MIA_SITXHRM003 Learner Workbook V20.v1.0

Student Name: Jobelle Juquiana DEL ROSARIO Student ID Number: 22200562 Trainer/Assessor Name: Hsiu-Wan CHENG Class: DHM_1022 Contextualised and customised by MIA RTO: 40813 SITXHRM003 Lead and manage people Learner Workbook Version 2.0

Page | 1 Table of Contents Table of Contents .................................................................................................................................... 1 Instructions to Learner ............................................................................................................................ 2 Assessment instructions ....................................................................................................................... 2 Assessment requirements .................................................................................................................... 4 Observation/Demonstration ................................................................................................................... 5 Assessment Cover Sheet ......................................................................................................................... 6 Performance Criteria ............................................................................................................................... 7 ACTIVITIES AND WRITTEN QUESTIONS .................................................................................................... 8 Activity 1A ............................................................................................................................................. 8 Activity 1B ............................................................................................................................................. 9 Activity 1C ........................................................................................................................................... 10 Activity 2A ........................................................................................................................................... 11 Activity 2B ........................................................................................................................................... 12 Activity 2C ........................................................................................................................................... 13 Activity 2D .......................................................................................................................................... 14 Activity 2E ........................................................................................................................................... 15 Activity 2F ........................................................................................................................................... 16 Activity 2G .......................................................................................................................................... 17 Activity 2H .......................................................................................................................................... 18 Activity 3A ........................................................................................................................................... 19 Activity 3B ........................................................................................................................................... 20 Activity 3C ........................................................................................................................................... 21 Activity 3D .......................................................................................................................................... 22 Activity 3E ........................................................................................................................................... 23 MAJOR ASSESSMENTS ........................................................................................................................... 24 Section A: Skills Activity ...................................................................................................................... 25 Section B: Knowledge Activity (Q & A) ................................................................................................ 27 Section C: Performance Activity ......................................................................................................... 30 Appendix: Workplace Documentation – for learner .............................................................................. 31 Workplace documents checklist ............................................................................................................. 31 SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

Page | 3 There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency. If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information. 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. 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 clinic observations by the assessor during placement visits ensure that the assessor sees the student demonstrating the skills and knowledge required of this unit. Supervisor reports (where applicable) require clinic supervisors to sign that they have observed the student undertaking the tasks detailed in the checklist Reasonable adjustment A legislation and regulatory framework underpins 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 learners with recognised disabilities can access and participate in education and training on the same basis as learners 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 learner with a disability. An adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into account such as the views of the SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

Page | 4 learner, the potential effect of the adjustment on the learner and others, the cost and benefits of making the adjustment. Adjustment must: ⮚ Be discussed and agreed to by the learner with a disability ⮚ Benefit the learner 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 learners. 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 assessor clinic observations via Skype or other video format (for example, in cases of students in remote areas). ⮚ Rescheduling assessor observation in the event that clinic 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. Record any reasonable adjustments made in the space provided in the relevant task’s checklist and in the assessment record. Assessment requirements Assessment can either be: ⮚ Direct observation ⮚ Product-based methods e.g. reports, role plays, work samples ⮚ Portfolios – annotated and validated ⮚ Questioning ⮚ Third party evidence. If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be: ⮚ Supervisors ⮚ Trainers ⮚ Team members ⮚ Clients ⮚ Consumers. The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency. To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

Page | 6 Assessment Cover Sheet Students: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work. Student Name: Jobelle Juquiana DEL ROSARIO Unique Student Identifier (USI): KH9H3HKJSW Email: delrosariojobelle9@gmail.com Units: SITXHRM003 Lead and manage people Trainer/Assessor Name: Hsiu-Wan CHENG Due Date: 30/08/2023 Declaration: I declare that: ● These tasks are my own work ● None of this work has been completed by any other person ● No part of these tasks has been copied from another person’s work, except where document or work is listed/ referenced. ● I understand that if I am found to be in breach of policy, disciplinary action may be taken against me Student’s Signature: Date of Submission: 30/08/2023 Student feedback/comments: SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

