Student Assessment Tasks

SITXMGT001 Monitor work operations

STUDENT NAME: Pratik Pokhrel

STUDENT ID: GMS 1252

Gamma Education & Training Pty Ltd RTO Code: 41477 CRICOS PROVIDER CODE: 03580F SITXMGT001 V3.0 0320 2
Assessment information
The assessment tasks for SITXMGT001 Monitor work operations are included in this Student Assessment
Tasks booklet and outlined in the assessment plan below.
 To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.

Assessment plan

Assessment Task Overview

1. Written questions You must correctly answer all questions.

Read the case study, answer the questions
2. Case study
and complete performance review based on
the case study information
This assessment requires you to plan and
3. Project
organise workflow for a team operation or
activity, monitor and respond to issues and
complete organisational reports.

Assessment preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification
if you have any questions.
When you have read and understood this unit’s assessment tasks, print out the Student Assessment
Agreement. Fill it out, sign it and hand it to your assessor, who will countersign it and keep it on file.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.

Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your RTO’s
assessment appeals process.
You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly
or have other appropriate grounds for an appeal.

Assessment instructions
Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet

This must be filled out, signed and submitted with your assessment responses.
If you are submitting hardcopy, the Assessment Task Cover Sheet should be the first page of each task’s
submission.
If you are submitting electronically, print out the Assessment Task Cover Sheet, fill it out, sign it and then scan
and submit the file.
The Assessment Task Cover Sheet will be returned to you with the outcome of the assessment, which will be
satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your assessor
will include written feedback on the Assessment Task Cover Sheet giving reasons why. Your assessor will also
discuss this verbally with you and provide advice on reassessment opportunities as per your RTO’s
reassessment policy.
Depending on the task, this may include

Gamma Education & Training Pty Ltd RTO Code: 41477 CRICOS PROVIDER CODE: 03580F SITXMGT001 V3.0 0320 3
 resubmitting incorrect answers to questions (such as written questions and case studies)
 resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task
 redoing a role play after being provided with appropriate feedback about your performance
 being observed a second (or third time) undertaking any tasks/activities that were not
satisfactorily completed the first time, after being provided with appropriate feedback.

Assessment task information

This gives you:
 a summary of the assessment task
 information on the resources to be used
 submission requirements
 resubmission opportunities if required.

Assessment task instructions

This includes questions you will need to answer or tasks that you need to complete.
Your answers must be typed using software as indicated in the assessment task Instructions.
Copy and paste each task’s instructions into a new document and use this as the basis for your assessment
task submission. Include this document’s header and footer.
If you are submitting electronically, give the document a file name that includes the information as indicated in
the section called ‘Naming electronic documents’ (see below).

Naming electronic documents

It is important that you name the documents that you create for this Assessment Task in a logical manner.
Each should include:
 Course identification code
 Assessment Task number
 Document title (if appropriate)
 Student name
 Student number
 Date it was created
For example, BSBSUS401 AT2.1 Sustainability Improvement Report Shindo Seiji GM-0312 20/10/24.
Checklist
This will be used by your assessor to mark your assessment. Read through this checklist as part of your
preparation before beginning the assessment task. It will give you a good idea of what your assessor will be
looking for when marking your responses or observing your performance.
  STUDENT ASSESSMENT AGREEMENT

Make sure you read through the assessments in this booklet before you fill out and sign the
agreement below.

If there is anything that you are unsure of, consult your assessor prior to signing this agreement.

Have you read the assessment requirements for this unit?  Yes  No

Do you understand the requirements of the assessments for this unit?  Yes  No

Do you agree to the way in which you are being assessed?  Yes  No

Do you have any specific needs that should be considered?  No  Yes

If so, explain these in the space below.

Do you understand your rights to re-assessment?  Yes  No

Do you understand your right to appeal the decisions made in an assessment?

 Yes  No

Pratik pokhrel
Student name

GMS 1252
Student number

Student signature

Start date

MADAN LEPCHA
Assessor name
 ASSESSMENT TASK 1 COVER SHEET
Student Declaration

To be filled out and submitted with assessment responses

 I declare that this task is all my own work and I have not cheated or plagiarised the work or
colluded with any other student(s).

 I understand that if I am found to have plagiarised, cheated or colluded, action will be taken
against me according to the process explained to me.

 I have correctly referenced all resources and reference texts throughout these assessment
tasks.

Student name Pratik Pokhrel

Student ID number GMS 1252

Student signature

Assessor declaration

 I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.

Assessor name MADAN LEPCHA

Assessor signature

Assessment outcome S NS DNS Resubmission Y N

Feedback (If required)

A copy of this page must be supplied to the office and kept in the student’s file with the evidence.
Assessment task.1. Written questions
The following questions may be answered verbally with your assessor or you may write down your
answers. Please discuss this with your assessor before you commence. Short Answers are required
which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

Where references are made to the ‘workplace’ or the ‘organisation’, please refer to “ASSESSMENT
INFORMATION FOR STUDENTS” for instructions on choosing a suitable workplace for this
assessment

Section 1: monitor and improve workplace operations

Q1: What does monitoring performance involve? List three things

Every business needs to monitor workplace operations so that they can develop strategies designed to improve
procedures and protocols. As a business scales up in sales or in size, the task of monitoring becomes more
important. Monitoring operations requires management oversight, employee feedback and customer reviews.
Improving the operations requires analyzing collected data to identify the underlying problems and to find
solutions.

