Develop and implement a business plan
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BSBMGT617_LearnerWorkbookV1.0.docx
BSBMGT617
Develop and implement a business plan
Learner Workbook
Table of Contents Assessment instructions 3 Assessment requirements 6 Candidate Details 7 Assessment – BSBMGT617 Develop and implement a business plan 7 Assessment Activities 8 Activity 1A 8 Activity 1B 17 Activity 1C 19 Activity 1D 22 Activity 1A – 1D Checklist – for assessor 27 Activity 2A 30 Activity 2A Observation checklist – for assessor 38 Activity 2B 40 Activity 2C 43 Activity 2A – 2C Checklist – for assessor 45 Activity 3A 47 Activity 3B 49 Activity 3A – 3B Checklist – for assessor 51 Competency record to be completed by assessor 53
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learner
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.
Confidentiality
The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.
Learners will be able to have their previous experience or expertise recognised on request.
Learners 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 .
Assessment requirements
Assessment can be:
· Direct observation
· Product-based methods e.g. reports, role plays, work samples
· Portfolios – annotated and validated
· Questioning.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
Candidate Details
Assessment – BSBMGT617 Develop and implement a business plan
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBMGT617 Develop and implement a business plan.
Name: _____________________________________________________________
Learner ID: ______________________________________________________________
Email: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
Activity 1A
Performance Criteria
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P.C. 1.1 |
Review and evaluate pre-existing strategic, business and operational plan, if available |
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P.C. 1.2 |
Analyse and interpret business vision, mission, values and objectives |
Performance Evidence
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The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: |
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P.E. 1.0 |
analyse and research business vision, mission, values, objectives, goals, competitors, financial targets, management arrangements, marketing approaches and strategic, business and operational plans |
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P.E. 2.0 |
write a business plan which includes a description of the business, products and services, financial, physical and human resource requirements, permit and licence requirements, marketing activity, financial indicators, productivity and performance targets for key result areas |
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Case scenario A: Burger Queen
Key Ideas for Fast-food Industry According to Businesswire (2021), it claims that “the global fast food market is expected to reach $931.7 billion by 2027, rising at a CAGR of 4.6% from 2020 to 2027”. The global fast food market is poised to witness significant growth during the forecast period, owning to increase in number of fast food restaurants, rise in number of working women, tech-savvy ordering options, rise in demand for international cuisines, and change in consumer taste and preference. However, factors such as high setup cost of restaurants and rise in health concerns among the fast food consumers are expected to hamper the growth of this market. Moreover, the rise of fast casual food is forecasted to negatively affect the fast food market growth (Businesswire, 2020). Fast food product is one such convenient food product that can be consumed with ease anywhere, anytime. Hence, the fact that the busy lifestyle being adopted by majority of customers paves way for fast food product to grow in terms of volume sales. Based on type, Asian/Latin American food has been the most preferred fast food among consumers, due to its flavors and ingredients added in the products. Thus, the Asian/Latin American food segment was valued at $155.5 billion and is expected to grow with a CAGR of 3.4% from 2020 to 2027, to reach $203.6 billion by 2027. However, the burger/sandwich segment is expected to grow at the highest rate during the fast food market forecast period. This is attributed to increase in consumer demand for taste and preferences of the food. Based on end-user, the quick service restaurants segment is dominating in the market, which accounts 42.59% of the share in the global fast food market in 2019 and is expected to retain its dominance throughout the forecast period. Quick service restaurants are the most preferred by consumers. With the increasing demand for fresh, tasty, and appealing food at affordable cost, the demand for quick-service restaurants is increasing. Moreover, retaining healthy and natural ingredients along with maintaining the taste also boosts the market growth. On the basis of region, North America was the prominent market in 2019 and accounted for the maximum share in the global fast food market. This is attributed to the high consumption of fast food in the U.S., Canada, and Mexico. Consumers in the region are attracted by fast food with new flavors, textures, and higher nutrition of fast food and has led to the growth of the market in the region. Burger Queen Burger Queen is a new franchise in the Australian fast food industry. It is planning to establish in December 2021. The company is also planning to expand its fast food restaurant with more than 1,000 restaurants in over 20 countries by the end of next year. It expects to employ more than 100,000 people worldwide, including employees at company-owned stores and corporate office employees.
