BSBADM502 Manage meetings

BSBADM502 Manage meetings

Student Assessment

Unit Overview

BSBADM502 Manage meetings

This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.

It applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material.

They may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.No licensing, legislative or certification requirements apply to this unit at the time of publication.

ELEMENTPERFORMANCE CRITERIA
1       Prepare for meetings1.1   Develop agenda in line with stated meeting purpose

1.2   Ensure style and structure of meeting are appropriate to its purpose

1.3   Identify meeting participants and notify them in accordance with organisational procedures

1.4   Confirm meeting arrangements in accordance with requirements of meeting

1.5   Despatch meeting papers to participants within designated timelines

2       Conduct meetings2.1   Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirements

2.2   Conduct meetings to ensure they are focused, time efficient and achieve the required outcomes

2.3   Ensure meeting facilitation enables participation, discussion, problem solving and resolution of issues

2.4   Brief minute-taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting

3       Follow-up meetings3.1   Check transcribed meeting notes to ensure they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions

3.2   Distribute and store minutes and other follow up documentation within designated timelines, and according to organisational requirements

3.3   Report outcomes of meetings as required, within designated timelines

Assessment Requirements

Performance Evidence

Evidence of the ability to:

  • Apply conventions and procedures for formal and information meetings including:
  • developing and distributing agendas andpapers
  • identifying and inviting meetingparticipants
  • organising and confirming meetingarrangements
  • running the meeting and followingup
  • Organise, take part in and chair ameeting
  • Record and store meeting documentation
  • Follow organisational policies andprocedures.

Knowledge Evidence

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

  • Outline meeting terminology, structures, and arrangements
  • Outline responsibilities of the chairperson and explain group dynamics in relation to managing meetings
  • Describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcams
  • Identify the relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas.

 Assessment Conditions

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

  • Reference material in regard to meeting venues and technology, catering and transport suppliers
  • Organisational policies and procedures for managing meetings
  • Office supplies and equipment
  • Computers and relevant software
  • Case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

 

Writing·        Addresses the context, purpose and audience when generating a range of texts

·        Prepares complex texts from notes using appropriate structure, and accurate spelling, grammar and punctuation

·        Records notes of meeting proceedings according to organisational requirements

·        Edits and corrects own work to ensure accuracy

Oral Communication·        Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose

·        Listens for specific information during meetings

·        Asks questions and listens to responses to clarify understanding

Reading·        Identifies and interprets information from complex texts including legislation, organisational policies and procedures

·        Compares final output with original notes to check for accuracy

Numeracy·        Recognises and interprets numerical information related to timeframes and budgets
Navigate the world of work·        Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Interact with others·        Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role

·        Cooperates with others as part of familiar activities, playing an active role in facilitating group interaction

Get the work done·        Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints

·        Recognises and takes responsibility for addressing predictable problems in familiar work contexts

 

Assessment Mapping
BSBADM502 Manage meetings
Assessment 1:  Written Questions

Assessment 2:  Practical Demonstration & Observation

 


Element
Performance CriteriaASSESSMENTS
12

 

1. Prepare for meetings1.1Develop agenda in line with stated meeting purposeQ101
1.2Ensure style and structure of meeting are appropriate to its purposeQ9,101
1.3Identify meeting participants and notify them in accordance with organisational proceduresQ101
1.4Confirm meeting arrangements in accordance with requirements of meetingQ101
1.5Despatch meeting papers to participants within designated timelinesQ101
2. Conduct meetings2.1Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirementsQ12
2.2Conduct meetings to ensure they are focused, time efficient and achieve the required outcomesQ1,82
2.3Ensure meeting facilitation enables participation, discussion, problem solving and resolution of issuesQ82
2.4Brief minute-taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meetingQ132
3.Follow-up meetings3.1Check transcribed meeting notes to ensure they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventionsQ5,73
3.2Distribute and store minutes and other follow up documentation within designated timelines, and according to organisational requirementsQ113
3.3Report outcomes of meetings as required, within designated timelinesQ93
Performance evidenceEvidence of the ability to:
·        Apply conventions and procedures for formal and informal meetings including:
·        developing and distributing agendas andpapersQ101
·        identifying and inviting meetingparticipantsQ101
·        organising and confirming meetingarrangementsQ10,121
·        running the meeting and followingupQ1, Q4

Q8, Q10-Q11,Q13

2, 3
·        Organise, take part in and chair a meetingQ1, Q101, 2
·        Record and store meeting documentationQ5, Q113
·        Follow organisational policies and procedures.Q1, Q5, Q7, Q10, Q131, 2, 3
Knowledge evidenceTo complete the unit requirements safely and effectively, the individual must:
·        Outline meeting terminology, structures, arrangementsQ1,2,3,4
·        Outline responsibilities of the chairperson and explain group dynamics in relation to managing meetingsQ1, Q8
·        Describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcamsQ6
·        Identify the relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas.Q1, Q5, Q7, Q10, Q131, 2, 3
Foundation Skills
Writing·        Addresses the context, purpose and audience when generating a range of texts

·        Prepares complex texts from notes using appropriate structure, and accurate spelling, grammar and punctuation

·        Records notes of meeting proceedings according to organisational requirements

·        Edits and corrects own work to ensure accuracy

Q5,7,101, 3
Oral Communication·        Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose

·        Listens for specific information during meetings

·        Asks questions and listens to responses to clarify understanding

2
Reading·        Identifies and interprets information from complex texts including legislation, organisational policies and procedures

·        Compares final output with original notes to check for accuracy

Q1,131, 2, 3
Numeracy·        Recognises and interprets numerical information related to timeframes and budgets1, 3
Navigate the world of work·        Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirementsQ5, 111, 2, 3
Interact with others·        Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role

·        Cooperates with others as part of familiar activities, playing an active role in facilitating group interaction

Q8,102
Get the work done·        Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints

·        Recognises and takes responsibility for addressing predictable problems in familiar work contexts

Q1,9,10,

11

1, 2, 3
Assessment Conditions

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

·        Reference material in regard to meeting venues and technology, catering and transport suppliers
·        Organisational policies and procedures for managing meetings
·        Office supplies and equipment
·        Computers and relevant software
·        Case studies and, where possible, real situations
Assessors must satisfy NVR/AQTF assessor requirements

 Information for Trainer/Assessors

Assessment Guidelines

The assessment activities in this assessor and marking guide assess all the elements, performance criteria, performance and knowledge evidence, foundation skills and assessment conditions of the unit of competency BSBADM502 Manage meetings.

This booklet contains information on the assessment items students will be required to complete for each unit of the course.  It is to be used in conjunction with the unit’s Student Assessment Guide.

The Assessment Process

This Assessor and Marking Guide provides you with information regarding the assessment tasks for the unit BSBADM502 Manage meetings.

Assessment tasks are due at the date you specify to the students.

Student responses to the assessment activities may be drawn from:

  • The theory/ information contained in the workbook
  • Additional reading and research
  • Practical experience

As part of the assessment process, all Students must abide by any requirements relevant to the RTO’s assessment policies and procedures. If the student feels they are not yet ready to be assessed or this assessment is unfair, they should be offered the opportunity to discuss all options that are available to them to complete the assessment as per the RTO’s assessment policies and procedures.

Competency Assessment

To be assessed as competent students must, under the guidance of qualified trainer/assessors provide evidence which demonstrates that they can consistently, and over time demonstrate the skills, attitude and knowledge that enable confident completion of workplace tasks in a variety of situations.

In judging evidence, the Trainer/Assessor must ensure that the evidence is:

  • Authentic: the student’s own work and the declaration of authenticity is signed
  • Valid: the student has the skills, knowledge and attributes directly related to the unit of competency
  • Reliable: is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.
  • Current: reflects the student’s current competency
  • Sufficient: Students are required to complete both written assessments and practical tasks. Assessments require, according to the specifications in the unit of competency, that evidence is captured over a period of time and in a variety of different means.
  • Flexible – assessments are drawn from a range of assessment methods
  • Fair – Student’s individual needs are considered in the assessment process

The assessment mapping ensures that all aspects of competency have been satisfied.

 AQF Specifications for Assessments

This assessment is set in accordance with the criteria for AQF Level 5. As stated in the AQF specification for the Diploma qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 5 criteria and the Diploma descriptor.

Diploma descriptor

Students at this level will have specialised knowledge and skills for skilled/paraprofessional work and/or further learning.

Knowledge

Students at this level will have technical and theoretical knowledge in a specific area or a broad field of work and learning.

Skills

Students at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

  • analyse information to complete a range of activities
  • provide and transmit solutions to sometimes complex problems
  • transmit information and skills to others.

 Application

Students at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined knowledge responsibility in known or changing contexts and within broad but established parameters.

ACSF Specifications and Foundation Skills

The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning.

Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in the assessment as part of the performance criteria for this unit.

Marking Assessments

To ensure a reliable and consistent marking of all assessments please use this marking guide to provide you with guidance about what you should expect in a competent answer.

However, there may be other information in the student’s assessment responses that would allow the assessment to be marked as a competent answer, which differs from the answer provided within this marking guide. Should this happen please discuss with the Training Manager BEFORE returning the assessment to the student as the Training Manager will arrange for the student’s assessment to be reviewed.

 Assessment Requirements

To demonstrate competence in this unit, students must undertake all tasks in this assessment booklet and complete them satisfactorily.

In addition, students must also satisfactorily complete the practical demonstration assessment, including demonstrating effective communication skills during the practical activities. Once a judgement of competence by the qualified trainer and assessor of the student’s ability to demonstrate the knowledge and skills required in this Unit of Competency, then the student is to be awarded this unit.

Should the student be deemed ‘Not Competent’ in this unit, the student will be offered the opportunity to undertake a supplementary assessment or appeal the result.

Submitting Assessments

Students must submit assessment tasks with the provided cover sheet.

Assessments must be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Trainer/Assessor in writing.

Prior to Assessment

Students must be advised of their rights before and after the assessments including the right to appeal.

You must provide Students with all relevant information relating to the assessments prior to commencement and of the appeals procedure that can be utilised if the Student wishes to appeal against the assessment outcome or make a complaint. Please refer to the RTO’s policies and procedures for more information.

Assessment Outcomes

There are two (2) outcomes of assessments: ‘Satisfactory’ and ‘Not Satisfactory’ (when a student requires more training and experience).

Students will be awarded a Competent grade on completion of the unit when the Trainer/Assessor is satisfied that the Student has completed all assessments and a ‘Satisfactory’ outcome has been achieved by the student with all assessment tasks. If the Student fails to meet this requirement, he or she will receive the result of Not Competent and will be eligible to be re-assessed.

You must provide detailed written feedback when marking the student’s assessment.  If the student is deemed as Not Competent, you are to provide suggestions for improvement and ask the student to resubmit their material and/or redo their assessment.

Re-assessment

Students will be allowed two (2) further attempts at an assessment for which the outcome is Not Satisfactory, within the timeframe of the course. No additional fees will be charged.

Students who require re-assessment beyond the delivery timeframe of a unit or due date of an assessment, unless it is due to medical reasons, will be given the opportunity to request an additional time to resubmit and in this time they can request a mentoring session if required. After that they will be charged a re-assessment fee.

 Recording Results

You must record the results of the assessment process for individual Students in line with the following documented guidelines. Following completion of each assessment you must:

  • Fill out the appropriate record sheet or observation checklist;
  • Provide a copy to Students with feedback; and ask Students to sign it
  • Provide all assessments and results sheets to the RTO for filing.

Students must be informed of the outcome of their assessment as soon as practicable from the date the assessment was submitted.

Assessment Approach

The assessment tasks to be completed are described in this booklet. A decision about the student’s competency must not be made until completion of any Practical Demonstration assessments.  The results of the assessments will be written on the Assessment Summary for this unit.

As the Trainer/Assessor, you will advise students when to commence the assessments, when they must have each assessment completed and if any specific resources are required. You will also advise students the date and place for any Practical Demonstration assessments.

Plagiarism and Referencing

Students must be reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or ideas and cited at the end of the document.

Sources of information, ideas etc. must be provided in alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc. and year and place of publishing) or may be included in brackets in the text.

Reasonable Adjustment

RTOs and Trainers/Assessors are obliged by law to make reasonable adjustment to ensure maximum participation of students with disability in teaching, learning and assessment activities.

This includes:

  • Ensuring that course activities are sufficiently flexible;
  • Providing additional support where necessary; and
  • Offering a reasonable substitute within the context of the course where a student cannot participate

Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability Discrimination Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the adjustment would impose an unjustifiable hardship on the person’. Reasonable adjustment as it applies to participation in learning and assessment activities may include:

  • Customising resources or activities within a training package or accredited course;
  • Modifying a presentation medium;
  • Providing additional support;
  • Providing assistive or adaptive technologies;
  • Making additional information accessible both before enrolment and during the course; and
  • Monitoring these adjustments to ensure that the student’s needs continue to be met

An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes.

When assessing people with disabilities, you are encouraged to apply good practice assessment methods with sensitivity and flexibility. Consider and make adjustment for the characteristics of the students, particularly language and literacy needs.

The assessment process must:

  • Provide for valid, reliable, flexible and fair assessment
  • Provide for judgement to be made on the basis of sufficient evidence
  • Offer valid, authentic and current evidence

 Access and Equity

Students are requested to speak with you their trainer/assessor if they require assistance with access and equity concerns.

Recognition of Prior Learning

If a student can demonstrate that s/he has the skills and knowledge within this unit, they should speak to their trainer/assessor about this and they can apply for recognition of prior learning.

Assessments

There are two forms of assessment or evidence gathering methods for this unit of competency. Students are required to complete them both.

Assessment 1: Written Questions

This assessment consists of a series of written questions that require the student to provide thoughtful and detailed answers. A word limit range has been provided.

You will need to advise Students when this assessment is due.

‘Model Answers’ and a ‘Results Sheet’ for recording results and feedback are provided.

 Assessment 2: Practical Demonstration & Observation

The student is required to complete two role-plays and a number of written tasks.

You will need to advise Students of the date and place for this assessment.

A ‘Results Sheet’ for recording results and feedback are provided. A final outcome for this unit cannot be provided until the practical demonstration has been completed.

Trainer/Assessor Instructions

For this unit to be deemed competent, all questions must be answered in a similar manner to, or meeting the intent of the sample answers. These should be marked as satisfactory.

You will need to;

  • Clearly inform the student that they will be assessed.
  • Administer the tasks when you are confident the student is ready.
  • Prior to commencing the tasks, explain the instructions. Ensure the student fully understands them.
  • If the student has any special needs or requirements, adjust assessment methodology and processes accordingly and document student file
  • You may explain and/or clarify the context of the tasks and instructions.
  • The learner is allowed to make some grammar or spelling mistakes, but these errors must not interfere with the intended meaning.

The student can give answers that are different to the model answers contained in this Assessor Guide. The answers must be similar in nature and content to the model answers and comply with the instructions in each task.

Students must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.

 Please note: The information that follows is the same as provided to students with the addition of model responses and results sheets.

 Student Assessment Instructions

To demonstrate your competency in this unit you must successfully complete both theory and practical assessment tasks.  The practical assessments will be conducted at a date and place to be advised by your Trainer/Assessor.

All questions must be answered correctly for each assessment task to be completed satisfactorily.

You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.

 Assessment 1: WRITTEN Questions

This assessment consists of thirteen (13)questions to assess the Student’s knowledge of BSBADM502 Manage meetings. Students must answer all questions. Students may use various sources of information including: text books, learning workbooks, other documents and the internet and they must list their sources.

  1. Identify six (6) responsibilities of the chairperson at a meeting. (10-150 words)
  2. How is a formal meeting different from an informal or semi-formal meeting? Who determines the rules of a formal meeting? (80-150 words)
  3. What is the meaning of each of the following terms? (1 sentence each)
  4. a) Agenda
  5. b) Standing orders
  6. c) Minutes
  7. d) Motions
  8. e) Amendments
  9. f) Points of order
  10. g) Quorum
  11. h) Seconder
  12. i) Casting vote 
  13. Name and describe the two (2) main methods of reaching a decision and give one advantage and one disadvantage of each. (100-200 words)
  14. What information should formal meeting minutes include? (50-100 words)
  15. In the table below, describe each meeting type listed and identify the technology required to run each meeting type.
Meeting typeDescriptionTechnology
Face-to-Face
Teleconferencing
Web-conferencing

 

  1. Outline the importance of policies and procedures in relation to meetings (including legal requirements).
  2. The behaviour of individuals within a group and the behaviour of the group itself can have an impact upon the meeting. In the table below, provide a description of each of the behaviour types listed and suggest a strategy to handle each type of behaviour.
BehaviourDescriptionStrategy to overcome
The Dominator
The Withdrawer
Side Conversations
The Griper
The Quiet Group
Group think
Dominant Personalities
Social loafing

 

  1. Identify the reasons it is important to distribute meeting minutes promptly and within

designated timelines.

 

  1. Design a checklist for planning and preparing a meeting.

 

  1. Explain four (4) considerations when filing meeting minutes.

 

  1. Identify eight (8) factors to take into account when choosing the venue for a meeting. Provide a brief explanation for each factor.

 

  1. Why should the Chairperson brief the Minute Taker and what should be included in the brief?

Results Sheet – Assessment 1

To be completed by the assessor

Unit of CompetenceBSBADM502 Manage meetings
Student’s Name 
Assessor’s Name
Date of Assessment
CriteriaResponse

S – Satisfactory

NS – Not satisfactory

Comment
SNS
Did the student answer the questions satisfactorily?
1
2
3
4
5
6
7
8
9
10
11
12
13
Feedback to Student:
The student’s overall performance is:q Satisfactoryq Not Satisfactory
Is re-assessment necessary?q Yesq No
Assessor’s signatureDate
Student’s signatureDate

Assessment 2 (GATHERING ADDITIONAL EVIDENCE) THROUGH Practical Demonstration & Observation

Student Instructions

This practical demonstration assessment is in three parts.  You will need to respond to all tasks satisfactorily in order for this assessment to be completed successfully.

These activities will take place in a simulated work environment at the college. Your assessor will set up an appropriate meeting room.

To complete this assessment activity, you will be provided with:

  • Reference material in regard to meeting venues and technology, catering and transport suppliers
  • Organisational policies and procedures for managing meetings
  • Office supplies and equipment
  • Computers and relevant software.

Objective:

To demonstrate that you have the ability to:

Apply conventions and procedures for formal and informal meetings including:

  • Developing and distributing agendas and papers
  • Identifying and inviting meeting participants
  • Organising and confirming meeting arrangements
  • Chairing the meeting and following up
  • Recording and storing meeting documentation
  • Following organisational policies and procedures. *

*Relevant policies and procedures have been included in this assessment and are listed below.  It is important that you refer to these and ensure you follow them correctly in all parts of this assessment to be marked as satisfactory.

  • Green Tree Meetings Policy and Procedures
  • Green Tree Document Management Policy and Procedure

Task 1

Prepare for meetings

Instructions:

Read the scenario below and use the Summary of Client Feedback provided to prepare for a meeting.

Your submission must include the following:

An agenda (template provided below) which sets out:

  • Purpose of meeting
  • Items for discussion
  • Participants and assigned roles
  • Decision making process
  • Where and when the meeting will be held.

An email inviting participants that includes:

  • The agenda
  • Details of pre-reading or requests which require preparation in advance of the meeting

A completed Meeting Arrangements Checklist (template provided below).  A catering menu has been provided for budgeting purposes.

You will need to check the document format is correct according to the Green Tree Document Management Policy and Procedure

Case study

Green Tree Retirement Home has found that it is trouble attracting residents and has several empty rooms. It was decided to ask residents and their family members to fill out a questionnaire. It was hoped that the questionnaire results would help the Home focus on areas that need improving.

The questionnaire responses showed that:

58% Would recommend the Retirement Home to others

14% Might recommend the Retirement Home to others

28% Would not recommend the Retirement Home to others

The other responses have been summarised in the following table:

 Summary of client and family questionnaire

Using the following elements

ElementYour Clients’ NeedsClient Feedback
Reliability

Timeliness

Consistency/Regularity

Accuracy

Quick response to phone/internet enquiries

Details taken correctly

Phone often engaged

Poor email response/confirmation

Generally, no problems with administration

Assurance

Staff competence

Respect for customers

Credibility

Honesty and confidentiality

Safety and security

Staff have extensive knowledge and skills in aged care

Inclusivity for all clients

Clean, safe environment

Questions about management plans cannot always be answered by staff

Food/drinks good quality

Good environment

Tangibles

Physical facilities and equipment

Employees

Communication

Clean, safe environment

Staff who communicate clearly and can easily understand what you want

Attractive surroundings

Many clients and family members found that some staff members were not as helpful, or as friendly, as they would like.

