Posted: June 13th, 2015

Topic: Managing People

Details of Assessment
Term and Year	2, 2015	Time allowed	Preparation – 1 week Role-play – 10 minutes
Assessment No	Assessment 2, Part A	Assessment Weighting	10%
Assessment Type	Role Play: Performance Assessment, feedback and follow-up
Due Date	Week No. 6 and 7	Room

 

Details of Subject
Qualification	BSB51915 Diploma of Leadership and Management
Subject Name	Managing People
Details of Unit(s) of competency
Unit Code (s) and Names
	BSBMGT502 Manage People Performance

 

Details of Student
Student Name
College		Student ID
Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.		Signature: ___________________________ Date: _______/________/_______________

 

Details of Assessor
Assessor’s Name		MOINUL MUSTAFA
Assessment Outcome
Results	Competent       Not Yet Competent		Marks	/ 10

 

FEEDBACK TO STUDENT Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my right to appeal and the reassessment procedure.   Signature:    ____________________________ Date:           ____/_____/_____	Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback   Student did not attend the feedback session. Feedback provided on assessment.   Signature:    ____________________________ Date:           ____/_____/_____

 

Purpose of the assessment
The purpose of this assessment is to assess the student in the following outcomes:	Competent (C)	Not yet Competent (NYC)
2.2 Train participants in the performance management and review process
2.3 Conduct performance management in accordance with organisational protocols and time lines
2.4 Monitor and evaluate performance on a continuous basis.
3.1 Provide informal feedback to staff on a regular basis
4.3 Reinforce excellence in performance through recognition and continuous feedback
3.2 Advise relevant people where there is poor performance and take necessary actions
3.3 Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance
3.4 Document performance in accordance with the organisational performance management system
3.5 Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
4.4 Monitor and coach individuals with poor performance
1.   4.5 Provide support services where necessary
4.6 Counsel individuals who continue to perform below expectations and implement the disciplinary process
4.1 Write and agree performance improvement and development plans
Assessment/evidence gathering conditions
Each assessment component is recorded as either Competent (C) or Not Yet Competent (NYC). A student can only achieve competence when all assessment components listed under “Purpose of the assessment” section are recorded as competent. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYC (Not Yet Competent) is eligible for re-assessment.
Resources required for this assessment
Computer with relevant software applications and access to internet Weekly eLearning notes relevant to the tasks/questions
Instructions for students
Please read the following instructions carefully ·         This assessment has to be completed In class At home ·         The assessment is to be completed according to the instructions given by your assessor. ·         Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within two weeks of the assessment due date. All other feedback will be provided by the end of the term. ·         Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency. ·         If you are not sure about any aspects of this assessment, please ask for clarification from your assessor. ·         Please refer to the College re-assessment for more information (student handbook).

 

 

 

 

Critical Aspect Covered: Evidence of the ability to

# Documented performance indicators and a critical description and analysis of performance management system from the workplace

# Techniques in providing feedback and coaching for improvement in performance

 

Methods of Assessment:

Observation on feedback and coaching sessions, Review of Documentation

 

 

 

Role Play: Performance Assessment, feedback and follow-up

Scenario:

J Citizen is a 22 year-old sales professional who is currently working under your supervision. The employee has been in the position for 1 year and who often did enough to get by and avoid serious complaints. J Citizen believed that (s)he is a better-than-the-average employee who deserved more rewards and recognition. When J wanted, J performed very well but this was relatively rare. Although there were no records, J’s performance had been an issue before you had joined this organisation.

 

The organisation changed ownership three months ago and you have been appointed as the new sales manager during the change. During the previous ownership, the organisation did not have any performance review policy. J’s previous manager did not address the performance issues, which eventually reinforced J’s under performance at work. J’s current work was insufficient (missing the 70% KPI for two consecutive months, lack of follow-up with customers, computational errors, and missed reporting deadlines).

The other sales team members were performing consistently better than J with everyone achieving the 70% KPI set by the organisation.

 

 

Organisational policy and context: Under new management, the organisation has recently revised its policies and procedures. The new organisation has a 3-month performance review policy for every staff. The KPI for sales team members remains the same, achieving 70% every month. Your job is to 1) train J Citizen on the new performance standards and policies, 2) conduct a performance review for J Citizen and 3) follow up on J’s ongoing performance issues.

 

 

 

Instructions:

Pairs are required in this assessment. One learner will play the role of a staff member with performance issues and you will play the role of the supervisor and vice versa. To participate in the role-play, you will have to prepare scripts for both roles. You will work on the role-script in electronic document and submit the assessment in a hard copy.

 

 

 

There are three role-play sessions in this assessment:

Assess performance, provide feedback and performance follow-up

 

You are required to:

1. Develop the role-play scripts for three sessions with questions and possible answers as structured
2. Submit the role –play script along with completed performance review form and performance development plan
3. Conduct the performance review meetings (Participate in role-play sessions)

 

 

Total marks – 10, Role play sessions – 10 minutes

 

 

Session 1. Assess Performance (2 minute, 2 marks)

The first section of the role play is to train the staff member on the performance management system, organisational policy and time lines. This must include:

• Introduction & greetings
• Highlight the new organisational policy for performance management
• Highlight the key performance indicators
• Train the staff member on how his/her performance will be assessed
• Explain the timeline of performance evaluation

 

 

 

Session 2. Performance Feedback (5 minutes, 5 marks)

Instructions: Additional information on providing feedback and coaching is available at University of Leicester website http://www2.le.ac.uk/offices/academic-practice/research-development/mentoring/feedback and also at Small Biz Connect website http://toolkit.smallbiz.nsw.gov.au/part/8/40/195

 

Provide formal and informal feedback on staff performance. Your feedback must include (but not limited to):

• Introduction and Ice breakers (Greetings)
• Informal suggestions and praise on staff member strengths
• Identifying and notifying poor performance (identify at least 1 area)
• State your actions to address poor performance identified (at least 1 action)
• Based on performance issues identified, coach staff member on those areas to improve. Coaching can be done by demonstrating the work or by advising on areas to improve.
• Fill out recordkeeping form below

 

 

Performance Review & Recordkeeping Form

Staff Name: Position title: Review date: Next review date: Supervisor/Reviewer:     Key Performance Indicators Performance Standards Actual Staff Performance Actions <List the duties and responsibilities that are used as performance indicators relevant to the position> <Describe what doing the job well looks like> <Comments on performance as at review dates> <List the actions to be taken to address poor performance>                     Areas of concern:     Suggestions on improvement (coaching, training):                   Staff Signature:   Supervisor Signature:

 

 

 

 

 

 

Session 3. Performance follow-up (3 minutes, 3 marks)

This thrid session is conducted 3 months after the feedback session (session 2). At this stage, J Citizen did not improve and did not meet the agreed KPIs. You will need to conduct a follow-up meeting on the staff member’s performance improvements. In this follow-up session, you are required to:

• Introduce yourself and use ice breakers
• Complete the PDP agreement below and read it to staff member
• Provide feedback on staff strengths and areas for further improvement
• State your actions to address poor performance (at least 1 action such as counselling for poor performance, your support if needed, disciplinary action if any)

 

 

Performance Development Plan – Agreement

Staff Name: Position title: PDP agreement Date: Supervisor/Reviewer:     Areas for development Actions <These can be tasks, skills or behaviours that following discussions are agreed to require development> <These are activities that will assist in development. They could be classroom training, on-the-job training, practice, coaching from someone with the required skill >   Highlight staff strengths:   Suggestions on further improvement:         Staff Signature:   Supervisor Signature:

 

 

 

 

Role Play Marking Table

 

Instructions for the assessor:

The assessor should verify that the student has demonstrated all assessment criteria listed in table below.

 

Student Name:

 

Student ID:

 

Assessment Criteria	Demonstrated competence (Y/N)	Achieved Score
Session 1
Highlighted new policies and performance targets
Trained employee on performance and timeline
Session 2
Introduction and informal feedback?
Identified and notified poor performance
Took actions to address poor performance
Provided coaching to staff on areas to improve by showing or advising
Filled out recordkeeping form
Session 3
Completed and read performance development plan to staff
Provided feedback on staff strengths and areas for further improvement
Took actions to address poor performance
Total

 

 

Trainer comments on role play: