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Version Control & Document History
| Date | Summary of modifications | Version |
|---|---|---|
| 21 July 2020 | Version 1 final produced following assessment validation | 1.0 |
| March 2024 | Contextualised by Right Choice Training | 2.0 |
| August 2024 | Contextualised by Right Choice Training to accommodate areas for improvement | 3.0 |
Learner Information
The unit of competency will be assessed using assessment methods including a knowledge assessment and a practical assessment. This allows for the discrete assessment of specific knowledge and the assessment of knowledge integrated with skills during practical assessment activities.
There are two assessment activities for this unit of competency, these are:
Knowledge Checks
You must answer all questions correctly in LMS. Questions are marked automatically based on your responses provided.
Practical Assessment (This Pack)
The assessment tasks include the Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you can complete the assessment in a simulated environment where resources and conditions similar to a workplace must be accessed. Please use the Business Case study and resources provided by Right Choice Training to complete the assessment task in a simulated work environment.
IMPORTANT: You must achieve a satisfactory result for ALL assessment tasks (Including Knowledge Checks) to be awarded COMPETENT for the unit(s) relevant to this workbook.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
The record of the assessment is a legal document and must be signed, dated, and a copy stored as required by Right Choice Training.
Learner Instructions
1. Before you commence your assessment, ensure that you have a good knowledge of the subject, have thoroughly read your Learner Resource, and clearly understand the assessment requirements and the expectations of the industry to which the assessment is related
2. To demonstrate competency for this Unit of Competency, you are required to complete and submit the Learner Workbook in Microsoft Word format
3. Instructions are provided for each task and activity. If you are not clear, please contact your trainer or assessor. Answer all parts of all tasks and questions as instructed, unless otherwise directed by or negotiated directly with your assessor
4. Submit the completed assessment in the Learning Management System along with all required attachments and evidence
5. You will be assessed on its effectiveness and accuracy in:
- Demonstrating the knowledge and understanding required by each question, task and activity.
- Communicating ideas and information using relevant workplace examples and industry terminology.
- Presenting a logical, cohesive, correct and complete response.
6. There is no cap for the re-submission
7. Where learner responses are not adequate or further evidence is required, the assessor will provide detailed feedback and instructions to rectify the assessment responses, and you are required to re-submit the assessment pack
8. If you need assistance, please contact your trainer for learning and assessment support on:
- Tel: 1300 800 682
- Email: admin@rightchoicetraining.com.au
Resources Required for Assessment
To complete the Practical Assessment tasks, you will require access to:
1. Computer with internet, email access and a working web browser
2. Installed software: MS Word, Adobe Acrobat Reader
3. A workplace or a simulated workplace that will allow you access to:
- Human resource policies, procedures and documentation relevant to performance development and feedback
- Workplace policies and procedures relevant to personal appraisal
- Case studies or real workplace scenarios
- Work colleagues or volunteers to interact with them
Assessment Agreement
| Assessment Conditions: | ||||
| Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry. This includes access to: | ||||
| Human resource policies, procedures and documentation relevant to performance development and feedback. | ☐ | |||
| Assessors of this unit must satisfy the assessor requirements in applicable vocational education and training legislation, frameworks and/or standards. | ||||
| Declaration: | ||||
| I confirm that the activities and assessments completed as part of this unit are my own work and comply with all relevant copyright and plagiarism rules. I declare that no part of this assessment has been copied from another person’s work except where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. | ||||
| Learner Name | ||||
| Learner Signature | Date | |||
| Important Notes: | ||||
| ❒ You must complete this form and sign the declaration above to confirm that the completed assessment work is your own work | ||||
| ❒ Assessments submitted in PDF form or without a signed declaration will not be marked | ||||
| >❒ Assessment submitted with changes to the assessment conditions or such information removed or not in its order will not be marked | ||||
Students looking for academic guidance and support with different assessment requirements can explore our Best Assignment Help Australia resources.
Practical Assessment Overview
The Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with conditions similar to that of a real workplace.
To be assessed for this unit of competency, you must demonstrate your skills and knowledge to assist in the effective implementation of a performance development system and to facilitate employee performance.
Where a current workplace is not available, you must conduct your practical assessment in an environment where conditions are typical of those experienced in a workplace. Use the simulated business provided by Right Choice Training to complete the simulated workplace assessments.
If you are currently in a workplace, you are strongly encouraged to complete the tasks using the Workplace assessment.
If you don’t have access to a suitable workplace, then you must complete the tasks using the Simulated Workplace assessment.
Practical Task 1: Review performance development infrastructure
In this assessment task, you will be required to assist relevant stakeholders in reviewing the current performance management system in their organisation.
