Model Answers BSBLDR402 - V1 - Feb 2016

BSBLDR402
Lead effective workplace relationships
MODE ONE
Model Answers
Student Name:
Integrated Training Solutions (Aust) Pty Ltd

T/A Intercare Training
1 Fairborne Way
Keysborough VIC 3173
Phone: 1300 10 2273
www.integratedtrainingsolutions.com.au
info@integratedtrainingsolutions.com.au
Model Answers - Assessment 2
INFORMATION REGARDING THIS ASSESSMENT TOOL

1. General Information
2. Instructions for Students
3. Instruction for Assessors
4. Student Declaration
1. General Information about the Assessment Workbook
Development of this Assessment Tool

A Training and Assessment Strategy (TAS) has been developed for the program that contains this unit.
This TAS outlines our delivery and assessment methodology to ensure consistency with our scope and
requirements under NVR regulations and legislations. Furthermore all assessments are written in line
with the assessment guidelines of the relevant training package.
A professional approach is applied to ensure that these assessment resources are current, valid, fair
and flexible assessment tools that accurately relate to the elements and performance criteria to meet
competency standards.
This Assessment Tool has been reviewed to ensure it meets with the unit of competency evidence
requirements.
All resources comply with the appropriate training packages, released on www.training.gov.au.
To ensure they are kept current and fair they undergo several types of formal validation processes.
These include:
 Industry validation of our programs via Intercare Training Industry Consultation committee
 Industry validation of our assessment tools via Intercare Training Industry Consultation
committee
 Trainer/ Assessor validations as scheduled in our programs register
Feedback from our clients and students is also encouraged to maintain currency and reflect any
changes within the industry.
General information about Assessment

There is a combination of formative and summative approaches to assessment designed for a learning
environment that enables simulation in workplace environments or employment seeking activities
when required. The timeframe for assessment is outlined in each Training Program Outline that is
issued and discussed at enrolment; and each student must complete the ‘Student Declaration’ to
verify both their understanding of the unit assessment requirements and their readiness to proceed
with the assessment process.
Assessment needs to include the full expression of competency which includes assessment of
knowledge, understanding, application and performance reliability.
ITS (Aust) Pty Ltd Page 2 of 32

Model Answers BSBLDR402_V1_Feb 2016
Formative/Summative definitions:
Formative Assessment: Provides feedback to both trainer and student about progress both of the
course program and the individual. It does not necessarily contribute to formal outcomes, e.g.
certification.
Summative Assessment: Summative assessment is by contrast a high value function that evaluates
against a standard; it does contribute to formal outcomes.
Resources needed for the assessment
The assessment modes are designed for general classroom delivery with access to:
 A relevant simulated environment for the purposes of practical demonstration

 Business technology and organisational processes where required - a computer with access
to the internet, an email function and a word processing application will generally be provided
for the completion of all assessments as required.
Assessment process overview
When you have completed all Assessment Modes, and you have (if required) made a copy of your
completed Assessment Modes; it is time to submit the completed Assessment Workbook to your
Assessor. Your Assessor will provide you with feedback, whether this is verbal or written responses,
and a judgment of competency will be made.
Reasonable Adjustment
Assessors must apply special consideration and make reasonable adjustment to assessment, as
appropriate. Information regarding reasonable adjustment can be found in both the relevant program
Training and Assessment Strategy (TAS) and Student/Employer Handbook.
Reassessment
Incomplete Assessment Modes will result in the Assessment Workbook being handed back to the
student and marking of the respective Assessment Mode will not commence until the Assessment
Mode is completed. If there is a Not Satisfactory assessment outcome, the Assessor will discuss and
provide feedback to the student on the area/s for improvement and confirm further requirements. At
this time a mutually agreed future date for re-assessment will be set.
Reassessment Process:
 Each student is entitled to 3 assessment attempts at no additional cost
 Each re-assessment attempt must be completed within a 48-96 hour maximum timeframe
from the previous attempt.
 Trainer/Assessor will provide direction to the student on the further learning required for next
assessment attempt.
 Assessor may apply reasonable adjustment to the subsequent assessment attempts if
required
 These 3 assessment attempts should be across a maximum period of 2 weeks
 At the end of the third unsuccessful assessment attempt, a formal student/trainer counseling
session will occur, to discuss the student’s suitability to the learning program and available
options
 Post this process, a student may re-enrol and the learning and assessment process
commences again from the beginning
 Fees for re-assessment can be found on the Intercare Training website
2. Instructions to Students – How to use this Tool
How you will be assessed / able to demonstrate competency for this unit
To demonstrate competence in this unit you must satisfactorily meet the requirements of this
Assessment Workbook and the Work Placement Log Book.
All submitted work must be your individual work. Intercare Training has a zero tolerance to cheating
and plagerism. Where required, group work will be clearly indicated and each students required input
will be clearly documented.
This Assessment Workbook represents 1 (one) complete record of evidence consisting of various
Assessment Modes that may include further pieces of evidence to be developed by the student. These
Assessment Modes are reviewed by an Assessor and an outcome determined for each completed
submission.
INDIVIDUAL ASSESSMENT MODES can include:
MODE ONE (Summative)
This Assessment Mode is designed to capture required responses incorporating various methods
including:
Qu:Knowledge based Question / Answer
Various question types such as short answers, multiple choice and True/False.
Written questions: Questions will be provided within this Assessment Mode; space is provided
for you to write your answers.
Verbal questions: Your Assessor may ask you a range of questions and record your answers in the
appropriate mode/s as required for assessment.
Pr Project
Project: - these will require gathering and interpreting information, research with analysis and
presentation of findings
This Assessment Mode will provide you with information for analysis and you will need to provide
a response in the form of written content (Project). Some research will be required by you the
student and you may need to complete and provide further or specific documents for additional
evidence. You will need to attach the documents that you create and any that you have gathered
from research, or from the simulated workplace, as part of the completed Project.
Pr Case Study
A Case Study will be provided for analysis and you will need to provide a response in the form of
written content. Some research will be required by you the student and you may need to
complete and provide further or specific documents for additional evidence. You will need to
attach the documents that you create and any that you have gathered from research.

