SDOC-4131C8D4EEA049904746872CA29BBAB8-11-24-SI

Assessment method-based instructions and guidelines: Knowledge Test Assessment type  Written Questions Instructions provided to the student: Assessment task description:  This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.  The Knowledge Test is comprised of twenty-eight (28) written questions  You must respond to all questions and submit them to your Trainer/Assessor.  You must answer all questions to the required level, e.g. provide an answer within the allocated space to exact questions, to be deemed satisfactory in this task  You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available. Applicable conditions:  All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).  You must read and respond to all questions.  You may handwrite/use a computer 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 task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor. Resubmissions and reattempts:  Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.  After two (2) successive re-assessment attempts, if the student still faces difficulty in demonstrating competence, then the student will be advised to undertake re-learning arrangements in this unit.  The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to ANC Student Handbook. Location: 20 Malop St, Geelong, VIC 3220 Australia Commercial Kitchen: 153 Pakington St, Geelong West, VIC 3218 Australia. 17 Pakington St, Geelong West VIC 3218.  This assessment task may be completed in: ☐ a classroom and or a simulation environment ☐ Training Kitchen  Your trainer/assessor will provide you with further information regarding the location for completing this assessment task. Instructions for answering the written questions:  Complete a written assessment consisting of a series of questions.  You will be required to answer all the questions correctly.  Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.  Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.  Be concise, to the point and write answers within the allocated space given to each question. Do not provide irrelevant information. Remember, quantity is not quality.  You must write your responses in your own words.  Use non-discriminatory language. The language used should not devalue, demean, or exclude Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 3 of 38

Yes ☐ No ☐ Q4: Briefly discuss the role and functions of supervisors and managers in following aspects of organisational process.  Decision making  Delegating tasks  Monitoring staf  Planning and Organising Satisfactory response Yes ☐ No ☐ Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 6 of 38

and responsibilities to team members and encourage them to achieve the target? Yes ☐ No ☐ Q9: Answer the following questions: a) List five (5) benefits of encouraging teams and individuals to be innovative in workplace. b) List four (4) innovative approaches that a manger can develop with consultation of team. Satisfactory response Yes ☐ No ☐ Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 9 of 38

Q15: List five (5) methods to delegate responsibilities to team members and provide any five (5) barriers in delegation tasks to team. Satisfactory response Yes ☐ No ☐ Q16: Write down any five (5) steps that must be implemented to overcome obstacles in delegation process. Satisfactory response Yes ☐ No ☐ Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 12 of 38

Yes ☐ No ☐ Q21: List any five (5) leadership and management roles that need to be performed by supervisors and managers. Satisfactory response Yes ☐ No ☐ Q22: List any eight (8) types of information that supervisors and managers must provide to team members in organisation. Satisfactory response Yes ☐ No ☐ Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 15 of 38

Q27: List six (6) characteristics and benefits of efective team work and group dynamics. Satisfactory response Yes ☐ No ☐ Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 18 of 38

Assessment method-based instructions and guidelines: Role Play Assessment type  Role Play Instructions provided to the student: Assessment task description:  This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.  This assessment task is comprised of a role play to be completed in front of your trainer/assessor.  The premise of the role play must be closely related to the previous assessment task.  You will require to develop and communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team.  The role-play must be related to the previous assessment task.  You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when results are available. Applicable conditions:  This role play is timed. (trainer assessor will confirm)  Time allowed for role play is 45 minutes.  The time allowed to develop required resources for role play is 3 weeks prior to the role play.  Electronic devices are allowed during this assessment task.  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 task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.  Your trainer/assessor may ask you relevant questions during this assessment task. Resubmissions and reattempts:  Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.  After two (2) successive re-assessment attempts, if the student still faces difficulty in demonstrating competence, then the student will be advised to undertake re-learning arrangements in this unit.  The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.  For more information, please refer to ANC's Student Handbook. Location: 20 Malop St, Geelong, VIC 3220 Australia Commercial Kitchen: 153 Pakington St, Geelong West, VIC 3218 Australia. 17 Pakington St, Geelong West VIC 3218.  This assessment task may be completed in: ☐ a classroom and or a simulation environment ☐ Training Kitchen Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task. Instructions for completing a presentation:  You are advised to write down the keywords and important phrases to help you to deliver the presentation.  You must not read the presentation word-by-word and should use the presentation for reference purpose only.  You must explain the topics appropriately.  Your tone, gestures, body language, has to be according to the role you are portraying. Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 21 of 38