Note: Base this assessment task on your workplace system and processes. If you do not have access to the workplace, assume you are new to Stop Fire Protection Pty Ltd and working in the role of HR Advisor. The General Manager has asked you to review their current performance development system and processes. Please refer to Case Study 1 provided along with the assessment pack and complete the task.
Read the instructions carefully before proceeding
Steps to be taken:
1. Locate the Performance Development Infrastructure Review Report template on the following pages. The template outlines all the requirements you need to complete in this task.
2. Review and analyse the Stop Fire Protection Pty Ltd performance development system and processes provided in Case Study 1 and complete the following:
- Review and document the adequacy of Performance Plans and Position Descriptions for roles within the organisation.
- Review and analyse performance indicators to confirm staff have been provided with appropriate performance indicators that are aligned with the strategic direction of the organisation.
- Outline how performance indicators are aligned with the organisation's strategic direction.
- Review and document the quality outcomes of performance appraisal meetings, including whether performance appraisal meetings are effective and consistent.
- Review and document the effectiveness of procedures for acknowledging good performance and addressing under-performance.
- Review and document the effectiveness of advice and support provided where there is a grievance about performance appraisal.
- Analyse and document behaviours and triggers that contribute to or cause the performance-related conflict at the workplace/Stop Fire Protection.
- Analyse and document strategies to moderate the identified conflict with guidelines on how to implement them.
- Identify, analyse and document at least two strengths and two weaknesses of the Performance development system.
- Propose at least two recommendations to improve the performance development system that contribute to the strategic direction of the organisation.
3. Save and submit the completed Performance Development Infrastructure Review Report template.
Note: While completing the above tasks, you must demonstrate the following:
- Critically evaluate and apply content from a range of structurally complex texts to support performance management processes.
- Develops a report using tone, structure and language suited to the context and audience.
- Takes personal responsibility for adhering to and updating explicit and implicit organisational policies and procedures.
- Takes responsibility for planning, sequencing and prioritising tasks required to achieve required outcomes.
- Recognise behaviours and triggers that contribute to conflict and implement strategies to moderate conflict.
- Address less predictable problems and initiate standard procedures in response, applying problem-solving processes in determining a solution.
- Contribute to continuous improvement of current work practices by analysing and evaluating outcomes of decisions.
| PERFORMANCE DEVELOPMENT INFRASTRUCTURE REVIEW REPORT | |||
|---|---|---|---|
| Learner Name | |||
| Organisation | Stop Fire Protection Pty Ltd | Date Prepared | |
| Performance Development Infrastructure Review Report | |||
| The adequacy of Performance Plans and Position Descriptions for roles within the organisation. (min. 150 words) |
Stop Fire Protection Pty Ltd has written position descriptions on its key positions, such as CEO, operations manager, project manager, HR and WHS manager and supervisors. The descriptions of these positions are typically broad, and they describe duties like adherence to regulations, the execution of projects, the planning of the workforce, and the safety management. They offer transparency regarding reporting relationships and expectations, which is critical in harmonising the personal work with the organisational goals. The fact that the responsibilities of attending builder meetings, preparing the commissioning manuals, and delivering the training plans were included indicates high dependence between role descriptions and organisational needs. Nevertheless, these plans are sufficient at the management level, but there are gaps in terms of the extent of defining performance expectations among the operational and technical staff. One can have an example of task-based responsibilities of supervisors, but measurable performance outcomes (quality benchmarks, level of customer satisfaction, or level of innovation) are not always present. In the absence of such indicators, objective measurement of performance in various roles becomes hard to decide. To increase adequacy, the performance plans must be standardised and have clear KPIs to all employees and this should be equitable and transparent and related to the mission and commitment of the organisation to safety, growth, and commitment to the customers. |
||
| Review and analyse performance indicators to confirm staff have been provided with appropriate performance indicators that are aligned with the strategic direction of the organisation. (min. 150 words) |
The performance indicators at the Stop Fire Protection Pty Ltd are the completion of the project within budget and timelines, meeting standards like the ISO 9001 and Browz certification, recruitment and planning milestones in the workforce and at least eight hours of training per employee in a year. Indicators that relate to safety are also at the centre, and toolbox talks and frequent reporting of safety performance will be required every month. These values are a direct measure of the safety, integrity, commitment and growth values of the organisation and are consistent with the strategic focus on workforce capability, customer relationship, and industrial market growth. Mentioning training indicators demonstrates the desire to develop the employees and enable their capabilities, whereas compliance measures strengthen the organisational credibility and customer trust. Nonetheless, the existing system has a wide focus on technical and compliance results, and minimal focus on behavioural or customer service results (Adam et al., 2021). Key performance indicators, such as teamwork, innovation, or client satisfaction, that will be vital in maintaining the growth in the long term, are not sufficiently represented. With the indicators extended to encompass quantitative and qualitative indicators, Stop Fire Protection will be able to maintain a more comprehensive performance management system that would fully underpin its strategic goals of becoming a reliable provider of industrial fire protection services. |
||
| Review and document the quality outcomes of performance appraisal meetings, including whether performance appraisal meetings are effective and consistent. (min. 150 words) |
Stop Fire Protection Pty Ltd has adopted a well organized process of supervision and performance appraisal that aims at recording progress and assist staff development. The formal appraisal meetings are planned on the basis of the annual meeting, with the possibility of the extra quarterly or half-year meetings. These meetings will involve self-assessment by the employee and evaluation by the manager so that the process offers a two-way communication instead of one-way evaluation. Results of such meetings are usually the acknowledgement of success, discovery of training requirements, and settlement of objectives at the conclusion of the next reviewing period. This shows that appraisal meetings can be effective in the determination of measurable objectives and dealing with the development of employees. Nevertheless, as well as the system may be well formulated on paper, its actual performance is very reliant on the capacity and regularity of the managers to do the appraisal. In other instances, there can be a difference in results at the departmental levels as a result of interpretation of performance expectations. Despite documentation, the review process lacks any evidence on how managers are trained on appraisal practices, and that could interfere with fairness and consistency. Stop Fire protection would be more efficient by standardising the training of the managers and make a stronger supervision of the appraisal documentation to achieve quality results. This would make sure that the meetings are effective and consistent throughout the organisation. |
||
| Review and document the effectiveness of procedures for acknowledging good performance and addressing under-performance. (min. 150 words) |
Stop Fire Protection has developed mechanisms of identifying employees who perform exemplarily and handling the under-performance in case it occurs. To reward good performance, the organisation has a combination of both financial and non-financial rewards. These are annual performance bonuses, recognition through employees awards which are made public, written letters of appreciation and study or professional development opportunities. The acknowledgement is an indicator of the desire of the companies to expand and be honest and motivates employees to ensure that they maintain high standards in their performance and also that they meet their performance targets within the organisation as per the strategic goal of the organisation. These processes are comparatively good since they offer extrinsic and intrinsic motivation levels, and it leads to an increased engagement and retention. Under-performance has led to the organisation having a process within the appraisal system that pinpoints the areas of concern and mandates managers and HR to formulate an improvement plan (Enaifoghe, 2024). The employees are assisted by training, supervision and feedback whereby a chance is given to correct before things go out of hand. The functional nature of the procedures, although there is less evidence of detailed timelines, progressive monitoring, or follow-up documentation, might diminish accountability. It would be wiser to tighten these areas to render the management of under-performance more transparent and consistent. In general, the processes are productive yet need more specifications and more effective monitoring systems to provide equitable results and adherence to organisational goals (Halid et al., 2024). |
||
| Review and document the effectiveness of advice and support provided where there is a grievance about performance appraisal. (min. 100 words) | In Stop Fire Protection Pty Ltd, the system enables employees who are not satisfied with the results of their performance appraisal to channel discontents to the HR and WHS Manager. This offers a definite area of responsibility and makes it to be an official consideration of grievances. The policy also shows the concern on fairness as it is acknowledging that there are cases where appraisal processes may cause disagreements. Nonetheless, the existence of an autonomous mediation procedure or an alternative appeal channel outside of the HR restricts the efficiency of this support. The employees might feel that complaints addressed within the company are biased and this might not give them confidence in the system (Khogali & Mekid, 2023). Although advice and assistance could be accessible, to enhance the impartiality, transparency and give the staff more confidence in the impartiality of the grievance resolution procedure, Stop Fire Protection could use more mechanisms, including an independent review panel or a formal mediation service. | ||
| Analyse and document behaviours and triggers that contribute to or cause performance-related conflict at the workplace/Stop Fire Protection. (min. 50 words) | Ambiguity of performance expectations, inconsistent enforcement of performance criteria by managers and promotion or recognition being seen as favouritism are some of the causes of conflicts at Stop Fire Protection (Rotanna, 2023). The lack of safety non-compliance arguments and poor communication between managers and employees may result in even more tensions, which will cause discontentment and work-related conflict. | ||
| Analyse and document strategies to moderate the identified conflict with guidelines on how to implement them. (min. 50 words) | To achieve conflict moderation, Stop Fire Protection needs to use standardised KPIs to all positions, educate train managers on objective appraisal and conflict management, and have a transparent appeals system. Some of the guidelines involve the need to include conflict management modules in toolbox talks, arranging sessions with impartial mediation, and monitoring embedded in HR processes to enhance consistency and fairness. | ||