Pr Scenario
A scenario will be provided for analysis and you will need to provide a response in the form of
written content. Some research will be required by you the student and you may need to
complete and provide further or specific documents for additional evidence. You will need to
attach the documents that you create and any that you have gathered from research.
Conditions of Assessment for Mode One

 Assessment Mode One can be completed within class time or during periods of self study.
 Assessment Mode One can be completed with the direct access and or use of any course
issued resource or students own research source
 It is expected that Assessment Mode One will be completed in line with the students Training
Plan dates allocated at course commencement.
 It is expected to take 8 hours to complete this Assessment Mode.
 Reasonable adjustment can be applied in line with the Intercare Training reasonable
adjustment policy
MODE TWO (Formative) and Final Observation (Summative)

Assessor Observation (Work Placement Log Book): - Demonstration / Role play
This Assessment Mode requires you to participate in a Work Placement Program. You will be given a
Work Placement Log Book for this qualification containing instructions and requirements for this
Assessment Mode. Your Assessor will observe you during your work placement demonstrating the
required skills and assess your competence accordingly. Where required a relevant simulated
environment for the purposes of practical demonstration will be provided.
Conditions of Assessment for Mode Two
 Assessment Mode Two should be completed within structured work placement periods within
an approved Community Service Provider that is relevant to the course enrolled in such as a
Residential Aged Care Facility (RACF), Home and Community Care Service Provider, Disability
Service Provider.
 Assessment Mode Two can be completed with the direct access and or use of any workplace
Standard Operating Procedures/Policies and or equipment required to satisfy the
demonstration of knowledge/skills.
 It is expected that Assessment Mode Two will be completed in line with the students Training
Plan dates allocated at course commencement.
 It is required that a student will consistently apply the required skills and knowledge
competently over a 120 hour period to complete this Assessment Mode.
 Assessment Mode Two can only be completed via practical demonstration, simulated
environment or as the Training Package rules allow.
 Reasonable adjustment can be applied in line with the Intercare Training reasonable
adjustment policy.

Rules for Completing Assessment Modes

Assessment Workbooks must be completed in Black or Blue pen. White out must not be used.
If you need to amend written information cross it out and rewrite the correct information. Additional
sheets maybe attached if required.
Assessment Mode Length
Where space/lines have been provided for responding to an Assessment Mode, you should not see
the size of the space provided as a guide to the length of your answer.
If you require extra room for a response, attach a separate page to the relevant Assessment Workbook
with the following points included – your name, date the response/s were made, the unit code and
Assessment Mode clearly indicated.
References
All references must be citated. Intercare prefer the APA referencing

format. These can be created in a table and attached on an additional
sheet to the relevant Assessment Workbook. Word has a references TAB
see icon and follow instructions. Also refer to the Intercare Referencing
guide
Ask your Assessor if you require clarification and or assistance.
How are the Outcomes for Assessment Modes Assessed?

Each Assessment Mode within this Assessment Workbook and the Work Placement Log Book will be
given an outcome of either Satisfactory or Not satisfactory.
What does this mean?
 Satisfactory Outcome:
The Assessor has reviewed the Assessment Workbook against the requirements of the
Assessment Mode and is satisfied that all requirements have been met.
 Not Satisfactory Outcome:

Assessment Mode and is not satisfied that all requirements have been met.
If you receive a Not Satisfactory outcome you will be given an opportunity to discuss and review with
your Assessor the area/s for improvement and resubmit the individual Assessment Mode as per
Assessor’s instructions.
If you receive a Satisfactory outcome for the individual Assessment Mode, then this outcome forms
one part of the requirement used to form a final judgement of competency for this unit.
How is Competency Judgement Made?
Competency judgement is made up of a combination of (2) two satisfactorily completed Assessment
Modes one within this Assessment Workbook and one within the Work Placement Log Book. The
Assessor, understanding the rules of evidence, is also able to make a determination of competency
for you the individual student factoring the need for reasonable adjustment as required.

Student Please Note:
 Your suitability for this program has been determined at your Pre Training Review and again
at Enrolment. If at any point you feel that this program is not suitable you are able to
withdraw at any time. If this is the case please notify your trainer.
 A zero tolerance to cheating and plagiarism is taken with Intercare Training.
If you the student are found to have cheated on any forms of assessment, including
plagiarism of another’s work, you will be required to re-sit an alternative assessment under
the supervision of an assessor to confirm competence in this unit.
 You must satisfy the requirements for competency within this Assessment Workbook to
achieve a competency outcome.
It is highly recommend that you keep a copy of all assessment work that you submit.
Evidence provided by you is retained for our records and not returned to you.

3. Instructions for Assessors
Evidence Gathering/Collection required

Assessment of a Unit of Competency is based on the review of the Assessment Modes contained
within this Assessment Workbook. The Assessment Workbook have been mapped to cover the
specifics of the Unit of Competency as per the contents of the Training Package and includes:
 Performance Evidence  Assessment Conditions
 Knowledge Evidence  Performance Criteria
It is also essential that assessment is conducted with the rules of evidence as a primary focus:
 Authentic  Current
 Valid  Sufficient
Guidelines for Acceptable Responses to Assessment Tasks/Modes
Assessors must always refer back to the individual Unit of Competency and in particular the specific
Essential Skills and Essential Knowledge listed within, to assist them in determining sufficiency of
response in line with the rules of evidence.
The RTO supplied model answers satisfy demonstration of Performance Evidence and Knowledge
Evidence for the Assessment Task. These model answers are provided as a guide and any combination,
inclusive of these model answers can be used by the Assessor to determine a satisfactory outcome of
the assessment mode.
It is the responsibility of the Assessor to review and assess each submitted Assessment Task response
on its individual content and in line with the individual Unit of Competency requirements and Intercare
Training Assessment Policy.
How to make an assessment outcome using the Assessment Modes
Each individual Assessment Mode within this Assessment Workbook will be given an outcome of
either Satisfactory or Not Satisfactory.
What does this mean?
 Satisfactory Outcome:
Assessment Mode and is satisfied that all requirements have been met.
 Not Satisfactory Outcome:

If you make a Not Satisfactory assessment outcome you will give the student a chance to review and
discuss the area/s for improvement and elect a time the student must resubmit the Assessment
Workbook as per your instructions.
If you make a Satisfactory outcome for the individual Assessment Mode, then this outcome will
contribute to final judgement of competency for this unit.

