BIT’s Plagiarism Policy and Procedures

Assessment Cover Sheet


Student name:



Student ID:

Student email: Phone:
Course Name: Diploma of Automotive Management Course Code: AUR50116
Unit of competency code:BSBMGT502


Unit of competency Name: Manage People Performance

Task Number:


Trainer name: Karmjit kaur


q I declare that the work contained in this Assessment Task is my own, except where acknowledgement of sources is made. I keep have kept a copy of this assessment submitted for my record.

q I have read the BIT’s Plagiarism Policy and Procedures.

q I understand the consequences of engaging in plagiarism and collusion.



Student signature:





Please note: You are advised to keep a copy of all your work submitted to the institute.

    For office use only:



Date received from student:



Name and signature of Trainer/Assessor:


Karmjit kaur







✂ ——————————————————————————————-


Student Receipt (to be completed by BIT staff only)




Unit(s) of competency (code and name): BSBMGT502Manage People Performance


Student name:


Student ID:


Staff member signature:
























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     Brighton Institute of Technology

               AUR50116 –Diploma of Automotive Management

Unit Code: BSBMGT502

Unit Name: Manage People Performance














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The section below is to be filled in by the student
Student Name:  
Student ID No:  
Completion Date:  
Unit Code and name BSBMGT502- Manage People Performance
Student Declaration:  I declare that the work submitted is my own, and has not been copied or plagiarized from any person or source, apart from where I have listed or referenced documents. I have been provided with all the pre-training information related to this unit. I have read and understood all the information and I am ready to be assessed. I am aware that I will be provided with the feedback on the outcome of the unit after 14 days of the submission. I am also aware of my appeal rights. Name:        _______________________

Signature:   _______________________

Date:          ____/_____/___

The section below is to be filled in by the Trainer/Assessor
Legends used: S = Satisfactory, NS = Not Satisfactory, Result
o Assessment Task 1   S  |  NS
o Assessment Task 2   S  |  NS
o Assessment Task 3   S  |  NS
Final Assessment Result for this unit C  /  NYC

Feedback: ________________________________________________________________________________



Assessor Declaration:  I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. I also declare that I have done the plagiarism and authenticity check.

Name:PIR HARMEET SIDHUSignature: _________________Date: ____/_____/_____

Entered onto Student Management Database Initials ___________ Date___________

Administrative use only

Instructions to Students

This Student Assessment Workbook for BSBMGT502 Manage People Performancecontains details of your assessment works and the guidelines for you to be able to complete the assessment.


Unit Application

This unit describes the skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management.

It applies to individuals who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement.

The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.


Unit Sector

Management and Leadership – Management


Internet link to unit




There is no pre-requisite for this unit.


Foundation Skills


Skill Performance Criteria Description
Learning 2.2, 3.3, 4.4 Consolidates and improves own knowledge and skills by coaching, mentoring or training others
Reading 1.2, 1.6, 2.4 Gathers, interprets and analyses texts in organisational documents to facilitate performance management
Writing 1.2, 1.4, 1.5, 1.6, 2.1, 2.3, 2.4, 3.4, 3.5, 4.1, 4.7 Plans and prepares documents for allocating work and managing performance suitable for the target audience and in accordance with organisational requirements
Oral Communication 1.1, 1.4, 1.5, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.2-4.7 Uses language and structure appropriate to context and audience to explain expected standards of performance, provide feedback and coach staff
Numeracy 1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 3.4, 4.1 Extracts and evaluates mathematical information embedded in a range of tasks and text relating to performance standards and risk analysis
Navigate the world of work 1.2, 1.6, 2.1, 2.3, 3.4, 3.5, 4.1, 4.7 Appreciates the implications of legal and regulatory responsibilities related to own work and the organisation as a whole

Monitors adherence to organisational policies and procedures

Interact with others 1.1, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 4.2-4.6 Recognises and applies the protocols governing what to communicate to whom and how in a range of work contexts

Collaborates with others to achieve joint outcomes, influencing direction and taking a leadership role on occasion

Get the work done 1.2, 1.3, 1.5, 1.6, 2.1, 2.4, 4.1, 4.2 Sequences and schedules complex activities, monitors implementation and manages relevant communication

Seeks advice, feedback and support as required to assist in the decision-making process

Uses experiences to reflect on the ways in which variables impact on performance


Elements and Performance Criteria

Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Allocate work 1.1 Consult relevant groups and individuals on work to be allocated and resources available

1.2 Develop work plans in accordance with operational plans

1.3 Allocate work in a way that is efficient, cost effective and outcome focussed

1.4 Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals

1.5 Develop and agree performance indicators with relevant staff prior to commencement of work

1.6 Conduct risk analysis in accordance with the organisational risk management plan and legal requirements

2. Assess performance 2.1 Design performance management and review processes to ensure consistency with organisational objectives and policies