| Identity, analyse and document at least two strengths and two weaknesses of the performance development system. (min. 100 words) | One of the strengths of the performance development system by Stop Fire Protection is its well-structured approach, that is, it entails supervision, annual reviews, and documented outcomes (Mandlikova & Majlingova, 2025). This brings uniformity in the tracking and promotes personnel growth. The other strength is the extensive recognition system that provides both the non-financial and financial benefits like bonuses, awards, and study opportunities. These are encouraging the employees and are in line with the values of growth and commitment within the company. However, weaknesses exist. First of all, performance measures cannot be the same in all the positions and the technical staff lacks a set of KPIs hence imbalanced assessments. Second, the HR is the only stakeholder when it comes to handling the grievance made without the provision of any independent appeal process, thus constraining the confidence of the employees in the process. These areas of weakness will be addressed, which will result in improved transparency, consistency and strategic alignment. | ||
| Propose at least two recommendations to improve the performance development system that contribute to the strategic direction of the organisation. (min. 50 words) | In order to reinforce its performance orientation with its strategic strategy, Stop Fire Protection Pty Ltd needs to standardise its performance measures at all positions in the first place by using a balanced scorecard that incorporates technical, behavioural, customer services, and safety performance measures. This will bring in uniformity, equity and quantifiable contributions to organisational development. Second, the firm ought to implement an independent grievance and appeals channel with the assistance of manager training concerning impartial appraisal practices. This will build employee confidence, lessen conflict, and make sure that performance management upholds the organisational values of integrity, safety, and commitment in developing the talent workforce that will develop the organisation to succeed in its expansion efforts in to industrial markets in the most effective way. | ||
| Practical Task 1 Checklist (Only for Assessor) | ||||||
|---|---|---|---|---|---|---|
| This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. | ||||||
| Assessor Name | Assessment Date | Click or tap to enter a date. | ||||
| Checklist | Attempt 1 | Attempt 2 | Attempt 3 | |||
| S | NS | S | NS | S | NS | |
| Did the learner review and document the adequacy of Performance Plans and Position Descriptions for roles within the organisation? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner review and analyse performance indicators to confirm staff have been provided with appropriate performance Indicators that are aligned with the strategic direction of the organisation? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner outline how performance indicators are aligned with the organisation's strategic direction? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner develop a self-regulation management plan according to organisational policy? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner review and document the quality outcomes of performance appraisal meetings, including whether performance appraisal meetings are effective and consistent? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner review and document the effectiveness of procedures for acknowledging good performance and addressing under-performance? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner review and document the effectiveness of advice and support provided where there is a grievance about performance appraisal? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner analyse and document behaviours and triggers that contribute to or cause the performance-related conflict at the workplace/Stop Fire protection? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner analyse and document strategies to moderate the identified conflict with guidelines on how to implement them? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner identify, analyse and document at least two strengths and two weaknesses of the performance development system? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner propose at least two recommendations to improve the performance development system that contribute to the strategic direction of the organisation? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner critically evaluate and apply content from a range of structurally complex texts to support performance management processes? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner develop a report using tone, structure and language suited to the context and audience? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner take personal responsibility for adhering to and updating explicit and implicit organisational policies and procedures? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner take responsibility for planning, sequencing and prioritising tasks required to achieve required outcomes? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner recognise behaviours and triggers that contribute to conflict and implement strategies to moderate conflict? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner address less predictable problems and initiate standard procedures in response, applying problem-solving processes in determining a solution? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Did the learner contribute to the continuous improvement of current work practices by analysing and evaluating the outcomes of decisions? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Has sufficient evidence and information been provided by the learner for the activity? | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Comments | ||||||
| Provide your comments here: | ||||||
Practical Task 2: Promote Performance Development System
In this task, you will be required to demonstrate skills and knowledge underpinning the promotion of Performance Development Systems among key stakeholders to ensure effective implementation.
Instructions
Refer to Case Study 1 Performance Development Policy and Procedure, you have been asked by your manager to develop a poster outlining key requirements of the performance development system and then to communicate the developed poster to the workplace employees. In addition, your manager has asked you to develop a PowerPoint training material on the performance development system and then deliver a training session to all managers.
Steps to be taken
1. Develop a poster outlining key requirements of the performance development system. Your developed poster must be suitable for employee communication. Your poster must contain the following information as a minimum:
- Explanation of different components of the performance development system.