How to make a judgement of competency using the Assessment Modes

Competency judgement is made up of a combination of (2) two satisfactorily completed Assessment
Modes within this Assessment Workbook and Work Placement Log Book. The Assessor, understanding
the rules of evidence, is also able to make a determination of competency for an individual student
factoring the need for reasonable adjustment as required.
Rules for Assessing Completed Assessment Modes
Each Assessment Mode must be reviewed to assess competency, as you review each question / page
use a RED pen and tick each question and / or page to confirm review.
Feedback must be written in Black pen.
At the end of each Assessment Mode section there is a table that must be completed in Black or Blue
pen, see example below.
ASSESSMENT MODE ONE – RECORD OF RESULT

Assessment Guide
Satisfactory The Assessor has reviewed the Assessment Workbook against the requirements of the
Outcome Assessment Mode and is satisfied that all requirements have been met.
Not Satisfactory Outcome
QUESTION / ANSWER / PROJECT MODE OUTCOME

Verbal Assessment Tasks
Insert relevant
Not clarification to requiring Trainers
Date Satisfactory Assessment Tasks
Assessment reasonable
Satisfactory for Reassessment Signature
Tasks adjustment
___ / ___ / ___  

Reassessment Date(s):
___ / ___ / ___  
___ / ___ / ___  
___ / ___ / ___  
Feedback given to student on the overall status of their Assessment submission

Please indicate the applicable written response given to the student
 Verbal feedback given to student on the overall Mode One Assessment status.
Or
 Written feedback on overall Mode One Assessment; or; clarification on tasks required
. to address identified gaps.

Confirmation of verbal and/or written feedback on responses
I declare that the student and I have discussed the Assessment Tasks via verbal/written clarification as
Assessor Declaration listed above.
Date ____ / ____ / ____
Assessor Signature
Student Signature
If verbal assessment is required you must write responses in RED pen where relevant.
DO NOT amend dates if possible. If you write in the wrong section you need to cross it out and rewrite
the correct information.
White out must not be used.
Assessor Please Note:
 A student’s suitability for this program has been determined at their Pre Training Review
and again at Enrolment. If at any point you feel that this program is not suitable for the
student please discuss this with the student.
 A zero tolerance to cheating and plagiarism is taken with Intercare Training.
If a student is found to have cheated on any forms of assessment, including plagiarism of
another’s work, they will be required to re-sit an alternative assessment under the
supervision of an assessor to confirm competence in this unit.
 A Student must satisfy the requirements for competency within this Assessment Workbook
to achieve a competency outcome.
 A Completed Assessment Workbook and any additional evidence provided by the student
is retained for our RTO records and is not returned to the student.
It is important that all areas of this Assessment Workbook are completed prior to submission to
the administration department for final outcome recording.

STUDENT ASSESSMENT DECLARATION
 I have undertaken sufficient activities within this unit of competency and I am ready to
attempt the assessment required to demonstrate competency.
 I understand the assessment framework and requirements that will be used by an Assessor
to make a formal judgement of my competency
 The work that I have submitted in this Assessment Workbook is my own.
I understand that it is my responsibility to make a copy of my Assessment Workbook and any

 additional assessment evidence for my own records prior to submitting to my Assessor for
marking.
 I understand the re-assessment process that will be followed if I am unsuccessful in gaining a

satisfactory result in the required Assessment Modes.
Student Name
Student Signature

ASSESSMENT MODE ONE

Question / Project
Assessment Mode Instructions:
Carefully read the assessment task requirements detailed below and complete as instructed.
Completed Project and the required work sample evidence will need to be attached to the back of
this Assessment Workbook.
Please ask your Assessor to clarify if needed.
The following Assessment tasks are individual assessment and no group work is permitted.
The estimated completion timeframe is: ____________________
Submission date: _____________________________________
Assessment extensions can only be authorised by your Trainer.
Upon completion of this Assessment Mode’s requirements, the Assessor must complete and sign
the Assessment Mode Record of Result. Student is also required to sign to confirmation feedback
and understanding of Assessment outcome.
Assessment task 1:
Research and provide the following information:

1. What legislation impacts workplace relationships and what does this encompass?
Employment Legislation that affects you at work
There is a range of employment legislation that effects workplaces across Australia. Below you can find a
list of some of the legislation applying across Australian workplaces.
In addition to each of the employment Acts which apply and are listed below, there are numerous Acts in
each State and Federally which protect people from discrimination. These Acts are different in each State.
To search the differing legislation relating to discrimination try searching the Australasian Legal
Information Institute.
National
 Fair Work Act 2009 - This act creates a national workplace relations system that is fair to working
people, flexible for business and promotes productivity and economic growth.
 Legislation in the Employment and Workplace Relations Portfolio - Links to the previous Workplace
Relations Act 1996, Acts and Bills amending it, and other legislation administered by the Dept of
Employment and Workplace Relations
 Sex Discrimination Act and the Racial Discrimination Act - These acts and others protect people from
discrimination
 Equal Opportunity for Women in the Workplace Act 1999 (Cth) - An Act to require certain employers
to promote equal opportunity for women in employment, to establish the Equal Opportunity for
Women in the Workplace Agency and the office of the Director of Equal Opportunity for Women in
the Workplace.
Queensland

 Industrial Relations Act 1999 (QLD) - An Act relating to industrial relations in Queensland for
employees of the State and Local government sector.
 Work Health and Safety Act 2011 (QLD)
New South Wales
 Industrial Relations Act 1996 (NSW) - The objects of this Act are: to provide a framework for the
conduct of industrial relations in NSW. This Act only applies to employees in the State government
sector.
 Work Health and Safety Act 2011 (NSW) - A NSW Act to secure the health, safety and welfare of
persons at work; to repeal the Occupational Health and Safety Act 1983; and for other purposes.
 Workers Compensation Act 1987 (NSW) - A NSW Act to provide for the compensation and
rehabilitation of workers in respect of work related injuries. This Act was amended in 2012.
 Long Service Leave Act 1955.
Victoria
 Victoria has for many years operating entirely in the federal jurisdiction for employment law. There
are however a number of State Acts which protect people from discrimination for example the Sex
Discrimination Act and the Racial Discrimination Act.
 Occupational Health and Safety Act 2004
South Australia
 Fair Work Act 1994 (SA) - An Act about the relationship of employer and employee in the South
Australian jurisdiction. This Act only applies to employees of the State government.
West Australia
 Industrial Relations Act 1979

 Long Service Leave Act 1958
 Minimum Conditions of Employment Act 1993
 Public and Bank Holidays Act 1972
 Workplace Agreements Act 1993
Tasmania
 Industrial Relations Act 1984 (TAS) - which applies to employees of the Tasmanian state
government.
Northern Territory
 Fair Work Act 2009
Australian Capitol Territory
 Discrimination Act 1991 (ACT) - The Discrimination Act from the Australian Capital Territory has as its
objective to (a) eliminate, so far as possible, discrimination in the areas of work, education, access to
premises, the provision of goods, services, facilities and accommodation and the activities of ...
 Public Sector Management Act 1994 (WA) - An Act to regulate the administration of the public sector
in the Australian Capital Territory. Available in historical versions from September 2001 to current.