2.2 Train participants in the performance management and review process

2.3 Conduct performance management in accordance with organisational protocols and time lines

2.4 Monitor and evaluate performance on a continuous basis

3. Provide feedback 3.1 Provide informal feedback to staff on a regular basis

3.2 Advise relevant people where there is poor performance and take necessary actions

3.3 Provide on‑the‑job coaching when necessary to improve performance and to confirm excellence in performance

3.4 Document performance in accordance with the organisational performance management system

3.5 Conduct formal structured feedback sessions as necessary and in accordance with organisational policy

4. Manage follow up 4.1 Write and agree on performance improvement and development plans in accordance with organisational policies

4.2 Seek assistance from human resources specialists, where appropriate

4.3 Reinforce excellence in performance through recognition and continuous feedback

4.4 Monitor and coach individuals with poor performance

4.5 Provide support services where necessary

4.6 Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary

4.7 Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor‑performance continues


Mandatory Evidence

Evidence of the following under the heading Performance and Knowledge evidence is Mandatory.

Performance Evidence

Evidence of the ability to:

  • consult with relevant stakeholders to identify work requirements, performance standards and agreed performance indicators
  • develop work plans and allocate work to achieve outcomes efficiently and within organisational and legal requirements
  • monitor, evaluate and provide feedback on performance and provide coaching or training, as needed
  • reinforce excellence in performance through recognition and continuous feedback
  • seek assistance from human resources specialists where appropriate
  • keep records and documentation in accordance with the organisational performance management system

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

  • outline relevant legislative and regulatory requirements
  • outline relevant awards and certified agreements
  • explain performance measurement systems utilised within the organisation
  • explain unlawful dismissal rules and due process
  • describe staff development options and information


Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

  • relevant legislation
  • workplace documentation and resources
  • case studies and, where possible, real situations
  • interaction with others


  1. Student Book BSBMGT502.
  2. Access to appropriate documentation and resources at BIT.
  3. Access to a range of workplace documentation and personnel, information and resources (Simulated workplace environment provided by BIT, such as compliance obligations, organisational plans, work responsibilities).
  4. PowerPoint Presentation provided BIT.

For additional/general resources, please refer to the Training & Assessment Resource list which can be accessed from the website and /or Student handbook.



Purpose of Assessment

Assessment is the process of gathering and judging evidence in order to decide whether has achieved a standard or objective and it is a competency based assessment.

The purpose of this unit is to evaluate Student’s ability to demonstrate the knowledge and skill to manage people performance.

Successful completion of three assessment tasks will contribute to the competency attainment of the following unit:

BSBMGT502 Manage People Performance in Diploma of Automotive Management (AUR50116).



Methods of assessments

The following methods are used for assessing competency in this unit:

  • Response to Project
  • Case study
  • Written questioning to assess knowledge of Managing people Performance.

Competency/Submission Details and Instructions

For you to achieve competency in this unit, you are required to complete the following tasks and submit on the due date as per your time table and you have to submit the assessment to your respective trainer. In case trainer is not available, you can submit the assessment on BIT reception. Students are required to include the Assessment cover sheet. The students will be provided with the receipt of submission and the students must keep the receipts for their own record. The Student instructions for each task have been mentioned before the start of each task. You must achieve satisfactory ratings on all tasks and all completed assessment tasks must be submitted in hard copy. The students can access the printer in office area besides the reception for printing their assessments.


Task Number Method of Assessment Due Date
Assessment Task 1 Project/Role play As per trainers direction
Assessment Task 2 Case Study As per trainers direction
Assessment Task 3 Written questions As per trainers direction


The mode of delivery is face to face in class rooms at Campus. Students will be provided with a time table on the day of orientation which will have all the start and end dates of each unit and the name of Trainer/Assessor and Venue. If there are any changes in the time table, the students will be informed prior to scheduled class.

Within the context of the assessment tasks, the assessor may fill in the role of client, manager or supervisor, as applicable. There might be multiple assessors or other Students required by the assessment tasks e.g. where additional role plays are required and one person is not enough to fit the roles in a set of tasks.

  • At each submission of your assessment, the Student must declare that the work submitted is your own and has not been copied. Failure to do so will result in the assessment work being returned for completion thus delaying the assessment.
  • Make sure you have read all supporting resources (available on the institute’s website or provided by Trainer/Assessor) prior to commencing and completing any of the questions and activities in this assessment workbook. The students must read the student handbook for any policy and procedure or any other assessment related information.
  • If you are unsure of the requirements of a question, activity or project – please contact your Trainer/Assessor, for clarification.
  • Reasonable adjustment options are available, however, this must be arranged with the Training Department prior to assessment.
  • You must ensure that you have attempted and completed all assessment tasks in this Student Assessment Workbook prior to submitting for assessing.
  • All of the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the assessment of your tasks.
  • Written questions require in-depth responses and answers must comply with the word count provided with each question.



Principles of Assessment

The four principles of assessment are followed in assessment of each Student’s evidence of competence.


The four principles are:

  • Validity
  • Reliability
  • Flexibility
  • Fairness


Validity requires that

  • assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance;
  • assessment of knowledge and skills is integrated with their practical application;
  • assessment to be based on evidence that demonstrates that a Student could establish these skills and knowledge in other similar situations; and
  • Judgment of competence is based on evidence of Student performance that is aligned to the unit/s of competency and associated assessment requirements.

