HP09200012 Lakshita D (1) .....

.docx
Unit Result Record Sheet SITXHRM002 Roster staf Student Name: BLOCK Print Mansimran singh Student Number: BLOCK Print HP01220003 Assessmen t Completed (Evidence must be in students file) Result Date Assesse d Reassessmen t Completed (If required) (Evidence must be in students file) Result Date Reassessed 3 Satisfactory Not Yet Satisfactory Satisfactory Not Yet Satisfactory Written Assessment Questions Summative Written Assessment Questions Summative Practical Demonstration of Skills Result for unit Competent Not Yet Competent Assessor Name: & Signature Signature: Date result reached: Comments: Student Declaration: I declare that: I was made aware of all assessment requirements for this/these unit/s I have received feedback from my assessor on the results of each individual assessment task and my overall result for this/these unit/s I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet satisfactorily completed All work for assessment tasks submitted for this unit is my own with no part of any assessment being copied/plagiarised from another person's work, except where authorized and listed/referenced Student Signature: Mansimran singh Student Name: Mansimran singh Student ID: HP01220003 Received by Australian College of Trade:
NAME: Signature: Date: UNIT: SITXHRM002 Roster staf
P a g e | 1 VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019 SITXHRM002 Roster staf Learner Workbook
Table of Contents Table of Contents .............................................................................................................................. 2 Instructions to Learner .......................................................................... Error! Bookmark not defined. Assessment instructions .................................................................. Error! Bookmark not defined. Assessment requirements ............................................................................................................. 5 Observation/Demonstration ............................................................................................................. 6 Third Party Guide .............................................................................................................................. 7 Third party details (required information from the learner) .......................................................... 7 Activities ........................................................................................................................................... 8 Activity 1A ...................................................................................................................................... 8 Activity 1B ...................................................................................................................................... 9 Activity 1C .................................................................................................................................... 10 Activity 1D .................................................................................................................................... 11 Activity 1E .................................................................................................................................... 12 Activity 1F .................................................................................................................................... 13 Activity 1G .................................................................................................................................... 14 Activity 2A .................................................................................................................................... 15 Activity 2B .................................................................................................................................... 16 Activity 3A .................................................................................................................................... 17 Activity 4A .................................................................................................................................... 18 Activity 4B .................................................................................................................................... 19 Summative Assessments ................................................................................................................. 20 Section A: Skills activity ................................................................................................................ 21 Section B: Knowledge activity (Q & A) ......................................................................................... 23 Section C: Performance activity ................................................................................................... 28 Workplace Documentation - for learner ......................................................................................... 29 Workplace documents checklist .................................................................................................. 29 Supplementary Oral Questions (optional) - for assessor ................................................................ 30 Competency record to be completed by assessor ........................................................................... 33
Instructions to Learner 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. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process. Written work 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 Your assessment tasks include your full legal name on each and every page. Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. Plagiarism 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 plagiarized within your assessment, then a meeting will be organized to discuss this with you, and further action may be taken accordingly.