Q2: Quality assurance takes a company-wide approach. Briefly discuss what this includes.

Quality Assurance - is based on the idea of going upstream in the process and trying to eliminate defects at the
source. The idea is that if you can eliminate the source of errors and make the processes that produce the products
inherently reliable, it is much more effective, and you don’t need to rely so heavily on inspection. You can save the
costs of a bunch of inspectors (not all) and also eliminate a lot of rework and scrap costs.

Q3: List at least two ways you could meet the following aspects of quality customer service.
Quality culture
 Checks whether the products quality is maintained
 Provide the best product to the customer.

Quality systems and processes

 The system is maintained in a flow.

 System does not become costly.
 Quality service

 Customer problem as faced at all time.

 Quick solution is provided

Quality product

 The constant quality is maintained.

 No cost cutting should be done.

Quality monitoring

 Employees should be appointed for quality checking.

 Finished products should be checked before going out of the production line.

Quality relationships

 Acceptance of people for what they are.

 Should have respect for any individual.

Value for money

 Price should affordable.

 Price should be according to the competition (Wilson et al. 2016).

Q4: Describe the six steps in the monitoring process and briefly describe them.
Step 1: Establish what needs monitoring: review guest service and work procedures during the
process where monitoring could occur

Step 2: Establish specific monitoring methods: develop a monitoring operational progress on

a daily, weekly or monthly basis. Use workflow charts, progress reports, Apps which are
appropriate to your department.

Step 3: Compare what is happening to what should be happening and reduce variations: try
Gamma Education & Training Pty Ltd RTO Code: 41477 CRICOS PROVIDER CODE: 03580F SITXMGT001 V3.0 0320
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 to apply quantitative measuring method s to analyse results. For example, analyse actualsales to
budgeted sales, actual customer served numbers per hour to predicted customer
numbers, etc.

Step 4: Plan for continuous improvement: i dentify those issues for improvement.

Step 5: Evaluate and assess opportunities for improvement: t ake into account relevant
constraints.

Step 6: Provide feedback: provide feedback to relevant staff to let them know their
performance.

Q5: Identify three ways how you can involve staff in the continuous improvement process?

 Asking for feedback of how they feel of their workplace and what can be improved to facilitate to
everyone.
 Tailoring services to specific customer needs
 Innovation, such as adding services, maintenance, upgrading your product , etc.

Q6: List and discuss three ways you can be innovative to improve customer service.

1. New service concepts: Take time and do market research on what customers really want? Use
feedback from customers to get what customers actually need. This could be updating
products, and adding or changing services and applying innovation in your business.

2. Customer interaction: U sing technology to deliver more self-service options for ordering,
paying bills and offering feedback.

3. New business partners: E stablish partnership with other organisations to create new service
to customers. For example, a hotel could outsource their security and cleaning services. The
cleaning company

Q7: It is important to be aware of emerging industry trends and assess their relevance to your
business. What are two sources where you can gather information and keep up with trends?
Briefly describe why they are useful.
Social media, the rise of social media has had a huge influence on business ex. Facebook, Instagram,
wikis, blogs to communicate with customers

Technology, cloud-based technology has allowed for a more mobile office world, organisation can use
video and YouTube on their website to give visitors a real taste of products and services.

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.

Gamma Education & Training Pty Ltd RTO Code: 41477 CRICOS PROVIDER CODE: 03580F SITXMGT001 V3.0 0320
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Q8: List two industry trends not related to sustainability and briefly explain how each one can impact
a business’s operations.

1. Employer or industry associations: represents the interest of business to government and

provide their members with support and information.
2. Government organization: local government, state and territories can provide a wealth of
information.

Q9: You are a frontline manager. What techniques or processes can you use in your area of
responsibility to support the financial sustainability of the business? List 6.

 Clearly defined KPIs which go with business goals

 Quantifiable measures of progress to achieve KPI targets
 Ways to reduce waste and costs
 Cost efficient roastering system
 way to minimise the use of resources

Q10: How can you, as a frontline manager, contribute to social sustainability in your day-to-day
operations? List five ways

 Embrace a diverse workforce and remove barriers to promotion and employment , such as bias and
discrimination, etc .
 Have a standard code of conduct across the organisation. This can include how employees should be
treated fairly with each other.
 Regularly connect with stakeholders. Seek their feedback and improvement to better off the business .
 Ensure all employees behave themselves professionally and with integrity.
 Section 2: plan and organise workflow
Q11: When you are a frontline manager, time management is an important skill. Describe three
strategies you can use to better manage your time.
• Use technology to get organize: use technology to your advantage and get organised. There are numerous
software programs, personal scheduling programs and applications for tablets and smart phones that can help get
organized.