Reliability: Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

Fairness: The individual Student’s needs are considered in the assessment process. Where ever appropriate, reasonable adjustments are applied by the BIT to take into account the individual Student’s needs. BIT informs the Student about the assessment process, and provides the Student with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Flexibility: Assessment is flexible to the individual Student by:

  • reflecting the Student’s needs;
  • assessing competencies held by the Student no matter how or where they have been acquired; and
  • Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

Assessment grading

Assessments for this qualification are competency based, which means Students are assessed against the unit of competency requirements and the regular feedback will be provided to each student regardless of outcome of the assessment task. Assessment results are recorded as follows:

  • Satisfactory (S) result: the Student’s submitted work satisfies the learning requirements and competency standards for the assessment Task.
  • Not Satisfactory (NS) result: the Student’s submitted work does not demonstrate the understanding of competency standards in the Assessment Task or it is incomplete.
  • Competent (C) result: Once a Student receives a satisfactory result for all required assessment Tasks, as per the learning requirements and all competency standards for the unit (in accordance with the unit of competency details at National Register, C outcome will be awarded for the entire unit.
  • Not Yet Competent (NYC) result: If any of the Tasks in unit is NS, a Student will receive NYC outcome. He/she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The Student will then be required to rectify these gaps and re-submit his/her assessment for marking.




If the result of your Unit Assessment is “Not yet Competent (NYC)” of Not satisfactory (NS) in an assessment task, you will be given an opportunity for re-assessment. Each Student has three (3) attempts to achieve a competent outcome, including two re-submission attempts in addition to your original first attempt. You will only work on the component(s) of the Task(s) that were marked “Not Satisfactory”. Please note that BIT will provide two (2) additional chances for re-assessment at no cost.

If you are not able to achieve competency with all of these opportunities, fees of AUD250 may apply and you will be provided with the assistance if needed. The students are encouraged to seek for assistance from student support officers or trainer/assessor at any time to complete the unit successfully.

For each re-submission, you will need to resubmit new assessment.

In case of practical tasks like role-playing, Studentmust redo the task by arranging the time and date with Trainer/Assessor.


Plagiarism and Collusion

Plagiarism and collusion are both forms of cheating. It is taking and using someone else’s ideas, writings or information and representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a unit or a course. When you have any doubts about including the work of other authors in your assessments, please consult with your Trainer/Assessor and refer to the BITStudent Handbook. In case you need further information about plagiarism and collusion, please ask BIT staff to provide you with the copy of plagiarism and collusion policy and procedure. Alternatively, you may refer to the website. The following list outlines some of the activities for which a participant can be accused of plagiarism:

  • Presenting any work by another individual as one’s own unintentionally
  • Submitting assessments copied from another Student
  • Presenting the work of another individual or group as their own work
  • Submitting assessments without the adequate acknowledgement of sources used, including assessments copied totally or in part from the internet


Referencing your work

The Students are required to use the right sources in their work. By doing proper referencing, you are acknowledging that you have used someone else’s information or work. BIT encourages its Students to refer to “Referencing section” of student hand book which is available on the website or can be requested at the reception. Alternatively, the students may consult with their trainer/assessor for further guidance.

There are two parts to every referencing system:

  • In-text reference – a reference to a source of information placed within the body of the work.
  • The reference list – a list of all sources referred to in the work, located at the end of the work.




Appealing a decision

Where a Student disagrees with a decision made by BIT regarding outcome of unit, plagiarism or cheating, he/she may pursue appeal proceedings in accordance with the BIT complaints and appeals process given in Complaints and Appeals policy and procedure, as you have the right to appeal the final decision. More information about this process can be found in the Student Handbook or can be obtained from the Student Support Services.

Reasonable Adjustments

If you have special needs or disabilities, reasonable adjustment will be organised in accordance with the Policy and Procedures of BIT and the scope of unit of competency. Please refer to the student handbook.


This may include but not limited to:

  • visual difficulty; we can assist by making adjustments such as larger print of documents, assessment tools and forms
  • physical disabilities; assessment may be broken down into shorter/longer lengths of time, where applicable
  • sick or have medical condition, due date extension may be provided
  • LLN Support


Examples of reasonable adjustment in assessment may include but not limited to:

  • Submission of an oral assessment task for a written one
  • Provision of extra time
  • Use of an interpreter
  • Use of adaptive technology
  • Submission via post or online may be permitted in case of compelling and compassionate circumstances.


The requirements for special needs must be established in coordination with Training department and an appropriate record must be kept of the efforts made to establish special need and the outcomes of these efforts.


Please sign the declaration on the summary sheet in student section. If you have got any questions, please feel free to ask to BIT staff.


Assessment Task 1 –Project/Role play (Performance Management)


Assessment Objective

The objective of this assessment is to enable you to demonstrate your knowledge and understanding of performance management systems within legislative and organisational guidelines.


Timeframe for Assessment Tasks

–           As specified by your trainer.