 Use language that is appropriate for your audience. Consider if slang and abbreviations are right for your audience and ensure acronyms are explained.  Use a friendly, professional manner. Information for attempting a role play:  Please note that the task includes participation in the role play.  The aim of this task is to conduct a One on One role play based on the scenario.  Role plays provide a controlled environment in which students can practice skills, roles and processes.  In addition to preparing for your own role-play, learning is reinforced by observing other team members and ofering comments and constructive feedback.  This role play focuses on the elements and performance criteria for this unit of competence, which is available on the training website http://training.gov.au .  You must present your role play to your trainer/assessor on the due date.  Reasonable adjustments will be allowed for those candidates who are eligible to receive them.  Please read through the instructions and assessment information carefully, prior to commencing these tasks. Purpose of the assessment This assessment task is designed to evaluate your following skills and abilities:  Skills to develop and clearly communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team.  Skills to act as a positive role model by supporting commitments of organisational goals in day to day work.  Skills to interact with team members in positive and professional manner.  Skills to communicate clearly and professionally on roles and responsibilities of team member.  Skills to delegate tasks, roles and responsibilities to team members.  Skills to evaluate team member skills and provide opportunities for individual development by motivating members with proper performance monitoring, mentoring and coaching.  Skills to monitor team performances to ensure progress towards achievement of goals.  Skills to seek feedback form team members and represent them.  Skills to plan and organize activities and initiatives important to team development and integrating them in work planning.  Planning and organizing skill to ensure activities and initiatives important to team development are incorporated into own work planning. Task instructions  This assessment task requires you to assume/ take on the role of manager of Silent Treat Café and Convention Centre.  You will be required to adopt an appropriately, efective leadership style, along with appropriate motivational theories, to achieve organisational goals.  You will be required to develop and communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team.  You need to communicate, delegate, manage and monitor the tasks and roles and responsibilities of team members.  You should assume whole class as employees and you as an owner to get feedback.  You must manage the team performance and provide rewards and recognition for team or individual achievements.  You must seek feedback from team and management about the team plans and innovative approaches.  You will submit a preparatory work to your trainer assessor before your role play participation.  Role plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios.  During the role play, the assessor will be looking for: o Appropriate interaction, body language and communication skills Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 22 of 38

o The student’s ability to establish rapport and defuse potentially difficult situations o The ability to understand, interpret and answer the questions appropriately. o Suitably documenting and presenting the topics to audience. o The student meets the requirements of the unit of competency or performance criteria mentioned in the assessment task. (Note: Instructor will provide any additional information needed for this Task, tailored to the individual cohort’s contextualisation needs). Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 23 of 38

Assessment Task 2 - Role Play Role play task: Scenario – Background Information: You are the new manager of Silent Treat Café and Convention Centre. The Café and Convention Centre is set in beautiful themed gardens with a duck pond, with indoor and outdoor seating available. The café provides breakfast, lunch or a delicious snack in lush, tranquil settings. Silent Treat has built a reputation for quality food and friendly service. Menus change on a seasonal basis and cater to diferent dietary requirements. It is fully licensed and ofers a wide range of Australian and local wines. You cater for a variety of special events such as birthdays, weddings, anniversaries, fundraising events and corporate functions. You have a wide range of packages and menus to suit diferent budgets and styles, including bufets, barbeques, finger food and two- and three-course dinners. Silent Treat features a boutique function room which can cater for 30 guests for an intimate celebration or convention. For larger events, the Paddock Room can seat 50 guests during the day and be expanded to seat up to 160 in the evenings. Opening hours: 7.00 am to 5.00 pm, seven days a week, and in the evenings for function and convention bookings. You manage a team of eight members. You are hands on with your managerial duties, and supervisors only manage team members when you are not there. Organisation mission statement: We use quality, sustainably sourced products and suppliers who share our beliefs. We act in an ethical and socially responsible way, and continue to improve our products and services and reduce our environmental impact. We recognise that our team is critical to our success and we are dedicated to employing the best people, who are passionate about our vision, and treating them as a valued family member. We want every customer who enters Silent Treat Café and Convention Centre to enjoy the beauty of nature and leave feeling energised and inspired. Strategic goals: • Take advantage of economies of scale and increase efficiencies across the café and convention centre by improving communication, HR systems, streamlining purchasing and improving customer management systems by 20XX. • Receive a 5-star customer service rating from Hospitality Now! (hospitality accreditation organisation). • Receive a 5-star food rating for food from Hospitality Now! (hospitality accreditation organisation). • Receive a 5-star rating for events from Hospitality Now! (hospitality accreditation organisation). • Be the number one convention centre and café on the east coast by 20XX. • Identify and successfully implement innovation ideas that bring benefits to the business and our stakeholders. • To continue to be recognised as a leader in sustainable practices and champion new sustainability initiatives and technology. • To increase net profit by 10% annually. • To improve existing and establish new supplier relationships with other innovative companies. Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 24 of 38