Vision To be leading fast food service globally Mission To be the best ways offering outstanding quality, service, value, and cleanliness so that we satisfy every customer in everywhere they are. Value Better choice of fast-food for the family Business Overview Burger Queen’s is planning to be the world’s leading fast food company in terms of revenues and number of restaurants. The company will offer a uniform menu that includes chicken burgers, fish burgers, beef burgers, fries, chicken nuggets, plain sandwiches, wraps, shakes, ice-cream, cupcakes, drinks and other desserts. To ensure that it connects with its international markets, it also offers locally relevant food menus which will be rotating in each season. For example, it will serve durian ice cream in Thailand, and mango smoothies in India. As a global company with local operations, Burger Queens has to adapt to local food choices. Business segments Burger Queen and its competitors such as McDonald and KFC use the franchise model as well as the company-operated model. Notably, these are the two most common models in the restaurant industry. Burger Queen divides its revenues into company-operated stores and franchised stores. In the second quarter of 2021, Burger Queen earned 33% of its revenues from company-owned restaurants. Burger Queen also earned its remaining revenues from franchises. Notably, the contribution of franchise stores to Burger Queen’s revenues has grown significantly over the last two years. Business and Operation Plan The business strategy for the company is to make food fast and available to its customers at a very low competitive price. However, the company aims to gain profit as well by reducing the cost and wastes of the products as well as expanding the business globally. Burger Queen considers that an operation strategy plays a very important role in achieving organisational goals. The company has employed strategies based on three sections. The first strategy focuses on customer importance as well as customers satisfaction. The second strategy focuses on information technology usage. The company has adopted a self-ordering system to reduce time-wasting in line for customers. Lastly, Burger Queen has introduced a stock control and checking database system. The system is extremely beneficial for each branch to avoid unnecessary ordering and to keep the stock up to date in-store. It has become more convenient, and time-saving to check and order the stock as stockrooms are directly attached to point of sale system and the manager knows what product is moving fast and how much should be ordered. These strategies are implemented in all the branches, including its franchise, of Burger Queen so that the company can control and ensure they all are met organisational standard. Performance Management Policy Guidance: It is recommended to undertake performance management once or twice annually if the lines of communication and feedback between management and employees are working effectively. The performance management aims to enhance employee’s performance. This is an ongoing process. It will include informal and formal review. The company encourages a two-way process, which is, our employees can also give management feedback on their performance. All staff working in Burger Queen will undergo a formal performance review with their line managers at least 2 times a year. This is to ensure that our employees can improve their performance during their working.
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Question 1:
Use your word to clearly explain the term of business requirements.
Question 2:
Identify Burger Queen’s business objective and identify two (2) business requirements to achieve its objective.
Question 3
Explain whether Burger Queen’s business requirement and market requirement is in the same direction, and how likely the Burger Queen will be a successful business.
Question 4
Based on the business environment of Burger Queen, analyse three (3) Australian legislative frameworks for its business and operation and clearly explain how each of them is crucial to consider when developing a business plan
Task Guideline: The learner is recommended to research and analyse required information from similar fast food companies/industries. Alternatively, McDonald’s CSR Report 2020 has been attached as additional reading to guide you complete this task.
Question 5
Briefly explain competitor analysis and how Burger Queen needs to understand its competitors.
Question 6
Use the template provided below to conduct a SWOT analysis for Burger Queen.
Task Guideline: The learner is recommended to develop SWOT Analysis based on the Australian fast food industry.
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Strengths |
Weaknesses |
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Opportunities |
Threats |
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Question 7
Conduct competitive analysis for Australian Burger Queen and established a plan to compete with existing competitors. The analysis must include:
· Who are the competitors (include both current and potential competitors)
· Select one key competitor that you believe will be the most dominant on Burger Queen company and analyse its business strategies (include both long term and short term corporate and competitive strategies)
· Identify opportunities and threats (analyse the competitors’ strengths and weaknesses, compare them with your strategies, and identify the opportunities and threats)
Activity 1B
Performance Criteria
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P.C. 1.4 |
Review market requirements for the product or service, profile customer needs and research pricing options |
Question 1
Identify five (5) products and one (1) service which has been offered by Burger Queen.
Question 2:
Clearly explain the term of marketing requirements and how they are important for an organisation to consider when developing a business plan.