  • a completed Operational Plan (Appendix 2)
  • a developed Performance Management Plan (Appendix 3)
  • a completed Performance Development Plan (Appendix 4)
  • a completed Coaching Session – Observer’s Evaluation Sheet (Appendix 5)
  • a completed Coaching Session – Coach’s Self-Reflection Sheet (Appendix 6)
  • one-on-one session notes
  • performance review notes


Student Instructions


  • You are required to form a group of two and then you must plan, monitor and review a case study relating to performance management of a team.
  • Each team member will undertake a number of activities to manage the performance of one of the two employees. This will include management activities, such as developing work allocations, identifying KPIs, participating in several role-plays, undertaking performance reviews, and proposing a development plan for remedying poor performance by the Employee under your supervision. Finally, you will need to provide feedback to your assessment partner on performance during a role-play.
  • You must complete this task satisfactorily to demonstrate competency in this unit.
  • You must address each of the following mentioned assessment requirements in your journal.
  • Please use templates provided by BIT.

Your Assessor will be looking for:

  • your completed Operational Plan addresses the:
  • revamped store layout
  • recruitment and induction plans
  • training of all staff on the sustainability features of major product lines
  • your developed Performance Management Plan identifies:
  • work roles (in accordance with Operational Plan)
  • key result areas
  • indicators of success
  • date to be competed
  • your developed Performance Development Plan:
  • identifies skills to be developed by the Employee that correlate with the KRAs and indicators of success identified in the Performance Management Plan
  • your completed Coaching Session – Observer’s Evaluation Sheet:
  • utilises the GROW model
  • identifies the performance issues with the Employee
  • utilises a number of communication skills such as:
  • active listening
  • re-phrasing
  • summarising
    • asks probing questions
    • allows the Employee time to think before replying to questions
    • uses body language cues to help put the Employee at ease
    • acknowledges the Employee during the coaching session using positive feedback
    • provides constructive feedback to the Employee during the session
    • provides strategies for developing the Employee that would enable the performance issues to be addressed and for the Employee’s performance to improve
  • your completed Coaching Session – Coach’s Self-Reflection Sheet:
  • identifies strength and weaknesses
  • identifies strategies to improve
  • your feedback session:
  • is constructive
  • identifies areas of:
  • excellence
  • strengths
  • weaknesses
  • strategies for improvement
  • encouragement
  • your one-on-one session notes address, and your role-play incorporates:
  • the planned approach for issues mentioned in the Case Study and desired outcomes
  • items from the Performance Management Plan for that Employee
  • plans on how tasks will be completed
  • the achievement of a shared understanding
  • the establishment of a review process of performance
  • your performance review notes contain:
  • name of Employee
  • name of Manager
  • date of coaching session
  • identification of performance issues
  • worker responses
  • areas of disagreement
  • opportunities for development


Assessment Requirements

Review the Case Study – BDS Auto Care(Appendix 1)

  1. Complete the Operational Plan (Appendix 2). As the workshop Manager, you are to report your operational plan to head office to have the following completed by the extended trading deadline.
  2. Read the profiles in this assessment. In pairs, adopt the role of Managerfor that Employee (Marie or Tony).
  3. Individually develop goals, KPIs and tasks for the Employee you have selected. Document these in the Employee’s Performance Management Plan (Appendix 3).
  4. Prepare role-play notes to plan the topics you will discuss and outcomes you hope to achieve, these will assist you to keep the role-play meeting on track. Submit these with your documentation.
  5. Conduct two one-on-one coaching role-plays (one with you as the Manager, one as your partner’s Employee). The Assessor will observe this role-play and examine the documentation (the completed Appendices plus notes) that you will submit for assessment on completion.





As the Manager, you have set up the first one-on-one meeting. In addition to discussing the program you have outlined on the Performance Management Plan (Appendix 3), you will also:

a.    Resolve the issue outlined in the Employee profiles and conduct a coaching session to assist the Employee address the issue.

b.    Discuss KPI results generated from their team.

c.     Discuss Individual reports on progress and take time to chat with your Employee informally to get feedback on problems they are facing. You also use this meeting to emphasise the concept of team achievement.

d.    Complete the Performance Development Plan (Appendix 4) on the basis of the outcomes of the one-on-one session and sign-in agreement.

e.    Complete performance review notes to place in the Employee’s file.



  1. Complete file notes from the one-on-one coaching session to be placed in the Employee’s file.
  2. Following the role-play, the Employee participant is to complete the Coaching Session 1 – Observer’s Evaluation Sheet (Appendix 5).
  3. Following the role-play as the Manager, complete the Coaching Session 1 – Coach’s Self-Reflection Sheet (Appendix 6)
  4. Conduct a second meeting with your partner and deliver feedback (participant Employee/Observer deliver feedback verbally to the Manager participant regarding the coaching session) based upon the notes taken in Observer’s Evaluation Sheet. The Assessor will observe this session.
  5. A presentation by the candidate is required as part of this assessment task 1.