• To continue to learn and adopt current best practices. • To develop leadership abilities and potential of the team to support expansion and growth strategies. Managers’ code of conduct: All managers and supervisors of Silent Treat Café and Convention Centre must abide by the following code of conduct and behaviour expectations. • Practice professional grooming standards. • Be respectful to all team members, customers and other stakeholders. • Act with integrity in all their dealings with all team members, customers, suppliers and other stakeholders. • Be honest and transparent in all their communications with customers, team members and other stakeholders. • Be fair and consistent with customers, team members and other stakeholders. • Act ethically in all tasks undertaken. • Exhibit excellent communication skills, including expressing yourself positively and clearly, actively listening, asking appropriate questions and having an understanding of body language. • Show empathy to customers, team members and other stakeholders. • Be flexible to the ever-changing needs of the business. • Keep all confidential information private. • Follow all workplace policies and procedures. Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 25 of 38

Activity 1: Develop team plans and team’s commitment and cooperation  As you are the new manager of Silent Treat Café and Convention Centre. It is the beginning of the year and you are required to develop goals with your team. The previous manager had a Laissez-Faire leadership style previously, which had led to communication barriers/issues between staf, falling revenue and failure to adhere to organisational policies in the correct manner. You need to adopt a more efective leadership style and apply motivational theories to achieve organisational goals, whilst managing the Silent Treat Café. The executive management team would like you to come up with five (5) team goals. These goals are to be based on the organisational goals. You decide to focus on the café and its staf first. The café staf include the following full-time employees. • Jemma – Cafe supervisor • Lisa – Front counter server • Travis – Front counter server • Meg – Chef • David – Sous chef • Sasha – Sandwich hand • Kat – Front counter server • John – Sous chef You need to conduct a Professional development session for your team. In which you need to conduct a meeting with your team members and owner in order to develop and communicate the short, medium and long-term plans of team in consistent with organisational goals. Your assessor/trainer will perform as your owner and your colleagues will be acting as your team members. If there are insufficient numbers of student then your trainer/assessor will act in multiple roles. As a manager, student must perform the following as part of this assignment task: In this meeting, you need to cover the following aspects: • Short / Medium / Long-term plan of team and organisation • Roles and responsibility of each team member • Performance review and recognition of employee • Feedback and Q&A session • Meeting time will be 45 minutes. In this meeting, you need to perform the following tasks: RP 1: You need to discuss the organisational goals with your team members in this meeting. Develop short, medium and long-term team plans and objectives in consultation with your team members in consistent with organisational goals. You need to act as a positive role model in this activity in order to motivate and encourage your team members. You need to come up with any five (5) team goals that your team want to achieve in this hotel. Prepare and document these plans and submit these to your owner and management. RP 2: Based on the team plans that you have developed with you team members, communicate expectations, roles and responsibilities for following team members by interacting positively and in professional manners and encourage them to take responsibility for own work. 1. Jemma – Cafe supervisor 2. Lisa – Front counter server 3. Travis – Front counter server 4. Meg – Chef 5. David – Sous chef 6. Sasha – Sandwich hand 7. Kat – Front counter server 8. John – Sous chef Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 26 of 38

These expectations, roles and responsibilities of team members must be considered following aspects: • Adhering to policies and procedures • Cooperative and open communication • Nature and scope of work • Relationships with others in the workplace and interdependent areas of activity • Reporting requirements RP 3: In this meeting, you need to share and seek information from the wider business environment by encouraging your teams and individuals and ask their suggestions in order to develop innovative approaches to work. You need to share the following information with your team: • Organisation performance • Changes in organisational policies • Marketing information and targets • Overall organisational objectives • Plans for new equipment • Rationale for management decisions • Technology updates • Training developments You need to observe the contribution of each team member in developing innovative approaches and reward your team members for their eforts and contribution. RP 4: You need to create a comfortable environment for the team where they will show their interest in meeting. For this, you need to model and encourage open and supportive communication with them. RP 5: You need to seek feedback from your team members in professional manners. Your team members will suggest you some changes in goals and policies, you need to implement that changes within the bounds of organisational goals and policies. Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 27 of 38