Page | 7 Performance Criteria ELEMENTS PERFORMANCE CRITERIA Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Model high standards of performance and behaviour 1.1 Act as a positive role model through individual performance 1.2 Show support for and commitment to organisational goals in day-to-day work performance 1.3 Interact with team members in a positive and professional manner 2. Develop team commitment and cooperation 2.1 Develop and clearly communicate short, medium and long- term plans and objectives consistent with organisational goals in consultation with the team 2.2 Communicate expectations, roles and responsibilities of team members to encourage them to take responsibility for own work 2.3 Encourage teams and individuals to develop innovative approaches to work 2.4 Identify and reward individual and team efforts and contributions 2.5 Model and encourage open and supportive communication within the team 2.6 Seek and share information from the wider business environment with the team 2.7 Represent team interests in the wider environment 2.8 Seek feedback from team members and implement changes within the bounds of organisational goals and policies 3. Manage team performance 3.1 Delegate tasks and responsibilities, identify barriers to delegation, and implement processes to overcome them 3.2 Evaluate team member skills and provide opportunities for individual development 3.3 Monitor team performance to ensure progress towards achievement of goals 3.4 Provide mentoring and coaching to support team members 3.5 Motivate individuals and teams to achieve optimum performance 3.6 Provide recognition and rewards for team achievements SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

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Page | 10 Activity 1B Estimated Time 20 Minutes Objective To provide you with an opportunity to show support for and commitment to organisational goals in day-to-day work performance. 1. Describe the difference between a mission statement and a vision statement / corporate aims, and explain their use for your organisation. Mission statement A mission statement is a qualitative statement that defines the overall purpose of the organisation and its primary objectives. Mission statements rarely change, and are used to motivate employees and others within the business. Vision statement / corporate aims A vision statement, also known as the corporate aims, is a set of ideas and targets that define the future of the organisation. They are used to provide a common objective and purpose for employees within a company that helps to guide their actions and build team spirit. Vision statements help to form the objectives of an organisation. 2. What actions can you take within the workplace to show support for and commitment to organisational goals? As a supervisor or operational or senior manager, it is necessary for you to show support for organisational aims and objectives through your everyday work. This may involve informing all employees of any alterations to organisational goals, helping them to meet their individual objectives, and reminding others about the significance of meeting targets. Additionally, it is good practice to provide reminders to employees about organisational goals on a frequent basis. SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

Page | 12 Activity 1C Estimated Time 20 Minutes Objective To provide you with an opportunity to interact with team members in a positive and professional manner. 1. Why is it important for managers and supervisors to interact with team members in a positive and professional manner? It has been highlighted that an important quality for a manager to have is the ability to communicate with people at varying levels in the organisation. Such interactions can lead to better informed decisions being made and ensures that employees understand how they can contribute to meeting organisational goals. However, it is important to contemplate the type of interaction that supervisors and managers should have with their staff. Having a positive professional relationship between employees and their supervisors usually correlates with individuals finding work more engaging and enjoyable. Conversely, research demonstrates that dissatisfaction with supervisors can often lead to reduced morale and a damaging impact on productivity and revenue. Therefore, it is vital for managers to make an effort to interact with the staff they are responsible for in a positive manner. 2. Outline a range of actions that may take place in positive and professional interactions? ➢ Greeting the employee upon the start of a conversation ➢ Using the name of the employee ➢ Being empathic by understanding and appreciating the circumstances of the employee. For example, if asking them to work overtime or alter their shift pattern, you should acknowledge the social and personal needs and responsibilities of employees and be understanding if they are unable to meet your request ➢ Acting fairly by treating all employees with the same level of respect ➢ Complementing employees on their work when appropriate SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

Page | 13 3. Within a workplace environment, demonstrate a range of the actions provided to interact with your employees in a positive and professional manner. ➢ Providing constructive criticism when needed rather than becoming insulting or angered ➢ Being honest with employees ➢ If holding a group or individual meeting, taking notes can demonstrate professionalism as it shows you are taking the points being made seriously and you are more likely to respond to any issues being raised ➢ Speaking with language that is appropriate to the recipient, for example refraining from using specialist terminology that may not be understood ➢ Using eye-contact appropriately. Activity 2A Estimated Time 15 Minutes Objective To provide you with an opportunity to recognise how to develop and clearly communicate short, medium and long-term plans and objectives consistent with organisational goals in consultation with the team. Describe the use of short-term, medium-term and long-term plans and objectives within your business. Short-term The development of short-term plans involves looking at what is required by a business and trying to achieve them within a short space of time. At times there may be actions that can be taken to improve the operation of business activities where the outcomes can be observed very quickly. For example, developing the skills of employees or improving customer service are examples of goals where plans can be implemented to achieve them in the short-term. Short-term plans can also be implemented to alleviate company issues while a longer-term plan is being generated. Medium-term Planning for the medium-term involves applying permanent problems to short- term problems. While short-term plans ensure that resolutions can be made to problems quickly, medium-term planning aims at ensuring the problems will not occur again by tackling source of the problem. SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

Page | 15 Activity 2B Estimated Time 30 Minutes Objective To provide you with an opportunity to communicate expectations, roles and responsibilities of team members to encourage them to take responsibility for own work. 1. In groups, explain a range of key customer needs and expectations that employees need to meet. ➢ Friendliness – speaking politely to customers and greeting them upon the start of a conversation ➢ Empathy – the ability to understand and appreciate the circumstances of the customer by placing yourself in their shoes ➢ Fairness – being able to treat all customers with the same level of respect, regardless of their circumstances ➢ Clear instructions and information – the ability to provide the customer with the information that they are seeking ➢ Options and alternatives – when the needs of the customer cannot be immediately met, it is important to provide them with alternatives. 2. What responsibilities do employees have at your workplace in relation to personal presentation? ➢ Adhering to policies and procedures, such as: o accepting, declining and amending roster hours o personal and carer’s leave o personal work requirements o counselling and discipline o grievances o equal employment opportunity o uniform and personal presentation standards o discrimination and harassment o dress or uniform standards o code of conduct. ➢ Cooperative and open communication – supporting others within the team whenever necessary and possible ➢ Nature and scope of work – the type of work they are expected to do within the team and the situations that this may occur ➢ Relationships with others in the workplace and interdependent areas of activity – the expectancy to work with other people performing certain roles ➢ Reporting requirements – this may include reporting when issues arise such as customer complaints, or in relation to health and safety concerns. SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

Page | 16 3. How are individual job roles communicated to employees in your organisation? Procedures for informing workers about their job role may differ slightly, as information needs to be tailored to the individual rather than being company wide. It is usually also the responsibility of managers or supervisors to inform employees of their role within the organisation. Such information is generally made clear to individuals applying for a role within an organisation, as details will be contained within a job description. The role of employees may be covered in more detail in a handbook, or through information provided during an induction period. If the role of employees needs to change for any reason, such as if they are required to work within another area of the business, then their new role should clearly explained and any necessary training should be provided. SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0

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Page | 19 Activity 2D Estimated Time 25 Minutes Objective To provide you with an opportunity to recognise how to identify and reward individual and team efforts and contributions. 1. What are the advantages of performance-related pay? ➢ Staff effort would be expected to rise, thus increasing output or the quality of service provided ➢ Staff turnover and the level of absenteeism from work should fall due to people striving to gain bonuses or a wage rise ➢ Costs to the business may fall as fewer workers are required if productivity is high and absenteeism low ➢ Employees will strive to meet the targets they have been set, and therefore wider organisational goals are more likely to be reached. 2. What are the issues with the use of profit sharing as a reward for team efforts and contributions? ➢ When a company makes only a very small profit or even a loss, bonuses will appear to be insignificant in comparison to wages and motivation may fall. This is especially true when profits are low despite the hard work of employees ➢ As employees are unsure of how much money they will receive together with their wage, financial planning becomes more difficult ➢ Conflict may still arise when certain employees have not pulled their weight in the team but still receive the same share of profits as those who have committed extensively. SITXHRM003 Lead and manage people (Learner Workbook) Version 2.0