Appendix 1: Case study – BDS Auto care

Business description

Family-owned in the second generation since its founding in 1997, BDS Autocare is focused on developing and producing systems and solutions for automotive industry. The main focus is on manufacturing automotive spare part preparation for Holden and Ford.

BDS Autocare delivers automotive solutions focused on the needs of the customer. BDS AUTOCARE is specialized in manufacturing automotive spare parts and sample introduction and carrying efficient operation for R&D department.


Current Operational Plan for your store:

Trading hours: BDS Autocare stores are open 8.30 am–5.30 pm Monday to Friday and 9.00 am–3 pm on Saturdays.
Range: Mainly manufacturing automotive spare parts and sample introduction and carrying efficient operation for R&D department.
Payment types accepted: Cash, credit cards, cheques and gift cards.
Credit policy: (Trade customers) BDS Auto care accounts are invoiced at the end of each month; terms are 30 days.
Warranties and refunds: BDS Auto Care will exchange with proof of purchase but not refund.
Staff: Three cashiers, three floor sales representatives, one supervisor, one bookkeeper/administration role, and one storeman.


As a manager of the workshop, you have been called to head office to attend an area division briefing by the company’s CEO. During the CEO’s address you make the following notes:

In a growing economy fuelled, by population growth, the company has determined to invest and strategically position itself to prosper from this growth. The goal is set to be the major workshop in their sector across the city and the state in three years. This will feature doubling the number of workshops around the greater city area with new workshops strategically placed in the growth corridors. Additionally, the expansion will include a workshop in each major regional town in the state.

BDS Auto Care’s confidence in its ability to fulfil these goals comes from its plan to provide customers with a wider selection of auto parts with great customer service. BDS Auto Care new operational plan will provide the following benefits to their customers:

●      Selection. Addition of many locally manufactured high quality lines of auto parts will provide more choice to consumer whilst maintaining the higher quality overseas manufactured lines.  Range of old auto parts to remain with the recently added range of new auto parts will position BDS Auto Care as best in class.

●      Accessibility. Customers will gain easy access to the store with extended opening hours 9 am–9 pm, 7 days a week.

●      BDS Auto Care will ‘Go Green’. As a part of this public image we will promote the Sustainability features of products and energy efficiency to customers. 

A planned layout of current workshops will increase self-space to facilitate the new range. This will be completed before the extended hours commence in
eight weeks’ time from briefing on a Sunday when closed.

Staff expansion to facilitate increase in trading hours from 46 hours to 84 hours per week will also need to be addressed in this period.

BDS Auto Care’ expansion will be facilitated with a preference for current staff to be promoted where merited to fill the newly created position. Casuals will backfill vacancies and overflow work positions. All casuals are to undergo induction training sessions. BDS Auto Care will actively support skills improvement for staff.

BDS Auto Care’s Staff Profiles

The key people in your branch are the Tony (Supervisor) and, Marie (Bookkeeper/Administration) who is often a caretaker in Tony’s position as the relief Supervisor. Both have expressed ambitions to pursue a career in company management. To that end this upgrade to the operational plan may present the best opportunity for both of them.

You are aware that one of the keys in the past in times of change has been to maintain the enthusiasm of your key personnel to maintain the drive and cohesiveness of the remainder of your team.

Hence your aim is gain an agreement to help them by providing coaching and mentoring when you see the need for improvement of their attitudes, skills or knowledge levels in exchange for their acceptance of greater responsibility.


Marie achieved outstanding results in the bookkeeping certificate she recently completed. However, her lack of ‘real-world’ experience managing people makes her uncertain and she lacks confidence to make decisions and avoids possible confrontation. You have agreed to be her coach and mentor. She has come to you recently for help and discussed with you a significant range of issues she wanted help with.

Marie has always had a keen interest in the environment and everything green. It was Marie who suggested power-saver timers on the lighting in the storeroom and other sustainability measures around the office. Marie is very excited about the ‘Going Green’ plan and is very enthusiastic to do the train the trainer course offered by head office and become the in-store trainer in this area. She does, however, express some cynicism regarding BDS Auto Care’ motives in this.

At your first meeting, you need to discuss the following issue:

You have seen members of Marie’s team swap ‘origin of manufacture’ tags with ‘Australian made’ tags while she watched, and she did nothing. Maria is aware from past conversations of the requirement for high ethical standards for the stores’ new image.

The government has introduced a code of conduct for your industry to clearly mark on the product the country of manufacture, particularly on imported products.

BDS Auto Care states on its website that it adheres to this code to a high standard. However, on some items, clearly marking the country of manufacture on the item may inhibit the sale because that country may have a reputation of low quality. In these cases,BDS Auto Care marks the product with the general region rather than mention the specific country. This has resulted in some items that actually come from countries with a poor reputation for quality selling very well.


Tony’s approach to the job is quite different to Marie. He has many years, experience and is best described as ‘hands on’. Tony is the longest serving employee in your branch and has the best knowledge of the product lines and when he puts his mind to it is an effective coach for new staff, this is despite not having any formal qualifications in this area.

