BSBHRM413 Support The Learning and Development of Teams & Individuals - Assessment Task 1: Project (A-C)

Throughout the assessment task, you will be a part of a team working at “Good Food Inc”. You will be involved in both leading and participating in learning and development activities to improve your team’s performance. Your assessor will also allocate you a person you will mentor and another person to mentor you.

Part A: Determine the development needs

Scenario - “Good Food Inc” team is responsible for providing hospitality services for a hip café in the inner CBD. The individual roles of team members include:

• Taking bookings, welcoming and seating guests
• Taking orders and serving food

Individual roles of the team members:

Role 1: Taking bookings, welcoming and seating guests

Bookings:

Bookings are taken generally by phone, but may also include walk-ins. There is a manual diary. The capacity of the café is 35. Bookings must be taken in pencil. They must be clearly written in the diary in the following way:

 Staff are to use the following telephone manner:

• Answer the phone with “Good afternoon, (morning/evening), Good Food Inc, you are speaking with XXXX, how can I help you today?”
• Staff must show a happy and helpful disposition on the phone.
• For every booking ask whether it is a special occasion and if so note in the comments column.
• If the café is fully booked, see whether the customer would like to book for another time.
• Confirm the booking with the customer to make sure it is written correctly.
• Finish the call with “Thank you for calling”

Welcoming and seating guests

• Staff are to treat guests as if they are friends visiting their home.
• Be of happy and friendly disposition.
• Check their booking, or if there is a table available where there is no booking.
• If the café is not fully booked, ask the customers where they would like to sit. Suggest areas e.g. “Would you like to sit by the window?” “Would you like to sit by the fire?” etc.
• If the table is not quite ready suggest a seat at the bar while they wait.
• Staff must use the following manner when speaking with customers:
• Be respectful
• Speak with a smile
• Listen to what the customer has to say
• Clarify the customers’ needs
• Show the customers to their table.
• Place water, glasses and menu on the table and tell them that their waiter will be with them soon.

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Role 2 – Taking Orders and Serving Food

Taking orders

• Within 4 minutes of the customers being seated, attend the table. Introduce yourself – “Hello I am Amanda” and ask for drink orders.
• Explain any specials of the day.
• Serve drinks.
• When you see that guest at the table are ready to order, approach the table and ask “Are you ready to order?”
• Take the order in a clockwise direction around the table. Orders are taken manually using a black pen. Write clearly.
• When all orders have been taken, read these back to confirm you have them right.
• Deliver orders to the kitchen.
• Staff must use the following manner when speaking with customers:
• Be respectful
• Speak with a smile
• Listen to what the customer has to say
• Clarify the customers’ needs.

Serving food

• Food should not be served until all food is ready.
• Remember who has ordered what and serve without asking who ordered what.
• Serve to females first then to males.
• Serve food from the left of the customer. Excuse yourself if you need to reach or interrupt the person.
• Ask if there is anything else that anyone wants, e.g. more drinks.
• After five minutes return to the table to ask if everything is alright. If there are any problems or complaints deal with these politely. Any complaints about food must be taken back to the kitchen and the meal replaced immediately.

Your trainer/ assessor will:

1. Allocate a person to fill each of the roles (that is, the person to do each job).
2. Allocate a person to be the mentor for each of the roles (that is, the person to lead, train and develop the person doing the job).

You must:

1. Read and familiarise yourself with the Performance Management Policy provided.

Note: You must refer to this policy when completing all assessment tasks for this unit. Your assessor will check that you have completed all tasks in line with the organisational policy and procedures.

2. Brainstorm during the class session and agree on the learning and development needs for each role. Complete the Needs of the Team document.

Part B: Data collection to develop individual & team learning plans

1. All team members are required to complete a Self-Evaluation Form. The team member must also nominate one person who can provide information on their skills and performance in the particular area of responsibility (this could be a trainer, supervisor, family member, friend etc.). They may also provide any other relevant evidence of their strengths (for example, certificates, written references, photographic evidence, etc.).
2. You will be assessed on your ability to demonstrate the following:

Self-evaluate your performance and identify areas for improvements.

Collect feedback on skills and performance and compare with team learning needs.

Encourage a team member to complete a self-assessment.

3. Collect the completed Self-evaluation Form from the team member you are mentoring. Read and analyse the Self-evaluation Form. Collect information from other sources (for example, documentation provided by team member, comments from nominated persons, and so forth).
4. Organise a time to meet with the team member who you are mentoring and work collaboratively with them to develop an individual learning plan (This can be done in the class time as directed by the trainer/assessor). Use the ‘Individual Learning Plan’ template provided. The individual learning plan must identify:

• the learning and development goals for this team member that match the competency standards of the role
• learning delivery methods that are appropriate to the learning goals, the team member’s learning style, and the availability of resources.

5. Now, meet with the larger group which has the same role assigned as yourself (This will also be done in the class as directed by the trainer/assessor) to discuss each individual learning plan and collaboratively develop a Team Learning Schedule using the template provided.

You may find that there are some areas of shared learning – for example, all roles might need development in communication styles – in this case, one of the leaders could be nominated to develop coaching for all team members in this area. 

Submit:

• Self-Evaluation Forms – Yours as well as your mentee’s,
• Completed Individual Learning Plan and
• Completed Team Learning Schedule.

Part C: Implementation, evaluation & review of workplace learning & mentoring

1. You will now create a short learning session on the learning requirement of your mentee & deliver the same (This will be on a topic from the learning plan eg. Communication skills/ customer care). Your trainer/ assessor will observe you during this session and the learning material which can be in the form of a presentation or leaflet has to be then submitted.

• Use your communication skills to build rapport, listen and question.
• Provide assistance, advice and encouragement, facilitating the individual to find their own solutions to problems.
• Your assessor will observe you during this part of the assessment.

2. After the learning (mentoring/coaching) session, provide the individual that you mentored with a copy of the ‘Learning (Mentoring/Coaching) Feedback and Evaluation Form’ to complete.

You will need to evaluate the feedback received and identify improvements for future mentoring arrangements. Once you have received the feedback, do a self-evaluation of your performance as a mentor and include this in the template.

Ensure that you complete this task in line with the Performance Management Policy provided to you at the beginning.