• Priorities: Think about the 80:20 rule. What is important to the outcomes of your business? Work on the things
likes to do list and priorities tasks. Use a simple color code system like red for urgent, or simple numbering like 1
for urgent, 2 for important and 3 for non- urgent.

• Avoid multi-tasking: recent studies show that multi-tasking does not save time. In fact, the opposite is true.
Switching from one task to another interferes with concentration, resulting in a loss of productivity.

Q12: As part of your duty of care as manager you need to help staff manage their own time. Why is
this an important responsibility?

• Always ensure that they have the technology tools to plan and organize their day and know how to use them.
• Plan and explain employees through the time management strategies
• Have employees keep a log of their workday to identify where they might be wasting time.

Q13: Briefly describe the three steps involved in assessing employee workloads.
 Step1 Calculate productivity: ensure positions are clearly defined and has position or job description.
Determine the amount of work expected by an employee on and given shift, week or month.
 Step 2 Calculate employees: the amount of employees is required to manage workloads? Again, use a
scientific or quantifiable method to determine your employee numbers.
 Step 3 Predict demand: use methods to predict the demand for product and service and adjust employee
numbers, as required.

Q14: List three examples of productivity and service rates that can be used by organisations to
assess workloads.

 Collect data to determine the time needed to process a single transaction in a position or division.
 Follow transactions performed by a position or division for a specific time period.
 Total number of transaction per period, is divide by the time available to employees in that position or
division.
 Q15: Why is delegation an important skill for managers? Suggest at least three reasons

It is the act of giving a subordinate the authority and responsibility to compete a task that would normally be part of
your role however manager retain the accountability for the task’s success. Delegation is the act of giving a
subordinate the authority and responsibility to complete a task that would normally be part of your role. However,
as the manager, you retain the accountability for the tasks success

Q16: List five common barriers to effective delegation.

 Employees may resist taking on delegated tasks because they feel uncomfortable with
responsibility
 Employees may think it’s not their responsibility to do ‘your’ work
 Giving too many tasks to the one person
 Giving the more interesting tasks to favoured employees
 Falling to recognize, praise and thank the efforts of employees

Q17: For feedback to be effective, it should be specific, timely and constructive. Explain each of these
concepts.

Specific Collect facts and data, whether feedback is to a group or an individual,

positive or critical, it is the fact that matter.

Timely Timing is important as close to the event or issue the better. If you are giving
staff member feedback about their performance on shift last night, it is better
not to wait until next week.

Constructive Feedback is not all that useful if it doesn’t provide information on how to
improve. This can be done directly with student.
 Q18: When providing coaching to employees, how do you check your instructions are clear? Suggest
two ways

 Watch them closely for: omissions, mistakes. ways they could improve

 Feedback

 Correct mistakes.

 Provide suggestions for improvement

Q19: Describe three formal (specific quantitative) methods you can use to monitor and assess
workflow against agreed objectives.

 Reports: statistical reports, financial reports, customer feedback reports, employee job satisfaction reports,
etc.
 Checklists: HACCP plans (food hygiene), duties checklists, cleaning schedules, end-of- shift checklists,
etc.
 Work planners, such as Gantt charts and work-flow plans.

Q20: What sort of information might you need to provide management about your staffing needs?

 Request changes to the labour budget should you think it’s not a fair reflection of your staffing needs.

 Request new employees. This usually requires a formal process of completing a ‘new employee
requisition’ form and having it approved by senior management.

 Seek permission to implement new training programs.

 Request equipment and technology that will improve work processes.
 Section 3: monitor and support team members
Q21: Describe how you can provide feedback, corrective action and support to employees during
coaching.

 Feedback should be given with the right attitude, i.e. in the spirit of improvement, not about finishing the fault.
 The employee should be having the opportunity to ask questions and provide feedback too/

Q22: List the five steps involved in demonstrating a task to a trainee.

 Introduce the task: give the short introduction to explain then objective of the coaching session.
 Demonstrate at normal speed: you demonstrate the task without taking. This way the training creates a
complete picture of a competent performance.
 Demonstrate slowly: as you explain each step. highlight any safety issues and quality standard that must be
allowed to.
 Trainee demonstrates: observe the trainee as they have first attempt at the task. Remind them of steps,
standards and safety issues, where necessary.
 Give feedback: have the trainee repeat the task under your supervision. Give feedback and encouragement.

Q23: Suggest four simple ground rules for effective communication that can you use to share
information, knowledge and experiences with individuals and your team.

 Choose clear, concise, simple words.

 Clearly communicate objectives to the trainee.
 Check understanding by asking questions and having the trainee demonstrate skills and knowledge to you.
 Check that your coaching is adapted to the trainee’s learning style and needs

Q24: How can the team help you challenge and test new ideas?