Activity 2: Manage team performance Scenario: You and your team have decided that you would like to run a promotion with a lunch and cofee deal for $9 to try and get more people into the café between 11 am and 3 pm. Ideally you would like to see a 20% rise in patronage at this time, while still maintaining high customer satisfaction levels. You need to work out the following details: • Menu items included in the deal • Timeframes for the deal and when it will begin • Conditions • How it will be promoted • Promotional materials RP 6: Allocate and delegate tasks and responsibilities to your team members. You can allocate more than one team member for each task. • Jemma – Cafe supervisor • Lisa – Front counter server • Travis – Front counter server • Meg – Chef • David – Sous chef • Sasha – Sandwich hand • Kat – Front counter server • John – Sous chef RP 7: After you have delegated the tasks for the lunch promotion, you need to seek feedback from team members about the delegated job roles and other aspects regrinding promotion strategy. You need to use the following template to ask their feedback. You must printout the following feedback plan to ask and seek feedback on delegated tasks and promotion strategy. You need to give the printout copies to your team members in order to get their feedback. Date Team member Area of improvement Comments Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 28 of 38

You have found the following two main barriers in delegation and you need to implement the strategies and processes to overcome them. 1. Four of your team members are not comfortable with the tasks that you have delegated to them. They said the tasks are not relevant to their job roles in this café. To overcome this barrier, you need to provide mentoring and coaching session for these four team members. You need to provide efective training and motivation to enhance their capabilities to achieve the optimum performances. You decide to run the coaching session for four team members so that they can improve their efficiency. You would like to teach them how they can multi-task when completing the following tasks:  Working the counter  Using the register  Serving customers  Bringing meals and beverages to the table 2. You are told by the team working on promoting the campaign that they have not been allocated enough funds for the task they have been given. They require more funding to print flyers and for a large sign that will be placed on the major road in front of the café. You were only given a limited amount of money for promotion by head office. You need to communicate and consult with your management in order to overcome this barrier. After your meeting with the executive management team, you are given more funds for your team’s promotional activities, but only enough for the street-facing signage – not for the flyers. You need to share this information with your team members. RP 8: It has been three weeks since the $9 lunch and cofee promotion has been running. It has been an overwhelming success with patronage up by 40%! Jemma, the café supervisor, has come to you and complained that the chefs in the kitchen are getting snappy and angry when she and the other team members ask them when orders will be ready. The front counter and server team are trying to meet the goal of making their service quicker but the chefs are not being compliant and customers are left waiting for their food! The chefs are refusing to communicate efectively with the rest of the team. In this situation, you need to conduct a quick team meeting to sort this out. You need to set up and encourage open and supportive communication environment to reduce the communication barrier in team. You need to encourage and motivate them by saying that you will provide recognition and rewards for team if they will achieve their optimum performance and goals. Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 29 of 38

RP 9: It has been two months since the launch of the $9 lunch promotion at Silent Treat Café. You are reviewing the customer numbers, total sales and customer feedback and the promotion has been an overwhelming success. The following goals have been met. • Increase customer sales and intake by 20%. (This is up to 40%.) • Increase efficiency in service. (Feedback from customer surveys has averaged 4.5 out of 5 stars.) • Decrease customer wait times. (Customers surveyed said they waited less than one minute to be served and 15 minutes for meals.) You observed that Jemma in particular has done an amazing job of overcoming all conflicts and issues with team members to create a cohesive team that works well together. You are extremely pleased with the team at Silent Treat Café. You need to acknowledge Jemma’s individual good performance to the whole team. For this, you need to provide forms of rewards and recognition to Jemma in order to encourage and motivate other team members as well for meeting their KPIS. You may use any recognition and reward from following: • Acknowledging individual good performance to the whole team • Incentive initiatives • Informal acknowledgement • Presenting awards • Written reports to management Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 30 of 38