Empathy

Access (staff, services, information)

Communication (clear, appropriate, timely)

Appropriate services

Understanding the customer

Individualised attention

Understanding of special needs

Staff who communicate clearly and can easily understand what you want

To feel valued

Some staff are very empathetic, and others are not very friendly at all.
Responsiveness

Willingness to help

Prompt service

Problem resolution

Staff have time to respond to queries promptly without clients feeling they are being a nuisanceThere appears to be no standard

Sometimes response is prompt, other times it is not

 

You are now required to take action to improve service performance in the areas of concern.

Your assessor will want to see that you can:

  • Develop agenda in line with stated meeting purpose
  • Ensure style and structure of meeting are appropriate to its purpose
  • Identify meeting participants and notify them in accordance with organisational procedures
  • Confirm meeting arrangements in accordance with requirements of meeting
  • Despatch meeting papers to participants within designated timelines.
AGENDA
Meeting:
Date:Time:
Venue:
Participants and roles:
Purpose:
Decision making process:
Items for Discussion:
1.
2.
3.
4.
5.
6.
7.

 

MEETING ARRANGEMENTS CHECKLIST
Name of Meeting:
Date:Number of Participants:
Location & Accessibility(include parking arrangements)
Venue contact details
Meeting room capacity
Any participant special needs
   Name:Requirements:
   Name:Requirements:
Layout of room
Equipment required
Room flexibility (will breakout sessions be included)
Budget
 DetailsCost
Room Hire 
Equipment Hire  
Food(whichever is relevant)
Arrival drinks
Table refreshments
Morning Tea
Lunch
Afternoon Tea
Pre-dinner
Dinner

 

https://www.vanillablue.com.au/downloads/catalogues/2016-catalogue.pdf

Task 2 – Conduct the meeting

Instructions for the role plays:

You are to carry out two (2) role plays.  One for a formal meeting and one for an informal meeting.

 Role Play 1

You chair a formal meeting with relevant people in the organisation to discuss the situation of the scenario given in Task 1.

Use the documents produced in Task 1 of this assessment as the basis for your meeting.

The meeting should take 15 minutes.  Your assessor will advise you which item or items on the agenda should be used for you to demonstrate your skills.

Before the meeting, you must appropriately brief Evelyn who will be the Minute taker.

 During facilitation of the meeting you must ensure that the following occurs:

  • Participation
  • Discussion
  • Problem solving and resolution of issues.

Your assessor will take a part in the role play and will assist you to arrange another three people to participate in the role play. These people will each have a character to play as follows.

The Roles

  1. Evelyn – Administration Manager. Evelyn is quiet and only contributes in meetings when asked to. She will be the minute taker for this meeting and take notes.
  2. Francesco – HR and Training Manager. Francesco can dominate meetings, if not brought into line,
  3. Magnus – Sales and Marketing Manager. Magnus is upset about not achieving his set targets and blames the outcomes on poor recruitment and training as well as the lack of good policies and procedures.
  4. Scott – Operations Manager. Scott is new to Green Tree and is keen to do whatever needs to be done in order to achieve organisational goals.

 Role Play 2: 

  1. After the formal meeting, you have an informal meeting with Scott (Operations Manager) to discuss how he is settling into the company and what assistance he needs. Your assessor will play the part of Scott who is settling in really well and is happy to tell you what assistance he needs.
  2. As this is an informal meeting, no minutes are required but after the meeting, you need to send an email to Scott confirming what you discussed and confirm the assistance you will provide.
  3. Send the email to your assessor. Ensure that you format the email as directed in the Document Style Guide.
  4. Your assessor will document this activity and use the observation checklist below to record your performance.

