SITXCOM005 Manage Conflict :
SITXCOM005 Manage Conflict
Assignment Cover Sheet
| Student ID | |
| Student Name | |
| Unit | SITXCOM005 Manage Conflict |
| Assessment Task – Title/Number | |
| Trainer/Assessor | |
| Date Submitted |
Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism and Academic Misconduct Policy available in student handbook, college’s website and student administration.
Declaration of Originality:
By submitting this SITXCOM005 Manage Conflict assignment for assessment, I acknowledge and agree that:
- This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties attached to being found guilty of committing such offence
- No part of this assessment task/work has been copied from any other source without acknowledgement of the source
- No part of this assessment task/work has been written by any other person, except to the extent of team and/or group work as defined in the unit/assessment task
- A copy of the original assessment task/work is retained by me and that I may be required to submit the original assignment to the trainer/assessor upon request
- The trainer/assessor may, for the purpose of assessing this assessment task/work:
- Provide a copy of this assignment to another member of the faculty for review and feedback; and/or
- Submit a copy of this SITXCOM005 Manage Conflict assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may then retain a copy of this assessment task/work on its database for the purpose of future plagiarism checking
Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.
I declare that this assessment is my own work.
| Student signature: | Date: |
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SITXCOM005 Manage Conflict
Supporting: BSB40215 Certificate IV in Business; May also support other qualifications based on respective packaging rules
© Skillworks Australia Pty Ltd, 2018
Copyright:
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Assessment Summary
Read all the instructions below before attempting the SITXCOM005 Manage Conflict assessment task. Assessment tasks are tools used to determine if you have the knowledge and skills to complete tasks to industry standards within the workplace. Your trainer/assessor will help you throughout this task and it is your responsibility to provide enough evidence to justify a competent decision by the trainer/assessor. If you do not understand the questions or what is required, ask your trainer/assessor for assistance. For group assessments, all students are to contribute to the assessment tasks. You can work in groups up to a maximum of four people.
You are to complete all tasks by the due date and SITXCOM005 Manage Conflict assessments must have a coversheet attached. If you think you do not have enough time to complete the tasks by the due date, discuss with the trainer/assessor the reasons of why you cannot submit on time.
Writing your responses
When answering questions, ensure that your answers are detailed enough to so the assessor can draw a conclusion that you have the knowledge and/or skills to demonstrate competency. Handwritten answers must be written in blue or black pen. When producing reports, ensure that your project has a title page, table of contents, page numbers, reference list, ensuring that your answers thoroughly match the questions asked.
Answer all questions in your own words to avoid plagiarism. Plagiarism is copying someone else’s work or ideas and saying that it your own work. Sources of work must be properly referenced, outlining the source of your ideas. Penalties may include having to resubmit the assessment task again, repeating the Unit of competency, or for repeat plagiarism, expulsion from Australian College of Hospitality & Business Management.
Marking of Assessments
On submission of your assessment will be marked for a result of either Satisfactory (S) or Not Yet Satisfactory (NYS). If you receive a NYS result, you will be asked to redo the tasks again. To achieve a competent result with this unit, all tasks need to be completed and marked as satisfactory. Your trainer/assessor will provide feedback to you on each task, outlining where you must improve to achieve a Satisfactory (S) result. When all tasks are marked as Satisfactory (S), you will receive a result of Competent (C) for this unit otherwise, you will be marked Not Yet Competent (NYC). Assessments submitted to the trainer/assessor after the due date may not be accepted, and you may have to pay a resubmission fee / adjustment may apply.
Students with Special Needs
If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015). The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.
Some examples of reasonable adjustments could include:
The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.
Academic Policies and Procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website.
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission.
Material submitted for assessment—Word processed assignments, reports, essays, projects, etc. must contain student’s name, ID (if available). Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip. Follow submission guidelines in each assessment task for specific instructions.
Unit Overview:
This unit describes the performance outcomes, skills and knowledge required to resolve complex or escalated complaints and disputes with internal and external customers and colleagues. It requires the ability to use effective conflict resolution techniques and communication skills to manage conflict and develop solutions. It does not cover formal negotiation, counselling or mediation.
The unit applies to all tourism, travel, hospitality and event sectors.
The unit applies mainly to senior operational personnel, supervisors and managers who operate with some level of independence and use discretion and judgement to resolve conflicts.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
- Identify conflict situations.
- Resolve conflict.
- Evaluate conflict resolution.
As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.
Performance Criteria
The following performance criteria specify the required level of performance for each of the elements of competency:
| Element | Performance Criteria |
| 1. Identify conflict situations. | Identify potential for conflict and take swift and tactful action to prevent escalation. Identify situations where personal safety of customers or colleagues may be threatened and organise appropriate assistance. Identify and use resources to assist in managing conflict. |
| 2. Resolve conflict. | 2.1. Establish and agree on the nature and details of conflict with all parties and assess impact. 2.2. Manage conflict within scope of own role and responsibilities, and according to organisational procedures. 2.3. Take responsibility for seeking a solution to conflict within scope of own role and responsibilities, seeking assistance where required. 2.4. Identify and evaluate impact of conflict on business reputation and legal liability. 2.5. Evaluate options to resolve the conflict, taking into account organisational policies and constraints. 2.6. Implement the best solution and complete required reports. |
| 3. Evaluate conflict resolution. | 3.1. Communicate with parties involved to seek and provide feedback on conflict and its resolution. 3.2. Evaluate and reflect on the conflict and effectiveness of the solution. 3.3. Determine possible causes of workplace conflict and provide input for workplace enhancement and improvements. |
Performance Evidence
Evidence of the ability to:
- Resolve escalated complaints or disputes with customers in relation to at least three of the following matters:
- Delays or poor timing of product or service supply
- Incorrect pricing of product or service
- Delays or errors in providing product or service
- Misunderstanding of customer request or communication barrier
- Problem or fault with product or service
- Refused entry or ejection from premises
- Resolve team member disputes in relation to at least two of the following complex matters:
- Dispute or argument among work colleagues
- Job duties or rosters
- Lack of competence
- Worker mistake
- Dismissal
- Cultural misunderstanding
- Take appropriate action in response to at least two of the following threat or conflict situations:
- Customer refusing to leave or be pacified
- Drug or alcohol-affected person
- Person who appears to be violent or are threatening
- People involved in physical violence
- Person with gun or arms
- Situation where someone has been or may be hurt
- Use a range of conflict-resolution techniques and communication skills when seeking to resolve above situations.
Knowledge Evidence
The following knowledge must be assessed as part of this unit:
- Commonly occurring conflict situations in the tourism, travel, hospitality and event industries and their typical causes
- Conflict theory:
- Signs
- Stages
- Levels
- Factors involved
- Results
- Conflict-resolution techniques:
- Assertiveness
- Negotiation
- Use of appropriate communication
- Resources to assist in managing conflict:
- Counsellors
- Internal security staff
- Mediators
- Other staff members
- Police
- Senior staff
- Communication techniques:
- Active listening
- Empathising with the person’s situation while upholding organisational policy
- Non-verbal communication and recognition of non-verbal signs
- Language style
- Questioning techniques
- Those appropriate to different social and cultural groups
- Organisational policies and procedures for complaint, conflict and dispute resolution.
Assessment Tasks 1:
| Assessment Task | Identify and Resolve Conflicts: Customers |
| Schedule | |
| Outcomes Assessed | Performance Criteria: 1.1, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3 Addresses some elements of required skills and knowledge as shown in the Assessment Matrix |
Assessment instruction:
- This task is conducted as open book tests (this means you are able to refer to your textbook, resources or any other reading materials).
- Student must read and respond to all criteria of the task.
- Student must use computers to answer the criteria of the project.
- Student must complete the task independently or in group, please see the assessment criteria.
- No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
- As student complete this assessment task student predominately demonstrating his/her practical skills, techniques and knowledge to trainer/assessor.
- The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her own work.
Description:
Note to Trainers/Assessors: This task requires simulation and roleplay for managing workplace conflict situation. Accordingly, classroom layout should be changed (to whatever extent possible) to resemble a workplace. Explaining students about their specific roles and providing instructions, play the given conflict situations and allow for conflict resolution to take place.
Accordingly, appropriate classroom assessment sessions must be scheduled and aligned with the respective lessons. All assessment arrangements and schedules must be communication to the students at the start of the term.
Dealing with difficult customers can be challenging. However, if the employees/operators can manage the situation well, they may be able to improve your relationship, and create further opportunities. Conflicts may arise in a work environment due a range of causes including poor communication, inadequate advice, lack of understanding and lack of empathy.
This assessment task is roleplay based. You will be provided with a workplace context/example and required to resolve three (3) different conflict situations employing effective conflict resolution techniques. This task will be conducted in the designated assessment sessions for roleplay interaction and observation. The process will be undertaken as follows;
Context: Client/External Stakeholder
1) You will play the role of an Information Officer working for a travel/tourism company
2) You will be provided with three (3) different conflict situations (as scheduled by your trainer/assessor)
3) You will engage with the parties in the conflict and play the role of the mediator
4) You will implement strategies and techniques to resolve the conflict
5) You will provide a report to your Manager (trainer/assessor roleplay)
For the purpose of this task, your trainer/assessor will play the role of your Manger. You will also be provided with a sample policy document (Agency Dispute Resolution Policy) to provide the policy context.
Organisational Context;
ToursRUs is a newly established travel and tourism business based in Sydney CBD. The CEO and owner, Mr David Lee puts a great emphasis on customer service and customer satisfaction as a measure of business performance. The agency offers multiple products and services including ticket booking, holiday package deals, accommodation, travel and associated products and pre-arranged guided tours. The agency is one of the few to have integrated all the services from ticketing to guided tours, and thus has a strong focus on customer experience and satisfaction.
Situation 1:
Role play scenario and set up will be provided for this task. Parties will be other students playing respective roles as instructed by the trainer/assessor.
Assume that you are working in your office and notice a client arguing with one of your colleagues. Before intervening, you want to understand the context and gravity of the situation. However, as you see the conflict escalating, you decide to approach the parties and bring them over to your desk for discussion and resolution. You learn that the conflict is about an incorrect price charged for service.
Accordingly, undertake the following process;
Part A:
- Ask the parties to explain the issue and take notes
- Allow them to express their views on the problem and acknowledge their views
- Determine the cause of conflict
- Check with your manager (trainer/assessor roleplay) about the prices and customer’s concern
- Determine the problem/issue – acknowledging there is a problem
- Discuss possible alternatives/solutions with the parties (e.g. refund, credit, replacement product, discount etc.)
- Negotiate a settlement/resolution
Part B:
- Take notes and handover all the records to your manager (trainer/assessor roleplay). Outline the steps you took to manage the conflict and add your recommendations for avoiding a similar situation in the future.
This task will be observed, and you will be assessed for your communication, listening, and problem-solving skills. Ensure that you maintain a professional approach within the given role, maintain cultural sensitivity, and impartiality in dealing with the conflict.
Situation 2:
Role play scenario and set up will be provided for this task. Parties will be other students playing respective roles as instructed by the trainer/assessor.
Assume that you are working in your office and notice a client arguing with one of your colleagues. Before intervening, you want to understand the context and gravity of the situation. However, as you see the conflict escalating, you decide to approach the parties and bring them over to your desk for discussion and resolution. You learn that the conflict is about incorrect booking dates. The customer was complaining that due to the type of tickets purchased, there will likely be a penalty for changing the dates.
Accordingly, undertake the following process;
Part A:
- Ask the parties to explain the issue and take notes
- Determine the cause of conflict
- Determine the problem/issue – and the details how it may have occurred
- Discuss possible alternatives/solutions with the parties
- Check with your manager (trainer/assessor roleplay) about the penalty costs involved; and what can be done about it
- Negotiate a settlement/resolution
Part B:
- Take notes and handover all the records to your manager (trainer/assessor roleplay). Outline the steps you took to manage the conflict and add your recommendations for avoiding a similar situation in the future.
This task will be observed, and you will be assessed for your communication, listening, and problem-solving skills. Ensure that you maintain a professional approach within the given role, maintain cultural sensitivity, and impartiality in dealing with the conflict.
Situation 3:
Role play scenario and set up will be provided for this task. Parties will be other students playing respective roles as instructed by the trainer/assessor.
Assume that you are working in your office and notice a client arguing with one of your colleagues. You notice that the person talking your colleague has some language barrier. As you see the conflict escalating, you decide to approach the parties and bring them over to your desk for discussion and resolution. You learn that the conflict is about misunderstanding in obtaining a packaged tour information. The customer was complaining that the operator took too long to find the information and when the information was presented, it was not what he/she enquired about. The operator was, as a result, frustrated and the ensuing discussion resulted in a verbal conflict.
Accordingly, undertake the following process;
Part A:
- Ask the parties to explain the issue and take notes
- Determine the cause of conflict
- Ascertain fact and take note of the conversations that took place
- Determine the problem/issue – acknowledging there is a problem
- Check with your manager (trainer/assessor roleplay) if a translator/language support can be arranged
- Engage with the client and explain the situation (through the translator)
- Discuss possible alternatives/solutions with the parties (e.g. refund, credit, replacement product, discount etc.)
- Negotiate a settlement/resolution
Part B:
- Take notes and handover all the records to your manager (trainer/assessor roleplay). Outline the steps you took to manage the conflict and add your recommendations for avoiding a similar situation in the future.
This task will be observed, and you will be assessed for your communication, listening, and problem-solving skills. Ensure that you maintain a professional approach within the given role, maintain cultural sensitivity, and impartiality in dealing with the conflict.
Assessment Criteria
- Completed the task as instructed within the roleplay
- Effectively dealt with and played three different roles in the given and varying conflict situations
- Maintained the protocols and procedures of the activity and fulfilled the roleplay
- Used different approaches and strategies to deal with different conflict situations
- Was able to identify a conflict situation and take responsibility for resolution
- Each conflict was dealt with differently and in accordance with the nature and reason for conflict
- Approached the parties and offered mediation
- Allowed parties/people concerned to express their grievances/problems and listened actively
- Demonstrated effective communication and listening skills
- Treated parties equally and conducted self in a manner acceptable in a real-life situation
- Showed cultural sensitivity and mutual respect in both verbal and non-verbal communications
- Gathered all the required facts and information
- Asked enough/substantive questions to be able to understand and resolve the conflict
- Demonstrated active involvement and made efforts to resolve amicably from customer satisfaction point of view
- Understood and expressed the scope and cause of the problems
- Undertook consultation (trainer/assessor roleplay) and verified the facts for each situation
- Brainstormed ideas and options with the warring parties
- Conversation held was meaningful, substantive, and showed genuine intent and interest in the task
- Engaged the parties and offered impartial advice and solutions
- Convincingly resolved the conflict and obtained an agreement from the parties to the conflict
- Demonstrated effective conflict resolution techniques
- Maintained a positive body language, attitude, and personal presentation
- Dealt with the concerned parties/persons in a sensitive, courteous, respectful and discreet manner
- Demonstrated logical, structured, and consistent approach in identifying a conflict, determining the causes, and resolving a conflict
- Offered incentives as a compensation for customer’s (student roleplay) problems and duress
- Maintained adequate and accurate records of all the interactions and meetings
- Provide a report on each conflict situation
- Report presents three distinct conflict records, steps taken to resolve those conflicts, any constraints, resolutions, and recommendations for improvements
- Report was well structured and covered all the required aspects of this task
Submission Guidelines
This assessment task should be completed in a designated session in presence of a trainer/assessor. Parts of this assessment are observation based.
Submit:
- Notes from the meetings (three different sets for each scenario)
- Conflict resolution report (three separate reports for each scenario)
Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.
Assessment Task 2:
| Assessment Task | Identify and Resolve Conflicts: Problem Customers |
| Schedule | |
| Outcomes Assessed | Performance Criteria: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3 Addresses some elements of required skills and knowledge as shown in the Assessment Matrix |
- This task is conducted as open book tests (this means you are able to refer to your textbook, resources or any other reading materials).
- Student must read and respond to all criteria of the task.
- Student must use computers to answer the criteria of the project.
- Student must complete the task independently or in group, please see the assessment criteria.
- No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
- As student complete this assessment task student predominately demonstrating his/her practical skills, techniques and knowledge to trainer/assessor.
Description:
Note to Trainers/Assessors: This task requires simulation and roleplay for managing workplace conflict situation. Accordingly, classroom layout should be changed (to whatever extent possible) to resemble a workplace. Explaining students about their specific roles and providing instructions, play the given conflict situations and allow for conflict resolution to take place. Specific layout arrangements will need to be made to facilitate an agency environment. Please coordinate with the Campus or Academic Manager to ensure that all the resources are available and provided.
Accordingly, appropriate classroom assessment sessions must be scheduled and aligned with the respective lessons. All assessment arrangements and schedules must be communication to the students at the start of the term. The suggested simulated scenes must be created with advanced planning and consultation with the students. Students would ideally be paired up for this task. Also, different scenarios may be created to provide variety in task and students responses; especially in the reverse roleplays. Both situations 1 and 2 can therefore be altered between the teams.
This assessment task is roleplay based. You will be using the same organisational context and role play as in the previous assessment task (Assessment Task 1). Accordingly, this task will also be conducted in the designated assessment sessions for roleplay interaction and observation. The process will be undertaken as follows;
1) You will play the role of an Information Officer working for a travel/tourism company
2) You will be provided with two (2) different simulated conflict situations dealing with difficult or unruly customers (as scheduled by your trainer/assessor)
3) You will engage with the parties in the conflict and work out a resolution
4) You will implement strategies and techniques to resolve the conflict/issues
5) You will provide a report to your Manager (trainer/assessor roleplay)
For the purpose of this task, your trainer/assessor will play the role of your Manger. You will also be provided with a sample policy document (Agency Dispute Resolution Policy) to provide the policy context.
Situation 1:
Role play scenario and set up will be provided for this task. Parties will be other students playing respective roles as instructed by the trainer/assessor.
Assume that you are working in your office when you notice that a person who has been pacing back and forth in front of the agency (simulated classroom scene). You suspect that the person is unsettled due to some reasons. Due to your concern for safety of others, you decide to approach the person and engage him in a conversation. You discover that the person was a former employee and has some grievances.
Accordingly, undertake the following process;
Part A:
- Bring the person over to your desk
- Offer a drink and engage in a conversation
- Allow them to express their views on the problem/issues and acknowledge their views
- Listen and respond in a sensitive, courteous, respectful and discreet manner
- Determine the cause of anguish/problem, including background information
- Approach your manager (trainer/assessor roleplay) and discuss your concern
- Suggest and get approval of potential remedies and solutions
- Use communication and persuasive skills to outline and convey possible solutions/remedies
- Negotiate a settlement/resolution
Part B:
- Take notes and handover all the records to your manager (trainer/assessor roleplay). Outline the steps you took to manage the threat and add your recommendations for avoiding a similar situation in the future.
This task will be observed, and you will be assessed for your communication, listening, and problem-solving skills. Ensure that you maintain a professional approach within the given role, maintain cultural sensitivity, and impartiality in dealing with the conflict.