Collusion 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 unauthorized 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. Collusion or copying from other learners is not permitted and will result in a "0" grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm). Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded "Competent" (C) or "Not yet Competent" (NYC) for the relevant unit of competency. If you are deemed "Not Yet Competent" you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as "Not Yet Competent" you will be required to re-enroll in the unit of competency. Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments. Confidentiality We 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 to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognized prior learning Candidates will be able to have their previous experience or expertise recognised on request. Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately . Assessment requirements Assessment can either be: Direct observation Product-based methods e.g. reports, role plays, work samples Portfolios - annotated and validated Questioning Third party evidence. If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party. Third parties can be: Supervisors Trainers Team members Clients Consumers. The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency. 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. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit. Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result. As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor. Observation/Demonstration Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. An explanation of observations and demonstrations: Observation is on-the-job The observation will usually require: Performing a work-based skill or task Interaction with colleagues and/or customers. Demonstration is of-the-job A demonstration will require: Performing a skill or task that is asked of you Undertaking a simulation exercise. Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/ demonstration will cover one of the unit's elements. The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task. You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include: Assessment is required in the workplace Where there are health and safety issues related to observation Patient confidentiality and privacy issues are involved. If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks. We would prefer that, wherever possible, these be "live" issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organization or job role. Third party evidence can also be used to provide "everyday evidence" of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process. The third party is not to be used as a co-assessor - the assessor must make the final decision on competency themselves. Documents relevant to collection of third-party evidence are included in the Third Party section in the Observations/Demonstrations document. Third party details (where required from the learner) A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations. Third party name: Position of third party: Telephone number: Email address: Declaration for nominated third party I declare my intention to act as third party for (learner's name here) Third party signature: Date:
Activities Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment). Activity 1A Estimated Time 20 Minutes Objective To provide you with an opportunity to recognise how to develop rosters according to relevant industrial agreements and other considerations and wage budgets. 1. What are the relevant awards that you must follow when developing rosters for your staf? Travelling Shows Award 2010 Amusement, events and recreation Award 2010 Hospitality Industry (General) Award 201 Car Parking Award 2010 Fast Food Industry Award 2010 General Retail Industry Award 2010 2. How much annual leave are workers entitled to in Australia? For each year of service with his or her employer, an employee is entitled to 4 weeks paid annual leave. Employees who are described as a 'shift worker' are entitled to 5 weeks of paid annual leave. An employee is entitled to shift worker annual leave if they: Are employed in an organization in which shifts are continuously roistered 24 hours a days for 7 days a week Are regularly roistered to work those shifts Regularly work on Sundays and public holidays. In relation to wage budgets then, you will need to consider whether it is beneficial to have shift workers due to the additional annual leave they are entitled to. The employer should not unreasonably refuse to agree to a request by the employee to take paid annual leave. Additionally, if the period when a person takes annual leave includes a public holiday, it is taken that they are not to be on paid annual leave on that public holiday 3. What should be taken into consideration when determining whether additional work hours are reasonable? The nature of the employer's workplace and the nature of the work performed by the employee The employee's personal circumstances, including family responsibilities Whether the employee is entitled to receive overtime payments or other compensation for working on the public holiday The amount of notice in advance of the public holiday provided by the employer when making the request
In relation to the refusal of a request—the amount of notice before the public holiday given by the employee when refusing the request Any other relevant matter.
Activity 1B Estimated Time 30 Minutes Objective To provide you with an opportunity to maximise operational and customer service efficiency while minimising wage costs. 1. Speak to a minimum of three customers about their current experiences of customer service and their needs and expectations regarding customer service. When a customer is prepared to acquire something from a business, they need options. Ofer variety f product, payment options to provide that freed of choice. • The ability to provide the customer with the information that they are seeking. • Clean and hygiene food and services. When a customer is prepared to buy from a business, they need options. Ofer variety of product, payments options to provide that freed of choice. • The ability to provide the customer with the information that they are seeking. • Clean and hygiene food and services. . 2. Outline three common needs and expectations that customers have of employees. Being friendly means greeting clients with politeness at the beginning of a conversation. Empathy is the capacity to comprehend and value the circumstances of the client by putting oneself in their shoes. Being able to serve every consumer equally, regardless of their circumstances, is what is meant by fairness. 3. What considerations need to be made about policies and procedures in relation to The impact of leave and overtime on wage costs? Is it more cost-efective to hire a greater number of casual employees who are not Eligible for yearly leave but need a larger base salary? Is it more cost- efective to pay employees who work overtime or to grant them paid annual leave at the regular rate of pay? Does it matter if an employee takes their time of in several short bursts or over a longer length of time when it comes to costs, such as having to hire more part-time or casual staf?
P a g e | 11 Activity 1C VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019 Estimated Time 15 Minutes Objective To provide you with an opportunity to understand how to combine duties where appropriate to ensure efective use of staf 1. In what ways can you ensure staf members are capable of combining diferent duties within the workplace? It Is uncommon for personnel in the tourism, travel, hospitality, and event sectors to have More than one job that they are expected to execute throughout each shift. Situations can change quickly and he play be required with in other area so the business. To start, it can be quite helpful to hire people with diverse skill sets and prior expertise in a Range of tasks in order to address this issue. Mentoring and training are additional instruments That can increase the skill set of new or existing employees, enabling them to combine their jobs as needed. 2. What are the benefits of having employees combine their duties? It may spare you the trouble of having to hire new personnel to fill sick or parental leave It allows workers to develop their knowledge and skill set. It gives you the ability to move workers during shifts during exceptionally quiet or busy times.  It can help to increase operational efficiency.
