1. No category

Assessment Cover Sheet
Please fill out the necessary information, and sign and date where required
Training & Assessment Guide for Unit of Competency
BSBWOR502B Ensure Team Effectiveness
Student Name:
Starting Date:
Finishing Date:
Date Submitted:
Due Date: After receiving your booklet, It should take you a maximum of 4 weeks to complete.
I DECLARE THAT :

no part of this book (i.e. Answers to Questions,
Documentation etc) has been copied from
another person’s work except where referenced
accordingly

no other person has written any part of this
book/assessment, except where such
collaboration has been authorized by
Queensland Polytechnic

I hold a copy of the documentation within this
book, which can be produced should the original
be lost or damaged, or is deemed necessary

the signature is my own and/or the email that I
have sent, which includes this book, is my own
personal email address

this book has not been submitted for any other
study requirements
Name & Signature of Student:
ADDITIONALLY:

I have completed a pre-training review and have
contributed to development of my training plan /
qualification

I am aware that this assessment item/book can
be adapted to meet my individual needs if
required

I am aware that I can apply for RPL or RCC
based on my previous experience of expertise

I am aware that this assessment approach is
negotiable and by undertaking this ‘book’, I have
agreed upon this format

I am aware of my responsibilities with regards to
assessment items
BSBWOR502B Ensure Team Effectiveness
________________________________________
Or, if submitted electronically, the receipt of the email
is sufficient for electronic submission.
Page 1 of 32
Student Number (if known):
Student Contact Details
Phone:
Email:
Marking of Assessment:
Name & Signature of Assessor
Karen Lamkin
Attempt 1 -  Successful  Unsuccessful
Attempt 2 -  Successful  Unsuccessful
Was a Re-submission granted?  Yes  No  N/A
________________________________________
(Can be handwritten or electronic)
By signing the Assessment Cover Sheet, the student agrees that if a
resubmission is required, they will make the suggested improvements
Resubmission Date Due: _______________
Was an extension granted?  Yes  No  N/A
Extension Due Date: __________________
Assessment Summary / Final Checklist
 Assessment 1, Oral/Written Questions
 Successful  Unsuccessful
 Assessment 2, Documentation Evidence, such as:
 Performance Plans
 Policies & Procedures
 Successful  Unsuccessful
 Assessment 3, Practical Observation by Trainer and Third Party
 Successful  Unsuccessful
Final Result -  Competent  Not Yet Competent
Name & Signature of Student:____________________________________
Name & Signature of Assessor ____________________________________
Feedback / Comments
Please note, all assessment items are kept by Queensland Polytechnic. Constructive Feedback will be
provided by either phone call / email. By signing the Assessment Cover Sheet, the student agrees that
feedback will be provided in this manner.
This guide and all related learning resources contain material copied in reliance upon the Educational
Copying Agreement between the Copyright Agency Ltd and Queensland Polytechnic/ACIL Training under
Part VB of the Copyright Act 1968. Distribution is limited to enrolled students of Queensland
Polytechnic/ACIL Training and their partners.
BSBWOR502B Ensure Team Effectiveness
Page 2 of 32
USING THIS BOOK
The Certificate IV in Business consists of 10 units of competency (subjects). The Diploma of Management consists of 8 units. One
unit within the Certificate IV in Business may be from a Diploma level. One unit within the Diploma of Management may be from
the Advanced Diploma or Certificate IV level. The Diploma of Management is broken down into a number of booklets –
generally it is one book per unit, however at times, you may have a book that covers two units. You will be given one book at a
time to complete. Within this book you will find all the materials you need to undertake your study i.e. hand-written question
and answers, supervisor and trainer third party observation forms, readings, and documentation/evidence that you need to
collect and/or further assessment instructions.
If you haven’t already got a load of documents/evidence, you have created throughout your career at Thrifty Car Rentals, or at
other positions/organisations, you may need to jump on a computer and word-process a document, create a spreadsheet using
Excel or a PowerPoint Presentation. When you do this, the document you create, will need to be attached to your booklet in the
appropriate place (ready for marking).
The books and the time it should take you to complete each one, varies considerably, depending on the requirement of the unit,
your skills levels and/or previous experience and qualifications.
WELCOME TO QUEENSLAND POLYTECHNIC
Queensland Polytechnic is committed to providing you with quality training and assessment and assisting you in furthering your
career and reaching your goals. Our trainers and assessors are highly qualified, have extensive experience in their industry, and
are here to support you in your training program.
The qualification you are enrolled in is made up of units of competency (units) – such as this one-- which have been determined
by the relevant industries and categorised into National Competency Standards for specific industries. The standards provide a
framework for training and assessment and specify what competencies an employee at a particular level within a particular
industry can be reasonably expected to achieve. A competency is a skill that you have obtained or could obtain. A competency is
made up of a number of elements – normally you demonstrate competency in a skill by demonstrating competence in each
element that makes up that skill. Competency-based assessment involves collecting evidence and making judgements about
whether competency has been achieved.
Outlined below, are a number of areas that are relevant to Competency Based Learning / Qualifications. You may have already
read about this in the Student Handbook, however, it is always good to re-revisit this information to ensure you understand it,
and its relevance to you, each time you undertake a Unit of Competency. If you have any questions, concerns or issues with any
of the information, please feel free to contact your Trainer / Assessor.
Recognised Prior Learning (RPL)
The purpose of Recognised Prior Learning (RPL) is to help Trainees / Students to claim credit towards national competency
standards that form part of the program they are undertaking.
Queensland Polytechnic recognises that skills and knowledge are gained through work, educational, and life experience
regardless of how, when or where it was acquired, provided that the learning is relevant to the competency outcomes in a unit.
Credit for these skills and knowledge may be given by Queensland Polytechnic towards unit and/or programs it currently offers.
Recognition will be given to any applicant who has successfully completed units of competency which give equivalence into
training programs offered by Queensland Polytechnic, and/or which have been gained with another recognised training
organisation, eg TAFE.
Queensland Polytechnic’s RPL Policy and practices are equitable and culturally inclusive. The Rules of Evidence (Sufficiency,
Validity, Authenticity and Currency) and the Principles of Assessment apply to RPL applications just as they do to any other
assessment. All RPL assessments are of the similar rigour when compared to other assessment tools and processes. Queensland
Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on
appeal to any RPL applicant, if requested. If you believe, you have a case for your previous experience to be recognised, please
contact your Trainer / Assessor.
Exemptions, National Recognition and Credit Transfer
If a student/trainee (you) has completed units from another course/program, and the content is very similar to what has been
studied, an application for an exemption in that unit can be achieved. An assessment of the equivalence to the required learning
outcomes, competency outcomes or standards in a qualification will be undertaken by a qualified Trainer / Assessor before
credit transfer can be obtained. An application can be made for any of the above when the student believes that they have
already attained the necessary skills and competencies. If you believe, you have a case for your previous experience to be
recognised, please contact your Trainer / Assessor.
BSBWOR502B Ensure Team Effectiveness
Page 3 of 32
Flexible Delivery
Flexible delivery means providing training when it best suits the participant and employer. Flexible delivery focuses on learning
rather than teaching and to provide the best possible learning experience for the student. This means that the student (you) has
greater control over what, when and how you learn.
Rules of Evidence
AQTF Standards state that assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability,
fairness and flexibility. Refer to Table 2, below. This is also good teaching and assessment practice and ensures the best learning
outcomes for students.
Table 2, Rules of Evidence
Validity
This means that the evidence
relates to the unit
competency, addresses
essential skills and knowledge,
dimensions of competency and
employability skills
A valid assessment assesses
what it claims to assess
Reliability
This means that the
assessment tool and process
will produce consistent
outcomes when applied by a
range of assessors in a range
of contexts. Thus,
‘consistent’ outcomes are
achieved in assessment
regardless of who does the
assessment, when it is
conducted and in whatever
context it was conducted
Evidence collected is relevant
to the activities and
demonstrates that the
performance criteria have
been met
Fairness
Flexibility
This means that the assessment
will not disadvantage any person
and will take into account the
Assessment Tasks and the
Assessment Tools are structured
so that they do not disadvantage
This means that the assessment
tool and process allows for
assessment in a range of
assessment contexts
Assessment practices and
methods are equitable to all
learners and their characteristics
Participants will be able to have
their previous experience or
expertise recognized (RPL or
RCC)
Assessment procedures and the
criteria for judging performance
are made clear to all learners
The assessment approach can be
adapted to meet the needs of all
participants and workplaces
Opportunities will be provided
to allow participants to
challenge assessments and have
the opportunity of reassessment
The assessment strategy
adequately covers both the on
and off-the-job components of
training
Where practical and
appropriate, assessment will be
negotiated and agreed between
the assessor and the student
Types of Evidence
Evidence is information upon which an Assessor makes a judgement of competency. Evidence you may be asked to may include:
Direct
demonstration/observation
Indirect demonstration
Products
Workplace documents
Questions - written and oral
Assignments
Third party reports
Self-assessment
Simulation
Portfolios
BSBWOR502B Ensure Team Effectiveness
Performance of a task, or range of tasks, either in the workplace or in a
simulated work environment, witnessed directly by an Assessor
Use of photographs, videos, etc. showing performance of a task when the
Assessor cannot be present
Models, items, objects that have been made, fixed or repaired by the student
Rosters, budgets, reports, standard operating procedures etc. developed by
the student
Asking the student about real or hypothetical situations to check
understanding, task management and contingency management skills. May be
short answer, discussion, multiple choice, etc.
Projects, reports, essays, etc, relevant to the learning, literacy and numeracy
(LLN) requirements of the unit of competency
Documented and verified reports from supervisor, colleague, subject expert,
Trainer or others
A student’s personal statement on their performance (not generally sufficient
in isolation)
Simulated activity to accommodate difficult to demonstrate criteria e.g.
emergencies, contingencies, difficult behaviors etc.
Collections of evidence compiled by the student
Page 4 of 32
Equity Groups and Reasonable Adjustment
'Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all
students are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are
made to the assessment process to meet the individual needs of students.'
Equity groups may include, but are not limited to:





Students with English as a second language
Students with literacy or numeracy difficulties
Indigenous students and/or students in remote locations
Women in non-traditional industries
Students with sensory impairment and/or students with physical or intellectual disabilities
Reasonable adjustment may mean:




Making learning materials and methods accessible
Adapting the physical environment and equipment
Making adjustments to the procedures for conducting assessment
Making adjustments to the evidence gathering techniques
In the event that you have difficulties understanding the requirements for the assessment outlined in this unit, due to language
or any of the other difficulties, Queensland Polytechnic will attempt to make reasonable adjustments to the assessment in order
to afford you every opportunity to achieve competency. This may include oral questioning or demonstration of skills and
knowledge in another format. If you believe, you have a case for your needs to be adapted, please contact your Trainer /
Assessor.
Withdrawal from a Unit of Competency / Qualification
If you wish to withdraw from a unit of competency / qualification / traineeship this may be negotiated between the student,
employer and Queensland Polytechnic at any time.
Quality Improvements
Queensland Polytechnic is constantly looking for ways to improve its training and assessment services, its materials and its
processes. From time to time materials may change due to improvement.
Learner Surveys / Questionnaires
Queensland Polytechnic requires all course participants to complete an AQTF Learner survey, once a year. The survey takes
approximately 5 minutes to complete, and will be distributed at the end of each year, or at the end of your studies. The survey
focuses on whether you have engaged in activities that are likely to promote high-quality skill outcomes and includes your
perceptions of the quality of your competency development and of the support that you have received during your training.
Data collected from the surveys, will help support continuous improvement processes ensuring that:



Queensland Polytechnic continue to provide quality training and assessment across all our
operations
Queensland Polytechnic adhere to principles of access and equity and continue to maximise
outcomes for our clients
Queensland Polytechnic’s Management systems continue to be responsive to the needs of
our clients (you), staff and stakeholders
UNIT DESCRIPTION
This unit describes the performance outcomes, skills and knowledge required to facilitate all aspects of teamwork within the
organization. It involves taking a leadership role in the development of team plans, leading and facilitating teamwork and
actively engaging with the management of the organization. Details of the competencies of this unit can be accessed at:
http://www.training.gov.au
BSBWOR502B Ensure Team Effectiveness
Page 5 of 32
EMPLOYABILITY SKILLS
Employability Skills are defined as "skills required not only to gain employment, but also to progress
within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic
directions". Hence, skills that applies across a variety of jobs and life contexts. These are also sometimes
referred to as generic skills, capabilities, enabling skills, key competencies, key skills, core skills, life skills,
essential skills, necessary skills, and transferable skills. Industry's preferred term is Employability Skills.
An Employability Skills Framework was developed in 2002 by the Business Council of Australia and the
Australian Chamber of Commerce and Industry, in consultation with other peak employer bodies. This framework, includes eight
(8) ‘skill grouping’ Employability Skills, which are outlined in Table 1, below.
Table 1, Employability Skills
Communication
Teamwork
Problem Solving
Initiative & Enterprise
Planning & Organising
Self-Management
Learning
Technology
that contribute to productive and harmonious relations between
employees and customers
that contribute to productive working relationships and outcomes
that contribute to productive outcomes
that contribute to innovative outcomes
That contribute to long term and short term strategic planning
that contribute to employee satisfaction and growth
that contribute to ongoing improvement and expansion in employee
and company operations and outcomes;
that contribute to effective execution of tasks
More information about employability skills for these units can be accessed at: http://employabilityskills.training.com.au/
TRAINER / ASSESSOR
Trainer / Assessor: Karen Lamkin, [email protected]
Mobile: +61 439 817 361
MATERIALS & RESOURCES REQUIRED

All readings, samples, information contained within this Training & Assessment Guide plus the “Introduction to Thrifty
Training Manual” available on the intranet. Additional readings and examples/templates relating to this unit can be
found on the intranet and/or requested by yourself (for the trainer to send to you via email).

All students are advised of the need for regular access to the internet, intranet and CarsPlus, and a reliable calculator,
printer and computer/laptop with Microsoft Word, Excel, PowerPoint, Outlook and Internet Explorer (or similar)
software applications, for completion of the Certificate IV in Business and/or the Diploma of Management

Access to Thrifty’s policies and procedures as well as relevant legislation is also required. If you have problems accessing
this, please contact your Trainer or immediate supervisor, ASAP

During the Assessment Process, if sample documentation is required, and it is either not provided in this book or you
cannot locate it in the workplace, please contact your immediate supervisor and/or Trainer/Assessor, so that this can be
provided to you