Question 3:
Review the market requirements for Burger Queen’s products and services and write a summary below. The topics must include:
· Vision (What makes your product or service unique? Your vision should represent the core essence of your product. It should set the direction for where your product is headed or the end state for what your product will deliver in the future.)
· Competitive advantages (Explain factors that allow a company to produce goods or services better or more cheaply than its rivals)
· Target market (How big is the opportunity or market size? Detail the specific market size and document the assumptions and facts that validate and justify the market opportunity).
· Market requirement (What customer’s wants and needs for the product or service.)
· Australian Competitor(s) (What alternatives currently exist? Understanding all the different options available to your prospective customers helps you differentiate your offering and establish a competitive advantage).
Guideline to a learner: You can research more information about the fast-food market trend to get an idea of market requirements.
Activity 1C
Performance Criteria
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P.C. 1.3 |
Consult with key stakeholders |
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P.C. 1.5 |
Develop performance objectives and measures through consultation with key stakeholders |
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P.C. 1.6 |
Identify financial, human and physical resource requirements for the business |
Knowledge Evidence
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The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: |
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K.E. 2.0 |
describe performance objectives and measures including key performance indicators |
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K.E. 3.0 |
identify key stakeholders. |
Instruction to learner:
To complete Question 1-3, you are required to follow the instruction below.
· In a group of 3-4 people or as instructed by your trainer, play the role of relevant stakeholders of Burger Queen and summarise each question in your words.
· Presents information and seeks advice using language and features appropriate to the stakeholders (group members).
· Use listening and questioning to elicit the views of others and to clarify or confirm understanding
Instruction to Assessor:
To complete Question 1-3, learners are required to follow the instruction below.
· Learners are required to make a group of 3-4 people or as instructed by your trainer, play the role of relevant stakeholders of Burger Queen and summarise discussion in each question.
· Learners are required to presents information and seek advice using language and feature appropriate to the stakeholders (group members).
· Learners are required to use listening and questioning to elicit the views of others and to clarify or confirm understanding
· Assessors are not required to complete an observation checklist for this activity; however, you must remind learners to use formal language and appropriate non-verbal language (eg. do not lean forward while talking, do not cross arms while listening to others, etc.), and use listening and questioning technique to get feedback from the group members.
Question 1:
Give examples of three (3) relevant stakeholders who should involve in developing performance objectives and measures for business plan of Burger Queen.
Question 2:
In your group, discuss and summarise in your words regarding the following elements based on Burger Queen establishment:
A. Identify and explain procedures of business plan development
B. Develop performance objectives
C. Identify financial requirement
D. Identify human requirement
E. Identify physical resource requirements
F. How to monitor the business plan (please detail the process).
Activity 1D
Performance Criteria
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P.C. 1.7 |
Consider any permits or licences that may be required for new activity |
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P.C. 1.8 |
Write business plan |
Knowledge Evidence
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The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: |
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K.E. 1.0 |
outline processes for developing business plans |
Performance Evidence
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The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: |
|
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P.E. 2.0 |
write a business plan which includes a description of the business, products and services, financial, physical and human resource requirements, permit and licence requirements, marketing activity, financial indicators, productivity and performance targets for key result areas |
Question 1:
As the business development manager of Burger Queen, develop a business plan by using either the provided tables or your preferred business plan template. However, you must ensure that your business plan template covers and identifies the following elements:
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Business Summary |
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Company name: |
[identify the business name] |
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What the business mainly does: |
[explain the business] |
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Vision |
[Consider what you want your business to accomplish in the long term. What are your ultimate goals? Be passionate, powerful and inspiring] |
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Mission |
[Consider the purpose of your business and define what it does for your customers. What do you do, how do you do it and why do you do it?] |
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Values |
[Identify business values] |
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Target Market: |
[identify potential target market] |
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Unique sell point |
[what the unique sell point] |
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Business goal: |
[what the business is expecting to achieve] |
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Financial target |
[what is your business target?] |
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Regulatory Requirements |
[identify Regulatory Requirements based on the business environment] |
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Operations [What the business is selling] |
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Product/service |
Description |
Approximate price |
Cost |
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1. [e.g. Burger, fries, chicken nuggets, wraps etc.] |
[describe the feature of products] |
[how much the business is expecting to sell products]
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[estimate ingredients cost] |
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2. |
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3. |
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Marketing Strategy/ Sales and distribution channels [The marketing strategy/channels we’ll use to distribute our product or service to customers] |