However, recently you have noticed that his attitude to the job is turning negative. Tony is spending a lot of time on the internet, which he often calls ‘the future of sales’, and can’t understand what the Management is thinking of by planning an expansion that is not based on the internet and has voiced this objection without a care about who hears it. You have the impression that he now sees his knowledge as his own intellectual capital and is reluctant to share it. He has become short tempered and has told you that he is not paid to share his knowledge and experience. He becomes annoyed with some staff members who come to him seeking advice as he considers that they should ‘know it by now’. Thus, his team are not developing.

At your first meeting, you need to discuss the following issue: 

Tony often presents you with ideas for internet marketing that would certainly boost traffic to the site. Yet you have come to mistrust his motives with some ideas. You have recently noticed that the company’s website now has links to a home business that a friend of Tony’s operates. This business provides installation of homewares that BDS Auto Care sells yet you are not aware of any company endorsement of this service from BDS Auto Care for their customers. You believe this is unethical under the company’s ethical standards.

You need to determine what the source of his negativity is and plan his performance management. In your one-on-one session with Tony you need to come to a resolution of a way forward and get Tony fully ‘on board’. 









Appendix 2: Operational plan

Operational goals Team goals Progress
Goal Focus KPI Reason/
Team Deliverable Goal KPI Due 1 2 3 4 5 6




















Appendix 3: Performance management plan



Manager: Review period:
Reference from Operational Plan Key result area Indicator of success/
By when Status report












Manager’s comments










Staff member’s comments












Appendix 4: Performance development plan



Manager: Review period:
Skills to be developed: How skills are to be developed: Priority (H,M,L) By When? Skills gained (Y/N)














Manager’s comments Signature





Staff member’s comments Signature







Appendix 5: Coaching session – Observer’s evaluation sheet

Coach’s name   Phone no.  
Observer’s name   Phone no.  
Assessment site  
Coaching date/s   Time/s  
Employee’s name   Phone no.  
Standard of performance Satisfactory
Yes No
Did the coach utilise the GROW model for coaching his or her employee?    
Did the coach identify the performance issue?    
Did the coach utilise a number of communication skills to reflect and clarify the employee’s answers?

●      active listening

●      clarifying

●      summarising

Did the coach ask probing questions?    
Did the coach allow the employee time to think before replying to questions?    
Did the coach use body language cues to help put the employee at ease?    
Did the coach acknowledge the employee during the coaching session using positive feedback?    
Did the coach provide constructive feedback to the employee during the session?    
Did the coach provide strategies for continuous improvement for the employee?    
Did the coach identify his or her strengths and weaknesses as a coach/manager?    
Did the coach identify areas for self-improvement?    


Comments/feedback to coach















Appendix 6: Coaching session – Coach’s self-reflection sheet

Coach’s name   Phone no.  
Listener’s name   Phone no.  
Assessment site  
Coaching date/s   Time/s  
Employee’s name   Phone no.  


Respond to these questions with your feelings and thoughts about coaching.What was your initial reaction to the coaching exercise?


Que.1 What was your overall assessment of your performance as a coach? Give reasons for this assessment.






Que.2 What do you think were some of your strengths during the exercise?






Que.3 What do you think were areas where there was room for improvement?





Que.4 What kind of strategies can you think of to help improve your coaching skills?






Que. 5 What do you think will be the cost of not implementing new strategies into your role as a manager?






Que.6 What are some valuable skills that you have learned today to help you in your role as manager/coach?













Assessment Task 2 Case Study (Disciplinary process)

Assessment Objective

For this assessment, you must demonstrate knowledge and understanding of the process required to terminate a difficult employee in accordance with legislative and organisation requirements.

Timeframe for Assessment Tasks

–           As specified in your time table.



  • a written report that outlines and discusses:
    • the reasons the organisation lost its unfair dismissal case with Fair Work Australia
    • what the organisation should have been doing for it to have successfully defended its position against Sam’s claim of unfair dismissal.
    • what would have been the correct way to terminate Sam in accordance with legal and organisational requirements.

Student Instructions

  • After reading the provided case study that relates to the discipline and termination of an employee, you are required to develop a clear argument to support the decision of Fair Work Australia, conduct a risk analysis and consider relevant policies and procedures, legislation and performance management issues to support your argument.
  • You are required to produce a written report for your manager (assessor) as to why your organisation lost the case.
  • You must complete this task satisfactorily to demonstrate competency in this unit.
  • You must address each of the following mentioned assessment requirements in your journal.
  • You can use your own templates or templates given by BIT.
  • Assessment needs to be submitted as per the due date specified in the time table.
  • There is no specific word count required for this assessment. A general rule of thumb is to use as many words as you need in order to demonstrate your full understanding of the knowledge and/or skill component. This may differ greatly between candidates in line with varying individual language and literacy skills.