Regular access to your Trainer/Assessor and supervisors at Thrifty Car Rentals
BSBWOR502B Ensure Team Effectiveness
Page 6 of 32
AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF)
Each activity/assessment in this booklet has been aligned to the ACSF’s “indicators” of competence so that they are at the levels
appropriate to the delivery of language, literacy and numeracy skills underpinning the unit of competency.
Units of Competency and minimum required levels of reading, writing, numeracy, oral communication and learning skills
The following table provides the level of reading, writing, oral communication and numeracy that is required for the Units of the
Certificate IV in Business and the Diploma of Management.
UNIT CODE & TITLE: BSBWOR502B Ensure team effectiveness
PERFORMANCE
LEVEL 4
ACSF Reading
Skills Level
ACSF Writing Skills
Level
EXAMPLE OF ACTIVITIES
AT THIS LEVEL
-
-
WORKPLACE & EMPLOYMENT APPLICATION
Read text and prepare a
presentation. Read and
comment on an article about
a contemporary issue
-
Write a report on a topic of
interest
Write procedures on minute
taking
-
-
-
-
-
-
ACSF Oral
Communication
Skills Level
-
-
-
-
ACSF Numeracy
Skills Level
-
Communicate with people
from diverse backgrounds.
Prepare and lead a discussion
Understands vocabulary
specific to a topic
Follows oral texts which
include vocabulary that
creates shades of meaning
Responds to cues such as
change of pace and particular
words which indicate a new
or important point is about to
be made
Reflects on the effectiveness
of the interaction as it occurs
requesting clarification,
and/or variation in volume
and pace as necessary
Interprets gestures and other
non-verbal features
Responds to topic shifts and
points of clarification, and
gives non-verbal feedback
Calculate and compare
annual income options.
Calculate area of an office
-
-
-
-
-
-
BSBWOR502B Ensure Team Effectiveness
Analyses, compares and contrasts information gained from tables and charts,
e.g. information on products and materials in order to determine the suitability
for use in different locations
Demonstrates understanding of texts describing interrelationships of events,
e.g. reviews conflicting incident reports to identify key issues and possible
follow up action
Prepares an induction manual or standard operating procedures to be used in
the workplace
Documents roles, responsibilities and timeframes for a project plan
Compiles a report (e.g. on sales figures) with input from a range of sources
Writes clear and detailed instructions organised sequentially, for individual
members of a group in order to complete a group activity
Prepares data for a team/group using graphs to compare production or
activity over a period of time, and includes recommendations for
improvements
Gathers information from a range of sources and rewrites using headings,
instructions and layout that meet the needs of the audience and purpose of
the text, e.g. job instructions or evacuation instructions
Writes an instruction manual for a new piece of equipment or machinery
Creates a range of formal texts incorporating specific workplace proformas and
language and maintains records on a computer, e.g. memos, letters to clients,
agendas, minutes, emails or reports
Demonstrates understanding of a text describing complex interrelationships of
events, e.g. writes a letter to a customer apologising for a lost item or prepares
a report for a manager detailing a problem and steps taken to address it
Explains technological concepts to a work group unfamiliar with the concepts
involved, using visual aids such as photos and diagrams
Leads a discussion with a focus group to explore solutions to a complex
workplace problem
Determines customer requirements through open-ended questioning, active
listening, paraphrasing and summarising
Expresses own values, ideas and attributes through language choice as
appropriate to various contexts, e.g. job interview or group discussion
Negotiates a win-win outcome with a work colleague, demonstrating conflict
resolution skills
Leads and/or facilitates group discussion which explores solutions to specific
problems with new technology, e.g. implementation issues arising from
changing work practices as a result of installation of a new computer system
Uses aids (e.g. machine/equipment parts, photos, diagrams or scaled models)
to explain technological concepts or scientific phenomena to an audience or
work group
Collects, represents, summarises and interprets a range of statistical data
appropriately, e.g. in tables, spreadsheets, graphs, plots, measures of central
tendency (mean, median, mode) and simple measures of spread
Works in a group to investigate and report on the options and costs for the use
of a fleet of vehicles for the running of a business, e.g. comparing the use of
cars versus motor bikes for a courier service or comparing leasing cars versus
outright purchase
Works in a team to plan and develop an operating budget for a task or project,
including the income from different sources (e.g. government funding,
membership fees or sales) and expenses (e.g. staffing, materials, marketing,
overheads, travel, training or IT support)
Collects and accurately records data (e.g. measurements, quantities or digital
Page 7 of 32
-
-
-
-
ACSF Learning
Skills Level
Identify and document career
goals
-
-
outputs) on to an appropriate device (e.g. graph, chart, spreadsheet or handheld device), interprets results and outcomes, identifies anomalies or errors
and can respond appropriates by acting to correct processes or inputs
Interprets and uses ratios and scales to read and discuss the design and
dimensions on the plan of a property (e.g. building, workplace, office or shop)
in order to allocate working space and furniture
Represents statistical system information and data (e.g. customer satisfaction
survey results, phone enquiry data or customer profiles), and analyses and
interprets the data using graphical and numerical processes (e.g. graphs,
charts or averages) to show different interpretations and influences
Calculates, compares and interprets the probabilities of some given or
described events in both numerical and qualitative terms, e.g. production
numbers or faults, or accidents
Organise own workplace professional development/training plan to achieve a
negotiated outcome with consideration of personal priorities and demands on
time
Actively seeks feedback from others as a way of improving performance, e.g.
approaches peers, manager or customers
Makes changes to work routine to meet deadlines, drawing on insights gained
from previous experiences
Uses organisational file sharing and storage systems
Actively encourages others to learn
Initiates team problem solving sessions
Participates in and contributes to change management in the workplace
PERFORMANCE VARIABLES
These variables may influence the individual’s performance at any time
Support
Works independently and
initiates and uses support
from a range of
established resources
Context
Text Complexity
Task Complexity
Range of contexts, including some
that are unfamiliar and/or
unpredictable
Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism
Complex task organisation and
analysis involving application of a
number of steps
Processes include extracting,
extrapolating, inferencing, reflecting,
abstracting
EXAMPLE OF TEXT DOCUMENTS WITHIN 3 DOMAINS OF COMMUNICATION
Text Type
Personal & Community
Workplace & Employment
Education and Training
Procedural
Recipe
Standard operating procedures
Instructions for completing
assessment task
Persuasive
Email to local council complaining
about cat registration bylaws
Report for CEO presenting argument and
recommendations for a particular piece of
new equipment
Oral presentation on an issue in area
of study/expertise
Club newsletter
Report of different approaches to risk
management used in the industry
Research paper on main
developments in WH&S in the last 20
years
Poem
Design project
Advertising copy or short story
Technical
Explanation of parts of a camera
Instruction manual for a new piece of
equipment
Report on advantages of new
computer system in library
Regulatory
Council planning permission form
Industry standards list
Course completion requirements
Descriptive
Recount of trip to botanic gardens
Memo outlining new office furniture
Essay comparing two paintings
Informative
Creative
ASSESSMENT REQUIREMENTS

Assessments must be handed in on time. Please note, Progression Reports will be provided to your supervisor on a
three (3) monthly basis.

Signed assessment cover sheets (the front page of this book), must accompany each assessment/book.

Students must complete all assessment activities for this unit/book to a satisfactory level in order to be deemed
competent in the unit.

Students will be allowed one resubmission of each assessment providing they have made a reasonable attempt on the
first submission.

Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide
reassessment on appeal to any applicant, if requested.
BSBWOR502B Ensure Team Effectiveness
Page 8 of 32
ASSESSMENT INSTRUCTIONS & DETAILS
Part of your assessment for this unit is that you demonstrate you can meet designated timelines. This means submitting work
within the timeline indicated in your study schedule, outlined below. You will also have the chance to develop and practice
employability skills such as communication, teamwork, problem solving, initiative and enterprise, planning and organizing, selfmanagement, learning, and technology.
In order to achieve Competency for this unit, this book, and all of its all assessment tasks must be completed to a satisfactory
level. An acceptable or satisfactory performance level for assessments will be based on what would be expected of a person
completing a similar task in the workplace. You may request feedback and advice from your Trainer/Assessor at any time prior
to submitting the completed book.
The assessment tasks for this unit will require you to complete the following:
Assessment 1, Oral/Written Questions: answer a number of questions / scenario case
studies and provide examples, comments or explanations to particular incidents/activities
that occur within Thrifty Car Rentals. Provide as much detail as you can since the more
knowledge you show, the less time it will take you to be deemed competent in the unit.
Please note: to be able to receive COMPETENCY for this unit, you need to be able to answer
YES to all questions within this book. If this is not the case, please contact your Trainer /
Assessor immediately.
Assessment 2, Documentation Evidence: provide hard copy evidence/documentation. This
will be required to be attached to the booklet where indicated. Such documentation will
include items such as performance plans, policies and procedures.
Assessment 3, Practical Observation by Trainer & Third Party: have your immediate
supervisor and Trainer sign off on your competence in the relevant areas, after observing
you in a workplace situation.
ASSESSMENT MARKING
It is acceptable for different students to undertake the same Assessment Task in different ways and to format their finished work
differently.
Answers to questions throughout this book, may be completed in a variety of ways, appropriate to the specific question,
including:





writing continuous paragraphs of text
using headings and sub-headings to organise text
using bullet points rather than, (or as well as, continuous text
providing examples and illustrations from experience – particularly relevant work experience
submitting workplace documents that are examples of work completed in the workplace
Your Trainer / Assessor will make a decision about whether an Assessment Task has been satisfactorily
completed based on the following considerations:
 all parts of the Assessment Task outlined in book, have been completed to a standard that satisfactorily meets the
competency requirements set out for the unit, on the training.gov website ie. all Elements of the Performance Criteria,
Required Skills, Required Knowledge, Critical Aspects have been meet

your work is of a standard to be acceptable in the workplace, as deemed by your immediate supervisor

your work is has acceptable formatting, expression, language, spelling and grammar

