Sitxhrm002 Learner Workbook v1.1 Acot

Unit Result Record Sheet
SITXHRM002 Roster staff
Student Name: Agam narwal

BLOCK Print
Student Number: HP09190055
BLOCK Print
Assessment Reassessment
Completed Result Completed Result
(If required)
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Date
Date
Not Yet
Not Yet
Reassessed
Assessed
(Evidence must be in
(Evidence must be
students file)
in students file)
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
Agam Narwal
Student Signature:
Student Name: Agam Narwal Student ID: HP09190055
Received by Australian College of Trade:
NAME: Signature: Date:

UNIT: SITXHRM002 Roster staff
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SITXHRM002
Roster staff
Learner Workbook
VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

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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

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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 plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

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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 unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. 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-enrol 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.

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Recognised 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.

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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 off-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.

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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 organisation 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:

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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 staff?
Awards related to tourism, travel, hospitality and event sectors:

 Amusement, Events and Recreation Award 2010
 Car Parking Award 2010
 General Retail Industry Award 2010
 Fast Food Industry Award 2010
 Hospitality Industry (General) Award 2010
 Travelling Shows Award 2010.
2. How much annual leave are workers entitled to in Australia?
Annual leave
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 organisation in which shifts are continuously rostered 24 hours a days
for 7 days a week
 Are regularly rostered to work those shifts
 Regularly work on Sundays and public holidays.
3. What should be taken into consideration when determining whether additional work hours
are reasonable?
The following should be taken into account when determining whether additional hours are
reasonable:
 Risk to the employee’s health and safety
 The personal circumstances of the employee, such as family responsibilities
 The needs of the organization
 The level of payment for working additional hours
 The notice given by the employer to the employee
 Any notice provided by their employee of their intention to refuse additional hours
 The normal pattern of work in the industry
 The employee’s level of responsibility
 Any other relevant matter.

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Activity 1B
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.
Customer 1:- customer needs speaking politely to customers and greeting them upon the start of a
conversation
Customer 2:- Customer always being able to treat all customers with the same level of respect,
regardless of their circumstances.
Customers 3:- customer always want your product and service need to be convenient solution to
the function your customers are trying to meet.
2. Outline three common needs and expectations that customers have of employees.
Common customer needs and expectations include:
 Friendliness – speaking politely to customers and greeting them upon the start of a
conversation
 Empathy – the ability to understand and appreciate the circumstances of the customer by
placing yourself in their shoes
 Fairness – being able to treat all customers with the same level of respect, regardless of
their circumstances
 Clear instructions and information – the ability to provide the customer with the
information that they are seeking
 Options and alternatives – when the needs of the customer cannot be immediately met, it
is important to provide them with alternatives.
3. What considerations need to be made about policies and procedures in relation to the
impact of leave and overtime on wage costs?
For example:
 Is it more cost effective to employ a number of casual staff who are not entitled to annual
leave but require a higher base rate of pay?
 Is it more cost effective to pay staff for overtime or offer the time as paid annual leave at
the normal rate of pay?
 Does an employee taking their leave in a number of small intervals or in longer periods
make a difference to costs, such as having to recruit more part-time or casual staff?

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Activity 1C
Objective To provide you with an opportunity to understand how to combine duties
where appropriate to ensure effective use of staff
1. In what ways can you ensure staff members are capable of combining different duties
within the workplace?
To overcome this problem, it can firstly be highly beneficial to recruit individuals who have a broad
skillset and have had experience within various roles in the past. Training and mentoring are further
tools that can expand the skillset of new or existing employees – making it possible for them to
combine their duties when needed.
2. What are the benefits of having employees combine their duties?
Benefits of combining duties:
 It can prevent you from having to recruit new individuals to cover sickness of parental leave
 It enables employees to build their knowledge and skillset
 It enables you to manoeuvre employees during shifts in particularly quiet or busy periods
 It can help to increase operational efficiency.

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Activity 1C
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
rostering?
Examples of skills or qualities that may be required include:

 Leadership
 Strategic ability
 Knowledge of the industry/service provided
 Physical ability
 Customer service skills
 Experience of working with children.
2. Based on your answer to the previous question, describe why it is important to

have employees rostered who can demonstrate these skills and qualities.
Thinking about some of the above examples, if there is not a member of staff on shift who is
comfortable with performing a role then certain tasks may not be completed and the service
provided may be hindered. For example, if a range of heavy goods needs to be moved between
locations or within the workplace and you do not have employees who can safely move the goods,
then operational procedures will not take place as planned and it could have a knock on effect on
other areas. Similarly, if you run a business that requires staff to lead group activities or games with
children, then it is important to have employees rostered who have had training and experience in
doing so, or else the quality of service provided may drop or it may not be able to take place at all.