Observation Checklist: Trainer / Assessor to complete: Student Name Observer Name Unit of Competency SITXHRM009 - Lead and manage people Name of Workplace Date of Observation Procedure Role play During the role play did the student do the following: a) Performed in appropriate and professional body language, gestures and tone. Yes No b) Used efective Communication to foster open and supportive communication within the team and shared information. from wider business environment. Yes No c) Discussed the organisation plans and goals with team members in order to develop team plans. Yes No d) Act as positive role model supporting organisational goals and interacted team members in professional manner. Yes No e) Efectively developed and communicated short, medium and long-term plans, expectations, roles and responsibilities with team members. Yes No f) Communicated Roles and responsibilities with team members and delegated tasks accordingly. Yes No g) Evaluated team member skills and provide opportunities for individual development by proper monitoring performance and adequate guidance, mentoring and coaching. Yes No h) Efectively overcome communication barriers in providing efective support and motivation to a team. Yes No i) Motivated individual and team to perform efectively to achieve the performance and goals. Yes No j) Asked about feedback from team members. Yes No k) Efectively provided recognition and rewards for team achievements. Yes No Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 31 of 38

l) Efectively applied appropriate leadership style and motivational theories to achieve organisational objectives. Yes No The student’s performance was:  Not satisfactory  Satisfactory Feedback to student: Student signature Observer signature Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 32 of 38

Appendix A: Reasonable Adjustments Write (task name and number) where reasonable adjustments have been applied: Reasonable Adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. 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. • The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. • The trainer/assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment tasks to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)  LLN  Speaking  Reading  Writing  Confidence  Verbal assessment  Presentations  Demonstration of a skill  Use of diagrams  Use of supporting documents such as wordlists  Non- English Speaking Backgroun d  Speaking  Reading  Writing  Cultural background  Confidence  Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process  Use methods that do not require a higher level of language or literacy than is required to perform the job role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Ofer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs  Indigenous  Knowledge and understanding  Flexibility  Services  Culturally appropriate training  Explore understanding of concepts and practical application through oral assessment  Flexible delivery Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 33 of 38

Write (task name and number) where reasonable adjustments have been applied:  Inappropriate training and assessment  Using group rather than individual assessments  Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.  Age  Educational background  Limited study skills  Make sure font size is not too small  Trainer/Assessor should refer to the student’s experience  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in an accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift  Educationa l backgroun d  Reading  Writing  Numeracy  Limited study skills and/or learning strategies  Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need  Disability  Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies  Identify the issues  Create a climate of support  Ensure access to support that the student has agreed to  Appropriately structure the assessment  Provide information or course materials in an accessible format, e.g. a textbook in braille  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to the physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 34 of 38

Write (task name and number) where reasonable adjustments have been applied: Trainer/Assessor Name Trainer/Assessor Declaration I declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required. Trainer/Assessor Signature Date Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 35 of 38

Appendix B: Learner Evaluation Form Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below: • logistics and support • facilitation • training material • assessment Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form! Unit of Competency Name Trainer/Assessor Name Student Name (Optional) Dates of Training Employer/Work site (if applicable) Date of Evaluation A Logistics and Support Evaluation No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree 1 The communication regarding the required attendance and time to study to pass this unit was correct 2 The staf were efficient and helpful. 3 The training equipment and material used was efective and prepared. 4 The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.) Additional Comments on Logistics and Support Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 36 of 38

No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree B Trainer/Assessor Evaluation 1 The trainer/assessor was prepared and knowledgeable on the subject of the program 2 The trainer/assessor encouraged student participation and input 3 The trainer/assessor made use of a variety of methods, exercises, activities and discussions 4 The trainer/assessor used the material in a structured and efective manner 5 The trainer/assessor was approachable and respectful of the learners 6 The trainer/assessor was punctual and kept to the schedule 7 The trainer/assessor was easy to understand and used the correct language Additional Comments on Training Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 37 of 38

No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree C Learning Evaluation 1 The learning outcomes of the unit are relevant and suitable. 2 The content of the unit was relevant and suitable for the target group. 3 The length of the training was suitable for the unit. 4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. 5 The learning material was free from spelling and grammar errors 6 Handouts and exercises were clear, concise and relevant to the outcomes and content. 7 Learning material was generally of a high standard, and user-friendly Additional Comments on Learning Evaluation Version Number: 1.0 (Review date: 01/07/2025) Unit Code: SITXHRM009 Page 38 of 38