A team should help and test with new ideas to put new dishes on the menu, it should be some creative and unique
ideas if it is from the internet upgrade it and give it your flavour and a new taste. Employee should discuss with head
of the team and if need an upgrade do it with some new ideas
 Q25: As a frontline manager, why is it important to keep workplace records?

It is very important to keep records of every delivery and registers for payslips and many more because it helps to
control the budget and savings.

Q26: What type of workplace records could you be required to keep? Identify at least five.

 Property records
 Accounting papers
 Legality papers
 Inventories
 Correspondence
 Section 4: solve problems and make decisions
Q27: List four common workplace problems you might have to deal with as a frontline manager.

 Poor staff performance

 Delays and time difficulties
 Failure to deliver promised service situations
 Equipment breakdown or technical failure.

Q28: Briefly explain each of the five steps you could take to resolve a complex problem.
Step 1: Define the problem: determine the root cause of the problem. What need to be solved first? What
information is more important?

Step 2: Generate alternatives: interpret information and data. Research sources of assistance, both wit
your company and externally.

Step 3: Evaluate and select alternatives: analyse options. What are the positives and negatives of each,
and how do they affect everyone involved?

Step 4: Implement solutions: put an action plan into place and communicate it clearly to all concerned.
Take responsibility to ensure the solution is carried out.

Step 5: Follow-up and evaluate results: monitor the implementation. Is the solution working, i.e. meeting
the stated goals.
 Q29: Why is it important to define a problem and determine its root cause?

It is very important to find the root cause as it helps you understand it. It helps you to establish good feedback
system. It empowers you to work on continuous improvement. It helps in mentoring, coaching and training
accordingly. It helps you to judge any forthcoming issues with ease.

Q30: What tools or strategies can you use to define a problem and determine its root cause? List two.
 Fishbone: identity the problem and work out the major factors involved
 Mind maps: place the main problem or idea in the middle of the paper. Imagine this as the trunk of a tree.

Q31: Discuss two examples of false logic that can lead to poor decision-making.

• Anchoring bias: it is common for people to give too much credit to the information they hear first. This then
becomes the anchor from which further decision are made.
• False cause: false cause can happen when someone states that because there is a correlation between two
events, that one caused the other to happen. Correlation does not necessarily equal causation.

Q32: Describe how you could conduct a brainstorming session to encourage your team members to
contribute ideas and participate in the problem-solving.

• Brainstorming combines a relaxed and informal approach to problem-solving, combined with creative thinking.
• Prepare the group: overview the brainstorming process
• Present the problem: allow some quiet time for people to reflect on the problem.
• Guide the process: help the scribe to write ideas down if they are coming too quickly.
• Evaluate: ask a lot of questions.
 Q33: If you want your team to support a decision, what decision-making process would you use?
Choose from the following: voting, consensus and unilateral decisions. Explain your answer.

• Voting: voting is a quick way to reach the decision. It usually involves asking for a show of hands, who is for the
idea, who is against it. However, be aware of its flaws.
• Consensus: this is most commonly known as unanimous decision this cannot be achieved through voting.
• Unilateral decision: a unilateral decision is frequently referred to as an executive decision. It’s a decision made by
one person or side. Essentially, the manager decides on the solution and announces it to the staff.

Q34: List two things you should do to ensure a solution is successfully implemented.

• Put a step-by-step action plan into place for how the solution is to be applied.
• Identify the relevant resources required to carry out the solution and ensure they are available when required.

Q35: Explain why it is important to follow up and evaluate results after implementing a solution to a
problem.

• When the solution has been successfully implemented, meet up with your team and discuss the following
questions.
• The implementation is only successful if it is monitored the results. Take responsibility for the action plan and check
in at the monitoring points you set to ensure results are to plan.
 ASSESSMENT TASK 1 CHECKLIST

Student’s name:

Did the student provide a Satisfactory

sufficient and clear answer that performance Comments (if resubmission
addresses the suggested answer required)
for the following? Yes No

Section.1. Questions 1-10

Section.2. Questions 11-20

Section.3. Questions 21-26

Section.4. Questions 27-35

Task Outcome: Satisfactory  Not Satisfactory 

Assessor signature

Assessor name
 ASSESSMENT TASK 2 COVER SHEET

Student Declaration

To be filled out and submitted with assessment responses

 I declare that this task is all my own work and I have not cheated or plagiarised the
work or colluded with any other student(s).

 I understand that if I am found to have plagiarised, cheated or colluded, action will

be taken against me according to the process explained to me.

 I have correctly referenced all resources and reference texts throughout

these assessment tasks.

Student name Pratik Pokhrel

Student ID number GMS 1252

Student signature

Assessor declaration

 I hereby certify that this student has been assessed by me and that the assessment
has been carried out according to the required assessment procedures.

Assessor name MADAN LEPCHA

Assessor signature

Assessment
S NS DNS Resubmission Y N
outcome

Feedback (If required)

A copy of this page must be supplied to the office and kept in the student’s file with the
evidence.
Assessment task.2. Case study
Please read the following case study, answer the questions in short answer format and fill out
the performance review.

