SITXHRM012 - Monitor Staff Performance

Assessment instructions to Learner

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.

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 

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 like 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. 

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.

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). 

Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.

Confidentiality

The college 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 because 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 via the complaint and appeal form which is available on the college website.

Recognised prior learning

Learners will be able to have their previous experience or expertise recognised on request. 

Special needs

Learners 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 Summary

The assessment required students to demonstrate their understanding and skills through written work . Key pointers included addressing all questions , conducting thorough research , presenting the topic in a logical and structured manner , and ensuring the work is well-presented and referenced . Students were also required to show active participation by completing all tasks on time.

The guidelines also emphasized academic integrity, defining and prohibiting both plagiarism (presenting others' work as your own) and collusion (unauthorized collaboration). The final competency outcome was based on a "Satisfactory" (S) or "Not Satisfactory" (NS) result for each assessment, leading to a final "Competent" (C) or "Not Competent" (NC) grade for the unit. Other important points covered included confidentiality , the appeals process , recognized prior learning , and special needs accommodations.

The Academic Mentor's Approach

The academic mentor approached the assessment guidance as a structured, step-by-step process to ensure the student understood each requirement and could apply it effectively.

Step 1: Initial Briefing and Understanding

The mentor began by providing a clear overview of the entire assessment process. The focus was on helping the student understand the purpose of the assessment and the importance of adhering to the stated requirements. The mentor encouraged the student to ask questions to clarify any uncertainties about the written tasks, submission deadlines, or grading criteria. This initial phase established a foundation of clear communication and mutual understanding.

Step 2: Deconstructing the Written Work Guidelines

Next, the mentor broke down the written work requirements. They explained that "addressing each question" meant not only answering but also providing evidence of thorough research. They guided the student on how to structure their responses logically, suggesting outlines or mind maps to organize their thoughts before writing. The mentor also demonstrated how to word-process and reference the work properly, emphasizing the importance of a professional presentation and correct citation to avoid accidental plagiarism.

Step 3: Emphasizing Academic Integrity

The mentor dedicated a significant portion of the session to explaining the concepts of plagiarism and collusion. They provided concrete examples of what constitutes these offenses, such as copying from the internet without citation or working too closely with another student on individual assignments. This section was crucial for the student's long-term academic success, teaching them the ethical responsibilities of a learner. The mentor explained the consequences of academic misconduct and provided resources for proper citation and referencing.

Step 4: Clarifying Competency Outcomes and Support Systems

Finally, the mentor explained the grading system—"S" for satisfactory and "NS" for not satisfactory—and how these contributed to the final "Competent" or "Not Competent" grade. This helped the student understand that the goal was to demonstrate competency in all areas. The mentor also reviewed the support systems available, such as the appeals process and special needs provisions, reassuring the student that help was available if they faced any challenges. This final step ensured the student felt supported and confident in their ability to complete the assessment successfully.

Outcome and Learning Objectives

Through this guided process, the student successfully completed the assessment. The primary outcome was not just a passing grade but a deeper understanding of the assessment process itself. The learning objectives covered included:

• Written Communication: The ability to produce well-researched, structured, and professionally presented written work.

• Research Skills: The skill to conduct thorough research and integrate it logically into their answers.

• Academic Integrity: A firm grasp of the ethical principles of plagiarism and collusion, and the importance of proper referencing.

• Self-Management: The ability to manage their time effectively to ensure active participation and on-time submission.

• Understanding of Educational Processes: A clear understanding of how assessments are graded and the support systems available to them.

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