Estimated Time 20 Minutes Objective To provide you with an opportunity to identify how to roster teams with complementary skills mix to meet operational requirements. 1. What skills or qualities may be required within a team that you need to consider when roistering? Leadership Strategic ability Knowledge of the industry/ service provided Physical ability Customer service kills Experience of working with children. 2. Based on your answer to the previous question, describe why it is important to have employees roistered who can demonstrate these skills and qualities. It is important to have employee roistered who have these skills and qualities Some duties might not be done and the quality of the service might suffer because there isn't a staff person on duty who is adept at playing a certain job. For instance, operational procedures will not proceed as planned if a variety of heavy goods need to be transferred between locations or within the workplace and you do not have staff who can move the goods securely. This could also have an impact on other areas. Similar to this, it is crucial to have staff members on your roster who have received training and experience in leading group activities or games with children if you run a business that requires staff to do so. If not, the quality of your service could suffer or the activity might not be able to happen at all. You should always try to have at least two staff people who are capable of filling each function, depending on your resources. As a result, if a worker gets sick or requires medical attention,
P a g e | 13 VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019 Activity 1E Estimated Time 15 Minutes Objective To provide you with an opportunity to take account of social and cultural considerations and broader organizational policies that afect staf rosters. 1. What policies does your organization have in addition to industrial agreements? • The amount of time you are required to give notice. • To who my outré torque store port annual leave • The maximum be roof successive days of • The maximum be rife employees who can take annual leave simulate anew ugly. 2. What social factors may you have to take into account when developing a roster, and why is it important to do so? • Family duties - employees may have obligations involving children, such picking them up from school, and may prefer to schedule their shifts around these obligations. • Caring obligations - people sometimes need to look after family or friends who are unwell or injured. • Leisure activities - Employees are likely to engage in recreational activities outside of the workplace. An employee can be kept pleased by setting up the roster such that they can take specific days or hours of.
Activity 1F Estimated Time 15 Minutes Objective To provide you with an opportunity to identify how to consult with colleagues to ensure input into rosters. 1. Describe three aspects that you may want to establish from colleagues when developing rosters. Social need soar responsibilities Training and qualifications they have Their skill set 2. What methods of consultation can be used to consult with staf members about rosters? Staf meetings provide an opportunity to solicit feedback on rosters. Depending on the type and size of the organization, the frequency of meetings will vary. It could be beneficial to have smaller meetings between staf and a supervisor or team leader if working in a huge organization when there aren't meetings amongst all employees. The team captain or supervisor might then report back their thoughts on how they believe the rosters ought to be formed. Other methods of consultation include: E-mail Letter soar notes Suggestion boards Telephone Speaking in person.
Activity 1G Estimated Time 10 Minutes Objective To provide you with an opportunity to identify how to use roster systems and equipment to administer rosters. Provide at least three benefits of online roistering. Automated online roistering has been cited as having significant cost and time savings, but there are many additional advantages as well. One online roistering system's advantages are that it allows for a fair process of allocating shifts. Workers can participate in the roistering process by specifying their desired work hours and marking any instances when they are not available to work. Training can be easily incorporated into the schedule and employees will receive notifications or reminders by looking at an online calendar.  They can help you to monitored each employee
Activity 2A Estimated Time 15 Minutes Objective To provide you with an opportunity to understand how to present rosters in required formats to ensure clarity of information according to organisational standards. 1. What workplace factors impact on the type of roster that needs to be developed? The types of roster used will vary based on many actors. Take the following as an illustration:  Type of organization Where the work is done, if it is done in multiple places.  Roles of employees  Types of contract of employees 2. Describe the uses of two diferent types of roster. Full-time schedules a roster that is frequently utilized when workers are on-site full-time and the office is open seven Days a week. With this roster, award regulations pertaining to the maximum number of hours worked must be taken into account. Casual and part-time rosters When trade levels suggest a need for extra staf, a separate payroll system is developed for part - time and casual employees.
Activity 2B Estimated Time 15 Minutes Objective To provide you with an opportunity to recognise how to communicate rosters to appropriate colleagues within designated timeframes. 1. In addition to sending individuals their personal rosters, who else within your organisation do you need to communicate rosters with? In addition to providing copies of the rosters to each employee so they know when and where they are expected to work, you may also need to share the rosters with other employees. Managers would want to keep an eye on the employee rosters, for instance, to make sure there are enough people on hand for particular events or times. Roster information can be requested by a human resources department to determine who will be attending training sessions or courses and when. The accounting office will also need details on other employees' schedules in order to confirm the number of hours worked and arrange wage payments. 2. What are the advantages of providing rosters with plenty of notice? Itprovidesemployeeswithtimetoreportanyissueswiththeirplannedshifts Changes can be made in advance. It enable colleague stolen the irk vie succor Dangly
P a g e | 18 Activity 3A VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019 Estimated Time 20 Minutes Objective To provide you with an opportunity to identify how to administer records of shift time completed by employees or contractors; and maintain staf rostering records according to organisational procedures. 1. Describe two diferent methods of establishing the hours worked by employees. Recording arrival, break, and departure times on time cards Implementing a formalized sign-in and sign-out procedure at work 2. Explain the importance of maintaining staf roistering records. First of all, it can shield a company from problems relating to industry rules, such as those governing the number of hours a worker can work in a day and break laws. Records can be used to show when future rosters need to be changed when they are routinely evaluated. For example, records can show when an employee needs to work fewer hours in the upcoming weeks if they have done a lot of overtime. Keeping records can assist with resolving wage-related problems. Precise details can be used to solve such issues because some employees may base their pay expectations on their roistered hours rather than the actual time worked. Also, they can note any yearly leaves of absence, personal or career leaves, or jury duty that employees have taken. for example
P a g e | 19 Activity 4A VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019 Estimated Time 15 Minutes Objective To provide you with an opportunity to understand how to monitor efectiveness of rosters in consultation with colleagues. 1. Describe a minimum of two aspects of roistering of which you ought to monitor the efectiveness. Are there times when there are too many or not enough employees Has the roistering system always delivered the right amount of staff Have employees been subjected to working overtime Do employee feel shifts have been all cited fairly 2. Provide three examples of negative consequences resulting from understaffing. Thequalityofcustomerservicereduceswhenfewercustomersareavailable Customer engagements may need to be rushed by staff. Response time stop queried sari likely to in crease
P a g e | 20 VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019 Activity 4B Estimated Time Minutes Objective To provide you with an opportunity to identify ways in which rosters and roster development processes may be improved and take appropriate action. 1. How could you alter rosters to reduce the levels of fatigue experienced by employees? It might be a good idea to change upcoming work schedules if it is found that employees are experiencing weariness, such as by adding extra break time or scheduling more consistent shift patterns. 2. How could roster development processes be improved in order to reduce understaffing? Changes will need to be made if it turns out that not enough personnel have been scheduled to perform certain shifts. Depending on how busy things have been, you might opt to add extra workers to those shifts, or you might decide to make sure the right people are working each shift. Operations cannot operate successfully without staff who can serve customers, move items, or work with youngsters, for example, as was previously indicated. Adding new employees could be one more way to enhance the roster system. Hiring new personnel should become economically advantageous in the long term if you believe that workplace concerns cannot be resolved just by changing processes with present employees.
Summative Assessments The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as: Skills - skill requirements, required skills, essential skills, foundation skills Knowledge - knowledge requirements, required knowledge, essential knowledge, knowledge evidence Performance - evidence requirements, critical aspects of assessment, performance evidence. Section A: Skills activity The skills activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). It will demonstrate all of the skills required for this unit of competency - your assessor will provide further instructions to you, if necessary. Section B: Knowledge activity (Q & A) The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency. Section C: Performance activity The performance activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills activity Objective: To provide you with an opportunity to show you have the required skills for this unit. This activity will enable you to demonstrate the following skills: Reading skills to: Interpret documents outlining opening and closing times, operational hours, and expected customer traffic Writing skills to: Write potentially complex roster documentation Oral communication skills to: Ask colleagues questions to confirm their requirements Listen, understand and interpret messages Numeracy skills to: Complete planning activities involving dates, times and staff ratios Problem-solving skills to: Re-work rosters in cases of staff illness Teamwork skills to: Consider staff requests and personal commitments when planning rosters Technology skills to: Use system capabilities and functions of roistering software programs. Answer the activity in as much detail as possible, considering your organizational requirements. 1. Read through workplace documentation that outlines the opening and closing times, operational times, and expected customer traffic for your organization. Interpret the information to highlight when the busiest periods are within your workplace. OPEN - 10.00 A.M. CLOSES - 10.00 P.M. OPERATION - MONDAY TO FRIDAY SAT - SUN ( CLOSED ) LUNCH - 11.30- 1530 pm DINNER - 1730pm -2130P.M. BUSY PERIOD - THURSDAY FRIDAY DINNER FRIDAY LUNCH
2. Within your workplace, develop a draft roster for the next month which has not already been WEEK 1 W/E- 08/05 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK 2 W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK 3 W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME
RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK 4 W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D
3. In the process of developing the roster, communicate with a number of personnel, where needed, to confirm their requirements. Incorporate their requirements into the roster. W/E- 08/05 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10am 6 pm 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12pm to 6 pm 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D 4. When do you expect the busiest times and dates to be within the upcoming month period? Roster staf based on organizational policies regarding staf ratios in comparison to customers. W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D
5. Within a workplace environment, make amendments to existing rosters following cases of staf illness. W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D
6. When developing the roster, take staf requests and personal commitments into account. How can the roster be structured to incorporate as many personal commitments as possible without damaging operation requirements? W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM-2PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF 1PM-6PM 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D 7. Use a roistering system to develop a final roster based on the information you have gathered. W/E- 08/05 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM-2PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D
ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK 2 W/E- 2003 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM-2PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF 10AM-3PM OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF 10AM-3PM OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK 3 W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM-2PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS CLOSE
ED D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK 4 W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM-2PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF 1PM-6PM 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D
Section B: Knowledge activity (Q & A) Objective: To provide you with an opportunity to show you have the required knowledge for this unit. The answers to the following questions will enable you to demonstrate your knowledge of: Sources of information on awards and other industrial provisions Industrial agreements and other considerations which impact the preparation of staffing rosters Key elements of applicable awards and enterprise agreements Organizational policies which impact the preparation of staffing rosters Industry sector: o role of rosters and their importance in controlling staff costs o system capabilities and functions of roistering software programs o different formats for and inclusions of staff rosters o different methods used to communicate rosters, both electronic and paper-based Specific organization: o social, cultural and skills mix of the team to be roistered o full details of human resource policies and procedures that cover leave provisions and socio-cultural issues o operational requirements of the business activity, department or event subject to roistering o wage budget for the business activity, department or event subject to roistering Answer each question in as much detail as possible, considering your organizational requirements for each one. 1. Where can you locate information on awards and other industrial provisions? The Honors we have So Far Received: New Restaurant of the Year in 2016; Chef Hat Award in 2018. The following information will be provided regarding the aforementioned award: First, Our Restaurant Magazine Newspaper . TV advertisements and flyers
2. Provide two examples of awards that may be applicable to organizations in the tourism, travel, hospitality and event sectors. 1. 2O10 Award for Entertainment, Events, and Leisure 2. The 2010 Hospitality Industry (general) Award 3. Describe three key elements of industrial agreements that impact on developing rosters. The Fair Work Ombudsman serves as a central resource for free advice and information. Leave agreements between employers and employees: The National Employment Standards in the Fair Work Act of 2009 cover a variety of leave-related issues. Mandated breaks: When planning a roster, consider the compulsory breaks that employees are entitled to both during and in between shifts.
4. What organizational policies exist within your organization that impact on the development of rosters? Maximum allowed shifts hours: An employer should not require an employee to work more than an average of 38 hours per week. Each year of employment with the employer entitles the employee to 10 days of paid personal or career leave. These days of leave accumulate from year to year. Annual leave: An employee is entitled to 4 weeks paid annual leave. Workers who are classified as shift workers are eligible for 5 weeks of paid yearly vacation. 5. How are rosters useful for reducing staf costs? Proper scheduling can cut costs connected with not allocating more workers than are necessary at any given moment and prevent staff from being overworked by not giving them enough time off in between shifts or by assigning them to the wrong shift combinations. The use of expensive, short-notice workers to fill unforeseen holes in schedules will also be discontinued. 6. What are the functions of the roistering software program used by your organization? Maintaining a record of an employee's qualifications and training. Automatically assigning workers to shifts Adding leave to rosters corporately Sending employee rosters Notifying staf of changes  Noting actual time worked.
7. Describe the diference in format between a daily and weekly or monthly roster. Daily schedules The hours that employees are assigned to work on a given day are highlighted in a daily schedule. Often, they are displayed in chronological order, with the personnel who start work first on that particular day mentioned at the top. Monthly or weekly rosters Weekly and monthly updates to longer-term rosters are often listed in alphabetical order, starting with the On a grid, the days of the week are listed along the top and employees are listed on the left side. The hours are entered into each box on such grids to inform employees of the days they are working.
8. Provide four examples of methods to communicate rosters to employees 1. Verbally, in person 2. Email 3. On posters 4. Meetings 9. What social and cultural needs do you need to consider when developing a roster? 1. Parental responsibilities - Workers may have to pick up their kids from school or have other obligations involving children, so they may wish to schedule their shifts around this time.H 2. Caring obligations - people may need to take care of family members or friends who have been hurt. Employees are likely to participate in leisure activities outside of work. Making sure that everyone on the roster has specific days or periods of each week may make everyone pleased. 10. Provide details of human resource policies and procedures about the following: Personal/care or's leave and compassionate leave Each employee is entitled to 10 days of paid personal or career leave for every year they have worked for the company. From year to year, these holiday days mount up. When an employee needs time of from work owing to a personal illness or injury or to care for a member of their immediate family or household who needs care or support due to illness, injury, or an unanticipated emergency, they are entitled to paid personal/leave. Career's Public holidays
When a day or portion of a day falls on a public holiday at the location where the employee is employed for job- related purposes, the employee may be excused from reporting to work. An employer may, however, make a legitimate request for an employee to work on a public holiday. An employee may decline this request if they believe it to be unreasonable or if they can present a convincing justification for their refusal. Parental leave and related entitlements 1. The employee, the employee's spouse, or the employee's actual partner gave birth to the kid during the leave. 2. Theleaveisassociatedwiththeplacementofachildwiththeemployeeforadoption. 3. Responsibility for the child's care lies with the employee or will lie with them. 4. The worker must take leave for a single continuous time. 5. If the leave is birth related and employee is female, the period of leave may begin: Six weeks or more before the child's unexpected due date. 7. If everyone agrees, earlier than six weeks
Mandated breaks During shifts Employees who are scheduled to perform shifts that are projected to last more than five hours but no more than six hours may request an unpaid break of up to 30 minutes, per the 2010 Hotel Industry (General) Award. There must be a written request, and the employer cannot reject it without explanation. Between shifts Employees (other than casuals) must take a minimum of 10 hours of before reporting for work the next day, according to the 2010 Hotel Industry (General) Award. Employers may, however, cut this time down to 8 hours in the event of a roster change. Maximum allowed shift hours The maximum number of shift hours per day is twelve Permanent or casual staf  per anent or casual staf Full-time employment: -Full-timeemployeesareengagedinworkforanaverageof38hoursperweekandhaveongoingemployment. Work at a part-time job: A part-time worker often puts in fewer than 38 hours a week. They also typically put in consistent hours each day. Whereas full-time and part-time employees have ongoing employment, casual employees have no set hours of work and their employment may stop without warning, unless a registered agreement or award specifies otherwise. Standard, overtime and penalty pay rates Penalty rates and allowances are a crucial component of the salary budget that you must take into account while creating a roster. There are many diferent penalty attest obey aware of Overtime Monday to Friday: 150% of their normal rate of pay for the first two hours of overtime. Twice their normal late of pay for their stop the overtime. Between midnight Friday and midnight Sunday: . Annual leave
Each year of employment with a company entitles an employee to 4 weeks of paid holiday. Those who are categorized as "shift employees" are eligible for five weeks of paid holiday. Jury service. A further consideration while creating rosters is paying attention to personnel who have been chosen for duty service.