Case study
Morrison is one of Olivia’s supervisors. All the supervisors have a number of similar KPIs, including
Morrison.

 90% customer satisfaction rate at every event based on email feedback results.
 Maximum deviation of 10% from agreed event timelines.
 Staff labour costs within 10% of labour budget for each event.

Here are the labour cost results for the last five events Morrison has supervised since Olivia started to
reduce her workload by no longer attending all events and checking all staff time cards.

Event Budget $ Actual $ Deviation

Smith wedding 9,500.00 11,255.00 + 18%
Raison wedding 4,650.00 4,560.00 - 2%
th
Pound 50 birthday 1,450.00 1,690.00 + 17%
Millers AGM 1,200.00 1,180.00 - 2%
Rostack
12,500.00 13,830.00 + 11%
conference

Olivia held a performance review meeting with Morrison about his performance. Here is a summary of
the meeting.
 Morrison has been employed with the company for six months. It’s his first job supervising
events. Prior to starting with Boutique Events, he was employed in a large hotel managing a
restaurant.
 Most cost overruns are associated with service staff, not kitchen.
 Olivia attended part or all of the events that were slightly under budget.
 Morrison feels certain service staff take longer to complete assigned duties on purpose so they
will be paid for additional hours.
 He finds they do not listen to him when he requests them to complete tasks faster and
deliberately slow down when requested to improve performance.
 Other members of the team have approached him during events; they wish to go home when
their assigned tasks are done and do not want to have to remain until all duties are finished.
They feel they are regularly completing extra duties due to other staff members
underperforming.
 The conference labour costs were over budget as the client’s guest speakers ran over their
allocated time periods. The conference dinner finished one and a half hours late on the first day
and the workshops one hour late on the second. Olivia is aware of these issues as Morrison
informed her when they occurred.
 Morrison has suggested introducing a system for capping hours for each event and notifying all
staff. He thinks it might reduce the incentive to perform slower.
 He also suggests the business undertake a productivity review to calculate average time it takes
to complete a range of common tasks to make it easier to evaluate if staff are deliberately
underperforming.
 Olivia shared customer feedback which indicated 95% of customers were satisfied with events
Morrison has supervised.
Question.1. Based on the results, is Morrison meeting his KPIs? Briefly explain

Morrison is a good employee, but the issue is with the staff working under it, they are not completing their
tasks which are allocated to do and most of them are very slow n performance. And Morrison is meeting with
KPIs with 95% of customer satisfaction.

Question.2. Based on Olivia’s duties and your response to question 4 (duties that cannot be
delegated) in Task 1, is managing Morrison’s performance one of Olivia’s
responsibilities? Explain why/why not.
Yes it is her responsibility to supervise and monitor Morrison’s performance to achieve the KPIs.

Question.3. Complete the below report based on Morrison’s KPIs, performance results and
the information gained in the performance review meeting.

Employee name: Morrison Employee ID: xxxxx

Position: Event supervisor Department: Events
Performance discussed with: Olivia Date of discussion: Today’s date
Reason for review: Labour budget discrepancies
Performance period from: 01.02.XX to: 05.08.XX
Instructions: Reflect on the employee’s performance over the whole performance period. Refer to
supporting notes and evidence collected over this time. Check the appropriate rating for each
performance area. Indicate ‘N/A’ if not applicable.
Definition of performance ratings
1 2 3 4 5
Below Needs Meeting Exceeding Outstanding
expectations improvement expectations expectations
Performance does not Performance is Performance is Performance is often Performance
meet requirements in inconsistent. Behaviour consistent and meets above the standard consistently exceeds
several critical factors. sometimes does not the standards required. required and the standards and KPI
Performance is meet expectations. Regularly meets KPI employee sometimes targets set for the
inconsistent and Targets are often met, targets. exceeds KPI targets. position.
unreliable and but there is room for
behaviour needs improvement.
improvement. KPI
targets are regularly
missed.
Job-related skills: The extent to which the team member is competent in the practical/technical skills required
to perform on the job.

1 2 3 4 5
Exceeding
Below expectations Needs improvement Meeting expectations Outstanding
expectations

Comments
Morrison needs communication skills and leadership. Olivia needs to give him further training to manage his
staff.

Interpersonal skills: The extent to which the team member willingly cooperates and demonstrates effective
communication skills when interacting with internal and external customers.

1 2 3 4 5
Exceeding
Below expectations Needs improvement Meeting expectations Outstanding
expectations

Comments
Morrison is getting good feedback from the customer and his staff

Organisational skills: The extent to which the team member organises and produces work in a timely manner.

1 2 3 4 5
Exceeding
Below expectations Needs improvement Meeting expectations Outstanding
expectations

Comments
Events are usually as per as timeline.

Problem-solving and continuous improvement skills: The extent to which the team member proposes new
ideas, finds new and better ways of doing things and uses appropriate problem-solving skills.