 Your assessor will be looking for evidence of:

  • a risk analysis of the case and strategies to mitigate future risks should similar situations arise
  • description of the conditions under which misconduct and serious misconduct may be deemed to exist in the case study
  • a list of any legislation that applies to the situation presented in the case study
  • development of policies and procedures that an organisation would need to implement to avoid a similar situation occurring and to ensure that disciplinary hearings and terminations are considered to be fair and reasonable, based on relevant legislation
  • an outline of which documents would need to be developed for the organisation to evidence that it has implemented a process to support non-performing employees
  • description of how all steps of the performance review process and disciplinary hearing process should have been performed as per legal requirements and the organisational policies you have developed, including:
    • what should have been done at each stage
    • when and where assistance from HR specialists would have been appropriate
    • what support services could have been deployed in Sam’s case
    • what documentation would have been appropriate at each stage.



Assessment Requirement

  1. Read and analyse the Case Study – Sam’s Termination (Appendix).
  2. Prepare a report that outlines and discusses:
    1. the reasons the organisation lost its unfair dismissal case with Fair Work Australia
    2. what the organisation should have been doing for it to have successfully defended its position against Sam’s claim of unfair dismissal.
    3. what would have been the correct way to terminate Sam in accordance with legal and organisational requirements.
  3. You must incorporate the following into your report.
    1. A risk analysis of the case and strategies to mitigate future risks should similar situations arise.
    2. Using examples from the case study, describe the conditions under which misconduct and serious misconduct may be deemed to exist.
    3. List any legislation that applies to the situation presented in the case study.
    4. Develop policies and procedures that an organisation would need to implement to avoid a similar situation occurring and to ensure that disciplinary hearings and terminations are considered to be fair and reasonable. This should be based on relevant legislation.
    5. Outline what documents would need to be developed for the organisation to evidence that it has implemented a process to support non-performing employees.
    6. Using the case study as an example, describe how all steps of the performance review process and disciplinary hearing process (given to you by Rob) should have been performed as per legal requirements and the organisational policies you have developed, including:
      1. what should have been done at each stage
      2. when and where assistance from HR specialists would have been appropriate
  • what support services could have been deployed in Sam’s case
  1. what documentation would have been appropriate at each stage.



Appendix: Case study – Sam’s termination

You have recently become a Team Manager at a small security company. Sam is a programmer in your team. She has recently missed a couple of deadlines on a project. Sam has been pretty upset about this. She is a diligent worker; however, the organisation has started working on a new programming language and Sam is not familiar with it.

You are aware of your predecessor’s methods for dealing with her. She would come out and yell at Sam and then go back to her office. Sam’s employee file that shows that there have been no verbal or written warnings recorded against her.

As Sam’s new manager you have been managing her more effectively. You have been spending time to try and understand her issues and have reallocated resources in order to give Sam some extra time until she is confident and competent in using the new programming language. You have not specified any timelines for a performance review to discuss progress in meeting the required standard of performance or taken notes. You have offered extra training to her.

However, in a meeting about her inability to meet her latest deadline, Sam physically struck you and walked out of the office. She has not returned.

Sam contacted her doctor after the meeting and was given a medical certificate claiming stress as the reason for her absence and given seven days’ leave. This was sent to, and received by, the organisation on the day following your meeting with Sam. Sam called and verified with the Human Resources department that the certificate had been filed within the organisation’s systems.

Three days after your meeting with Sam you advised your supervisor that she had struck you and has since reported in ill; this advice being received from the Human Resources department. A meeting between you, your supervisor and the Human Resources department is convened and a decision is made to dismiss Sam on the basis of serious misconduct. A letter was sent by registered mail to Sam’s personal mail address.

Two days later Sam filed an unfair dismissal claim with Fair Work Australia (FWA). The organisation received a letter from FWA to attend a hearing.

Sam wins the hearing as no evidence was provided by the company to support its case of dismissal on the grounds of misconduct or serious misconduct.

The hearing went in Sam’s favour for the following reasons:

  • The employer failed to follow a formal disciplinary process.
  • There was no impartial investigation carried out.
  • There were no records of any notes provided by the employer to back the claims that there had been meetings and reviews. The only written evidence produced was the termination letter.
  • The original version of the medical certificate was not produced in the hearing by the company.
  • Sam produced a verified copy of her medical certificate in the hearing along with email evidence from the Human Resources department confirming that the medical certificate had been received by the organisation and entered into its files.
  • No documented evidence of any meetings or coaching sessions had been kept by the employer.
  • No performance management review or development plans were presented by the employer.
  • There were no copies of signed agreements reviewing Sam’s progress (performance reviews and development plans) submitted by the employer.
  • No written documents outlining that timelines were given for monitoring or reviewing Sam’s progress were submitted by the employer.
  • No formal disciplinary hearings had taken place prior to Sam’s dismissal.
  • Sam was not formally stood down while an investigation was carried out.
  • There was no physical evidence to support the serious misconduct claim that the manager has been struck as no witnesses were called to verify whether an assault had taken place.
  • No senior managers or human resource department specialists were present in any meeting where Sam was being warned of poor performance.
  • There was no evidence to support the claim of misconduct by Sam. The manager had not documented any written warnings in Sam’s file. The only agreements that had been reached between Sam and the manager were verbal.

Sam was awarded costs of approximately $5,000 for lost salary and wages and a further $5,000 for emotional distress.