Situation 2:
Role play scenario and set up will be provided for this task. Parties will be other students playing respective roles as instructed by the trainer/assessor.
Assume that you are working in your office and have been told by one of the staffs that a customer is agitated and refusing to leave the office. You are concerned that the person may become a threat to the staff and the issues escalating into a major conflict. At the same time, you are curious to know what has made the person so agitated. You decide to engage with the person and bring them over to your desk for a discussion. You discover that the person wanted to buy a tour package on credit but was refused credit, which made them agitated.
Accordingly, undertake the following process;
Part A:
- Bring the person over to your desk
- Engage in a conversation
- Allow them to express their views on the problem/issues and acknowledge their views
- Listen and respond in a sensitive, courteous, respectful and discreet manner
- Take notes and establish the cause and context
- Approach your manager (trainer/assessor roleplay) and share your idea of possible resolutions
- Determine the reason within which the issue can be handled
- Use communication and persuasive skills to outline and convey possible solutions/remedies
- Negotiate a settlement/resolution
Part B:
- Take notes and handover all the records to your manager (trainer/assessor roleplay). Outline the steps you took to manage the conflict and add your recommendations for avoiding a similar situation in the future.
This task will be observed, and you will be assessed for your communication, listening, and problem-solving skills. Ensure that you maintain a professional approach within the given role, maintain cultural sensitivity, and impartiality in dealing with the conflict.
Assessment Criteria
Student work will be assessed based on the following criteria. Students have also been provided with the assessment criteria below to ensure that they cover all the task requirements;
The following criteria must be addressed for this task;
- Completed the task as instructed within the roleplay
- Effectively dealt with and played two different roles in the given and varying conflict situations involving threats
- Maintained the protocols and procedures of the activity and fulfilled the roleplay
- Used different approaches and strategies to deal with different conflict situations
- Identified potential threats and demonstrated different approaches to deal with the given scenarios/situations
- Allowed people concerned to express their grievances/problems and listened actively
- Demonstrated effective communication and listening skills
- Took consultation and advice from the superior (trainer/assessor roleplay)
- Discussed and suggested amicable solutions
- Gathered all the required facts and information
- Demonstrated the ability to critically analyse a situation and suggest multiple outcomes
- Asked enough/substantive questions to be able to understand and resolve the conflict
- Understood and expressed the scope and cause of the problems
- Negotiated solutions and convincingly resolved the conflict
- Demonstrated effective conflict resolution techniques
- Maintained a positive body language, attitude, and personal presentation
- Dealt with the concerned persons in a sensitive, courteous, respectful and discreet manner
- Each conflict was dealt with differently and in accordance with the nature and reason for conflict
- Demonstrated logical, structured, and consistent approach in identifying a conflict, determining the causes, and resolving a conflict
- Conducted self in a manner acceptable in a real-life situation
- Maintained adequate and accurate records of all the interactions and meetings
- Provide a report on each conflict situation
- Report presents two distinct conflict records, steps taken to resolve those conflicts, any constraints, resolutions, and recommendations for improvements
- Report was well structured and covered all the required aspects of this task
Submission Guidelines
This assessment task should be completed in a designated session in presence of a trainer/assessor. Parts of this assessment are observation based.
Submit:
- Notes from the meetings (two different sets for each scenario)
- Conflict resolution report (two separate reports for each scenario)
Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.
Assessment Task 3:
| Assessment Task | Address Customer Service Needs: External |
| Schedule | |
| Outcomes Assessed | Performance Criteria: 1.1, 1.2, 1.3, 2.3, 2.4, 2.5, 3.2, 3.3 Addresses some elements of required skills and knowledge as shown in the Assessment Matrix |
Assessment instruction:
- This project is conducted as open book tests (this means you are able to refer to your textbook, resources or any other reading materials).
- Student must read and respond to all criteria of the project.
- Student must use computers to answer the criteria of the project.