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Activity 1E
Objective To provide you with an opportunity to take account of social and cultural
considerations and broader organisational policies that affect staff rosters.
1. What policies does your organisation have in addition to industrial agreements?
For example, in relation to annual leave, policies may state:

 The length of time you are expected to provide notice
 To whom you are to request or report annual leave
 The maximum number of successive days off
 The maximum number of employees who can take annual leave simultaneously.
2. What social factors may you have to take into account when developing a roster, and why
is it important to do so?
Social considerations may include:

 Parental responsibilities – employees may have responsibilities involving children, such as
picking them up from school, and therefore may want to base their shifts around this time
 Caring duties – individuals may have the need to care for family members or friends who are
ill or injured
 Leisure activities – employees are likely to take part in leisure activities outside of work.
Arranging a roster so that an employee can have particular days or times of the day off can
keep them happy.

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Activity 1F
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.
You might want to establish the following from colleagues:

 Cultural needs
 Social needs or responsibilities
 Their skillset
 Training and qualifications they have
 Desired hours of work
 Desired method of communicating roster.
2. What methods of consultation can be used to consult with staff members about rosters?
Other methods of consultation include:

 Email
 Letters or notes
 Suggestion boards
 Telephone
 Speaking in person.

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Activity 1G
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 rostering.
The benefits of on online rostering system include:

 It enables a fair process of allocating shifts
 Employees can input into the rostering process, by stating their preferred times of work and
highlighting when they are unavailable to work
 Training can be implemented into the roster with ease-employees will have reminders of
when training will take place through notification or looking at an online calendar
 They can help you to monitor each employee
 Systems that automatically place individuals into available shifts using algorithms are less
likely to lead to problems than allocating by hand, especially when large numbers of
employees need to be inputted
 Systems can be designed so that there are no violations to industrial agreements and
organisational policies. For example, employees will receive the correct amount of shifts
during and between shifts, and they will not be scheduled to work more than the maximum
number of hours in a week.

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Activity 2A
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?
For example:
 The number of employees
 Type of organization
 Whether work takes place across different locations
 Roles of employees
 Types of contract of employees
2. Describe the uses of two different types of roster.
 Full-time rosters
A commonly used roster when employees work on a full-time basis and the workplace is operational
7 days a week. Award rules in relation to maximum number of hours worked need to be considered
with this roster.
 Part-time and casual rosters

A separate roster that is introduced for part-time and casual staff when trade levels dictate a need
for more staff.

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Activity 2B
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?
While individuals will require a copy of their own roster to understand when and where they are
supposed to be working, you may also need to communicate rosters to other personnel. For
example, managers may want to supervise rosters to ensure there are an adequate number of
employees in place for certain events or periods. A human resources department may seek
information about rosters to see who will be taking part in training sessions or courses and at what
time. The accounts office will also want information about the schedules of other employees in
order to verify the amount of hours worked and to plan the paying of wages.
2. What are the advantages of providing rosters with plenty of notice?
Providing rosters with plenty of notice has the following advantages:

 It enables colleagues to plan their lives accordingly
 It provides employees with time to report any issues with their planned shifts
 Changes can be made in advance.

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Activity 3A
Objective To provide you with an opportunity to identify how to administer records of
shift time completed by employees or contractors; and maintain staff
rostering records according to organisational procedures.
1. Describe two different methods of establishing the hours worked by employees.
Methods of establishing hours completed:

 Using time cards to state of arrival, breaks and time of leaving work
 Having a written signing in and out systems at the workplace
 Using an electronic signing in and out system at the workplace
 Requesting employees to email their supervisor when they arrive and leave work each day.
2. Explain the importance of maintaining staff rostering records.
It is usually the responsibility of an operations manager or payroll team to review data regarding
hours worked and rostering records. The actions taken will vary according to workplace policies, but
will normally involve inputting the actual hours worked by employees into a database or software
programme which can then be used to calculate wages. Maintaining records accurately is important
for a number of reasons. Firstly, it can protect an organisation from issues in relation to industry
regulations, such as about maximum hours worked and the regulation of breaks. When assessed
regularly, records can highlight when future rosters need to be altered, such as if an employee has
worked a lot of overtime and they need to reduce their hours in the coming weeks.
Maintaining records can also help to settle disputes in relation to wages. Some employees may base
their pay expectations on their rostered hours rather than the actual time spent working, so precise
details can be used to solve such problems. They can also highlight where employees have taken
annual leave, personal or carer’s leave, or if they have attended jury service, for example.