- Guidance on how managers will implement the system.
- How this system will impact employees.
2. Once you develop a poster, communicate the poster via email to all employees. If you are completing the task using a simulated case study, please simulate the email communication as below:
Email to be sent: allemployees@stopfireprotection.com.au
Click the link below to send a simulated email: https://rctraining.com.au/form-view/57
You must attach the developed poster to your email communication. Once you send an email, you will receive a copy of the email in your inbox. You must provide a copy of the email you sent.
Note: Please check your inbox for a copy of the email. If you can’t find a copy in your inbox, please check your spam/junk folder.
3. Develop a training material (PowerPoint) on the performance development system. Your presentation must have at least 10 slides and cover the following:
- Promotion of the Performance Development System to explain and encourage managers to implement it.
- Employee motivation and collaboration strategies associated with the performance development system.
- Potential consequences of managing underperformance.
- How performance development is linked with the organisation's strategic objectives.
- Relationship between performance development and learning and development opportunities.
- Performance development system benefits to all stakeholders.
- Instruction on how to implement the system. E.g. how to conduct performance appraisal, and how to develop a job description.
- Importance of performance appraisals and regular feedback on employee performance and achievement of organisational goals.
4. Once you develop a presentation, deliver the training to at least two managers by selecting one of the options provided below:
- Option A: Organise a day and time with your assessor to observe you delivering the training in a simulated pathway. Email to: assessment@rightchoicetraining.com.au to book your time. You will deliver the training in front of your assessor through a virtual classroom and your assessor will observe you while you deliver the training. The communication should be at least 10-12 minutes.
- Option B: Seek the help of two volunteers to act as managers and deliver the training in a simulated pathway. Record a video and submit it to your assessor along with the assessment pack.
Note: Volunteers must have appropriate knowledge of the subject you are communicating.
- Option C: Seek the time with two work colleagues at your workplace and deliver the training at your workplace. Record a video and submit it to your assessor along with the assessment pack.
5. While developing training materials and delivering the training you must demonstrate the following:
- Develop materials using tone, structure and language suited to context and audience
- Actively reinforce learning by instructing and training others
- Ask questions and listen carefully to gather and evaluate information
- Use appropriate vocabulary and tone to present ideas, give advice and make suggestions
- Select and use appropriate conventions and protocols when communicating with others in a range of work contexts
- Take responsibility for planning, sequencing and prioritising tasks required to achieve required outcomes
- Cooperate with others and contribute to work practices where joint outcomes are expected
- Recognise behaviours and triggers that contribute to conflict and implement strategies to moderate conflict
- Understands how own role meshes with others and contributes to broader work goals
6. Save and submit the following:
- Developed poster
- Copy of the email communication
- Developed training materials
- Evidence of delivery of the training/Video recording (only for Option B or C)
To
allemployees@stopfireprotection.com.au
Subject
Introducing Our Performance Development System
Body
Dear Team,
Within the framework of our safety, growth, and integrity, we are happy to present the Performance Development System at the Stop Fire Protection Pty Ltd. This system means that all the employees have the chance to develop, prosper and be rewarded in their efforts.
Please refer to the attached poster describing:
- The most important elements of the system.
- The way it will be implemented by managers.
- The effect it has on you as employees.
We hope that you will read the details attentively. Your managers will talk about the system during the following team meetings and answer the questions.
By working as a team, we will be able to guarantee a sustained development, equality, and quality at our workplace.
Kind regards,
HR Advisor
Stop Fire Protection Pty Ltd
Practical Task 2 Checklist (Only for Assessor)
This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
| Practical Task 2 Checklist (Only for Assessor) | ||||||
|---|---|---|---|---|---|---|
| This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. | ||||||
| Assessor Name | Assessment Date | Click or tap to enter a date. | ||||
| Checklist | Attempt 1 | Attempt 2 | Attempt 3 | |||
| S | NS | S | NS | S | NS | |
| Did the learner communicate the requirements of the performance development system to relevant stakeholders? | ||||||
| Did the learner coordinate and deliver training to relevant stakeholders on using the performance management system? | ||||||
| Did the learner cover the process of providing feedback to relevant stakeholders? | ||||||
| Did the learner develop materials using tone, structure and language suited to the context and audience? | ||||||
| Did the learner actively reinforce learning by instructing and training others? | ||||||
| Did the learner ask questions and listen carefully to gather and evaluate information? | ||||||
| Did the learner use appropriate vocabulary and tone to present ideas, give advice and make suggestions? | ||||||
| Did the learner select and use appropriate conventions and protocols when communicating with others in a range of work contexts? | ||||||
| Did the learner take responsibility for planning, sequencing and prioritising tasks required to achieve required outcomes? | ||||||
| Did the learner cooperate with others and contribute to work practices where joint outcomes are expected? | ||||||
| Did the learner recognise behaviours and triggers that contribute to conflict and implement strategies to moderate conflict? | ||||||
| Did the learner understand how own role meshes with others and contributes to broader work goals? | ||||||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||||||
| Has sufficient evidence and information been provided by the learner for the activity? | ||||||
| Comments | ||||||
| Provide your comments here: | ||||||
Practical Task 3: Recommend Improvements to Performance Development System
In this task, you will need to demonstrate the skills and knowledge to recommend improvements to performance development systems in response to a review of systems, overall performance of the organisation, and collated performance data.
Instructions
Read the instructions below carefully before proceeding.
Note: Base this assessment task on your workplace system and processes. If you do not have access to the workplace, refer to Case Study 2 provided along with the assessment pack and complete the task.
Steps to be taken
1. Locate the Performance Management System Evaluation Form template on the following pages. The template outlines all the requirements you need to complete this task.
2. Review Case Study 2 provided to you and complete the following (Note: You may also refer to the Case Study 1 information to support your analysis):
- Evaluation of the current performance management system, including:
a. At least two trends in using the current performance management system.
b. At least two problem areas when using the performance management system.
- Evaluation of personnel performance in at least one identified job role, including:
a. At least two patterns of skill gaps in personnel performance.
b. At least two patterns of performance gaps in personnel performance.
3. Suggest improvements to address current issues in the performance management system:
a. Identify and outline at least three improvement opportunities in performance management system requirements.
Note: Your improvement areas must support elements and purpose of performance development processes and their contribution to organisational objectives.
4. Options for personal development:
a. Suggest at least two options for performance development for individuals (for example, Alex Sandbrook in Case Study 2).
5. Draft an email for your manager to explain how the proposed new improvements/revisions in procedures will avoid problems identified:
a. Draft an email outlining at least three requirements that can be added/updated in performance development policy and procedures.
6. Save and submit your completed Performance Management System Evaluation Form template.
7. While completing the above tasks, you must demonstrate the following:
- Critically evaluate and apply content from a range of structurally complex texts to support performance management processes.
- Make basic calculations to ensure work output meets predetermined timeframes.
- Take personal responsibility for adhering to and updating explicit and implicit organisational policies and procedures.
- Take responsibility for planning, sequencing and prioritising tasks required to achieve required outcomes.
- Address less predictable problems and initiate standard procedures in response, applying problem-solving processes in determining a solution.
- Contribute to continuous improvement of current work practices by analysing and evaluating outcomes of decisions.
For further guidance on employee performance, workplace policies, staff development and performance management concepts, explore our Human Resource Assignment Help resources.
| PERFORMANCE MANAGEMENT SYSTEM EVALUATION FORM | |||
|---|---|---|---|
| Learner Name | |||
| Organisation | Stop Fire Protection Pty Ltd | Date Prepared | 12/09/2025 |
| Evaluation of the current performance management system | |||
| Identify and evaluate at least two trends in using the current performance management system | The present system highly emphasises annual performance reviews orchestrated by optional quarterly check-ins. The tendency shows the interest of the organisation in systematic assessment, yet the decision to use annual appraisals can restrict the possibility of providing feedback promptly and ongoing improvement. | ||
| The tendency lies in the direction of emphasis on performance indicators on compliance and technical deliverables (such as the ISO certification, WHS toolbox talks, and project deadlines). Although this is in line with the safety and operational objectives of the company, it would lead to reduced focus on behavioural competencies, customer service and innovativeness. | |||
| Identify and evaluate at least two problem areas when using the performance management system | The problem of the inconsistency in the appraisal practice within various departments is recurrent. There are those managers who are proficient in taking the appraisals and others who are not trained thus giving differences in quality, fairness and results. | ||
| There is a poor grievance and appeals system in system. The employees not satisfied with the appraisal results will have no option but to draw the attention of the HR and WHS Manager. This compromises the trust of the fairness and transparency of the system without an independent review or mediation mechanism. | |||
| Evaluation of personnel performance | |||
| Identify and analyse at least two patterns of skill gaps in personnel performance. | The skills gap between the supervisors and middle managers is constant in leadership and conflict resolution skills (Spagnoli et al., 2021). Most of them though technically competent are task management-oriented rather than people management-oriented and this is a reflection on how the staff should be communicated with and encouraged. | ||
| Another competency gap is innovation and adaptability. Employees are more prone to work well under usual functioning, rarely is there any evidence of creative solutions to the problems or proactive response to the changes in the industry, hence improvement is only possible through continuous improvement (Adisa et al., 2022). | |||
| Identify and analyse at least two patterns of performance gaps in personnel performance. | Supervisors will encounter more chances to meet the time limits of the projects but they are not teamwork and employee-involvement. This also brings in the inconsistency in the morale of the teams and adds to the likelihood of more conflict. | ||
| Lack of continuity in conducting compliance implementation process of safety is a normal occurrence. Although safety is a strategic topic, not all employees will do the same regarding WHS that negatively affects the image of the organisation and exposes it to risks. | |||
| Reforms to amend the existing problems in the performance management system | |||
| Indicate and describe at least three performance management system requirement improvement opportunities. | Balance scorecard: Standardise KPIs of all jobs with technical performance with conduct compliance, behavioural competencies and customer service outcomes. It will maintain openness, organisational orientation and fairness (Duwe, 2024). | ||
| Increase the amount of the performance review, and introduce bi-annual performance review (quarterly check-in of the progress made). This will not only give the employees a periodical review of the performance, but will also assist the managers to review the performance more appropriately and also rectify the issues before it goes out of hand. | |||
| Strengthen practice of grievance and appeals by establishing an external review commission or second-level HR supervision over the controversial decisions when it comes to appraisal (Agapito, 2024). This will enhance employee confidence and reduce work conflict, and culture of accountability and fairness. | |||
| Options for personal development | |||
| Suggest at least two options for performance development for individuals (For example - Alex Sandbrook in case study 2) | Targeted Leadership Development Program - Enrol the person in a short course or workshop that is concerned with supervisory skills, conflict resolution, as well as decision-making. This will also make them more effective in managing teams and in line with the organisational objective of developing workforce capability. | ||
| Mentoring and Coaching Arrangement - Match the person with a seasoned project manager or senior leader who can give the person frequent guidance, constructive feedback and career advice. This one-to-one will be used to bridge the existing gaps in performance and create confidence and train them to take higher responsibilities. | |||
| Assist in revising policy and procedures | |||
| Draft an email outlining at least three requirements that can be added/updated in performance development policy and procedures for individuals (For example - Alex Sandbrook in case study 2) |
Email draft To: manager@stopfireprotection.com.au After critically assessing our performance management system, I have been able to come up with some areas where our Performance Development Policy and Procedures can be reinforced in order to make it fairer, more transparent and more oriented towards the organisational goals. Specifically, these changes would be the direct beneficiaries of the professional growth of people like Alex Sandbrook, who have potential but need institutional development prospects. I would make the following upgrades:
These will be added to enhance our organisational capacity to help employees develop, enhance performance consistency in departments and assist in organisational goals like workforce capability and market expansion. In my opinion, the changes will also increase employee engagement and retention through the provision of a more supportive and equal development environment. I am eager to further in the discussion of these recommendations, and I would like your feedback on how these could be best incorporated into the new policy framework. Kind regards. |
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| Practical Task 3 Checklist (Only for Assessor) | ||||||
|---|---|---|---|---|---|---|
| This should be used by the trainer/assessor to document the learner’s knowledge as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. | ||||||
| Assessor Name | Assessment Date | Click or tap to enter a date. | ||||
| Checklist | Attempt 1 | Attempt 2 | Attempt 3 | |||
| S | NS | S | NS | S | NS | |
| Did the learner review performance management documentation and identify trends or problem areas requiring attention? | ||||||
| Did the learner review patterns in skill or performance gaps and consider requirements and options for performance development? | ||||||
| Did the learner assist relevant stakeholders in revising policies and procedures, as required? | ||||||
| Did the learner suggest improvements to the performance management system? | ||||||
| Did the learner critically evaluate and apply content from a range of structurally complex texts to support performance management processes? | ||||||
| Did the learner make basic calculations to ensure work output meets predetermined timeframes? | ||||||
| Did the learner take personal responsibility for adhering to and updating explicit and implicit organisational policies and procedures? | ||||||
| Did the learner take responsibility for planning, sequencing and prioritising tasks required to achieve required outcomes? | ||||||
| Did the learner address less predictable problems and initiate standard procedures in response, applying problem-solving processes in determining a solution? | ||||||
| Did the learner contribute to the continuous improvement of current work practices by analysing and evaluating the outcomes of decisions? | ||||||
| Has the activity been answered and performed fully, as required to assess the competency of the learner? | ||||||
| Has sufficient evidence and information been provided by the learner for the activity? | ||||||
| Comments | ||||||
| Provide your comments here: | ||||||
Assessment Workbook Checklist
Instructions: Your assessor will review your submissions against the checklist below. When you have completed this assessment workbook, review your work, and ensure that you have completed the following:
| Knowledge Assessment Questions | |
| Task 1: Review performance development infrastructure | |
|---|---|
| Completed Performance Development Infrastructure Review Report | |
| Task 2: Promote Performance Development System | |
| Developed poster | |
| Copy of the email communication | |
| Developed training materials | |
| Evidence of delivery of the training/Video recording (only for Option B or C) | |
| Task 3: Recommend Improvements to the Performance Development System | |
| Completed Performance Management System Evaluation Form | |
Record of Assessment
Instructions: This section is to be completed by your assessor.