- Student must complete the task independently or in group, please see the assessment criteria.
- No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
- As student complete this assessment task student predominately demonstrating his/her practical skills, techniques and knowledge to trainer/assessor.
- The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her own work.
Description:
Part of the role of 98% of HR managers includes handling conflict at work, with businesses with high levels of conflict experiencing greater turnover, increased sick leave and absenteeism, unproductive use of time and increased legal costs. Conflicts may arise in a workplace due a range of causes including poor communication, inadequate advice, lack of understanding and empathy.
Conflict do occur in teams. In a team environment, understanding and appreciating the various viewpoints involved in conflict are key factors in finding the resolutions. The challenge for any team is to maintain a healthy balance of constructive difference of opinion and avoid negative conflict that is destructive and disruptive.
In this assessment task, you will draw from your experiences in working in team during this course (or previous studies or work) and make a comprehensive presentation on two (2) complex team conflict situations which you were able to deal with and resolve. Possible examples/situations may include (but are not limited to) dispute, argument, lack of competence, mistakes, cultural issues, communication issues, job load/allocation, and member contribution. Discuss the details of your team with your trainer/assessor and obtain approval.
For the purpose of this task, the class audience will play the role of organisational stakeholders. You will also be provided with a sample policy document (Agency Dispute Resolution Policy) to provide the policy context. Complete the following parts as part of this task;
Part A: Reflection
Taking examples of two distinct team conflicts, prepare notes and analysis of the following in a reflective style;
- Background and context
- Initial signs of conflict/issues
- How and when the conflict occurred
- Key factors involved in the conflict
- Potential impact on the organisation/project
- Your role in the conflict
- Your role in conflict resolution
- Strategies used in the resolution
The document can be handwritten (legible) or word-processed.
Word limit: Three (3) A4 sheets, single-sided, single-spaced.
Part B: Presentation
Research the relevant topics and collect information. Your presentation will include;
- Summary of points from Part A; and
- Two different perspective on two team conflict situations
- Signs, stages, and levels of conflict – and the context of two team conflicts
- Conflict resolution techniques – and examples of the techniques used
- Legal, ethical and organisational aspects – examples of rules/codes to be followed in conflict situations
- Effectiveness of the resolution techniques used
- Possible causes and strategies for workplace improvements
Assessment Criteria
Student work will be assessed based on the following criteria. Students have also been provided with the assessment criteria below to ensure that they cover all the task requirements;
- Identified and articulated two unique team conflict situations drawn from real-life examples/experiences
- Consulted and explained the context and details of team conflicts (2)
- Was able to relate the impact of team conflicts no organisational processes and performance
- Demonstrated knowledge of organisational policies and legal and ethical requirements when dealing with a conflict
- Was able to succinctly summarise the reason/background, early signs, stages and levels of conflict in both the team conflicts
- Demonstrated knowledge of conflict theory and factors involved in conflicts
- Used reflective style to summarise the team conflicts
- Explained own role and provided own perspective on the overall conflict situations
- Was able to relate to other team members and identify roles played by different stakeholders
- Explained the conflict resolution techniques used
- Outlined the strategies used in implementation of conflict resolution techniques
- Details and analysis of conflict resolutions demonstrate knowledge of conflict resolution techniques with examples of their application
- Researched the relevant factors and theory to support own understanding of conflict theory and resolution techniques
- Effectively summarised the information for the audience
- Identified possible causes of conflicts in a workplace and discussed strategies for continuous improvement
- The presentation was well structured and maintained a logical flow of contents and arguments
- Maintained a positive body language and interaction with the audience
- Allowed for questions and provided appropriate answers
- Demonstrated effective communication and organisation skill within the scope of this task
Submission Guidelines
This assessment task is observation based. The presentation will take place in the classroom sessions.
Submit:
- Reflection paper
- Copies of the presentation slides
Electronic versions of the SITXCOM005 Manage Conflict assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.
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