2. List and explain organisational policies that impact workplace relationships.
What policies should I have in my workplace?

The answer depends on the type of work and the business, but there are quite a few policies that
every workplace should have. A Code of Conduct sets standards of ethical conduct and
workplace behaviour that must be adhered to and can be added to or amended as needed. It can
include issues such as personal and professional responsibilities and accountabilities in dealing
with staff, colleagues and customers. It can also set standards for dress, grooming and appearance
and the use of organisation’s facilities and resources.
Workplace policies should make reference to the possible consequences for breaches of the policy.
Consequences may include an informal warning,
a formal warning kept on the employee’s file, or termination of employment. A disciplinary policy is
essential in outlining the process the employer will follow in issuing a warning, or in terminating
employment. The disciplinary policy should clearly identify what behaviours may lead to the
employee being dismissed without warning. See the Ending Employment card for more details of
termination issues.
Under the Fair Work Act, if an employee is sick while on a period of annual leave and they take paid
sick leave, that leave will be deducted from their personal/carer’s leave rather than their annual leave
accrual. Best employment practice dictates that these situations should be covered by an
appropriate leave policy. The leave policy identifies
the types of leave available and the process that must be followed to access the leave. It will also
outline the evidence that is required as proof of illness or injury when claiming personal/carers leave
and the circumstances that would require the evidence, for example a medical certificate as
proof of personal illness or injury during a period of annual leave.
Workplace discrimination, bullying and harassment is an emerging workplace issue.
The Fair Work Act has provision for complaints to the Fair Work Ombudsman. Complaints are able to be
investigated and in addition there is protection under state anti-discrimination legislation and human
rights legislation. A good policy defines what constitutes workplace discrimination, bullying and
harassment, highlights the impact that this
has on the individual, the organisation and society. A good discrimination, bullying and harassment
policy has defined reporting mechanisms, and is underpinned by a commitment to a safe and healthy
workplace free

Assessment task 2:
Collect, analyse and communicate information and ideas
Leesa has just joined the WeCare team in a leadership role. Whilst Leesa has worked in the industry for
several years, this is her first time as a team leader and she is keen to do a good job and make a positive
impact.
Management have indicated that the team have not previously had a designated leader, but due to
increasing work demands the team needs to grow, hence Leesa’s appointment.
They have advised Leesa that whilst the team of six get the job done, there have been issues with the
diversity of the team members and she needs to sort out the issues before new team members join the
existing team in the near future.
1. What techniques will Leesa need to use to develop positive working relationships with her
team?
As a Team Leader you can establish and maintain effective relationships in

the workplace by:
 Building rapport and trust
 Recognising and respecting individual differences
 Using open, honest communication
 Giving and receiving feedback regularly
 Sharing information
 Acknowledging diversity in your team and the wider workplace

environment
 Being a positive role model
 Displaying loyalty to your team, colleagues, management and

company
 Supporting and defending your team and colleagues
 Recognising the contributions of those you work with
 Using problem solving and conflict management techniques
 Empowering your team members
2. How will Leesa collect relevant information regarding the team’s issues?
 By having regular meetings with staff to discuss and check on progress and resolve any issues
 Asking for feedback and listening and acting on what employees say
 Informal one on one catch ups over coffee where team members may be more open with issues
 Reading the emotional intelligence of the team ( body language, interactions, overall emotional
well-being of team members)
3. What will Leesa need to consider when communicating with her team members?
• give clear and consistent instructions and messages that reinforce positive workplace behaviours
• demonstrate the type of behaviour they expect from other people
• deal promptly with issues that may undermine a positive workplace and
• recognise and celebrate individual employee and team successes
4. When leading consultation processes how will Leesa encourage her team members to
contribute to issues relating to their work?
Provide strong leadership that values employee contributions

Ensure organisational structures are clear, and roles and responsibilities reflect actual work duties
Communicate with employees regularly about issues affecting them and the business
Encourage employee consultation and involvement in decision making
5. Describe a range of methods and techniques for communicating information and ideas with
team members.
Ensure regular communication to employees about any changes. Employees and/or their unions have
a legal right to be consulted about significant changes under their award, agreement or industrial
relations legislation.
offer team-focused activities such as lunches, morning teas, team outings or social occasions
 highlight achievements in team meetings
 introduce a rewards/incentive program
 communicate achievements to supervisors, management or the wider organisation through
workplace communications, such as newsletters
6. What action will Leesa need to take to resolve issues?
1. Act immediately. Conflicts do not go away. Unresolved conflicts can lie dormant for days, weeks or
months, only to explode on another occasion. Avoiding conflict is one of the main causes of claims
being made against an organisation. Workers that make claims often feel that no one has listened
or done anything to resolve the conflict. They feel they have no choice but to seek the help of
professionals. Unresolved workplace conflicts can quickly impact on workplace climate or culture (in
smaller organisations). Whole teams are quickly affected as conflict spreads and other employees
become involved. Productivity, performance and workplace relationships are impacted quickly
when conflict takes hold.
2. Meet with people involved in the conflict separately. Get a clear understanding of the issues
before you try to intervene. People often have very different perceptions of what has occurred.