1 2 3 4 5
Exceeding
Below expectations Needs improvement Meeting expectations Outstanding
expectations

Comments
He has suggested many ideas for the improvement of the function performance.
 ASSESSMENT TASK 2 CHECKLIST

Student’s name:

Did the student provide a Completed

sufficient and clear answer that successfully
Comments (If required)
addresses the suggested answer
Yes No
for the following?

Question 1

Question 2

Question 3

Task Outcome: Satisfactory  Not Satisfactory 

Assessor signature

Assessor name
 ASSESSMENT TASK 3 COVER SHEET

Student Declaration
To be filled out and submitted with assessment responses

 I declare that this task is all my own work and I have not cheated or plagiarised the
work or colluded with any other student(s).

 I understand that if I am found to have plagiarised, cheated or colluded, action will

be taken against me according to the process explained to me.

 I have correctly referenced all resources and reference texts throughout

these assessment tasks.

Student name Pratik Pokhrel

Student ID number GMS 1252

Student signature

Assessor declaration

 I hereby certify that this student has been assessed by me and that the assessment
has been carried out according to the required assessment procedures.
Assessor name

Assessor signature

Assessment
S NS DNS Resubmission Y N
outcome

Feedback (If required)

A copy of this page must be supplied to the office and kept in the student’s file with the
evidence.
Assessment task.3. Project
This assessment requires you to plan and organise workflow for a team operation or activity,
monitor and respond to issues and complete organisational reports. You are required to
answer all the questions.

Process map information

 A process map is a visual representation of the sequence of steps or tasks followed when
completing an activity or process.
 It can be drawn as a flowchart, using flowchart symbols to represent each task.
 A process map can be hand-drawn or prepared using an appropriate computer software program.
 A process map should commence with the first activities or tasks to be completed and visually
display all activities/tasks in sequence for your selected area.
 It should indicate who is responsible for completing tasks. Use job or team titles, for example,
waiter, kitchen team, events security staff, tour guide, front office team, registration clerk.
 Your process map should follow the organisation’s current steps and procedures for completing all
activities/tasks, for example, all steps in the delivery of service to customers in a restaurant, to
undertake a stocktake for a department or coordinate the ‘bump-in’ for a trade expo.
 The process map can be one continuous chart or broken down into key stages in the overall
operational activity.

Process map example

Here are examples of two formats for a process map. Customer Journey:
Cleaning process

Flowchart symbols
 Basic flowchart symbols are used to aid clarity when preparing a flowchart. Here is a list of basic
flowchart symbols, their title and the information they represent in a flowchart.
 Alternatively, use your internet search engine to research symbols, their meanings and examples.

Symbol Name Description

Start/end symbol The terminator symbol marks the starting
or ending point of the system. It usually
contains the word ‘Start’ or ‘End’.
Action or process A box can represent a single step (‘add
symbol two cups of flour’), or entire sub-process
(‘make bread’) within a larger process.
Document symbol A printed document or report.

Decision symbol A decision or branching point. Lines

representing different decisions emerge
from different points of the diamond.

Preparation symbol Represents a set-up to another step in

the process.

Connector symbol Indicates that the flow continues where a

matching symbol (containing the same
letter) has been placed.

Arrow A line is a connector that shows

relationships between the representative
shapes.
Question.1.

You have been tasked to setup and run a client event that runs from 12noon to 3pm. You
have the following parameters to work with:

The function room contains 10 tables of 8, and 8 tables of 4, plus 100 chairs. 3 long tables
are also available for hot water urn, Bain-Marie and food displays, and need to be ready one
hour before guests arrive. It will take 2 people one hour to rearrange and setup tables, or 4
people half an hour. Half an hour is needed after table setup before guests arrive.

The event will run for 3 hours and requires 3 drinks waiters, 4 food servers, and yourself
(Grade 3, full-time) as supervisor. Food servers will be responsible to direct attendees to the
food display area when food is available and clear plates as needed. One of the food servers
will also be tasked to manage the food display area where the 3 courses will be placed and at
45 minute intervals. All speaker equipment will be the responsibility of the client although they
may need occasional support throughout the event. They intend to arrive 30 minutes before
the other guests. Three staff will be required to cleanup for an hour afterwards.

Casual and part-time staff, who are all food and beverage attendants, grade 2, are available.
Their details are as follows.

1. Jenni: part-time, guaranteed ten hours per week

2. Don: casual, works only to 1pm before going to college
3. Lily: casual, works any shifts
4. Pania: casual, doesn’t work before 12noon due to religious and family commitments
5. Hong: casual, works any shifts
6. Dragi: casual, can’t work after 2pm as has a personal appointment to attend
7. Rosie: part-time, guaranteed ten hours per week
8. Tina: casual, works any shifts
9. Ronny: casual, sometimes unreliable, although good with electronics

Minimum wages
The rates from the Hospitality Industry Award are updated periodically. For this reason, base
your responses on the rates provided for you. This may be different to the actual Hospitality
Industry Award rates current at the time of assessment.