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Channel [select a channel] |
Used for [Example: Selling our coffee beans internationally online.] |
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1. |
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2. |
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Financial indicators [identify essential indicators that the business should implement] |
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1. |
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2. |
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3. |
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4. |
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Key People [List your existing staff and any staff required for your business] |
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Role [Examples: owner, manager, casual employee] |
Position |
Role and responsibilities |
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1. |
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2. |
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3. |
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Physical resources [identify physical resources which need for operation] |
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1. |
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2. |
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3. |
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The Competition [The top 3 businesses we’re competing against, what they do well and not so well. What we’ll do differently to succeed in the market] |
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Competitor name |
Strengths |
weaknesses |
What to do differently |
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1. [fast food industry’s competitors] |
[Example: Low product prices.] |
[Example: Low quality product, unsustainable production.] |
[Example: We only sell high quality, sustainably produced beans.] |
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2. |
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3. |
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SWOT Analysis |
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Strengths |
Weaknesses |
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[What’s good about our business]
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[What’s not so good about our business]
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Opportunities |
Threats |
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[External factors we could take advantage of.]
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[External factors that could cause problems for us.] |
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How we’ll address each weakness and threat [Example: We’ll investigate alternative lower cost premises with good visibility.]
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Risk Management [Risks that could impact our business and what we’ll do to protect it.] |
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Risk/impact description [Example: Computer theft results in loss of financial records.] |
Likelihood [Highly likely/likely/unlikely/highly unlikely] |
What we’ll do to reduce this risk [Example: Strengthen online sales/e-commerce.] |
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Productivity and performance targets [productivity and performance target of Burger Queen] |
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Note : The template is extracted from Australian Government Website. The full version of business plan template can be found via https://business.gov.au/planning/business-plans/develop-your-business-plan
Activity 1A – 1D Checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance 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.
If the learner correctly completed the task mentioned in the marking checklist, the assessor would be required to highlight/circle/tick “Yes”. Otherwise, highlight/circle/tick “No”
Activity 2A
Performance Criteria
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P.C. 2.1 |
Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes |
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P.C. 2.2 |
Ensure skilled labour is available to implement plan |
Performance Evidence
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The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: |
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P.E. 3.0 |
implement a business plan including ensuring skilled labour is available, and that training is provided where appropriate |
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P.E. 4.0 |
monitor and respond to business performance including evaluation of performance against key results indicators including profit and loss, community awareness or branding, environmental impact, governance, quality, sales, triple bottom line and the workforce |
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P.E. 5.0 |
consult, communicate with and report to key stakeholders including business partners, financiers, customers, staff and technical advisers |
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P.E.6.0 |
provide an analysis of the strengths and weaknesses of a business plan. |
Instruction to learners:
To complete Questions 1-4, you are required to follow the instruction below.
· In a group of 3-4 people or as instructed by your trainer, play the role of relevant stakeholders of Burger Queen and summarise the discussion into each question in your words.
· Present your business plan to the stakeholders.
· Amend a business plan as a group and come up with one final plan to submit.
This activity will be observed by the assessor, please make sure that you
· Present information and seek advice using language and features appropriate to the audience (group members).
· Use listening and questioning to elicit the views of others and to clarify or confirm understanding
· Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing the direction and taking a leadership role.
· Provides support in the field of expertise to colleagues, as required.
Instruction to Assessor:
To complete Questions 1-4, learners are required to follow the instruction below.
· Learners are required to make a group of 3-4 people or as instructed by your trainer, play the role of relevant stakeholders of Burger Queen and summarise discussion in each question.
· Learners are required to presents information and seek advice using language and feature appropriate to the stakeholders (group members).
· Learners are required to use listening and questioning to elicit the views of others and to clarify or confirm understanding
· Assessors are required to complete an observation checklist for this activity.
Question 1:
Discuss the business plan that you have developed in activity 1E with your group whether your group agree with your business plan.
Question 2:
Discuss and confirm with the stakeholders on following topics.
(i) What are skilled labours required in this business plan?
(ii) How many skilled labour are required?
(iii) How many resources (skilled labours) does the company already have?
(iv) How much that the company need to spend to acquire new skilled labour?
Question 3:
Modify the business plan as a group and come up with a better plan from the group’s feedback.
Guideline to learner: You are required to write the names of your group members in a stakeholder’s name column and write the roles of each group member in Job title column.
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Stakeholder’s name |
Job title |
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Business Summary |
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Company name: |
[identify the business name] |
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What the business mainly does: |
[explain the business] |
|
Vision |
[Consider what you want your business to accomplish in the long term. What are your ultimate goals? Be passionate, powerful and inspiring] |
|
Mission |
[Consider the purpose of your business and define what it does for your customers. What do you do, how do you do it and why do you do it?] |
|
Values |
[Identify business values] |
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Target Market: |
[identify potential target market] |
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Unique sell point |
[what the unique sell point] |
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Business goal: |
[what the business is expecting to achieve] |
|
Financial target |
[what is your business target?] |
|
Regulatory Requirements |
[identify Regulatory Requirements based on the business environment] |
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Operations [What the business is selling] Guideline to learners: You must research information about pricing structure in the market. For example, the pricing structure of the same type of product that your competitors are selling. Make sure that you do not set the price too high or too low. |
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Product/service |
Description |
Approximate price |
Cost |
|
1. [e.g. Burger, fries, chicken nuggets, wraps etc.] |
[describe the feature of products] |
[how much the business is expecting to sell products]
|
[estimate ingredients cost] |
|
2. |
|
|
|
|
3. |
|
|
|
|
Marketing Strategy/ Sales and distribution channels [The marketing strategy/channels we’ll use to distribute our product or service to customers] |
|
|
Channel [select a channel] |
Used for [Example: Selling our coffee beans internationally online.] |
|
1. |
|
|
2. |
|
|
Financial indicators [identify essential indicators that the business should implement] |
|
|
1. |
|
|
2. |
|
|
3. |
|
|
4. |
|
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Key People [List your existing staff and any staff required for your business] |
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Role [Examples: owner, manager, casual employee] |
Position |
Role and responsibilities |
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1. |
|
|
|
2. |
|
|
|
3. |
|
|
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Physical resources [identify physical resources which need for operation] |
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1. |
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2. |
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3. |
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The Competition [The top 3 businesses we’re competing against, what they do well and not so well. What we’ll do differently to succeed in the market] |
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|
Competitor name |
Strengths |
weaknesses |
What to do differently |
|
1. [fast food industry’s competitors] |
[Example: Low product prices.] |
[Example: Low quality product, unsustainable production.] |
[Example: We only sell high quality, sustainably produced beans.] |
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2. |
|
|
|
|
3. |
|
|
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SWOT Analysis |
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Strengths |
Weaknesses |
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[What’s good about our business]
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[What’s not so good about our business]
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|
Opportunities |
Threats |
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[External factors we could take advantage of.]
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[External factors that could cause problems for us.] |
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How we’ll address each weakness and threat [Example: We’ll investigate alternative lower cost premises with good visibility.]
|
|
Risk Management [Risks that could impact our business and what we’ll do to protect it.] |
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Risk/impact description [Example: Computer theft results in loss of financial records.] |
Likelihood [Highly likely/likely/unlikely/highly unlikely] |
What we’ll do to reduce this risk [Example: Strengthen online sales/e-commerce.] |
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Productivity and performance targets [productivity and performance target of Burger Queen] |
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Note : The template is extracted from Australian Government Website. The full version of business plan template can be found via https://business.gov.au/planning/business-plans/develop-your-business-plan
Question 4:
As a group, analyse the strength and weaknesses of the business plan provided in Activity 2A Question 3.
Activity 2A Observation checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance 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.
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Observation Checklist - Activity 2A Group discussion (Question 1-4) |
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The learner is required to demonstrate ALL components from the list below |
Assessment Date: |
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Did the learner: |
S |
NS |
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The learner verbally explained/presented the business plan he/she created in Activity 1E to the stakeholders.
The learner is expected to explain the case scenario to his/her classmates. |
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The learner discussed with stakeholders and confirmed the availability of skilled labours required by answering questions listed in Activity 2A Question 2.
The learner is expected to explain the case scenario to his/her classmates. |
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The learner engaged in a two-way conversation to consult the improvement areas from stakeholders (encourage contributions and elicit ideas from others). The learner is expected to ask questions and listen to the audience’s opinions. He/she can provide their opinion if they disagree politely (e.g. do not shout, do not include emotions, do not use negative hand posture, etc.). |
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The learner maintained appropriate tone, body language, and eye contact with the audience. The learner is expected to use an appropriate tone (e.g. neutral), and body language (e.g. have eye contact, do not cross arms, do not lean over the table, do not bounce or shake leg under the table, etc.) |
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The learner used formal language which appropriates the context discussed. The learner is expected to use formal language in a business discussion. They must not use slang and avoid abbreviations. |
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The learner collaborated with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing the direction and taking a leadership role. The learner is expected to collaborate with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing the direction and taking a leadership role. |
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The learner provided support in field of expertise to colleagues, as required. The learner is expected to provide support in field of expertise to colleagues, as required. |
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All task criteria must be satisfactorily demonstrated by the learner. The task has been confirmed: |
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Comment:
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Assessor Declaration: |
I declare that I have observed the learner perform this task. The task has been conducted as per the assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the learners. |
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Assessor Name: |
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Assessor Signature: |
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Activity 2B
Performance Criteria
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P.C. 2.3 |
Test performance measurement systems and refine, if necessary |
Performance Evidence
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The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: |
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P.E. 4.0 |
monitor and respond to business performance including evaluation of performance against key results indicators including profit and loss, community awareness or branding, environmental impact, governance, quality, sales, triple bottom line and the workforce |
Knowledge Evidence
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The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: |
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K.E. 2.0 |
describe performance objectives and measures including key performance indicators |
Question 1:
Briefly explain PLAN-DO-CHECK-ACT Cycle (PDCA) and its importance for organisation’s project and performance review.
Question 2:
Identify how you would apply each step of the PLAN-DO-CHECK-ACT Cycle (PDCA) to test performance measurement systems of Burger Queen?
Guideline to a learner: A learner must select at least one key indicator of performance measurement. For example, the number of shares in social media to measure advertisement engagement of Burger Queen. This is one of the indicators that reflect marketing efficiency. After you select the indicator, learners must apply PDCA to explain how you use PDCA in measuring performance.
Question 3: Identify a performance objective of Burger Queen and give at least three (3) examples of performance indicators that can use to measure whether the company can achieve the objective/goal or not.
Question 4: If the key performance indicators you identified in Activity 2B Question 3 show that Burger Queen does not perform well, what would you do as a manager?
Activity 2C
Performance criteria
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P.C. 2.4 |
Ensure timely reports on all key aspects of the business are available, user-friendly and balanced in terms of financial and non-financial performance |
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P.C. 2.5 |
Report system failures, product failures and variances to the business plan as they occur |
Question 1:
Identify two (2) key areas of the business providing product/service of Burger Queen. Further, make a brief report on how these two areas have an impact on the business and its goals, targets and objectives.
Guideline to learner: Report must consist of elements as follows:
· Content page
· Executive summary
· Main body
· Findings/Recommendations
· Appendix (if applicable)
Question 2:
Based on the business environment of Burger Queen, report three (3) of each of (i) possible system, (ii) product and (iii) service failures and variances as they may occur in the business.
Possible system failures
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Possible product failures
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Possible service failures
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Variances
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Activity 2A – 2C Checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance 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.
If the learner correctly completed the task mentioned in the marking checklist, the assessor would be required to highlight/circle/tick “Yes”. Otherwise, highlight/circle/tick “No”
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Checklist |
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2A Q1 - Did the learner correctly discuss the business plan that he/she has developed in activity 1E with their groups whether their groups agree with the business plan? |
Yes No
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2A Q2 - Did the learner correctly discuss and confirm whether skilled labour is required based on business environment of Burger Queen? |
Yes No |
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2A Q3 – Did the learner modify the business plan based on feedback and discussion with the stakeholders?
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Yes No |
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2A Q4 – Did the learner analyse strength and weakness of the business plan provided in Activity 2A Q3?