Understanding their perceptions will help you to focus on what is important to each person, and to
find common ground.
3. Perception is reality. Focus on what the people involved need and what’s important to them, not
on trying to judge who is right or wrong. Often both people have contributed something to the
situation. Judging who is right and wrong, and particularly commenting on these judgements, can
escalate conflict quickly.
4. Decide whether to mediate or to call in others to help. Once you have discussed the issues with all
or both of the people involved, decide whether you will be able to mediate yourself or you will need
the help of HR or external mediators. Managers often successfully resolve simple disputes involving
two people that have only been alive for a few hours, days or weeks. Generally complex and long-
standing issues involving a number of people are best left for experienced mediators to deal with.
These kinds of workplace conflicts are often sensitive and require high-level skill to bring them to a
resolution.
Arrange the next stage as soon as possible. While it can be difficult to arrange meetings in busy work
places ensure resolving the conflict is a top priority. Generally the longer the conflict goes on for, the
harder it is to resolve.
7. Explain how work relationships and the cultural and social environment can support or hinder
the team achieving planned outcomes.
Absenteeism, high turnover, low productivity, customer complaints, workplace conflict and
grievances. These are just some of the signs of a negative workplace culture and it can cost a business
dearly. Like a toxic cloud, a negative workplace culture spreads, causing harm to everything it touches
and it can ultimately lead to the collapse of an organisation. Having a positive workplace culture
improves employee motivation and work ethic. It increases productivity and staff retention. It
develops stronger customer relationships and is one of the most important factors in helping a
business succeed.
Embracing cultural diversity within the team can also contribute to workplace performance by
approaching challenges through varying perspectives.
Pr Assessment task 3: Develop trust and confidence as leader
1. Explain how you develop trust and confidence as a leader.
1. Establish and maintain integrity. It is the foundation of trust in any organisation. Integrity must
begin at the top and then move down. This means, among other things, keeping promises and
always telling the truth, no matter how difficult it might be. If its people have integrity, an
organisation can be believed.

2. Communicate vision and values. Communication is important, since it provides the artery for
information and truth. By communicating the organisation's vision, management defines where
it's going. By communicating its values, the methods for getting there are established.
3. Consider all employees as equal partners. Trust is established when even the newest rookie, a
part-timer, or the lowest paid employee feels important and part of the team. This begins with
management not being aloof, as well as getting out and meeting the troops. This should be
followed by leaders seeking opinions and ideas (and giving credit for them), knowing the names
of employees and their families and treating one and all with genuine respect.
4. Focus on shared, rather than personal goals. When employees feel everyone is pulling together to
accomplish a shared vision, rather than a series of personal agendas, trust results. This is the
essence of teamwork. When a team really works, the players trust one another.
5. Do what's right, regardless of personal risk. We all know intuitively what's "right" in nearly every
situation. Following this instinctive sense, and ignoring any personal consequences will nearly
always create respect from those around us. From this respect will come trust.
2. List and briefly explain the three (3) organisational standards that need to be followed to
develop and maintain effective relationships.
1. Code of conduct
2. Code of ethics
3. Privacy and confidentiality
3. How do you gain and maintain the trust and confidence of:
a) Colleagues
Building and maintaining trust in the workplace is vital to a healthy environment where colleagues feel
valued and respected. Attempting to build trust amongst employees has become a major challenge for
many organisations and lack of trust often leads to disgruntled colleagues and frequent turn over.
1. Always be transparent. Let your colleagues know what you are thinking (about work) by
expressing your motives so people are not left guessing what your next move will be. By making
your motives public knowledge you are more likely to get buy-in and support than if you leave
people curious about your intentions on the job.
2. Don’t say things behind a colleague’s back that you would not say to them in person. The two-
faced personality at work results in mistrust that is very hard to reverse. If you feel the need to
discuss a difficult situation, or point out a mistake, talk to the offender in person and in private to
ensure that you are trustworthy whether or not they agree with your message.
3. Be true to your word. If you make a commitment to do something – do it! This validates that you
are true to your word and dependable on the job. Life happens as do extenuating circumstances
so when these situations prevent you from doing your job, be clear with your colleagues and
supervisor about why so your trust is not compromised.
4. Always let people know what you stand for. Whether they agree with you or not – your
colleagues will always know what you are likely to do in a certain situation and therefore will be
willing to share what they would do which translates into a respectful environment where all
ideas are worth discussing.
5. Demonstrate consistency. It’s important for your co-workers know that you have some degree of
predictability. This expectation will help others to trust what you would do in certain situations.

6. Show competence in your area of expertise and always continue to improve and expand upon
your knowledge and skills. This will allow others to trust you in your area of expertise.
Trust can be hard to gain but the journey is tougher once the trust is lost. Communication and
transparency are the keys to establishing and maintaining trust in the work environment from all rungs on
the hierarchical ladder within an organisation.
b) Customers
Aside from the obvious qualities that lead to trust — honesty, accessibility and dependability – there are
some actions you can take to further enhance the trust factor in your client/customer relationships. If you
do these often enough to make them a habit, you will find your relationships are stronger, easier to
manage and more sustainable.
Be Transparent
No one wants to feel manipulated, but sometimes, it may seem easier to take an indirect approach when
talking about an uncomfortable subject with clients. Being open and transparent across the board will
make it easier for clients to trust you and believe that you have their best interests at heart.
Follow Through Every Time
Make it standard practice to say what you mean and mean what you say. And then do whatever it takes
to fulfill your promises. If you consistently meet goals and complete what you start, your clients will gain
confidence in what you do, and more importantly, what you say.
Declare What You Don’t Know
It’s important for you to know what you’re doing and assure the client that you can get the job done. But
that doesn’t mean that you need to know everything. It’s expected that there will be areas where you are
not an expert, and you can do great things for your relationships when you admit you’re not completely
sure about something. In fact, your relationships will thrive if you’re willing to admit there are things you
don’t know, and then have a plan for getting the information the client needs.
Listen and Respond
Like many things in life, building trust often boils down to being able to communicate successfully. And
part of good communication is listening and taking time to understand what the other party is saying.
Make sure you are listening to what your clients are saying, and then responding specifically to each and
every concern, request and question. Not only will this cut down on project prep time and make you more
efficient in working with your clients, but it will also assure your clients that you value them and their
perspectives.
c) Suppliers
Relationships matter. So much so that it’s vital to develop good supplier relationships continuously.
The foundation for these relationships includes the following:
 Respect: Relationships are built on mutual respect. If you don’t respect a supplier than the
relationship will be doomed to fail.
 Trust: Building trust provides the cornerstone of your supplier relationship. Trust is a two way
street that must be cultivated at all times. Trust becomes important when times get tough.