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Activity 4A
Objective To provide you with an opportunity to understand how to monitor
effectiveness of rosters in consultation with colleagues.
1. Describe a minimum of two aspects of rostering of which you ought to monitor the
effectiveness.
Aspects that ought to be monitored:
 Has the rostering system provided the adequate level of staff at any time- are there periods
where there are too many or enough employees?
 Have employees been subjected to working overtime?
 Do employees feel shifts have been allocated fairly?
 How has the roster impacted on the work-life balance of employees?
 What is the level of absence from work?
2. Provide three examples of negative consequences resulting from understaffing.
Understaffing could have a number of negative consequences:

 The quality of customer service reduces when fewer customers are available
 Staff may have to rush interactions with customers
 Response times to queries are likely to increase
 The number of complaints may rise
 Other employees may have to further increase their work rate or work overtime, potentially
leading to stress.

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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?
If you have discovered that employees are suffering from fatigue, in may be a good idea to alter
future work schedules; for example, by increasing break periods or allocating more consistent shift
patterns.
2. How could roster development processes be improved in order to reduce understaffing?
If it has been noted that inadequate numbers of employees have been rostered to work particular
shifts, then amendments will need to be made. You may decide to allocate more staff to certain
shifts where it is has been particularly busy, or ensure that individuals with the correct skillset are
present during each shift. As mentioned previously, without employees capable of serving
customers, moving goods or working with children, for example, operations cannot run smoothly.
Another method of improving the roster system may involve recruiting new workers. If you feel that
workplace issues cannot improve simply by altering procedures with current employees, then hiring
new staff should become economically beneficial in the long run.

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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.

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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 rostering software programs.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Read through workplace documentation that outlines the opening and closing times,
operational times, and expected customer traffic for your organisation. Interpret the
information to highlight when the busiest periods are within your workplace.
2. Within your workplace, develop a draft roster for the next month which has not already been
scheduled.
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.
4. When do you expect the busiest times and dates to be within the upcoming month period?
Roster staff based on organisational policies regarding staff ratios in comparison to customers.
5. Within a workplace environment, make amendments to existing rosters following cases of

staff illness.

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6. When developing the roster, take staff requests and personal commitments into account. How
can the roster be structured to incorporate as many personal commitments as possible
without damaging operation requirements?
7. Use a rostering system to develop a final roster based on the information you have gathered.

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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
 Organisational 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 rostering software programs
o different formats for and inclusions of staff rosters
o different methods used to communicate rosters, both electronic and paper-based
 Specific organisation:
o social, cultural and skills mix of the team to be rostered
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
rostering
o wage budget for the business activity, department or event subject to rostering
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Where can you locate information on awards and other industrial provisions?
The Fair Work Ombudsman acts as a central point of contact for free advice and information on the Australian national
workplace relations system. They also provide information about rosters in varying awards. There are 122 industry and
occupation awards that cover most people working in Australia.

P a g e | 24
2. Provide two examples of awards that may be applicable to organisations in the tourism,
travel, hospitality and event sectors.
Awards related to tourism, travel, hospitality and event sectors:

 Amusement, Events and Recreation Award 2010
 Car Parking Award 2010
 General Retail Industry Award 2010
 Fast Food Industry Award 2010
 Hospitality Industry (General) Award 2010
 Travelling Shows Award 2010.
3. Describe three key elements of industrial agreements that impact on developing rosters.
Policies that affect staff rosters include:

 Annual leave
 Personal/carer’s leave and compassionate leave
 Public holidays
 Parental leave and related entitlements
 Mandated breaks
 Maximum allowed shift hours
 Permanent or casual staff
 Standard, overtime and penalty pay rates.

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4. What organisational policies exist within your organisation that impact on the development of
rosters?
For example, in relation to annual leave, policies may state:
 The length of time you are expected to provide notice
 To whom you are to request or report annual leave
 The maximum number of successive days off
 The maximum number of employees who can take annual leave simultaneously.
5. How are rosters useful for reducing staff costs?
Further to this information from customers, examining sales information can also facilitate the efficient rostering of
employees. Look at your sales figures with other senior personnel and establish when your facilities or events experience
their busiest periods. This may include looking at times of the day, days of the week, and periods in the year. Generally
you will require the largest number of staff during your busiest periods. Information in relation to demand can be vital
when discussing with employees when they should take their annual leave; it could be damaging if numerous employees
are requesting leave at the company’s busiest periods.
6. What are the functions of the rostering software program used by your organisation?
Functions may include:
 Keeping a list of employee details, including skills and training
 Automatically placing employees into shifts
 Incorporating leave into rosters
 Sending rosters to employees
 Sending changes to employees
 Noting actual time worked.
7. Describe the difference in format between a daily and weekly or monthly roster.
Format of rosters
Even if you have developed a detailed and accurate roster that should enable workplace procedures to take place
smoothly, they will go to waste if not presented and communicated to employees in an appropriate format.
Rosters are usually created to organise business practices on daily, weekly, and monthly levels. It is important for
employees to distinguish the differences between these and interpret when they are designated to work.
Daily rosters
A daily schedule highlights the hours that employees are designated to work on a particular day. They are usually
ordered chronologically, with the employees who are working first on that day listed at the top.
Weekly or monthly rosters
Longer term rosters that include weekly and monthly information are normally ordered alphabetically, with the
employees being listed on the left side of a grid and the days of the week along the top. Such grids are used to inform
employees of the days they are working, with the hours being inputted into each box.

P a g e | 26
8. Provide four examples of methods to communicate rosters to employees.
Communication methods may include:

 Verbally, in person
 Email
 Through online software
 On posters
 In memos
 Meetings.
9. What social and cultural needs do you need to consider when developing a roster?
Social considerations may include:
 Parental responsibilities – employees may have responsibilities involving children, such as picking them up from
school, and therefore may want to base their shifts around this time
 Caring duties – individuals may have the need to care for family members or friends who are ill or injured
 Leisure activities – employees are likely to take part in leisure activities outside of work. Arranging a roster so
that an employee can have particular days or times of the day off can keep them happy.
Cultural considerations
Anti-discrimination
According to federal and state laws, it is against the law for employers to allow discrimination and employees and
customers. It is important for all employees, and especially managers, to have a strong knowledge of relevant national
and State or Territory policies.
Australian Human Rights Commission
The Australian Human Rights Commission is a national human rights institution. It is funded by the Australian
Government, although operates independently. Their main aim is to lead the protection of human rights in Australia.
10. Provide details of human resource policies and procedures about the following:
 Personal/carer’s leave and compassionate leave

An employee is entitled to 10 days of paid personal or carer’s leave for each year of service with their
employer. These days of leave accumulate from year to year.
An employee can take paid personal/carer’s leave if the leave is taken:
 Because they are not fit for work due to personal illness or injury
 In order to provide care or support to a member of their immediate family or household, who requires
care or support because of illness, injury, or an unexpected emergency.
 Public holidays
An employee is eligible to be absent from his or her employment on a day or part-day that is a public holiday in
the place where the employee is based for work purposes. However, an employer is allowed to request an
employee to work on a public holiday if the request is reasonable. An employee can refuse this request if they
feel it is unreasonable, or if they can provide a satisfactory reason for the refusal.
The following should be taken into account when determining if a request or refusal is reasonable:
 The nature of the employer’s workplace and the nature of the work performed by the employee

P a g e | 27
 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
 Parental leave and related entitlements
A substantial amount of information is contained within the Fair Work Act 2009 in relation to parental leave.
General rules include:
 An employee is entitled to 12 months of unpaid leave when:

 the leave is associated with the birth of a child of the employee, or the employee’s spouse or de facto
partner
 the leave is associated with the placement of a child with the employee for adoption
 the employee must take leave in single continuous period

P a g e | 28
 Mandated breaks
Another factor that you will have to consider when organising a roster is the mandated breaks that employees
are entitled to both during and between shifts.
 During shifts- Taking the example of the Hospitality Industry (General) Award 2010, workers are
allowed to request an unpaid break of up to 30 minutes when they are required to work a shift of more
than five hours and up to six hours.
 Between shifts- The Hospitality Industry (General) Award 2010 also states that employees (other than
casuals) have to get a minimum break of 10 hours between finishing work on one day and starting work
the next day. Employers can however reduce this to 8 hours if there is a changeover of rosters.
 Maximum allowed shift hours

Awards and enterprise agreements outline ordinary hours of work and hours which attract overtime rates.
According to the Fair Work Act, an employer should not require an employee to work more than an average of
38 hours per week.
This can be split into various different patters:
 A 19 day month, of eight hours per day
 Four days of eight hours and one day of six hours
 Four days of nine and a half hours per day
 Five days of seven hours and 36 minutes per day
 Permanent or casual staff
Employees are usually labelled as being full-time, part-time, or casual.

