Role play instructions

Ethics Role Play

Student’s name:

For your assessment to be marked you must complete and upload all tasks and this cover sheet via the AAMC Training Group portal. Your assessment tasks must be uploaded in an electronic format i.e. Word, Excel, PDF or Scan. A maximum of five (5) attachments (maximum 20MB each) can be uploaded for this assessment. Please see the step-by-step instructions in your Member Area on how to upload assessments.

Once your assessment has been uploaded it will be pending review with your nominated course assessor and marked within 5-10 working days. You will receive an email advising you have been marked as “satisfactory” or “additional information required”.

I certify that this work is my own, that I have not duplicated the information from another source. I also state that I have referenced appropriately all information that I have gathered from other sources.

I understand that plagiarism is a form of cheating. It is taking and using someone else’s thoughts, writings or inventions and representing them as my own. I also understand that Plagiarism is a serious act and may result in a student’s exclusion from a module or a course.

Checklist of attachments:

☐ Skills Observed Checklist ☐ Qualified Observer Signoff and documentation

Please indicate style of course undertaken:

☐ Online ☐ Virtual Class

If you have queries relating specifically to your assessment please log an ‘Assessment Query’ under the HELP tab on your Members Area dashboard and a Student Support officer will respond.

Alternatively, if you have an administration query please go to ‘Admin Query’. For example: I am having trouble with uploading my assessments and require assistance – can you please help me with this?

If you need to speak to someone during office hours, please contact us by:
Phone: +61 (03) 9391 3643 / +61 (0)8 9344 4088 OR Email: [email protected]

CREDIT TRANSFER You may be able to claim credit transfer for a unit/s of competency that you have previously completed with AAMC Training or another RTO. If you have been awarded a record of result or statement of attainment for any of the units detailed below then please go to the Credit Transfer tab in your Learning Centre and follow the prompts. This assessment relates to the following units of competency: FNSINC504 Apply ethical frameworks and principles to make and act upon decisions The unit of competency FNSINC411 Conduct work according to professional practices in the financial services industry requires all aspects of your job role in financial services to be completed to professional and legislative standards. You have met some of the requirements of FNSINC411 by completing the tasks in this unit/module to a Satisfactory standard. Please refer to AAMC Training’s full Recognition Policy for further details.

Role play instructions

This is a role play and you need to find a volunteer to play your colleague. You will engage in a 7 – 10 minute conversation with them around ethics and biases.

Providing evidence of your role play

  • If you are currently working either in the financial services industry or another professional business you may demonstrate your role play in front of your Supervisor/Manager/Business Owner.
  • You must qualify your Observer by completing the Qualified Observer Sign-off at the end of this assessment. They must provide all of their professional details including the URL of their LinkedIn page.
  • Your qualified observer must also complete the Skills Observed Checklist
  • If you do not have a professionalSupervisor/Manager/Business Owner to be an observer then you must video your role play and submit it for our assessors to view and assess. We accept the following files: avi, flv, mp3, wmv and mp4.
  • As you will remember from the Case Study Scenario, Bill demonstrated cultural biases that affected his attitude and the quality of his work. Your discussion is about how personal biases can impact our ability to make ethical decisions. Also discuss your views on the impact Bill’s language and attitude would have on you if you had been present and heard him. You may reference any research you found interesting when you worked on your Research Project, but this is not mandatory.

SCENARIO

Michael and Samantha have recently completed an internal audit of files and noticed a breach by Bill Mason. When confronted by Michael, Bill’s response seemed flippant. Bill said “Most of my clients are not Aussies, mainly Greeks, Paki’s and Lebbo’s. My payment is none of their business, spending time going through that irrelevant information will only cause problems and take up more time – they would think I was overpaid and might want a cut! Plus, the Aussies don’t bother reading anyway, and those who do read it would probably not understand the fine print or how much time the loan takes!”

Michael and Samantha are both horrified to hear the negative biases Bill has revealed.

PERFORMANCE CRITERIA FOR ASSESSMENT

You are being assessed on your ability to communicate your thoughts and perspectives to your colleague (volunteer) and to listen to theirs.