 Mutual Benefit: Relationships need to provide benefits to both parties. Without mutual
benefits the partnership will be on shaky ground since the incentives to stick around are
lacking.
Fairness and Honesty: Fair and honest partners will always win out in the long run. Any short term
gain realised by lying, cheating or taking advantage of a partner will tarnish the long term relationship
and destroy trust.
4. a) Explain the differences of an organisation’s social and cultural environment.
The social environment of organisations includes social factors like customs, traditions, values,
beliefs, poverty, literacy, life expectancy rate etc. The social structure and the values that a
Society cherishes have a considerable influence on the functioning of an organisation.
Cultural environments consist of the influence of religious, family, educational, and social systems.
b) Detail how you would adjust your interpersonal styles when dealing with each of these
environments and why it is important to do so?
Self-Awareness: Being aware of your own needs, values and emotions and their impact on your
behavior
Self-Management: Keeping your emotional reactions in check and being able to behave
appropriately when you experience feelings that could result in destructive behavior
Social Awareness: Being in tune with other's feelings and needs
Relationship Management: The ability to build relationships based on mutual trust and respect
In addition to the items above, the following interpersonal skills are important in order to work
effectively with other people:
The ability to manage conflict: Respectively managing differences of opinions and seeking win-win
resolutions
Problem solving: Choosing the best course of action while taking the needs and perspectives of
others into account
Communication: Speaking with clarity and directness while showing appropriate sensitivity to the
receiver
Listening: Being able to hear other people's perspectives while suspending judgment
Demonstrating responsibility: Doing what you say you will do, when you say you will do it
Being accountable for your actions: Not making excuses or blaming others
Showing appreciation: Letting other people know you value them and their help
Flexibility: Being open to new and different ways of doing things


Assessment task 4:
Develop and maintain networks and relationships
1. Why is it important to develop networks within and outside the organisation?
Essentially, networking is making connections with colleagues, clients and others in your field. There is a
perception that networking is shallow and superficial, but actually, it’s about building quality
relationships. It isn’t just going out of your way to meet the ‘right’ people, rather it is creating and
sustaining relationships with a group of people that you know and trust, that you will help if asked, and
who will help you.
2. How does networking benefit the performance of teams and the organisation?
A network of close colleagues and associates is essentially a support group. Having people to ask advice
of, seek assistance from, or exchange information with, can lay a vital groundwork for your team. An
effective network might help your team do their job well and manage projects effectively.
3. Identify other work relationships that would also assist.
They are the relationships you develop and build up over time with others. These networks carry lots of
information in the form of facts, gossip and rumour about issues affecting your work—such as
government policy initiatives, local developments or changes in services.
Assessment task 5: Manage difficulties into positive outcomes
1. Explain how you can utilise the following information to improve the performance of your work
team.
By looking at competency scores across your organisation, you can easily identify
Performance Review
workforce strengths and weaknesses and evaluate these in light of your
Data
organisational strategy. Do you have the right competencies, in the right parts of
your organisation, to achieve your strategic goals? Looking at competency scores
and breaking them down by division/ department/geography can help you
identify:
 High potential employees for succession planning and leadership

development
 Where you have strategic strengths that you can leverage
 Areas where you have limited bench strength that needs to be deepened
 Pockets of core competencies
 Whether all the parts of your organisation have the competencies they
need to succeed
 Opportunities for learning and development programs, organisational,
departmental/divisional or individual
By comparing ratings year over year, you can also ensure continuous
improvement and monitor the effectiveness of your programs.

 Measure satisfaction of customers and provides a quantitative baseline to

Customer
compare results. Over time these results can be used to compare,
Satisfaction Survey
benchmark, measure and spot long term trends, which in turn enables fact-
based decision making.
 Learn what strengths and weaknesses the organisation has in order to
maximise the strengths and remedy the weaknesses.
Measure the internal customer satisfaction to reinforce the company’s
service orientation, values and mission.
 Motivate staff as everyone pulls towards a common goal of excellent
customer service both internally and externally.
 Reward and recognise staff as areas / teams and / or individuals who have
performed well are recognised and rewarded publicly.
 Assist to direct training spend into much needed areas by identifying the
areas where areas / teams and / or individuals have not performed well.
Operational plans are used to identify:

Operational Plan
 The goals of the team, section or department
 How the goals will be achieved
 What resources are required to meet the goals
Although there are no strict rules as to the format of an Operational Plan they
normally contain the following information:
 Specific goals
 Actions required to achieve goals
 Human resources required
 Physical resources required
 Budget required
An indication of how long goals will take to achieve

Processes and procedures
Policies and
Procedures
Having formalised processes and procedures for your business can save you time
and money by increasing efficiency. Staff can get more done in less time by
following set processes and procedures, and you can spend less time overseeing
the day-to-day running of the business.
Processes and procedures can also improve the consistency of product and
service delivery by your staff.
Standards and policies

By creating standards and policies for your business, you set benchmarks that
your staff must meet.
For example, you may have a standard for serving customers that involves being
courteous, completing transactions within a certain time, and doing everything in
your power to accommodate customer requests. This can improve the experience
of your customers, suppliers and/or distributors in their dealings with you.
Customers who have a positive experience are more likely to become repeat
customers, and are less likely to complain about your business.
2. What information can you share with your team to improve performance?
Share information and numbers