Full-time employment
Full-time employees are engaged in work for an average of 38 hours per week and have ongoing employment.
Part-time employment
A part-time employee works an average of less than 38 hours per week. They also usually work regular hours
each work. Part-time employees are entitled to the same entitlements as full-time workers, but on a pro rota
basis.
Casual employment
While full-time and part-time employees have ongoing employment, casual employees have no guaranteed
hours of work and their employment can end without notice, unless a registered agreement or award states
otherwise.
 Standard, overtime and penalty pay rates
Another key factor in relation to the wage budget that you will have to consider when developing a roster is
penalty rates and allowances. There are many different penalty rates to be aware of.
These include:
 Weekends
 Public holidays
 Overtime
 Late night shifts

P a g e | 29
 Early morning shifts.
 Annual leave
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 organisation in which shifts are continuously rostered 24 hours a days for 7 days a week
 Are regularly rostered to work those shifts
 Regularly work on Sundays and public holidays.
 Jury service.
A further consideration when developing wasters is responding to employees who have been selected for duty service.

P a g e | 30
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 organisational policy
o completion of rosters within commercial and staff time constraints.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Using the information you have gathered in the previous activities, prepare staff rosters that
meet diverse operational requirements across three different roster periods.
2. When developing the three different rosters, demonstrate how you have considered and
incorporated the following:
 Having sufficient staff numbers while meeting wage budget constraints

 Including staff with appropriate skills
 Compliance with industrial provisions and organisational policy
 Meeting commercial and staff time constraints.
We have sufficient staff member in our restaurant and it meets with our budget wage constrain which is around 8000
Australian Dollars a 2 week. And our staff doesn’t work any overtime. Every staff have appropriate skills and experience.
They work do not more than 38 hours. So all the employees working in our restaurant have the relevant and appropriate
skills required to perform their task. The commercial and staff time constraints of the restaurant is same.

P a g e | 31
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)
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
Agam Narwal
Learner’s signature
Assessor’s signature

P a g e | 32
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.
Agam Narwal
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

P a g e | 33
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

P a g e | 34
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Agam Narwal
Learner’s name
Agam Narwal
Assessor’s name

P a g e | 35
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.
Agam Narwal
Learner’s name
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 Yes No
the competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activities? (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 Yes No
competency of the learner? (Please circle)
activity? (Please circle)
Summative Assessments: Section B checklist S NS

Summative Assessments: Section C checklist S NS


P a g e | 36
Unit Result
Has the learner completed all required assessments to a satisfactory Yes No
standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
Has the learner completed all required assessments to a satisfactory Yes No

standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
Yes No
Authentic
(Please circle)
Yes No
Valid
(Please circle)
Yes No
Reliable
(Please circle)
Yes No
Current
(Please circle)
Yes No
Sufficient
(Please circle)
The learner is deemed: Not yet Competent Competent
If not yet satisfactory, date for reassessment:
Agam Narwal

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Unit Result Record Sheet

SITXHRM002 Roster staff

Student Name: Agam narwal

Result for unit Competent Not Yet Competent

Student Name: Agam Narwal Student ID: HP09190055

Received by Australian College of Trade:

NAME: Signature: Date:

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 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

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

Assessment appeals process

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

Recognised prior learning

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work-based skill or task

 Interaction with colleagues and/or customers.

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

Third Party Guide

The reasons to use a third party may include:

Third party details (where required from the learner)

Third party name:

Position of third party:

Declaration for nominated third party

Third party signature: Date:

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

Awards related to tourism, travel, hospitality and event sectors:

2. How much annual leave are workers entitled to in Australia?

An employee is entitled to shift worker annual leave if they:

 The personal circumstances of the employee, such as family responsibilities

 The needs of the organization

 The level of payment for working additional hours

 The notice given by the employer to the employee

 The normal pattern of work in the industry

 The employee’s level of responsibility

 Any other relevant matter.

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

2. What are the benefits of having employees combine their duties?

Benefits of combining duties:

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

Examples of skills or qualities that may be required include:

2. Based on your answer to the previous question, describe why it is important to

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

For example, in relation to annual leave, policies may state:

Social considerations may include:

VCID. ACOT Training and Assessment/SITXHRM002/Learner Workbook/V1.1/July 2019

You might want to establish the following from colleagues: