we had just one,” Ahrens says. “We didn’t know how to effectively hold crucial conversations with one another.”
In the Fall of 2003, Ahrens introduced Crucial Conversations Training to the leadership team of Johnsonville’s operations arm—which includes manufacturing and supply chain—by arranging a two-day session for fifteen plant coordinators and directors. Then Ahrens and Don McAdams, Johnsonville’s director of organization development and learning, facilitated sessions for the supervisors and team leaders in the operations division, traveling to plants outside Wisconsin when necessary. “We didn’t have any plans beyond that, other than the hope that we would facilitate training as people requested based on the results they saw in operations,” Ahrens says. “And we have been doing it non-stop for three years.
” Employees in new leadership roles seek out the course, and supervisors direct their employees to it based on need. Ahrens and McAdams set up a rolling program with two classes twice a year. Each class is offered every other week. On the off week, participants conduct a “homework assignment” with a partner to practice newly learned skills. The cost for the training materials is shouldered by each participant’s own department—not by HR.
The demand has spread throughout the company, even to corporate headquarters. The entire C-team has been through the program, including the owner of the company. In addition to the open enrolment sessions mentioned above, Ahrens has also taken the company’s MIS and marketing groups through the program as intact teams. He and McAdams even travelled to catch up with the sales team and provide the course for them.
“Our HR training program is built around Crucial Conversations now,” Ahrens says. “We have a nine-month program for first-time leaders, but they are required to have completed or be taking Crucial Conversations because those are the baseline skills that people are expected to have.”
To date, more than two hundred Johnsonville employees have taken the course. One year after the rollout of Crucial Conversations, Ahrens’ group repeated the original leadership skills assessment and observed improvement in all areas. Some of the highlights he reports include:
Taking action to correct unsafe work practices improved 25 percent
Mediating differences of opinions among team members improved 16 percent
Defending one’s own views when challenged improved 13 percent
Interacting with angry or hostile team members in a calm and non-defensive manner improved 10 percent
The company-wide improvement across the seventeen-item survey was seven percent, and corporate safety numbers have “improved dramatically.”
Ahrens says Johnsonville management gives Crucial Conversations Training credit for the increases, “It has been huge—it’s given the company a common language to determine mutual purpose. The fact that the company leaders keep asking for more and continue to send people to it speaks volumes about the program’s effectiveness and reputation.”
He adds that in addition to positive company-wide results, individual teams at Johnsonville have seen direct results in their daily job performance that they attribute to the training. For example, the sales team has successfully used the skills when interacting with customers. “The sales force talks about using the skills to make progress with customers where they have been banging their heads against the wall for years.”
The marketing team is another example. The team was functioning very well, but the nature of their roles—as brand managers for different products, for example—was very individual. After the training, the team reported better synergy and found new ways to help each other.
With a mandate to grow and develop the “whole person,” Ahrens is also pleased with the reports he hears from colleagues on how their new crucial conversations skills have helped them at home—with their families, at church, and within their community roles. One employee told Ahrens he successfully used the skills as a jury foreman.
In less than three years, Crucial Conversations Training has established itself as a key ingredient in the Johnsonville Sausage recipe for a successful corporate culture. Ahrens also attributes the training course with helping the growing business maintain its sense of team unity with a common language to surface the best ideas and to work out differences when they arise.
“We are growing quickly, and as new people join the organization, Crucial Conversations is one of the first things they are directed to,” Ahrens says. “Leadership has identified the ability to hold crucial conversations as a key skill in our company, and their message is: ‘You need to be able to master crucial conversations if you want to be successful here.'”
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