Let them in on what is going on within the company as well as how their jobs contribute to the big
picture. When you keep you employees informed they tend to feel a greater sense of worth. Keep
communication hopeful and truthful – do not be afraid to share bad news, instead be more strategic
about how you deliver it. Improve performance through transparency – By sharing numbers with
employees, you can increase employees’ sense of ownership.
3. What are performance reviews and why are these beneficial when leading a team?
Appraisals are central both to human resource management and performance management.
Understanding their role, objectives, benefits and purpose is important to all employers. Careful
preparation and understanding is required if the appraisal process is to be successful, worthwhile and
relevant.
Appraisal systems exist to improve organisational efficiency by ensuring that individuals perform to the
best of their ability, develop their potential, and earn appropriate reward. This in turn leads to improved
organisational performance.
Appraisals have three main purposes. These are often misunderstood. The first is to measure the extent
to which an individual may be awarded a salary increase compared with his or her peers. This is the
reward review component.
The second purpose of an appraisal is to identify any training needs and, if appropriate, to provide
training and development to enable an individual to help the organisation to achieve its objectives. This
is the performance review component. Finally, appraisals are also important to aid an individual's career
development by attempting to predict work that the individual may be capable of in the future. This is
the potential review component.
Employees often question the value and usefulness of the time and effort taken up by an appraisal.
However, it establishes key results that an individual needs to achieve within a time period while also
comparing the individual's performance against a set and established standard.
The employee is not the only beneficiary - the organisation benefits through identifying employees for

promotion, noting areas for individual improvement, and by using the system as a basis for human
resource planning.
4. If you received feedback from a team member that another team members was racially
insensitive, how would you resolve the issue? Detail the process you would follow.
The Racial Discrimination Act 1975 prohibits offensive behaviour based on racial hatred. Racial hatred is
defined as something done in public that offends, insults or humiliates a person or group of people
because of their race, colour or national or ethnic origin. All incidents of harassment – no matter how
large or small or who is involved – require employers or managers to respond quickly and appropriately.
If issues are left unaddressed, a hostile working environment can develop which can expose employers to
further complaints.
Once you have spoken to both parties, assess what you have heard and any other evidence received to
make an evaluation as to whether the matter can be resolved at the local level. Explore common
ground between the parties that would assist them to reach a resolution. This involves:
• understanding what the common ground is - are the parties willing to reach a resolution?
• recognising what both parties want as a resolution; is it possible to achieve the desired outcomes? Is
it a reasonable outcome to the complaint?
• Providing information about the formal process, so they are aware that the outcomes from a formal
process may not be beneficial to the parties.
Please note: It may be advisable to speak with your supervisor, or the relevant HR staff member before
making the decision about the next steps.
Explore possible options for resolution including:
• Clarifying a misunderstanding
• An apology (where the respondent admits to the allegations)
• Mediation*
• Agreed action plan to avoid further incidents
Both parties will need to agree to the method of resolution, and once agreement has been reached the
matter should be enacted promptly and documented.
5. What organisational and legislative requirements will you need to consider?
Discrimination and Harassment Policy

Workplace Bullying Policy and Procedure
Workplace Grievance Policy and Procedure
Staff Code of Conduct
Equal Opportunity Act
Discrimination Legislation
Fair Work Act
6. Why is it important for organisations to establish social, ethical and business standards?
There are quite a few standards/policies that every workplace should have. A Code of Conduct sets
standards of ethical conduct and workplace behaviour that must be adhered to and can be added to or
amended as needed. It can include issues such as personal and professional responsibilities and
accountabilities in dealing

with staff, colleagues and customers. It can also set standards for dress, grooming and appearance and
the use of organisation’s facilities and resources. Workplace policies should make reference to the
possible consequences for breaches of the policy. Consequences may include an informal warning,
a formal warning kept on the employee’s file, or termination of employment. A disciplinary policy is
essential in outlining the process the employer will follow in issuing a warning, or in terminating
employment. The disciplinary policy should clearly identify what behaviours may lead to the employee
being dismissed without warning. See the Ending Employment card for more details of termination issues.
Under the Fair Work Act, if an employee is sick while on a period of annual leave and they take paid
sick leave, that leave will be deducted from their personal/carer’s leave rather than their annual leave
accrual. Best employment practice dictates that these situations should be covered by an
appropriate leave policy. The leave policy identifies the types of leave available and the process that must
be followed to access the leave. It will also outline the evidence that is required as proof of illness or
injury when claiming personal/carers leave and the circumstances that would require the evidence, for
example a medical certificate as proof of personal illness or injury during a period of annual leave.
7. How do these standards impact on business relationships?
It is crucial to have senior management support, especially where standards/policies relate to employee
behaviour. The endorsement and modelling of the behaviour by the CEO, senior managers and
supervisors will encourage staff to take the policies seriously.
8. How can you demonstrate that you value the ideas and contributions from internal and external
sources?
Planning and consultation

Involve staff (and any others that are affected by the standards/policy) in developing and implementing
workplace standards/policies to promote awareness, understanding, ownership and compliance. Staff
involvement also helps to determine how and when the standards and policies might apply, including
possible scenarios.
To be effective, standards/policies need to be publicised and provided to all existing and new employees.
The standards/policies may be explained to employees through information and training sessions, at
employees meetings and during induction. Standards/policies should also be reiterated and discussed
regularly to ensure they remain relevant.
Copies of standards/policies should be easily accessible. Copies may be kept in folders, policy manuals
and available on the organisation’s intranet system.
9. Explain the difference between mentoring and coaching?
Mentoring: A more informal association focused on building a two-way, mutually beneficial

relationship for long-term career movement.
Coaching: A more formal structured association focused on improvements in behavior and
performance to resolve present work issues or handle specific aspects of the job.
10. Provide two (2) examples of when you would use mentoring and coaching skills in a workplace.
Mentoring is when a skilled and experienced employee acts as a guide and counsellor to a less skilled and
experienced colleague. A mentor is an encouraging and supportive role model, who listens and advises on
workplace problems, training needs and ways of working – eg; buddying up with students for work
placement.

Coaching – An issue with job performance has been identified and it is agreed that the person is in need
of some assistance to practice skills and techniques. Eg; staff member needs some practice and guidance
using lifting equipment. Staff member has the opportunity to watch demonstrations, practice and be
given feedback on progress. Staff member given encouragement and guidance as they go.
11. Explain why it is important to treat all internal and external contact with integrity, respect and
empathy.
Integrity: Integrity involves being open and honest.
You can display integrity by communicating to your team so

that they are aware of all of the details of any changes that
impact on their roles and the workplace, working
conditions or them personally.
As a Team Leader you will, at times, have to make decisions

that your team members do not agree with. In these
circumstances you can minimise conflict by providing team
members with the facts of the situation and the options
you had to consider. They will then better understand why
the decision had to be made.
By not communicating details to your team, you can foster

a culture of gossip which can lead to an increase in stress
and conflict and a decrease in productivity.
Respect: Respecting others indicates that you have consideration for

their wants, needs and feelings and that you value their
skills, abilities and knowledge.
You can demonstrate respect by:
 Acknowledging the individual strengths of your

team members
 Seeking their opinions on team related issues
 Delegating authority to them in appropriate
situations
 Empowering them to make changes and decisions
Empathy is trying to understand another person's situation

Empathy:
and appreciating how they may be feeling.