Level Classification Minimum weekly Minimum hourly

wage wage
2 Food and beverage $720 $19.50
attendant, grade 2
3 Food and beverage $745 $21.00
attendant, grade 3

Use this information to create the following:

Event Process Map

Use the space below to work in pairs to create an event process map in the space below.

Use this information to now create a Run Sheet using the following template
Run sheet

Event name: Client lunch event

Start / finish time: 8:00am/4:00pm
Location: Function room Day / date:
Timing Process / stage Tasks to be completed Job role /
person
allocated to
Turn off security alarms
Example: Event
Open event area Turn on environmental systems
8 – 8.30 am coordinator
Unlock internal doors to event
areas
Meet and greet guests Frontline staff
10:00am- Guests arrive Help in registration
10:30am Cleaning the spot Background staff
Setting up the tables and chairs
Serve drinks and snacks Frontline staff
10:30am- Welcoming Guests
11:30am Setup buffet, tables and cutleries Background staff

Help to organize smooth event running Frontline staff

11:30am- Start conference
1:00Pm speech Setup lunch sessions and drinks Background staff

Start lunch session Monitor lunch session and drinks Frontline staff
1:00pm-3:00pm
Clearing plates, glasses and rubbish Background staff

End of function and Facilitate guests leaving conference Frontline staff

3:00pm-4:00pm guests leaving Greeting goodbyes to guests
Post conference cleaning Background staff
Setup for next event
Prepared by: Prakash Kandel Date:24/10/2021

Use this information to create a roster planning schedule

 Event Roster Planning schedule

NAME 1000 1100 1200 1300 1400 1500 1600 1700 Hours
Hours worked
Jenni 4 hours

Don 3 hours

Lily 5 hours

Pania 3 hours

Hong 4 hours

Dragi 4 hours

Rosie 5 hours

Tina 4 hours

Ronny 3 hours
 Question and Answer

The following questions may be answered verbally with your assessor or you may write down
your answers. Please discuss this with your assessor before you commence. Short Answers
are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Question.2. Which contingencies listed were considered when developing your workflow
plan?
 Delays and time difficulties
 Difficult customer service situations
 Equipment breakdown or technical failure
 Financial resources
 Staffing levels and skill profiles
 Rostering requirements
 Staff performance
 Procedural requirements
 Product development and marketing

 Delays and time difficulties

 Difficult customer service situations
 Equipment breakdown or technical failure
 Financial resources
 Staff performance
 Procedural requirements

Question.3. Describe how these contingencies influenced your planning process.

It helps to find this balance. With these, we analyse the impact of each risk, and estimate a likelihood
of it occurring. We can then see which risks require the expense and effort of risk mitigation. Business
processes that are essential to long-term survival – like maintaining cash flow, staff support, and market
share – are typically at the top of the list.

Question.4. Describe what factors determined how you allocated tasks and responsibilities to
team members.
 Your main goal is to maintain business operations – Look closely at what you need to do to deliver minimum
level of service and functionality.
 Define time periods – What must be done during the first hour of the plan being implemented?
The first day? The first week? If you look at the plan in this way, you're less likely to leave out important
details.
 Identify the trigger – What, specifically, will cause you to implement the contingency plan? Decide which
actions you'll take, and when. Determine who is in charge at each stage and what type of reporting process
they must follow.
 Keep the plan simple – You don't know who will read, and implement the plan when it's needed, so use clear,
plain language.
 Consider related resource restrictions – Will your organization be able to function the same way I if you have
to implement Plan B, or will Plan B necessarily reduce capabilities?
 Identify everyone's needs – Have people throughout the company identify what they must have, at a
minimum, to continue operations.
 Define 'success' – What will you need to do to return to "business as usual?"
 Include contingency plans in standard operating procedures – Make sure you provide initial training on the
plan and keep everyone up-to-date on changes
Question.5. Describe how you assessed workloads for individual members of your team.

First, I will monitor their work performance and check the quantitative results, such as how many
customers they served. I am also on the floor with them to see if each staff is fully engaged in
different tables, or some of them are quite busy while others are free to walking around the
restaurant. I would transfer some of the workload to those who are not that busy to make everyone
contribute their efforts to achieve a great teamwork.
Asking feedback from staff to make sure how they feel about the workload, and open discussion on
any issues raised.

Question.6. What quality standards, or organisational, departmental, work area or team goals
does this workflow plan aim to support or achieve?
 Train staff to exceed customers’ needs and proactively deal with problems. 2.To play
teamwork spirit to provide quality service and product to gain customer’s loyalty on our business.
 Try to ask feedback from customers to get suggestions on what do we need to improve to get
better.
 To make continuous improvements across the business.

Question.7. How does this workflow plan support or achieve these organisational goals or
quality standards?