Section C: Performance activity Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. This activity will enable you to demonstrate the following performance evidence: Prepare staff rosters that meet diverse operational requirements across three different roster periods Demonstrate the following when preparing each of the above staff rosters: o sufficient staff to ensure the delivery of required services within wage budget constraints o appropriate skills mix of the team o compliance with industrial provisions and organizational policy o completion of rosters within commercial and staff time constraints. Answer the activity in as much detail as possible, considering your organizational requirements. 1. Using the information you have gathered in the previous activities, prepare staf rosters that meet diverse operational requirements across three diferent roster periods. WEEK 1 W/E- 08/05 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK 2 W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D
JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK3 W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D WEEK 4 W/E- 20/03 MON TUES WED THUR FRI SAT SUN NAME RAJAT 10AM-6PM 10AM 6PM 10AM6PM 10AM-6PM 10AM6PM CLOS ED CLOSE D BIKAS 5PM-9PM 5PM 9PM 5PM-9PM 5PM-9PM 5PM-9PM CLOS ED CLOSE D JOJO 12PM10PM 12PM10P M 12PM10P M 12PM10PM 12PM10PM CLOS ED CLOSE D ASMITA OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D KARAN OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D RAMANDEE P OFF OFF OFF 10AM-10AM 10AM-10AM CLOS ED CLOSE D
2. When developing the three diferent rosters, demonstrate how you have considered and incorporated the following: Having sufficient staf numbers while meeting wage budget constraints Yeah, we have enough workers with the required skills to meet our budget wage requirements of roughly $15,000 every four weeks. Including staf with appropriate skills Our staf has appropriate skills like: Friendliness. Communication. Attention to Detail. Energy. Problem Solving. Compliance with industrial provisions and organizational policy When constructing the roaster, factors like the Fair Work Ombudsman policy, the National Employment Standards in the Fair Work Act of 2009, and other organizational rules like maximum shift hours and mandate breaks are all taken into account. Meeting commercial and staf time constraints. The restaurant has the same time restrictions for both the personnel and the customers.
Workplace Documentation - for learner Workplace documents checklist To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use. Document name/description Document attached Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) Yes No (Please circle) For RTO use only Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle) If not originals, have the originals been validated or checked? Yes No (Please circle) Learner's signature Mansimran singh Assessor's signature
Supplementary Oral Questions (optional) - for assessor The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria. Learner's name Mansimran singh Assessor's name Unit of Competence (Code and Title) Date of assessment Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgment: Satisfactory Not Satisfactory
Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory
Feedback for the learner I have read, understood, and am satisfied with the feedback provided by the assessor. Learner's name Mansimran singh Learner's signature Mansimran singh Assessor's name Assessor's signature
Competency as recorded 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. Learner's name Mansimran singh Assessor's name Unit of Competence (Code and Title) Date(s) of assessment Activities List 1A-1G, 2A-2B, 3A - 3A, 4A - 4B S NS Have the activities been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activities? Yes No (Please circle) Comments from trainer/assessor: Summative Assessments: Section A checklist S NS Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) Comments from trainer/assessor: Summative Assessments: Section B checklist S NS Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) Comments from trainer/assessor: Summative Assessments: Section C checklist S NS Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle)
Comments from trainer/assessor: Unit Result Has the learner completed all required assessments to a satisfactory standard? Yes No (Please circle) Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No (Please circle) Has the learner completed all required assessments to a satisfactory standard? Yes No (Please circle) Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No (Please circle) Comments from trainer/assessor: The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: Authentic Yes No (Please circle) Valid Yes No (Please circle) Reliable Yes No (Please circle) Current Yes No (Please circle) Sufficient Yes No (Please circle) The learner is deemed: Not yet Competent Competent If not yet satisfactory, date for reassessment: Comments from trainer/assessor: Learner's signature Mansimran singh Assessor's signature
Uploaded by rekhasaini49 on coursehero.com