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Yes No |
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2B Q1 - Did the learner correctly explain PLAN-DO-CHECK-ACT Cycle (PDCA) and its importance for the organisation’s project and performance review? |
Yes No |
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2B Q2 - Did the learner correctly identify how they would apply each step of the PLAN-DO-CHECK-ACT Cycle (PDCA) to test the performance measurement systems of Burger Queen? |
Yes No |
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2B Q3 – Did the learner identify a performance objective of the company correctly? |
Yes No |
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2B Q3 – Did the learner identify at least three (3) examples of performance indicators correctly? |
Yes No |
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2B Q4 – Did the learner provide solution(s) if he/she found that the indicator reflect poor performance? |
Yes No |
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2C Q1 - Did the learner correctly identify two (2) key areas of the business providing product/service of Burger Queen?
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Yes No |
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2C Q1 - Did the learner also make a brief report on how these two areas have an impact on the business and its goals, targets and objectives? |
Yes No |
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2C Q2 - Did the learner correctly report three (3) of each of possible system, product and service failures and variances as they may occur in the business? |
Yes No |
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Comments |
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Provide your comments here:
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The learner’s performance was: |
Satisfactory |
Not yet satisfactory |
Activity 3A
Performance criteria
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P.C. 3.1 |
Analyse performance reports against planned objectives |
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P.C. 3.2 |
Review performance indicators and refine if necessary |
Question 1:
If you were one of Burger Queen’s management team, what would be three (3) areas to analyse against planned objective, and why do you believe these areas are important?
Question 2:
Select one example in business areas based on Burger Queen, and analyse performance against planned objectives.
Guideline to leaner: Learners can refer to performance report you prepared in Activity 2C Question 1 and 2.
Question 3:
Identify three (3) circumstances/situations where the business should review and refine performance indicators.
Question 4:
If you were working as a store manager of Burger Queen, what would you do to review your staff performance indicators and refine where is needed?
Guideline to learners: Assuming that the situation you identified in Activity 3A Question 3 occurs, how would you refine the staff performance indicator? Please give an example of the original indicator and the adjustment. Please provide your justification for the refinement.
Activity 3B
Performance criteria
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P.C. 3.3 |
Ensure groups and individuals contributing to under-performance are coached, and provide training where appropriate |
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P.C. 3.4 |
Review system processes and work methods regularly as part of continuous improvement |
Question 1:
Provide three (3) reasons why (your) staff might perform poorly.
Question 2:
How would you know when (your) employees are underperforming in their roles and responsibilities?
Question 3:
How would you effectively coach and manage under-performing staff?
Question 4:
As a manager, after you provided training and coaching sessions to under-performing staff, establish ongoing review processes that you would implement to effectively monitor your employees.
Activity 3A – 3B Checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance 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.
If the learner correctly completed the task mentioned in the marking checklist, the assessor would be required to highlight/circle/tick “Yes”. Otherwise, highlight/circle/tick “No”
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Checklist |
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3A Q1 - Did the learner correctly identify three (3) areas against planned objective, and why they believe these areas are important? |
Yes No
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3A Q2 - Did the learner correctly select one example in business areas based on Burger Queen, and identify what they would do to analyse performance against planned objectives? |
Yes No |
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3A Q3 - Did the learner correctly identify three (3) circumstances/situations where the business should review and refine performance indicators? |
Yes No |
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3A Q4 - Did the learner correctly identify what they could do to review staff performance indicators and refine where is needed? |
Yes No |
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3B Q1 - Did the learner correctly provide three (3) reasons why (your) staff might perform poorly? |
Yes No |
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3B Q2 - Did the learner correctly identify how they would know when employees are under-performing in their roles and responsibilities? |
Yes No |
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3B Q3 - Did the learner correctly identify how to effectively coach and manage under-performing staff? |
Yes No |
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3B Q4 - Did the learner establish ongoing review processes that he/she would implement to effectively monitor your employees? |
Yes No |
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Comments |
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Provide your comments here:
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The learner’s performance was: |
Satisfactory |
Not yet satisfactory |
Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
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Learner’s name |
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Assessor’s name |
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Unit of Competence (Code and Title) |
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Date |
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Has the learner completed all required assessments to a satisfactory standard? |
Yes No (Please circle) |
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Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? |
Yes No (Please circle) |
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Learner is deemed: |
Not yet competent |
Competent |
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Comments from trainer/assessor:
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Assessor’s signature |
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