1. This workflow helps all the employees have an understanding of their workload send what they
need to do.
2. It helps the restaurant team to make contingency plans in advance and know their role during the
service.
3. Through making the workflow, it makes team members understand that teamwork spirit is required to
achieve and improve their performance.
 Question.8. What industrial or legislative issues influenced how you developed your plan, and
timing and allocation of responsibilities? Consider requirements of industrial awards and
work health and safety requirements when responding.

My plan is before I make roster for the workflow plan, I need to check all staff roster for their recent
shifts arrangement so as ensure the staff have appropriate RDOs. When I have the roster of the shift,
I will put my best staff on the service who will take care of 22 people and who will able to handle the
pressure. I shall keep an eye during the peak hours to check everything is under control if every guest
including walk-ins are covered. If there is anything imbalanced workload among staff, I will delegate
tasks based on their real workload.

Question.9. Based on your answers in the above scenario, what contingencies would you
have put in place if both of the following occurred:

 Lily called in sick two hours before commencement of her shift

 The clients’ electronic equipment was not working and after half an hour of them trying
to solve the issue you had to send one of your staff to retrieve and setup the
organisations’ own equipment. This took an extra half an hour.

If lily called in sick, I would call one of the staff who is starting late to start early to cover her shift. If needed I
would give penalty fees as well.

If the electronic equipment is not working and need to setup the company equipment’s I would ask my technician
or staff to fix it and would offer the guests food drinks and any other thing not to make them feel bored.

Question.10. You overheard Tina swearing at a client request during service, which several
other clients also overheard. Discuss several actions you would take in this situation.

In this situation tina will be asked to come in manager room and asked what actually has happened. If it was tina’s
fault she would be asked to be polite and apologies the clients. Still if it wasn’t her fault manager should go to the
client and calmly say sorry and make them understand the situation.
 ASSESSMENT TASK 3 CHECKLIST

Student’s name:

Did the student provide a Completed

sufficient and clear answer that successfully
Comments (If required)
addresses the suggested answer
Yes No
for the following?

Question 1

Ensured workplace operations

support overall organisational
goals and quality assurance
initiatives.

Assessed current workloads and

scheduled work to maximise
efficiency and customer service
quality within budget constraints.

Planned and organised workflow for

a team operation or activity.

Can apply numeracy skills to develop

schedules and timelines for team
activities.

Coordinated multiple and

potentially competing operational
priorities.
Read, interpreted and evaluated
internal and external business and
other varied and wide-ranging
information of an operational
nature.

Questions 2-10

Task Outcome: Satisfactory  Not Satisfactory 

Assessor signature

Assessor name
 SITXMGT001 MONITOR WORK OPERATIONS

ASSESSMENT SUMMARY SHEET

After the assessment, the Assessment Summary Sheet should be signed the Assessor, Student and the Academic
Manager. If a Not Competent, has been achieved then strategies to address the gaps in the performance should be
have been identified and a time for reassessment organised on the attached resubmission / feedback sheet.

Code Title

SITXMGT001 MONITOR WORK OPERATIONS

Pratik Pokhrel
Student Name
GSM 1252
Student ID
Commencement Date Completion Date

Student Declaration I declare that:

 The Trainer/assessor advised me of the date and time of the assessment
 The Trainer /assessor explained appropriate evidence required to complete assessment
 The Trainer/assessor explained the purpose and the consequence of assessment
 I was provided with any special needs required relating to the assessment process
 The Trainer/assessor explained my rights regarding the appeals process
 This assignment is my own work and that I have correctly acknowledged the work of others
 This assignment is in accordance with Gamma Education & Training guidance on good academic conduct (and how to avoid
plagiarism and other assessment irregularities)

Student Name Pratik Student Signature Date

pokhrel
Marking Guide - The principles of assessment of fairness, flexibility, validity and reliability have been met and the learner has been assessed
as competent in the elements for this unit. S – Satisfactory NS – Not Satisfactory

Assessment: Assessment Type: S/NS

Assessment 1 Short Answer Questions
Assessment 2 Case Study
Assessment 3 Project

Overall Result C – Competent N/C - Not Competent

Authentic Valid Reliable Current Sufficient

Assessor Name Assessor Signature Date

1
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Address: Level 2, 266 Brunswick Street, Fortitude Valley, QLD 4006 Phone: 07 30757099
Website: www.gammaeducationtraining.edu.au
VERSION 2.0
 SITXMGT001 MONITOR WORK OPERATIONS

ASSESSMENT FEEDBACK SHEET / RESUBMISSION

Comments: Trainers feedback and notes on the assessment of the unit.

Assessments have been discussed with the student and unsatisfactory elements addressed

Overall Result
Competent Not Competent
(After Resubmissions )

If a Not Competent, has been achieved then strategies to address the gaps in the performance should be identified and a time
for reassessment or other assistance organised.

What arrangement have been made:

Special Class Date:

One on One session Date:

Re-sit Date:

I have received feedback and been informed of the assessment result and the reason for the decision
I agree with the assessment result and any resulting actions

Student Name Student Signature Date

Pratik Pokhrel

Entered VETtrak Yes Date: By:

Academic Manager Name Academic Manager Signature Date