Course Title: Manage people performance

Part B: Course Detail

Teaching Period: Term2 2013

Course Code: EMPL5632C

Course Title: Manage people performance

School: 650T TAFE Business

Campus: City Campus

Program: C5225 - Diploma of Management

Course Contact : Sylvia Baroutis

Course Contact Phone: +61 3 9925 5469

Course Contact Email:sylvia.baroutis@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Seymour Jacobson

9925 1563

seymour.jacobson@rmit.edu.au

Nominal Hours: 70

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

For students, this unit describes the skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas, which link direclty to business objectives,  and key performance indicators, coupled with coaching and feedback, provide the basis for performance management.  The unit  links performance management and performance development, and reinforces both functions as a key requirement for effective managers.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBMGT502B Manage people performance

Element:

1. Allocate work

Performance Criteria:

1.1. Consult relevant groups and individuals on work to be allocated and resources available
1.2. Develop work plans in accordance with operational plans
1.3. Allocate work in a way that is efficient, cost effective and outcome focussed
1.4. Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals
1.5. Develop and agree performance indicators with relevant staff prior to commencement of work
1.6. Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
 

Element:

2. Assess performance

Performance Criteria:

2.1. Design performance management and review processes to ensure consistency with organisational objectives and policies
2.2. Train participants in the performance management and review process
2.3. Conduct performance management in accordance with organisational protocols and time lines
2.4. Monitor and evaluate performance on a continuous basis
 

Element:

3. Provide feedback

Performance Criteria:

3.1. Provide informal feedback to staff on a regular basis
3.2. Advise relevant people where there is poor performance and take necessary actions
3.3. Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance
3.4. Document performance in accordance with the organisational performance management system
3.5. Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
 

Element:

4. Manage follow-up

Performance Criteria:

4.1. Write and agree performance improvement and development plans in accordance with organisational policies
4.2. Seek assistance from human resources specialists where appropriate
4.3. Reinforce excellence in performance through recognition and continuous feedback
4.4. Monitor and coach individuals with poor performance
4.5. Provide support services where necessary
4.6. Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary
4.7. Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor-performance continues
 


Learning Outcomes


Learning outcomes for this unit will include the skills and knowledge to be able to effectively and efficiently:
 

  • allocate work to staff
  • assess performance of staff
  • provide feedback to staff, and
  • manage follow-up


Details of Learning Activities

Activities for this course may include lectures, discussions, exercises, role plays, online study, question and answers sessions, quizzes, and questionnaires

This course covers interpersonal and technical skills managers need to ensure that the performance of direct reports achieves organisational objectives.

Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management.

The course emphasises the communication of goals from the strategic to the individual level, and the role of the supervisor in this process.


Teaching Schedule

Semester 2 2013 Teaching Schedule <thead> <th scope="col">Week</th> <th scope="col">Activities</th> <th scope="col">Resources</th> </thead> <th scope="row">1. July 08</th> <th scope="row">2. July 15</th> <th scope="row">3. July 22 </th> <th scope="row">4. July 29</th> <th scope="row">5. Aug 05</th> <th scope="row">6. Aug 12</th> <th scope="row">7. Aug 19</th> <th scope="row">8. Aug 26</th> <th scope="row">Midsemester break</th> <th scope="row">9. Sep 09</th> <th scope="row">10. Sep 16</th> <th scope="row">11. Sep 23</th> <th scope="row">12. Sep 30</th> <th scope="row">13. Oct 07</th> <th scope="row">14. Oct 14</th> <th scope="row">15. Oct 21</th> <th scope="row">16. Oct 28</th>

Course Guide, Diploma of Management Induction, Assessments briefing

Allocate work

Peak performance,: Job purpose: KRA’s: Job design: Motivation

 

Management Theory and Practice, Cole K, Pearson Australia, 2013
Chapter 11 - Section/Heading 1

Cole Chapter 11 - ppt. 1-22

 

Allocate work 

Training: Learning: Elements for success: Goals



 

Management Theory and Practice, Cole K, Pearson Australia, 2013
Chapter 11 - Section/Heading 1

Cole Chapter 11 - ppt. 23-41


 

Allocate work 
 

Assigning: Delegating: Work instructions
 

Management Theory and Practice, Cole K, Pearson Australia, 2013

Chapter 12 - Section/Heading 1,2,3

 Cole Chapter 12 - ppt. 1-21

 

ONLINE STUDY - NO FACE TO FACE CLASS

Allocate work

Delegating: monitoring

ONLINE STUDY - NO FACE TO FACE CLASS

 

Management Theory and Practice, Cole K, Pearson Australia, 2013

Chapter 12 - Section/Heading 1,2,3

 Cole Chapter 12 - ppt. 22-41

 

REVIEW CHAPTERS 11 & 12

Management Theory and Practice, Cole K, Pearson Australia, 2013

Chapter 11 - Section/Heading 1

Chapter 12 - Section/Heading 1,2,3

 

 

IN CLASS TEST

 

ASSESSMENT 1

Attendance mandatory

Assess performance/Provide feedback/Manage follow up 


 

Performance appraisals: Termination

 

Management Theory and Practice, Cole K, Pearson Australia, 2013

Chapter 15 - Section/Heading 2,3

Cole Chapter 15 - ppt. 1-21 

 

ONLINE STUDY - NO FACE TO FACE CLASS

Assess performance/Provide feedback/Manage follow up

Appraisals: Traps

ONLINE STUDY - NO FACE TO FACE CLASS

 

 Management Theory and Practice, Cole K, Pearson Australia, 2013

Chapter 15 - Section/Heading 2,3
 

Cole Chapter 15 - ppt. 22-44 
 

Midsemester breakMidsemester break

 

 


Assess performance/Provide feedback/Manage follow up 

Managing poor performance: performance counselling

 


 

Management Theory and Practice, Cole K, Pearson Australia, 2013 
 

Chapter 16 - Section/Heading 1, 2,3, 4

Cole Chapter 16 - ppt. 1-24
 

 ROLE PLAYS

 ASSESSMENT 2

Attendance mandatory

 

Assess performance/Provide feedback/Manage follow up

Lawful and unlawful termination: Warning letters

 

 Management Theory and Practice, Cole K, Pearson Australia, 2013


Chapter 15 - Section/Heading 2,3

Chapter 16 - Section/Heading 1, 2,3, 4

Cole Chapter 16 - ppt. 25-44 

Assess performance/Provide feedback/Manage follow up 
Learning organisations:
 

 Management Theory and Practice, Cole K, Pearson Australia, 2013

Chapter 26 - Section/Heading 2

 Cole Chapter 26 - ppt. 1-17
 

Assess performance/Provide feedback/Manage follow up

Delivering training

Chapter 26 - Section/Heading 2

 Cole Chapter 26 - ppt. 18-43

REVIEW CHAPTERS 11, 12, 15, 16, 26. PREPARE FOR PRESENTATIONS

  

STUDENT PRESENTATIONS

ASSESSMENT 3a

Attendance mandatory

ASSESSMENT 3B DUE

STUDENT PRESENTATIONS


ASSESSMENT 3a

 Attendance mandatory


Learning Resources

Prescribed Texts

Management Theory and Practice 5e, Cole. K, Pearson Australia, 2013

9781442550681


References


Other Resources


Overview of Assessment

Assessment may incorporate a variety of methods including technical requirements documentation, homework, assignments, group and/or individual projects, in class exercises, written and practical assessments, problem-solving exercises, presentations, direct observation of actual and simulated work practice, presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files, review of products produced through work-based or course activities.

Students are adv ised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.  Students will be provided with feedback throughout the course to check their progress.


Assessment Tasks

There are three assessment tasks

Asssessment 1 - In-class test in Week 6. This test will be to monitor your understanding and application of the topics covered in Weeks 1-5. It will consists of questions with short essay answers. Attendance mandatory

Assessment 2 - Role Plays in Week 10.  Interpersonal skills role play. Students will role play a scenario in pairs.  Attendance mandatory. The role play will involve demonstrating the feedback techniques covered in this course. Further details will be given out in class 

Assessment 3a - Performance Management Assignment - REPORT due Week 15 
Student’s Task: Students write an individual report in which they advise the owners of a medium size country hotel, The Tintaldra Hotel, on the system of performance management that should be put in place to help the hotel achieve its aims.

Student’s Role: Students assume they are Management Consultants who are expert at advising on performance management systems.

In the report define what you mean by performance management. The owners do not understand the term, so explain it simply and graphically. They in turn will have to explain it to their staff, so tailor it for these needs. Identify and describe the key elements of a performance management cycle. Make diagrams relevant to the hotel and easy for the staff to understand.

Your performance management system must be based on and be designed to achieve the strategy and vision of the hotel, as described by the owners. You must leave the owners with the knowledge about how to manage a performance management system, and not write all their goals, targets, KPIs. Explain, and give examples.


Include in your report how the owners should go about

• setting goals and targets at the work group level which gain commitment from and motivate staff, and support strategic goals. You must provide at least two detailed examples of goals for individual staff as well as the department (operational level) that they work in. Base these on the hotel’s strategic goals, as described by the owners, and do not make major changes to the owners’ strategy.

• measuring performance - a focus on outputs. Use the goals you have written at the department and individual level. Explain what the owners should measure and how. Provide at least two detailed examples for an individual staff member based on the department they work in. The methods and measures chosen must be efficient and effective for the hotel staff to use, as well as valid and reliable for the purposes of performance appraisal

• choosing and clarifying behaviours which influence staff and support strategic goals. You must provide at least two detailed examples of behaviours for individual staff in a particular department that they work in.

• measuring performance – a focus on behaviours. Using the behaviours you have written for the individual, explain what the owners should measure and how.

Do not make the mistake of trying to run the hotel. Your job is not to offer business advice. Advise about a system of managing staff that will help achieve business aims.

Length 2000 words
Format Write a report for the hotel owners, and not an essay for the teacher.
Case Study Author: Margaret O’Connell, RMIT, School of Management

 

The Tintaldra Hotel
Financed by family connections, Lyn and Russell FitzGerald have purchased the lease of the Tintaldra Hotel in Wup Wup, Gippsland.
Both in their early 40’s, between them they have had several years’ experience in the hospitality industry - Lyn as catering manager of an exclusive private hospital, and Russell as the manager of a backpackers hostel in St Kilda. As well, the couple has worked in a variety of clubs and city hotels.
They bought into the business because of the hotels potential. Wup Wup is located on the main highway connecting Melbourne to the tourist destination of Phillip Island. It is a small town, servicing the local rural area. Built in the late 1800’s, the Tintaldra Hotel is the only pub for miles, and is a focal point for the community. Lyn and Russell are newcomers to Wup Wup, but most of the staff are from the district.
There are four main parts to the business - the bar, the dining room, the bottle shop, and accommodation.
Lyn and Russell aim to increase business in the bar and dining room by attracting the passing international tourist trade. They have installed an espresso machine, changed the menu to reflect local produce “with an international taste”, and all bar and waiting staff have been issued with modern new uniforms. The dining room is now called “La Bistro”.
Given the age of the building, Lyn and Russell plan to upgrade the accommodation into a “Heritage experience” to attract the growing B&B market.
They feel the bottle shop should also increase sales, as a drive-through service has just been opened.
The Tintaldra Hotel has a relaxed family atmosphere amongst the employees (indeed, some are related to each other). Unemployment is very high in the region, so staff generally feel lucky to have a local job.
There are 12 full time employees, and extra casual staff are used for busier Friday and Saturday nights. As licensee owners, Lyn and Russell work between the split shifts whenever and wherever they are needed.
Last month there was a serious problem. The business lost potential customers, there is tension and bad feelings between the owners and staff, and employee morale is affecting productivity. There were a number of incidents, which contributed to the Saturday crisis:
Accommodation at The Tintaldra Hotel was bulging at the seams due to the Wup Wup High School reunion, and three bedrooms had been inadvertently double booked - the receptionist had stepped out of the office for a break and Peter the barman had taken the booking manually, over the phone. Also, some of the guests complained that their rooms had not been serviced properly.
The San Remo Fishermen’s Club were having their annual Crayfish Banquet in La Bistro;
Lyn had arranged for a bus of Japanese tourists to stop for an early dinner on their way to see the fairy penguins at Phillip Island; plus, the Wup Wup Football Club had scheduled their pre- season fundraiser dinner for that date. It was going to be a busy night in the dining room.
The new staff uniforms had been delivered, and there were grumbles about looking like religious cult members, and that only a person as thin as a greyhound and as tall as a giraffe would look any good with the cut of the style (designed by Lyn).
The receptionist had overheard Russell talking on the phone to Employment National, saying that they were looking for someone young and energetic, who was good with money and customer oriented, and who could handle food as well as bar work. She passed this information on to her cousin Peter the barman. He told his wife, - one of the waiting staff, and his nephew, who worked in the bottle shop.
In the bar, a fight broke out between the asparagus pickers from Koo Wee Rup, and the roustabouts who were in town setting up for the Lang Lang Rodeo down the highway. The brawl spilled out into the car park, and in the general excitement someone cleaned out the cash register and took a case of Bundaberg Rum from the unattended Bottle-shop.
Dinner was a disaster. Competent in catering for 60 ‘covers’, the kitchen didn’t have the correct ingredients available for the new menu; with the extra number of diners, the overloaded oven took twice as long to heat the apricot stuffed chicken breasts; the kitchen-hand Denise overcooked the crayfish; and there weren’t enough plates because Roger the dishwasher had failed to turn up for work.
The Japanese tourists’ Guide complained that they were not “Greeted & Seated”, that the staff member (Lilian) just talked to the bus driver; the menu was on a blackboard was written only in English; the meal was late and the waiting staff were rude. Plus the toilet facilities were not properly cleaned.
Lyn and Russell are angry at the way things just fell apart; people did not seem to take responsibility for their jobs. When they first took over the hotel they had planned to get all the staff together for a meeting, but it would have cost them too much in wages. Instead they were going to speak to everyone individually, but what with all the work they were doing they had not got around to it. “It is just so hard to get good staff”, they said, in unison.”
 

Staff profile
Front of house, accommodation & cleaning

Office / Reception: Lilian (30)
Left school at 17 worked for a while in the local pharmacy then married and had three children. Now the children are all at school she has returned to the paid workforce. Lilian operates the switchboard, takes bookings, greets and registers guests, and makes up their accounts. Lyn and Russell want her to “Meet & Seat” the bus tour groups, and to “computerise” the office by using MYOB. Lilian knows how to type, but has never used a computer - she is interested in the computer studies her kids are doing at school. She got this job through her cousin the barman.
Housemaid: Sue (22)
RMIT Management student who has deferred from the course - Sue had to come back to Wup Wup to look after her invalid parent. This was the only job she could find in the area. She is a people person, with an extraverted social manner. Sue likes talking to the guests, and tends to get behind with her work. Her job is to change all the linen, make beds, clean the bathrooms and toilets, vacuum the carpet in the bedrooms and upstairs hallway, and dust and polish every possible surface. She has to do all the housework at home, and jokes that she might as well apply for a degree in housework.
Cleaner: Bob (63)
Bob used to work for the shire council where he managed the Functions Hall for over 15 years. He is very popular, a friend to anyone town who has ever been in difficulty. When he was made redundant he found it very hard to find work, and had a casual job for a while as a car detailer. (At that time it was Anna’s wages that kept them financially above water.) Bob works from 5.00 to 10.00 a.m. cleaning the bar, lounge, bistro, and the toilets on the ground floor. He vacuums and spot cleans the carpets, and – using a scrubbing machine - washes then polishes the hard floors. Bob is meticulous; he is very careful and thorough, (unlike the previous Cleaner) and takes a lot of time to get through his workload. Sometimes he is still cleaning when the customers arrive. It is not part of his job, but Bob also picks up litter from the car park, and seems to be the only person who can get the old boiler working for the hot water service. Bob takes pride in his work.
Hotel useful: Hawksy (age unknown)
Every country pub has a Useful – Hawksy will not reveal his age to anyone, but he does go on about the war when he was dodging bullets in New Guinea, or was it in Africa. He cleans the ashtrays, collects empty glasses and takes them to the bar, and keeps the pool table tidy for Peter, chalking the cues before racking them in height order. He sets up the chairs and trestle tables for the big social nights, and washes the publican’s cars. His war service pension enables him to bet big at the horse races. Sometimes he wins, and will disappear for exactly two weeks, before coming back to The Tintaldra. It is a mystery where he has gone.

Kitchen & food service

Chef: Brendan (35)
A trade qualified chef; Brendan has worked in Melbourne at top restaurants, but experienced an occupational burnout at Browns Palace Bistro. He came to the country hotel for lifestyle reasons, and to spend more time with his family. Brendan and the kitchen staff have been successfully catering for 60 guests at a time, and the hotel dining room is a popular eating place for locals. Apart from supervising the kitchen staff, Brendan organises the food orders and controls the storeroom with a practised eye - a manual stock take at a glance. He knows that Lyn and Russell have industry experience, but thinks that they do not yet understand local tastes and expectations - and thinks the debacle with the new menu demonstrated this.
Kitchenhand: Denise (19)
Has been working part time for the past year, and wants experience in the kitchen so she can do a cooking apprenticeship. Now working full time, Denise has been responsible for doing all the salads and entrees. She always arrives early to set up the kitchen and get the ingredients ready for the next meal service, and is very reliable. Denise usually covers for Roger on paydays.
Kitchenhand: Roger (50)
Has been with the hotel for several years, and is like part of the furniture. Roger is a quiet character who just likes to be left alone to do his work, but he has a habit of swearing and talking to himself, which some people find disconcerting. He operates the dishwashing machine, empties the bins, cleans the kitchen equipment and floor, and keeps the yard tidy. Because of his alcohol problem, on paydays Roger doesn’t turn up for work.

Waiting staff:
All waiting staff work split shifts, 11.00am – 3.00 p.m. and 6.00 p.m. to 10.30 p.m. They fold napkins and set tables, prepare lemon garnishes, fill salt & pepper shakers, and write up the menu specials blackboard. During service they take food and drink orders from customers, call the orders to the kitchen and bar, pick the items up, and serve the customers. Clearing the tables, stacking plates for the dishwasher, and making the coffees are other duties.

Anna (40)
Is married to Bob the cleaner. Anna has been working at the hotel for nearly 10 years, and knows every local customer by name. Is cheerful and efficient, but has never done any formal training in food service. A little on the plump side, Anna is very unhappy with the uniform.
Greta (25)
Related to Peter the barman, Greta worked in an office the city, and then moved to Wup Wup when she married Mick the bottle-shop attendant. Although pleasant natured, Greta is very shy and does not converse easily with the customers, she just does her job and leaves them alone as much as possible.
Sue (32)
Has experience working in a number of country pubs. Sue enjoys working with people, but can be a bit bossy, and is not very popular. She is currently having family problems which are affecting her work – she has always been punctual and reliable, but recently has started coming in late and leaving early. Sue thinks the uniforms are pretentious in a country hotel.
 

Bar & liquor sales
Bar staff:

The one permanent bar attendant, he works a split shift from 10.00am to 3.00pm and 5.30 to 10.30pm The rest are casuals who come in on Friday and Saturday nights. All casuals serve beers, wines & cocktails (not often), operate the cash register, and the glass washer machine. Now they are supposed to be serving cappuccino and latte coffees, but no one knows how the machine works – yet. The old cash register was not Y2K compatible and was replaced. Again, no one is really confident using the new register – sure, they can ring up the sales, but apparently it is a very smart computer which can give a lot of reports if you can work it out.
 

Bar attendant: Peter (57)
Peter is the longest serving employee at the hotel, and was instrumental in obtaining work for his nephew Mick who works in the bottle shop. Apart from general bar service, Peter looks after the cellar – hooking up kegs, cleaning the lines, and making sure the gas is working.
He manually checks that stock is up to correct levels, cleans the bar and prepares for service. Peter knows everyone in the district. He runs the footy tipping contest, sets up the Sky Channel TV, looks after the pool table – makes sure it is clean and the cues are racked – and liaises with the local darts and footy club who buy kegs for their club nights.
Peter’s health is not as good as it was, his knees are stiffening up and causing him a lot of pain. The cold cellar work aggravates the pain, and he does a lot of walking in a day’s work
as the cash register is at the end of the long bar. He has refused to wear the new uniform.
Bottle shop attendant: Mick (25)
Mick works full time in the bottle shop, from 10.00 a.m. to 6.00 p.m. Monday to Friday. He is very involved in the local football team, and got the bottle shop job through his Uncle Peter the barman. The previous owners were very sympathetic when he broke his ankle at training, and he was able to sit at the cash register while extra casual staff did the rest of the heavy work. Mick opens up the bottle shop, checks his money float for the till, fills the shelves and refrigerators, and sells beer, wine, spirits to customers. With the new drive through he cannot talk as much as he used to with the locals. Mick worked out the bottle shop’s new cash register very quickly; he has a knack with computers.

Assessment 3b Performance Management Assignment - PRESENTATION due Weeks 15 & 16. Attendance mandatory 

Students will assume their role as Management Consultants and present their report in class. You are expected to present the report with your analysis, appraisals, conclusions and suggestions. Do NOT read the report, use appropriate visual aids
 


Assessment Matrix

Other Information


Academic Administration Procedures.


Plagiarism
Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data and oral presentation. Plagiarism occurs when the origin of the material used is not appropriately cited. Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
For further information including “Plagiarism (and how to avoid it): Resources for Students” refer to the Plagiarism section of the RMIT Policies, at http://www.rmit.edu.au/governance/policies in the Teaching and Learning Policy section. Penalties include official reprimand, recording of a failure result or expulsion from the University.
 

Referencing
Students are required to use the Harvard system of referencing for this course
Submissions which do not use the Harvard system of referencing will not be assessed as Not Yet Competent,(NYC), but will penalised in the grading until referencing is correct, Wrong referencing includes using the footnote system instead of the Harvard (author-date) system, no page numbers in references where there is a quote, being unable to use the formula for in-text referencing, using a bibliography instead of a reference list, having no reference list, failing to show where a quote begins and ends, writing out the book title because you don’t know how to use references and not using all elements of the reference citation i.e. surname, initial, date published, title (correctly signified), publisher and place published. Minor errors such as wrong punctuation, a wrong page number or a simple typographical error in a date are not defined as an error.

Submission of written work/assessments
Written work must conform with RMIT’s guidelines “Written Reports And Essays: Guidelines For Referencing And Presentation In RMIT Business”, in respect to Harvard Referencing, which can be found at: http://mams.rmit.edu.au/s9sx559hurvc.rtf
Written assessment must be lodged by the due date in the format specified.
Please do not place hard copy work in plastic binders or plastic pockets

.
Attach a signed Assignment Cover Sheet to each submission of written work or assessment, whether the submission is online or in hard copy. For team submissions, all team members must sign the cover sheet


You must keep a copy of your assignment/written work, which can be produced if the original is lost or damaged.
Each page of your online assessments should include a footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Juliet Wiggins S123456, Task 2, MKTG5811C Establish and adjust the marketing mix, Page 1 of 10.

Special Consideration
Special Consideration is a process that enables the University to take account of unexpected circumstances such as illness, injury or bereavement that affect a student’s performance in assessment. Forms are available from http://www.rmit.edu.au/students/forms Further information can be accessed from http://www.rmit.edu.au/students/specialconsideration

Return of Assessments
Any hard copy assessments which are completed in-class will be returned to you during class/lecture times, together with feedback comments from your assessor. Online assessments feedback will be online via myRMIT. Assessment results are given normally within two working weeks of submission

Variations to Assessment
A change will not be made to the form or forms of assessment as detailed in the Course Guide unless:
1. the students enrolled in that course have received notice in writing of the proposed change; and
2. the change is approved by the Head of School and not less than 70% of the students enrolled in that course.
Appealing Assessment
You are entitled to appeal assessment results. Refer to RMIT Policy – Appeal Against Assessment Result available at http://www.rmit.edu.au/governance/policies in the Teaching and Learning Policy area.
Students are required to attempt all assessments and be rated as competent against all performance criteria to pass the course.
RMIT University recognises nationally accredited or endorsed qualifications and Statements of Attainment issued to the student by other Registered Training Organisations (RTO’s). Also, RMIT provides credit for work experience or other forms of life experience that match the learning outcomes/competencies of RMIT courses. You must provide evidence that is current, relevant valid, and verifiable that your experience matches the learning outcomes/competencies of the relevant course for which you are seeking credit. This evidence may include formal qualifications (certificates, etc); work samples; references; documents, etc. Please speak to your teacher before applying.
To apply, you should obtain an RPL Information Sheet. Forms are available on the RMIT Website at http://www.rmit.edu.au/student-records/studentforms . You should complete the appropriate form (RPL and/or Credit Transfer), attach the relevant supporting documentation and submit the form to your facilitator for this unit.


Marking Guide (competency):
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention.
You need to demonstrate you are competent in each element of the unit of competency you are studying.
You will receive feedback on each assessment task that will inform you whether you are competent or not and how well you are performing. Once competent in all elements of the unit you receive a competency grading.
Please refer to the Final Grades table below.

The grading is according to the following criteria:
1. LEVEL OF INDEPENDENCE, INITIATIVE, ENTERPRISE AND PERFORMANCE OF WORK TASK
We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to Managing People Performance
2. DEMONSTRATED BREADTH OF UNDERPINNING KNOWLEDGE AND A WILLINGNESS TO CONTINUE LEARNING
We are looking for depth of understanding of the key concepts and knowledge required in Managing People Performance
You should be able to demonstrate a thorough understanding of all applicable Managing People Performance
in all the assessment tasks.
3. TECHNIQUES & PROCESSES, TECHNOLOGY SKILLS AND PROBLEM SOLVING
We are looking for appropriate use of technology to assist in presenting all tasks clearly and suitable for the intended audience. You also need to show an understanding of the kinds of problems that can arise in Managing Performance in a workplace with people and teams and how these might be addressed.
4. WORK ORGANISATION, PLANNING AND SELF MANAGEMENT
We expect to see on-going uploading of information that is relevant to the unit, full utilisation of Blackboard as per course requirements and timely submission of all required assessment tasks.

5. COMMUNICATION, PEOPLE NETWORKING, LANGUAGE AND INTERPERSONAL SKILLS AND TEAMWORK
We expect to see contributions to relevant discussions and scheduled collaborate sessions. In addition your tasks should demonstrate a very good understanding of strategies for a collaborative approach to leadership in the workplace.
Final Grades table:

CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
NYC Not Yet Competent
DNS Did Not Submit for assessment

Please ensure you read and are familiar with the conditions of this Course Guide. It is the responsibility of the student to understand and follow these instructions

 


 

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