After the decision was handed down, Rob,the Senior Human Resources Manager, approaches you to discuss the reasons behind the decision going in favour of Sam. Rob wants a written report on his desk by the end of the week giving the background and reasons why the decision went in Sam’s favour against the organisation.

As part of your brief from Rob, he would like to see a completed risk assessment identifying areas that the organisation needs to address and implement in order to prevent this type of situation occurring again. The report will guide the organisation in its decision-making over whether to pursue an appeal on Fair Work Australia’s ruling.

Based on the findings of your report, Rob decides not to proceed with an appeal but to develop and implement a new Performance Management System.









Rob recommends that the organisation follow the two processes outlined below to handle:

  1. Performance reviews for all staff:
  2. Disciplinary hearings:























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Assessment Task 3 Written Questions


Assessment Objective

You are required to answer all of the following questions in your own time. This assessment task is to provide you with the knowledge of KPIs, importance of measuring performance, legislation, performance management, staff development and maintaining discipline at the work place.

You are required to answer all questions correctly. If incorrect answers are provided, your assessor will identify the gaps in your knowledge and understanding and make arrangements for reassessment.


Timeframe for Assessment Tasks

  • As specified in the time table.


  • Answers to all Questions as per instructions.


Student instructions

  • Provide answers to the following questions.
  • Answer all questions
  • Type the answers in a word document.
  • Students can take the assessment at home and complete it but need to submit as per the due date on the time table.
  • Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you.
  • Written questions require in-depth responses and answers must comply with the word count provided with each question
  • Do not cheat. Anyone caught cheating will automatically be marked Not Yet Competent for this unit.  There are NO EXCEPTIONS to this rule.

Your assessor will be looking for evidence of

  • Your understanding of principles and techniques involved in management of performance of employees.
  • Your understanding of performance management.



Question 1: What is performance? Explain performance measurement systems utilized within the organization you are familiar with?                                                              (word limit minimum 150 to 200)


Question 2:  KPIs                                                                                            (word limit minimum 150 to 200)

You are a manager of a new call centre team.  Design three Key Performance Indicators (KPIs) that the team must meet or exceed monthly.

The call centre has 30 full time and 30 part-time call centre consultants.  The consultants are there to take calls from motorists whose vehicles have broken down.  Consultants are the first voice that motorists hear before their request is passed on to roadside patrol team who travel to the troubled spot to solve the problem of a broken-down car.

Consultants must answer all phone calls within 4 seconds of the phone ringing.  Consultants must correctly identify the caller (Name, address, date of birth and password) before they can respond to any requests.  Length of calls must be no longer than 3 minutes.  Consultants must verify any information given before proceeding to send customer requests to Roadside Operators.

Question 3: Describe the role of awards and certified agreements in managing employee performance, give some examples?(word limit minimum 150 to 200)


Question 4: Explain unlawful dismissal rules and due process?(word limit minimum 150 to 200)


Question 5: List three legislation that are related to performance management?

(word limit minimum 150 to 200)


Question 6:  Describe staff development options and information?(word limit minimum 150 to 200)


Question 7: Case Study 1


You are managing ‘Mike’ who was recently promoted to the role of the team supervisor.  Absenteeism has been a serious issue for Mike’s new team and you encouraged him to conduct

Weekly meetings to keep on top of this difficult situation.


In your third monthly review of Mike’s team performance you are pleased to see that staff absenteeism has dropped by approximately 14%.


Your manager calls you into his office and indicates that you have done a great job with the team.  You need to call Mike in and give him some positive feedback on his performance.


What steps would you take to provide positive feedback to Mike?(word limit minimum 150 to 200)



Question 8: Case study 2

Louise is working on an important project on product quality control. Louise missed a project deadline and the whole project now is behind schedule by a week. This is the third time in a month that Louise has missed a deadline.

Louise is a new graduate and has been working on the project for the past two years as part of her post graduate study.  Louise has had problems with time keeping in the past and has received one written warning already.

As her manager, you have been monitoring Louise’s performance over the past month and having lots of informal chats with her about the project and her progress.  She has made several improvements regarding her time keeping skills and communicating with project managers regarding her progress in line with your coaching.

However, by pushing the project out further, product testing has been delayed by a month because the project Louise is working on is vital to product testing

The company had made a commitment to its client that product testing would start two weeks ago.  Your client has just contacted you regarding the status of product testing.  You inform the client that the testing has not started, however you have identified the critical factor.

You email Louise to set up a meeting for later this afternoon to talk about the project she is working on.  Louise arrives to the meeting on time.

What steps would you use to give constructive feedback to Louise?(word limit minimum 150 to 200)


Question 9: What are the legal consequences for managers and organizations for not keeping records of any activity surrounding performance management?  (word limit minimum 150 to 200)

Question 10:  How would you provide assistance to an employee who:

  1. a) Has problems doing their job?
  2. b) Needs to develop skills to be considered for a promotion?(word limit minimum 150 to 200)


Question 11:  Nick and Tony have been fighting at work. List all the steps you would follow to discipline both employees.(word limit minimum 150 to 200)