| Assessment Details | |||
|---|---|---|---|
| Learner | |||
| Unit of Competency | BSBHRM411 - Administer performance development processes | ||
| Assessor Name | |||
| Assessment Activity | Satisfactory | Needs more evidence | Note/Remark |
| Part A: Knowledge Assessment Questions in LMS | |||
| Task 1: Review performance development infrastructure | |||
| Task 2: Promote Performance Development System | |||
| Task 3: Recommend Improvements to the Performance Development System | |||
| ASSESSMENT SUMMARY REPORT | ||
|---|---|---|
| Please tick the appropriate box. | Yes | No |
| Comments and further action required are noted in the Learner Assessment Pack | ||
| Results discussed and agreed to by the learner You have the right to appeal the outcome of your assessment. |
||
| Written Knowledge Assessment: The learner has demonstrated the required knowledge |
||
| Practical Assessment: The learner has demonstrated the required skills and knowledge during the practical assessment |
||
| Overall Assessment | ||
| Feedback to the learner on his or her performance and results: | ||
| Learner Signature: | ||
| Date Signed: | ||
| Assessor Signature: | ||
| Date Signed: | ||
References
- Adam, M., Wessel, M., & Benlian, A. (2021). AI-based Chatbots in Customer Service and Their Effects on User Compliance. Electronic Markets, 31(2). Springer. https://doi.org/10.1007/s12525-020-00414-7
- Adisa, T. A., Antonacopoulou, E., Beauregard, T. A., Dickmann, M., & Adekoya, O. D. (2022). Exploring the Impact of COVID‐19 on Employees’ Boundary Management and Work–Life Balance. British Journal of Management, 33(4), 1694–1709. https://doi.org/10.1111/1467-8551.12643
- Agapito, R. V. (2024). Conflict Resolution and Grievance Management System in the Schools Division of Las Piñas: Basis for Conflict Management Training Program. Online Submission. https://eric.ed.gov/?id=ED661848
- Duwe, A. (2024). Effectiveness of Balanced Scorecard Performance Management System on Provision of Quality Services. - The Open University of Tanzania Institutional Repository. Out.ac.tz. http://repository.out.ac.tz/3869/1/ADOLAR%20BEATUS%20DUWE-%20PhD%20Thesis%20-%2022-05-2024-Latest.doc
- Enaifoghe, A. (2024). Performance Management in the Public Sector and Evaluation in Public Administration. Advances in Higher Education and Professional Development Book Series, 335–362. https://doi.org/10.4018/979-8-3693-4346-3.ch016
- Halid, H., Ravesangar, K., Mahadzir, S. L., & Halim, A. (2024). Artificial Intelligence (AI) in Human Resource Management (HRM). Management and Industrial Engineering, 37–70. https://doi.org/10.1007/978-3-031-52811-8_2
- Khogali, H. O., & Mekid, S. (2023). The blended future of automation and AI: Examining some long-term societal and ethical impact features. Technology in Society, 73(1). https://doi.org/10.1016/j.techsoc.2023.102232
- Mandlikova, M., & Majlingova, A. (2025). Economic Logistics Optimization in Fire and Rescue Services: A Case Study of the Slovak Fire and Rescue Service. Logistics, 9(2), 74–74. https://doi.org/10.3390/logistics9020074
- Rotanna, E. J. (2023). The influence of favouritism as non financial incentives on employee performance. In www.diva-portal.org. diva-portal.org. https://www.diva-portal.org/smash/record.jsf?pid=diva2:1742627
- Spagnoli, P., Manuti, A., Buono, C., & Ghislieri, C. (2021). The Good, the Bad and the Blend: The Strategic Role of the “Middle Leadership” in Work-Family/Life Dynamics during Remote Working. Behavioral Sciences, 11(8), 112. https://doi.org/10.3390/bs11080112