 Your assessor will want to see that you can:

  • Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirements
  • Conduct meetings to ensure they are focused, time efficient and achieve the required outcomes
  • Ensure meeting facilitation enables participation, discussion, problem solving and resolution of issues
  • Brief minute-taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting
  • Participate in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose
  • Listen for specific information during meetings
  • Ask questions and listen to responses to clarify understanding
  • Select the appropriate form, channel and mode of communication for a specific purpose relevant to own role
  • Cooperate with others as part of familiar activities, playing an active role in facilitating group interaction
  • Conduct appropriate informal meeting

Role play 1

OBSERVATION CHECKLIST

Did the student satisfactorily:StatusComments
Brief minute-taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting?r Yes r No
Chaired the meeting in accordance with the following:
·        Organisational requirements?r Yes r No
·        Agreed conventions for type of meeting?r Yes r No
·        Legal and ethical requirements?r Yes r No
Conducted the meeting and ensured it
·        Was focused?r Yes r No
·        Was time efficient?r Yes r No
·        Achieved the required outcomes?r Yes r No
Ensured meeting facilitation enabled:
·        Participation?r Yes r No
·        Discussion?r Yes r No
·        Problem solving?r Yes r No
Participated in verbal exchanges using audience, context and purpose appropriate style, tone and vocabulary?r Yes r No
Listened for specific information?r Yes r No
Asked questions and listened to responses to clarify understanding?r Yes r No
Feedback:

 

 

 

 

 

Role play 2

OBSERVATION CHECKLIST – informal meeting

Did the student satisfactorily:StatusComments
Conducted the meeting and ensured it:
Was focused?r Yes r No
Was time efficient?r Yes r No
Achieved the required outcomes?r Yes r No
Ensured meeting facilitation enabled
Participation?r Yes r No
Discussion?r Yes r No
Participated in verbal exchanges using audience, context and purpose appropriate style, tone and vocabulary?
Listened for specific information?r Yes r No
Asked questions and listened to responses to clarify understandingr Yes r No
Feedback:

 

 

 

 

 

 Task 3

Meeting follow-up

Instructions:

Using the notes taken by ‘Evelyn’ during the meeting role play in Task 2:

  • Transcribe them and produce a set of meeting minutes (template provided below) which:
    • Reflect a true and accurate record of the meeting
    • Are formatted appropriately
  • Show the name of your document in the footer of the minutes
  • Distribute a copy of the completed minutes to your assessor within 3 days of performing the role play
  • Also describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcams

You will need to check the document format is correct (as detailed in Green Tree Document Management Policy and Procedures).

Your assessor will want to see that you can:

  • Check transcribed meeting notes to ensure they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions
  • Distribute and store minutes and other follow up documentation within designated timelines and according to organisation requirements
  • Report outcomes of meetings as required, within designated timelines.
  • Use variety of options to conduct meeting.
  • follow organisational policies and procedures

Results Sheet – Assessment 2: Practical Demonstration & Observation

To be completed by the assessor

Unit of CompetenceBSBADM502 Manage meetings
Student’s Name 
Assessor’s Name
Date of Assessment

 

CriteriaResponse

S – Satisfactory

NS – Not satisfactory

Comment
SNS 
In responding to the tasks in this assessment the student performed as follows:
Task 1:  Prepare for meetings
Submitted an Agenda using the template provided which set out:
–        Purpose of meeting
–        Items for discussion
–        Participants and assigned roles
–        Decision making process
–        Where and when the meeting will be held
The Agenda was formatted in accordance with the Green Tree procedure
Completed the Meeting Arrangement Checklist correctly with sufficient information
Task 2:  Conduct the meeting (role plays)
Role Play 1:  As per Observation Checklist
Role Play 2:

–        As per Observation Checklist

–        Email sent to assessor confirming what was discussed including the assistance to be provided
–        Format as specified in the Green Tree Document Style Guide
Task 3:  Meeting follow-up
Using the notes take by ‘Evelyn’ at the meeting
Transcribed them and produced a set of meeting minutes (template provided) which:

o  Reflect a true and accurate record of the meeting

o  Are formatted appropriately

The Minutes were formatted in accordance with the Green Tree procedure
Distributed a copy of the completed minutes to assessor within 3 days of performing the role play
Feedback to student:

 

 

 

 

 

 

The student’s overall performance is:q Satisfactoryq Not Satisfactory
Is re-assessment necessary?q Yesq  No
Assessor’s signatureDate
Student’s signatureDate

 

 

 

 

 

 

 

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