the Assessment Task is your own work, except where appropriately acknowledged by the use of referencing . Please
note, while it is not essential for VET students to include the ideas and work of others in assessment tasks – particularly
practical tasks - it is good practice to do so when appropriate to the task. It is highly likely to be necessary to refer to
texts and learning materials when answering questions which focus on knowledge and how to apply it to specific
situations. Learning to reference appropriately also helps student develop skills that will be essential should they decide
to go on to higher education/university, later.
If you are deemed ‘not yet competent’ for an assessment item, a sample/indicative answer will be shown to you, to help you
determine competency in the assessment item.
BSBWOR502B Ensure Team Effectiveness
Page 9 of 32
STUDY/WORK SCHEDULE & RESOURCE LIST
You will participate in a face-to-face introductory workshop and/or online conversation in Week 1, which will get you oriented
and started on the Assessment items for this unit. At this time, your Trainer/Assessor will go through this book and the
Assessment requirements/tasks. Should you not fully understand a question and/or assessment, please ask for assistance.
The remaining weeks, you will complete your study by working through the activities within this booklet
and attaching the required evidence, as instructed. NOTE: There is no need to word process your answers
to the Questions within this book.
In the last week of your program, you will need to submit this booklet to your Trainer, in hard copy format.
Make sure that all the evidence/documentation is attached to the booklet where required/indicated.
The following schedule will tell you what you need to complete each week and what resources you need to review. If you follow
this schedule to complete and hand in your work you will have no trouble being ready for the final submission of this booklet. It
should only take you 4 weeks (50 hours) to complete this process. Please note however, the time you will need to spend on your
learning for this unit will also vary depending on your reading skills, computer skills, modem speed and writing skills.
Please don’t hesitate to contact your Trainer / Assessor immediately if you have any difficulties. Problems have a
way of growing bigger over time – so your Trainer who is assessing your work would much rather hear from you
early so any issues can be solved and you can move ahead with your learning. Your Trainer / Assessor will reply
within one day.
BSBWOR502B Ensure Team Effectiveness
Page 10 of 32
ASSESSMENT 1: BSBWOR502B ENSURE TEAM EFFECTIVENESS
RECOMMENDED STUDY AND READING SCHEDULE
Week
Week
1-2
Topic Covered
Key definitions
Resources and Assessments
Team structure – the use of teams as the central device to coordinate work activities.
Key elements/characteristics of teams include:
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Team members can include people from outside the organization (clients)
People are members of multiple teams & this membership is always shifting
Team members are distributed organizationally & geographically
Teams form & reform continuously
Teams have multiple reporting relationships with different parts of the organization at
different times
Teams must maximize the use of available communication strategies, project management
techniques & human interaction & social processes
Teams breaks down departmental barriers
Decentralizes decision making to the team level
Teams require employees to be generalists as well as specialists
Teams creates a “flexible bureaucracy”
Teams have a clear purpose, mission & direction; outcomes are understood
Teams have role clarity, adaptability, flexibility
Teams have shared leadership
There are established team protocols & rituals
Teams possess (or has access to) required knowledge, skills, resources & information
Teams focuses on relationship building, social interaction, trust
Teams focuses on networking (inside & out)
Teams handle information overload to provide clarity & usefulness of information
Teams use technology effectively
Individual accountability = Collaborative Individualism
Teams have frequent recognition & acknowledgement
Speed orientation
Teams have positive attitudes & energy
Group – two or more individuals, interacting and interdependent, who have come together to
achieve particular objectives. A formal group is a designated work group defined by the
organisation’s structure.
Roles – a set of expected behaviour patterns attributed to someone occupying a given position
in a social unit.
Role expectation – how others believe a person should act in a given situation.
Element 1.1
Who is in your team/group at work? What role do they take on? What role do you expect them
to have?
RK 2
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Group Behavior
Critical Aspect 3
There are 5 stages of group development – forming, storming, norming, performing and
adjourning.
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Forming stage – the first stage in group development, characterised by much uncertaintly.
Eg. You have just started a new job at Thrifty and you don’t really know how you fit into the
organisation.
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Storming stage – the second stage of group development, characterised by intragroup
conflict. Eg. You have started to work at Thrifty and know your way round, but you start to
‘stand up’ for yourself and say you don’t like things a certain way.
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Norming stage – the third stage of group development, characterised by close relationships
and cohesiveness. Norms are acceptable standards of behaviour within a group. These could
be standards of performance, appearance, resource allocation. Norms are important in this
stage as they become ‘shared’ standards of the group. Eg. If someone is not performing to
the standard you expect, you will let them know.
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Performing stage – the fourth stage, when the group is fully functional.
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Adjourning stage – the final stage, characterised by concern with wrapping up activities
rather than task performance. This stage could happen when a new staff member enters
your ‘group’ and you have to go through the process of knowing them, and ‘fitting’ them
into your group.
What stage of group development do you think your team at Thrifty is at? Why - provide an
example, based on each member’s behaviour?
(knowledge of group
behavior)
RK1
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Group
cohesiveness
Cohesiveness – the degree to which group members are attracted to each other and are
motivated to stay in the group. The higher the group cohesiveness the higher productivity will
be within the group.
To increase group cohesiveness:
RK1
Disadvantages of
Groups
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Always make the group small
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Encourage agreement with group goals
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Increase time members spend together
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Make ‘group admission’ difficult
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Stimulate competition with other groups
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Give rewards to the group NOT individuals
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Physically isolate the group
What level of group cohesivness do you think your group has? Explain / Why
Group Think – a phenomenon in which the norm for consensus overrides the realistic appraisal
of alternative courses of action. ie. The group members all start to ‘think’ the same and a
diversity of views disappears. Group members could start to think the same becaue there is
increased presssure to conform or there is domination by one or a few members.
Group Shift – a change in the amount/degree of risk an individual would take versus the group
members taking. This risk can be towards a more conservatism decision or a more more risker
decision. Ie. Some individuals would take a risk in a group, but would never do it if they had to
make that decision alone.
Are there any disadvantages to working in your group/team? List and explain.
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Building your
team
What techniques do you use to ‘build’ your work team/group?
(Critical Aspect 1:
Build teams)
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Establish team
performance
plans
Element 1.1
Do you CONSULT with your team members at Thrifty, to establish a common understanding of
your team’s purpose, your roles, your responsiblities/accountabilities?
Do you do this in acccordance with Thrifty’s overall goals/plans?
YES / NO
Explain how you do this? Give an example
Element 1.2
Do you develop PERFORMANCE PLANS at Thrifty, to help establish expected outcomes/outputs?
These can be developed by you / the team / Thrifty corporation.
Performance Plans can be informal or formal (i.e. written down). They can be individual plans
linked to the team, or they can be ‘team’ based plans linked to a specific work
assignment/task/project.
Explain. Provide an example. Attach an example of performance plan (where indicated in this
booklet).
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Element 1.3
Element 2.1
How do you SUPPORT your team members at Thrifty, in terms of meeting their expected
performance outcomes?
What STRATEGIES are developed, to ensure team members have input into the planning
decision making and operational aspect of the work team at Thrifty?
Strategies could include:
Develop and
facilitate team
cohesion
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Clarification of roles or expectations
Using electronic communication devices (i.e. intranet, emails) to facilitate input
Newsletters, briefings
Training and development activities
Mentoring or ‘buddying’ with team members
Long term planning vs short term planning to help the team achieve goals
Make sure you provide a detailed example.
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Element 2.2
What policies and procedures are developed to ensure team members take responsibility for
their own work? These can be developed by you / the team / Thrifty corporation.
HINT:
 operating procedures
 a list of activities/tasks that must be carried out on a particular day / week / month
 guidelines or systems that govern how you operate in your job
 brainstorming with the team to address outcomes
 creating a list of issues and concerns and distributing these for comments/feedback
 listing a range of options for resolution of concerns
 training and development sessions
Attach examples of these to the booklet where indicated.
What policies and procedures are developed to ensure individuals within Thrifty help you to
undertake your required roles and responsibilities? These can be developed by you / the team /
Thrifty corporation.
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Element 2.3
How do you demonstrate encouragement, value and reward to team members? I.e. how do you
give them feedback regarding their efforts and contributions to the team. Provide an example.
Element 2.4
What processes are developed (either by you / the team / the Corporation) that ensure issues,
concerns and/or problems are identified, recognised and addressed?
Provide an example.
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Communication
Communication is vital in any organisation. However, there are many barriers to effective
communication. These can range from:
Filtering – a sender’s manipulation of information so that it will be seen more favourably by
the receiver
Information overload – a condition in which information inflow exceeds an individual’s
processing capacity
Selective perception – people selectively interpret what they see on the basis of their
interests, background, experience and attitudes
Emotions – how a receiver feels at the time a message is received will influence how the
message is interpreted
Communication apprehension – undue tension and anxiety about oral communication,
written communication or both
Language – words have different meanings to different people
Communication differences between men and women – men talk to emphasise status,
power and independence. Women talk to establish connection and intimacy. Men complain
that women talk on and on, women criticise men for not listening. Men offer solutions and
boast about their accomplishments. Women express regret and restore balance in the
conversation, and speak of problems to promote closeness.
Critical Aspect 1
BSBWOR502B Ensure Team Effectiveness
What techniques do you use within your team to strengthen communication?
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Facilitate
teamwork
How do you encourage team members to participate in, and to take responsibility for, activities
– particularly communication activities? I.e. talking to each other
Element 3.1
Element 3.2
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How do you support your team in identifying and resolving work performance problems?
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Liaise with
stakeholders
How do you ensure that your own CONTRIBUTION to the work team, serves as a ‘role model’ for
others and enhances Thrifty’s image for all stakeholders.
Think of the stakeholders to be – other staff, business or government contacts, suppliers,
Kingmill, Main Roads Department etc
Element 3.3
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Element 4.1
How do you (or your team as a whole) establish and maintain open communication processes
with stakeholders?
Element 4.2
How do you (or your team as a whole) communicate information from the team to the
Managing Director? Or, information from the team to Branch Managers? Provide an example.
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Critical Aspect 2
Element 4.3
How do you obtain advice from outside the team, to ensure the team is focussed and on track?
How do you (or your team as a whole) communicate unresolved issues, concerns and problems
raised by team members to the Managing Director, Branch Managers etc – to ensure follow up?
Provide an example.
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Element 4.4
How do you (or your team as a whole) evaluate and take necessary corrective action regarding
unresolved issues, concerns or problems raised by team members.
Provide an example.
Conflict &
Negotiation
The traditional view of conflict is one that believes all conflict is harmful and must be avoided.
The causes of conflict can be poor communication, lack of openness or failure to respond to
employee needs.
The human relations view of conflict however, believes that conflict is a natural and inevitable
outcome in any group. The interactionist view takes this a step further by saying that conflict is
not only a positive force in a group but that it is absolutely necessary for a group to perform
effectively. Thus, there are two ideas about conflict emerging:
Conflict that supports the goals of the group and improves the performance of the group is
FUNCTIONAL. Conflict that hinders group performance is DYSFUNCTIONAL.
There are many conflict handling ‘intentions’ (i.e. A decision to act in a given way). These range
from:
Asserting / Competing – a desire to satisfy one’s interest, regardless of the impact on the
other party to the conflict
Cooperativeness / Collaborating – a situation in which the parties to a conflict each desire
to satisfy fully the concerns of all parties
Compromising – a situation in which each party to a conflict is willing to give up something
Avoiding – the desire to withdraw from or suppress a conflict
Accommodating – the willingness of one party in a conflict to place the opponent’s
interest above his or her own
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Conflict management – the use of resolution and stimulation techniques to achieve the desired
level of conflict. There is a huge array of conflict resolution techniques available to us. These
include:
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Critical Aspect 1
Problem solving
Expand the resources available
Avoid
Smoothing
Compromising
Allow ‘authority’ to make the final decision
Bringing in outsiders (external parties) to help with the resolution
Restructure the organisation
Communicate
Appoint a devil’s advocate
What conflict resolution techniques do you use in your group? Provide an example.
RK2
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ATTACH COPIES OF ‘PERFORMANCE PLANS’, HERE
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ATTACH COPIES OF ANY POLICIES &/OR PROCEDURES HERE, THAT
SHOW EVIDENCE THAT TEAM MEMBERS TAKE RESPONSIBILITY OF
OWN WORK
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ASSESSMENT 3: BSBWOR502B Ensure Team Effectiveness Trainer/Assessor & Third Party Workplace Observation/Discussion Form
Information for Thrifty Car Rental Staff Member - Workplace Observations are a critical part of each student/trainee’ training. They provide evidence that verifies competency within the workplace. As the trainee’s immediate
supervisor, you can contribute in a meaningful manner to the training process through the accurate and timely recording of observations. It is important that evidence gathering through observation takes places over a number of shifts,
and under a range of circumstances and at various times. Observation may be undertaken in either a formal or informal setting. A ‘formal’ setting occurs when you and student/trainee arrange a fixed time when observation will take
place. ‘Informal’ settings provide opportunities for you to observe the student/trainee under a variety of conditions ranging from the ‘normal day’ to situations of ‘stress’. It is the student/trainees’ right to be provided with timely
feedback on performance. Based on the observation, you may ask the student/trainee additional questions or prompt them for clarification if they are close to the correct response/behavior/action, and you believe they have the
