BSBADM502_Learner Workbook_V2.0.v2.0 (1) (1) (1)

Contextualised and customised by MIA BSBADM502 Manage meetings Student Workbook V2.0

Page | 1 Table of Contents Table of Contents .......................................................................................................................... 1 Performance Criteria .................................................................................................................... 2 Foundation Skills .......................................................................................................................... 3 Performance Evidence ................................................................................................................. 3 Knowledge Evidence .................................................................................................................... 3 Assessment Conditions ............................................................................................................... 3 Instructions to Student ................................................................................................................ 4 Assessment Cover Sheet ............................................................................................................ 8 Activities and Written Questions 1A-3C ................................................................................... 9 Activities and Written Questions 1A- 3C ................................................................................ 10 Student Workbook Activity ....................................................................................................... 10 Instructions to Student: ............................................................................................................. 10 Activities and Written Questions 1A-3C ................................................................................. 11 Activity 1A ................................................................................................................................... 11 Activity 1B ................................................................................................................................... 12 Activity 1C ................................................................................................................................... 13 Activity 1D ................................................................................................................................... 14 Activity 1E ................................................................................................................................... 15 Activity 2A ................................................................................................................................... 16 Activity 2B ................................................................................................................................... 17 Activity 2C ................................................................................................................................... 18 Activity 2D ................................................................................................................................... 19 Activity 3A ................................................................................................................................... 20 Activity 3B ................................................................................................................................... 21 Activity 3C ................................................................................................................................... 22 Major activities ............................................................................................................................ 23 Section A: Skills Activity (Q&A -1-8) ........................................................................................ 23 Section B: Knowledge Activity (Q & A 1-5) ............................................................................. 28 Section C: Performance Activity .............................................................................................. 30 Appendix 1: Sample Meeting Agenda ..................................................................................... 35 Appendix 2: Minutes of Meeting Template ............................................................................. 36 MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 3 Foundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. SKILLS   DESCRIPTION   Reading Identifies and interprets information from complex texts including legislation, organisational policies and procedures Compares final output with original notes to check for accuracy Writing Addresses the context, purpose and audience when generating a range of texts Prepares complex texts from notes using appropriate structure, and accurate spelling, grammar and punctuation Records notes of meeting proceedings according to organisational requirements Edits and corrects own work to ensure accuracy Oral Communication Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Listens for specific information during meetings Asks questions and listens to responses to clarify understanding Numeracy Recognises and interprets numerical information related to timeframes and budgets Navigate the work of work Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements Interact with others Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates with others as part of familiar activities, playing an active role in facilitating group interaction Get the work done Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Recognises and takes responsibility for addressing predictable problems in familiar work contexts Performance Evidence Evidence of the ability to: ● apply conventions and procedures for formal and informal meetings including: o developing and distributing agendas and papers o identifying and inviting meeting participants o organising and confirming meeting arrangements o running the meeting and following up ● organise, take part in and chair a meeting ● record and store meeting documentation ● follow organisational policies and procedures. Note: If a specific volume or frequency is not stated, then evidence must be provided at least once. Knowledge Evidence To complete the unit requirements safely and effectively, the individual must: ● outline meeting terminology, structures, arrangements ● outline responsibilities of the chairperson and explain group dynamics in relation to managing meetings ● describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcams ● identify the relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas. Assessment Conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to: ● reference material in regard to meeting venues and technology, catering and transport suppliers ● organisational policies and procedures for managing meetings ● office supplies and equipment ● computers and relevant software ● case studies and, where possible, real situations. Assessors must satisfy NVR/AQTF assessor requirements. MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 4 Instructions to Student Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work Assessment tasks are used to measure your understanding and integration of underpinning skills and knowledge for the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria: ● Address each question including any sub-points ● Demonstrate that you have researched the topic thoroughly ● Cover the topic in a logical, structured manner ● Your assessment tasks are well presented and referenced where appropriate Active participation Active participation includes your; attendance requirements, completing the assessment tasks and following the reasonable directions of the trainer/assessor Plagiarism Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in your exclusion from the course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a Student can be accused of plagiarism: ● Presenting any work by another individual as one's own unintentionally ● Handing in assessments markedly similar to or copied from another Student ● Presenting the work of another individual or group as their own work ● Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken by MIA accordingly. MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 6 Instructions to Student Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal. Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request. For further information consult with your trainer and/or reference you student handbook. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately. Authenticity Students are required to sign the Assessment Cover sheet, indicating that the work they have submitted for assessment is their own. Practical tasks and observations ensure that the assessor sees the student demonstrating the skills and knowledge required of this unit. Reasonable adjustment Legislation and regulatory framework underpin and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that Students with recognised disabilities can access and participate in education and training on the same basis as Students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and / or assessment tasks to accommodate the particular needs of a Student with a disability. An adjustment is reasonable if it can accommodate the Student’s particular needs, while also taking into account such as the views of the Student, the potential effect of the adjustment on the Student and others, the cost and benefits of making the adjustment. Adjustment must: ● Be discussed and agreed to by the Student with a disability ● Benefit the Student with a disability ● Maintain the competency standards ● Be reasonable to expect in a workplace ● Adjustments are not required if they could cause the RTO unjustifiable hardship ● Harm other Students MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 7 Instructions to Student Making reasonable adjustments requires MIA to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable. Some examples of reasonable adjustments that could be made for the assessments in this workbook include: ● Verbal responses to written activities (such as question and answers tasks and case studies) ● Conducting assessments observations via Skype or another video format ● Rescheduling assessments in the event that conditions may not be suitable for example, safety concerns, required resources not being available, lack of appropriate clients on the day, etc. ● Providing students with large – print copies of the Student Workbook. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Student Work book. MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 9 Activities and Written Questions 1A-3C Instructions to Student: Activities and Written Questions 1A to 3C You have been provided with an information book and handouts for this unit. Please read your instructions before completing each activity. If you require further information or support please don’t hesitate to talk to you trainer /assessor or MIA support staff. Work systematically through your activities, with the support of your trainer /assessor, to ensure your completion and success. MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 10 Activities and Written Questions 1A- 3C Student Workbook Activity Instructions to Student: ⮚ Please read the abovementioned Student Instructions and information prior to undertaking the assessment tasks ⮚ Complete the following Activities 1A to 3C individually in class and provide written responses in the spaces provided ⮚ Assessment to be submitted electronically ⮚ Once you have completed your responses to Activities 1A to 3C please provide to your trainer/assessor for marking and feedback ⮚ If you require additional information and instructions please consult your trainer/assessor prior to completing the activities ⮚ MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 12 Activity 1B Estimated Time 15 Minutes Objective To provide you with an opportunity to ensure style and structure of meeting are appropriate to its purpose. Provide three examples of different types of meetings. Briefly describe each one. Board meeting – a formal meeting involving the board members of a business. They are often held at regular intervals Face-to-face – all meeting participants are at the same location. This is widely seen as the best way to engage everybody in conversation Teleconference – this is often used when the intended participants are unable to attend in person, such as if they live abroad or a significant distance away. The meeting can take place through phone or video MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 13 Activity 1C Estimated Time 25 Minutes Objective To provide you with an opportunity to identify meeting participants and notify them in accordance with organisational procedures. 1. How could you go about identifying participants for an upcoming meeting within your place of work? Provide at least three examples of actions you could take. Considering who will be affected by meeting outcomes Speaking with team leaders Reading employee lists 2. Highlight two different pieces of information that should be shared with someone who is attending a forthcoming meeting? The purpose of the meeting The time and date that the meeting will take place MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