Following are the aspects you will be assessed on:

  1. You are responding to the workplace ethical situation and applying interpersonal skills that support a positive outcome in discussing such a difficult topic.
  • For this assessment, the interpersonal skills being assessed are:
  • Patience
  • Empathy
  • Openness to their colleagues feedback/thoughts
  • Positive attitude
  1. You are participating in a verbal exchange using active listening and questioning techniques when conveying information.
  2. You use language and concepts that are appropriate to your audience and the purpose of the conversation.
  3. You will be assessed on actively listening to your colleague’s thoughts about this and they may well differ to yours, so ensure you create a safe space for you both to have an open discussion and hear each other’s thoughts and feelings without judgement or criticism.
  • Active listening skills involve the following and we expect to see some if not all these techniques used:
  • Give your colleague your undivided attention and acknowledge what they are saying with small verbal comments like yes, and “uh huh.”
  • If it’s culturally appropriate, look at the speaker directly.
  • Watch your colleague’s body language to gauge how they are feeling about what you are saying.
  • Ensure your posture is open and your body language and gestures show that you are engaged.
  • Nod occasionally (or if culturally appropriate shake your head in agreeance)
  • Our personal filters, assumptions, judgments, and beliefs can distort what we hear, so ensure you clarify your understanding by asking non-judgement questions or paraphrasing what you’ve heard. You can do this by saying things like, “What I’m hearing is…” and “Sounds like you are saying… “
  • Ask questions to clarify certain points like, “What do you mean when you say…?” “Is this what you mean…?”
  1. You are demonstrating you are able to discuss a volatile subject matter in a conscientious, accurate and factual manner.

Role Play – Skills Observed Checklist

For each performance criteria, tick 1, 2 or 3 which will show on which attempt the student demonstrated the skills. Students under testing conditions often forget points they already know, so this system just captures which attempt they demonstrated the skill on. We require this to be an honest and authentic reflection of their demonstration and in no way impacts their ultimate outcome of Satisfactory if they have demonstrated the skills within the three attempts.

If they are unable to demonstrate a particular performance criterion after the third attempt, please tick the relevant declaration in the QualifiedObserver sign-off section following and an assessor will follow up with them.

Please ensure you have fully completed the Qualified Observer Sign-off which follows this table.

STUDENT NAME
DATE
Michael and Samantha have recently completed an internal audit of files and noticed a breach by Bill Mason. When confronted by Michael, Bill’s response seemed flippant. Bill said “Most of my clients are not Aussies, mainly Greeks, Paki’s and Lebbo’s. My payment is none of their business, spending time going through that irrelevant information will only cause problems and take up more time, they would think I was overpaid and might want a cut! Plus, the Aussies don’t bother reading anyway, and those who do read it would probably not understand the fine print or how much time the loan takes!”
Michael and Samantha are both horrified to hear the negative biases Bill has revealed.
The assessment criteria for this role play is based on the student being able to discuss the negative biases and ethical situation that Bill demonstrated and how personal biases can impact our ability to make ethical decisions. The student is also to discuss their views on the impact Bills language and attitude would have on them if they had been present and heard him. Following is a breakdown of how to apply active listening skills and interpersonal skills that support a positive discussion of such a difficult topic.
Place a in the corresponding column on which attempt the student has demonstrated the skill. Comments are only required on the 3rd attempt to advise what prompting was provided to remind the student to address a particular criterion.
Student demonstrated the following performance criteriaATTEMPTComments for the 3rd attempt only
123
Active listening skills and interpersonal skills involve the following and we expect to see all these techniques used:
Gave their colleague their undivided attention and acknowledge what they were saying with small verbal comments like yes, and “uh huh.”



Looked at their colleague directly (if culturally appropriate).



Watched their colleague’s body language to gauge how they were responding to what the student was saying.



Posture was open and student’s body language and gestures showed that they were engaged.



Used non-verbal cues to show they were listening, e.g. nodding etc.



Used clarifying statements and/or questions where necessary e.g. “What I’m hearing is…” and “Sounds like you are saying… “, “What do you mean when you say…?” “Is this what you mean…?” etc.



Remained calm and patient



Showed empathy



Demonstrated openness to their colleague’s feedback and thoughts



Used language and concepts of explanation that was appropriate to their colleague and the discussion.



Qualified Observer Sign-off
Title☐ Mr ☐ Mrs ☐ Ms ☐ Miss ☐ Other:
Name
Address
Suburb
Postcode
Phone (Mobile)
Phone (business)
Business name
Business email
LinkedIn profile URL
Student’s name
Student’s current role
Student’s previous financial industry role/s
Relationship to student
* SELECT ONE OF THE OPTIONS BELOW WHICH REFLECTS YOUR CURRENT JOB ROLE and/or EXPERIENCE:
Current job role/experienceLength of time in this position
☐ Insurance Broker
☐ Finance Broker
☐ Business Owner
☐ Accountant/Financial Planner
☐ Business Development Manager
☐ Branch Manager
☐ Lending Manager
DECLARATION: ☐ The information and comments provided above are true and correct and I believe the student has demonstrated the skills listed in the performance criteria. ☐ The information and comments provided above are true and correct and I do not believe the student has demonstrated all the skills listed in the performance criteria.
Qualified Observer signature
Date
Resubmission required with an AAMC Training Trainer/Assessor☐ Yes ☐ No
AAMC Training assessor has identified Qualified Observer by LinkedIn/phone/email/other☐ Yes – AAMC ADMIN ONLY

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