knowledge/skills to show competency in the unit. The trainee should be given every reasonable chance to show you they have the skills and knowledge through their responses.
Student/Trainee’s Name:
Student/Trainees Job Position:
Dates/Shifts/Times:
Observer (i.e. Supervisor or Senior Co-worker):
Assessor (ie. QP’s marker):
Performance Element
Establish Team
Performance
Performance Criteria
Has the trainee consulted fellow staff at Thrifty, to establish common
understanding of their purpose, roles, responsibilities and accountabilities?
Was this was done taking into consideration Thrifty’s overall goals &
objectives?
S or US
S or US
Comments
E.g. Trainee is aware of their job description and follows this. If clarification is
required on a particular job/task or responsibility, then immediate supervisor
is sought out
E.g. Common understanding can be gained from meetings, emails,
interviews, brainstorming with staff
Has the trainee developed performance plans which outline/establish the
expected outcomes / KPSs for department/team members?
S or US
E.g. Individual performance plans, team / department performance plans
relating to insurance sales (Up or PP) or ADE or fast turn around time in
terms of maintenance or fleet issues
Has the trainee supported his/her team members in meeting their
performance outcomes?
S or US
E.g. Trainee helps department achieve monthly bonuses in regards to UP or
PP sales. Trainee helps reduce customer complaints
Develop and facilitate
team cohesion within
Thrifty Car Rentals
Has the trainee developed strategies to ensure team members have input
into the planning, decision making and operational aspects of their work
team?
S or US
E.g. He/she clarifies roles & responsibilities to staff, he/she makes
improvement to the systems/processes, he/she monitors customer service
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and implements training if needed
Has the trainee developed policies and procedures to ensure team members
take responsibility for their own work and assist others to undertake their
required roles and responsibilities?
S or US
E.g. Daily duty sheets, ensuring standard operations manual is followed,
developing procedures for branch in regards to banking, fuel reconciliation,
hotel delivery, petty cash etc
Has the trainee provided feedback to his/her team members to encourage,
value and reward individuals and team efforts and contributions?
S or US
E.g. Feedback can be formal or informal
E.g. Feedback can be the issuing of ‘staff member of the month’ or cinema
tickets ect, for excellent service / team performance
Has the trainee developed processes to ensure that issues, concerns and
problems are identified by team members and these are recognized and
addressed?
S or US
E.g. Open communication and participation at weekly meetings, OH&S
hazard identification book, mthly performance reviews on UP and PP sales,
customer satisfaction database reviews, mystery shopper on department
Facilitate teamwork
within Thrifty Car Rentals
Has the trainee encouraged team members and individuals to participate in,
and to take responsibility for, team activities, including communication
processes?
S or US
E.g. Participation in team / department meetings and/or metroplex meetings
or head office meetings
E.g. Responsibilities include emailing metroplexs about vehicles status /
requirements and communicating on regular basis, with ferry drivers and car
carriers moving between metroplexes
Has the trainee supported the Thrifty team in identifying and resolving work
performance problems?
S or US
E.g. Meetings regarding poor performance
E.g. Coaching or mentoring staff where performance needs are identified
E.g. Working at another metroplex / position to ensure shifts are covered
when staff are absent
E.g. Driving vehicles when large amt needed in short amt of time
Has the trainee ensured his/her own contribution to the Thrifty team serves
as a role model for others and that it enhances the organization’s image for
all stakeholders?
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S or US
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E.g. Stakeholders can include Coworkers, clients, Kingmill
E.g. Benchmarks for telephone service / face to face discussions are met
E.g. Vehicle presentation standards are met
Liaise with stakeholders
Has the trainee established and maintained open communication processes
with all stakeholders? E.g. Issues are openly discussed, regular contact with
emails or phone
S or US
Has the trainee communicated information from management to the team?
E.g. Via meetings, emails, one on one face to face discussions
S or US
Has the trainee communicated unresolved issues, concerns and problems
raised by team members and followed them up with management and other
relevant stakeholders?
S or US
E.g. Issues/problems can be anything that interfere with day to day
operations at Thrifty ranging from OH&S, salary enquiries, staffing, fleet
requirements
E.g. Follow up can be phone calls, emails, meetings
Has the Trainee evaluated and taken necessary corrective action regarding
unresolved issues, concerns and problems raised by internal or external
stakeholders?
S or US
E.g. Issues/concerns in the department are weighed up and action is taken.
This can range from fixing issues with staff and salary, to fleet requirements
and the delivery of these to metroplex areas
Required Skills
Has the trainee has the training skills to mentor and coach team members
E.g. One on one training, group training.
S or US
E.g. Training can focus on customer service areas, front desk, accounts
payable/receivable, reservations, fleet requirements, OH&S, Compliance
Ha the trainee communicated skills to explain team goals, to address team
conflict and to build an environment of trust (understanding group
behavior)?
S or US
e.g. Goals can range from UP or PP sales, to fleet arrangements, conversion
of telephone calls, no. of customer complaints, no. of absenteeism, staff
salaries for the month etc
E.g. Conflict can range from rostering conflicts, role conflicts, personality
conflicts, fleet and metroplex conflicts
E.g. Building trust can be in the form of open communication, staff meetings,
rewarding performance, emphasizing ‘one thrifty’ rather than many
locations/metroplexes
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Required Knowledge
Has the trainee planned and organized the Thrifty team to ensure they stay
on track and focus on work outcomes E.g. Daily duty sheets are followed in
each department?
S or US
Does the trainee have knowledge of models for conflict resolution E.g.
Bargaining, negotiation, compromise?
S or US
The Trainee has knowledge of the following:
 group behaviour
 strategies for mentoring and coaching to informally guide and instruct
team members
 issue resolution
 strategies for gaining consensus
Critical Aspects
(Evidence Required)
Can the trainee demonstrate a range of techniques that can be used to build
work teams, strengthen communications in the team and resolve conflict?
E.g. Open communication, team building exercise, bargaining, conflict
resolution techniques
Can the trainee demonstrate a variety of methods for engaging with
stakeholders and obtaining advice from outside the work team, to ensure
her/his team are focused and on track? E.g. Customer feedback, King mill
feedback e.g. Meetings, phone calls, emails, conferences, workshops / ADE,
UP and PP sales, compliance issues etc
Can the trainee demonstrate knowledge of group behavior E.g. Roles,
conflicts, advantages and disadvantages of groups in organizations
S or US
S or US
S or US
QPS STAFF MEMBER TO FILL OUT
THRIFTY CAR RENTAL’s SENIOR STAFF MEMBER TO FILL OUT
The trainee is competent in the unit:
The trainee is competent in this unit.
Satisfactory
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Unsatisfactory
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Satisfactory
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Unsatisfactory
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Assessor: KAREN LAMKIN
Thrifty Staff Member:
Signature: ............................Date: ..............................
Signature: ..........................................Date: ..............................
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Assessment
Method
Y/N
Performance
Criteria /
Elements
Underpinning
Skills (RS)
Underpinning
Knowledge
(RK)
Critical
Aspects
(CA)
√
√
√
√
√
√
√
√
√
√
√
√
Job Role Environment
Skills
√
√
Contingency Planning
Skills
√
√
Task Management
Skills (Variables)
√
Task Skills
√
Technology
√
Learning
ALL
Self Management
1.2
ALL
Dimensions of Competency
Planning & Organising
Y
RS 2
Initiative & Enterprise
ALL
Problem Solving
Y
Teamwork
Assessment 1:
Communication
Mapping Matrix for BSBWOR502B Ensure Team
Effectiveness
Employability Skills
√
Oral/Written
Questions
Assessment 2:
√
2.2 2.4
Documentation
Evidence
Performance Plans
Policies & Procedures
demonstrating team
responsibilities
Assessment 3:
Y
ALL
ALL
ALL
ALL
Practical
Observation by
Trainer & Third
Party
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