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Page | 16 Activity 1E Estimated Time 15 Minutes Objective To provide you with an opportunity to dispatch meeting papers to participants within designated timelines. Think about an upcoming meeting what meeting papers would you need to despatch to participants and how long in advance would they need to be sent? Remember that it is not just logistical factors that need to be arranged prior to a business meeting taking place. for participants to demonstrate an interest and contribute their thoughts in a meeting, you will need to provide them with information about the meeting content in advance. This will involve informing them about the agenda and could incorporate sending them a detailed plan of the topics that will be discussed and questions that need to be answered. Meeting papers could include: - The meeting agenda - Minutes of the previous meeting - Reading sources - Customer feedback summary - Financial summaries - WHS policies - Relevant industry legislation. Designated timelines When conducting workplace meetings, your organisational guidelines may dictate the length of time that you should ideally despatch documents in advance. The time period could also vary depending on the type of meeting being conducted. You are more likely to send out relevant information and documents in advance before an AGM than you are for a regular staff meeting. Make sure you provide plenty of time for attendees to prepare work or read through materials before any meeting, though; they could be busy with other aspects of work. MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

Page | 18 Activity 2A Estimated Time 25 Minutes Objective To provide you with an opportunity to describe the organisational requirements that state how to chair meetings of different types, and follow legal and ethical requirements. 1. Describe at least two ground rules that you could inform participants of at the start of a meeting. Come prepared - It goes without saying that a ground rule you should have in place for your team to follow is to come prepared for every meeting. This could look different depending on the type of meeting and each individual’s role within the meeting. Follow the agenda - No matter if it’s a daily standup or quarterly board meeting, a ground rule that every meeting should have is to follow the agenda. Having this expectation in place ensures that the conversations stay on track, all necessary talking points are discussed, and that all voices are heard. It’s also a great way to ensure that the meeting doesn’t exceed its scheduled time and run too long. 2. List five things that the Australian Human Rights Commission Act 1986 makes it unlawful to discriminate because of. - Race - Colour - Sex - Religion - Political opinion (in employment only) MIA_RTO 40813_BSBADM502 Manage meetings Student Workbook Version 2.0

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