Assessment task 6:
You have recently been appointed as Frontline Manager for an existing team of 12 people who manage
various improvement projects within the organisation.
After several weeks, getting to know the team, you gathered the following information:
1. Two people are performing below standard, but are well liked, so their team members cover
for them.
2. The team does not have a positive profile within the business as projects are often delivered
past their due date, but the team believe that is due to various management levels lack of
engagement during the project process.
3. One of the ladies in the team is being bullied by another team member, but has not made an
official compliant. She does not see the behaviour as bullying as she lacks self-confidence.
4. Another two team members are openly verbally abusive towards each other. This is impacting
on the individual team members and the cohesion and performance of the combined team.
1. What information would you need to collect and analyse to assess these four issues?
 You would need to find out why the two people are performing below standard and why the
others are covering for them
 How management are engaging/not engaging in the business projects and why are projects
delivered past their due date
 Talk to the lady being bullied and find out what the situation is
 Find out why the two team members are being abusive towards each other
2. Detail the strategies you would implement to overcome each of these issues?
1. Talk to the underperforming team members about some coaching to improve the skills that are
below standard
2. Find out why projects are late in being delivered and then work on management engagement
3. Talk to lady about bullying and the consequences. Let her know that it is not ok and must be
eliminated – it’s a legal obligation
4. Talk to abusive team members and explain that this can consititute bullying. They may need
some coaching on acceptable behaviours in the workplace.
3. What interpersonal skills will you require to deal with these issues?
Interpersonal skills are important in the workplace for many reasons. People with these skills typically:

 Provide good customer service

 Resolve conflicts well
 Foster effective workplace communication
 Work well in team environments
 Adapt well to changes in the workplace
 Convey professionalism
 Make good leaders
4. How will you guide and support these colleagues to resolve work difficulties?
Good interpersonal skills greatly influence group performance and motivates the amount and
effectiveness of teamwork in the company. In a workplace, you need to be able to relate with others to
optimise on productivity.
5. When dealing with issues three and four, what organisation and legislative requirements will
you need to consider?
 Equal opportunity
 Anti-discrimination
 Bullying and harassment
And Code of ethics
6. How will you improve the team profile within the organisation?
Talk to your own boss/supervisor about how your team is doing

Give team members public credit for their work
Include your staff member with meetings with Managers when possible
Look out for opportunities to recommend people on your team for promotions and leadership role
Advocate for your staff
Encourage your staff to network and go to conferences out of work to raise their profile

ASSESSMENT MODE ONE – RECORD OF RESULT
Assessment Guide
Satisfactory The Assessor has reviewed the Assessment Workbook against the requirements of the
Outcome Assessment Mode and is satisfied that all requirements have been met.
Not Satisfactory Outcome
QUESTION/ANSWER/PROJECT MODE OUTCOME

Verbal Assessment Tasks
Insert relevant
Not clarification to requiring Trainers
Date Satisfactory Assessment Tasks
Assessment reasonable
Satisfactory for Reassessment Signature
Tasks adjustment
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Reassessment
Date(s):
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Feedback given to student on the overall status of their Assessment submission

Please indicate the applicable written response given to the student
 Verbal feedback given to student on the overall Mode One Assessment status.
Or
 Written feedback on overall Mode One Assessment; or; clarification on tasks required
. to address identified gaps.
Confirmation of verbal and/or written feedback on responses (if applicable/required)
I declare that the student and I have discussed the Assessment Tasks via verbal/written clarification as
Assessor Declaration listed above.
Date ____ / ____ / ____
Assessor Signature
Student Signature

If reasonable adjustment is required, please complete the Reasonable Adjustment Information

overleaf.
Reasonable Adjustment Information
Reasonable Adjustment details applies to the following Assessment Tasks
What reasonable adjustment was made:
Questions asked as clarification
Answers = noted response
Why this adjustment was made:
Student Declaration
I agree with the reasonable adjustment made as listed above and I was consulted in the
 adjustments made to suit my individual needs.
Student
Signature
Date
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BSBLDR402

Lead effective workplace relationships

Integrated Training Solutions (Aust) Pty Ltd

INFORMATION REGARDING THIS ASSESSMENT TOOL

1. General Information about the Assessment Workbook

Development of this Assessment Tool

General information about Assessment

ITS (Aust) Pty Ltd Page 2 of 32

 A relevant simulated environment for the purposes of practical demonstration

2. Instructions to Students – How to use this Tool

Qu:Knowledge based Question / Answer

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Conditions of Assessment for Mode One

MODE TWO (Formative) and Final Observation (Summative)

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Rules for Completing Assessment Modes

All references must be citated. Intercare prefer the APA referencing

How are the Outcomes for Assessment Modes Assessed?

 Not Satisfactory Outcome:

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Student Please Note:

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3. Instructions for Assessors

Evidence Gathering/Collection required

 Not Satisfactory Outcome:

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How to make a judgement of competency using the Assessment Modes

ASSESSMENT MODE ONE – RECORD OF RESULT

QUESTION / ANSWER / PROJECT MODE OUTCOME

___ / ___ / ___  

Feedback given to student on the overall status of their Assessment submission

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Confirmation of verbal and/or written feedback on responses

Date ____ / ____ / ____

Assessor Please Note:

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STUDENT ASSESSMENT DECLARATION

 The work that I have submitted in this Assessment Workbook is my own.

I understand that it is my responsibility to make a copy of my Assessment Workbook and any

 I understand the re-assessment process that will be followed if I am unsuccessful in gaining a

ITS (Aust) Pty Ltd Page 11 of 32

ASSESSMENT MODE ONE

Research and provide the following information:

Employment Legislation that affects you at work

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New South Wales

 Industrial Relations Act 1979

 Fair Work Act 2009

Australian Capitol Territory

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2. List and explain organisational policies that impact workplace relationships.

What policies should I have in my workplace?

ITS (Aust) Pty Ltd Page 14 of 32

As a Team Leader you can establish and maintain effective relationships in

 Building rapport and trust

 Recognising and respecting individual differences

 Using open, honest communication

 Giving and receiving feedback regularly

_ / _ / ___  

Date / /

_ / _ / ___  

Date / /