- SIRXMGT001A - Coordinate work teams
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
SIRXMGT001A Mapping and Delivery Guide
Coordinate work teams
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | SIRXMGT001A - Coordinate work teams |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to coordinate work teams in a retail environment. It involves monitoring and organising staffing levels, informing team members of expected standards of work, coaching and motivating the team and maintaining staffing records. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to team leaders or managers who are responsible for the induction, rostering, coordination, coaching and motivation of work teams according to store policy and procedures and local statutory requirements. It requires strong interpersonal communication skills. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Nil | ||
| Competency Field | Management and Leadership | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Monitor and organise staffing levels. |
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| Element: Inform team members. |
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| Element: Coach on the job. |
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| Element: Motivate the team. |
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| Element: Maintain staffing records. |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: consistently and responsibly applies store policy and procedures and ethical behaviour in regard to the coordination of staff consistently applies store policies and procedures in regard to monitoring, organising, maintaining staffing levels, communicating with staff, mentoring, coaching and motivating staff consistently and responsibly applies store policy and procedures in regard to the induction of new staff. consistently and responsibly applies store policy and procedures in regard to maintaining staffing levels and coordinating work teams within budgetary constraints consistently applies state and local statutory requirements and regulations, including relevant industry awards and agreements consistently applies appropriate communication and interpersonal skills when motivating the team and informing staff of roles and responsibilities reports suggestions for improvements in procedures to management. |
Context of and specific resources for assessment | Assessment must ensure access to: a retail work environment relevant documentation, such as: legislation and statutory requirements awards and agreements job descriptions and responsibilities training programs store policy and procedures manuals rostering and recording systems a work team. |
Methods of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: observation of performance in the workplace third-party reports from a supervisor answers to questions about specific skills and knowledge review of portfolios of evidence and third-party workplace reports of on-the-job performance. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SIRXMGT002A Maintain employee relations. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills |
interpersonal skills to: inform team members of rosters conduct staff meetings coach team members, including explaining and demonstrating provide feedback and encouragement through clear and direct communication ask questions to identify and confirm requirements give instructions and provide constructive feedback use language and concepts appropriate to cultural differences use and interpret non-verbal communication literacy skills to: interpret workplace documents report procedures |
Required knowledge |
store policy and procedures in regard to: workplace ethics work teams staffing rosters personnel records trainee assessment supervising new apprentices staff counselling and disciplinary procedures work and overtime periods meetings housekeeping store organisational structure rights and responsibilities of employers and employees in retail workplace award and agreement requirements, including employment classifications, such as full forms of work in retail major changes affecting retail workplaces principles and techniques in interpersonal communication relevant legislation and statutory requirements, such as: equal employment opportunity (EEO) legislation anti industry awards and agreements relevant Work Health and Safety (WHS) regulations |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. | |
Staffing levels may vary according to: | peak trading times special events promotion stocktakes refurbishment. |
Store policy and procedures may relate to: | staffing requirements on the job training maintaining staffing records housekeeping. |
Legislative requirements may include: | WHS equal opportunity anti-discrimination workplace relations industry awards and agreements. |
Team may include: | full-time, part-time or casual staff staff under contract people with varying degrees of language and literacy people from a range of cultural, social and ethnic backgrounds people with a range of responsibilities and job descriptions. |
Statutory requirements may include: | minimum and maximum hours of work meal and other breaks leave entitlements remuneration scales penalty rates relevant industry awards and agreements. |
Work may include: | selling merchandising housekeeping rostering maintaining equipment stocktaking. |
Communication with team may be: | face-to-face written in languages other than English, Indigenous languages or visual languages, such as sign language individually or in groups. |
Staff induction may include: | formal training program one-to-one coaching. |
Coaching may be done: | frequently or infrequently formally or informally. |
Procedures may relate to: | modes of communication contact with customers job descriptions and responsibilities interaction with other team members interaction with supervision and management WHS. |
Techniques for providing comments and feedback may include: | using appropriate, open and inclusive language speaking clearly and concisely using languages other than English, including Indigenous languages and visual languages, such as sign language non-verbal communication. |
Methods of evaluation may include: | observation third-party reports customer feedback questioning. |
Relevant personnel may include: | team members supervisors managers. |
Staff records: | systems may be: manual electronic may relate to: attendance leave entitlements training discipline. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Maintain staffing levels and rosters in designated areas within budget and according to store policy and procedures and legislative requirements. | |||
| Roster team according to anticipated sales peaks and statutory requirements. | |||
| Inform team members of individual rosters according to store policy and procedures. | |||
| Take corrective action as needed according to staff availability. | |||
| Inform team of expected standards of work and behaviour required by store policy in a manner and at a level and pace appropriate to the individual. | |||
| Implement staff communication and motivation programs according to store policy. | |||
| Compare store targets to individual and team results. | |||
| Conduct staff meetings to address issues within area of authority according to store policy. | |||
| Perform staff induction into teams according to store policy. | |||
| Identify opportunities to coach team members who are unfamiliar with specific procedures. | |||
| Make team members aware of the work application of the competency or job being taught. | |||
| Use a systematic approach, including explanation and demonstration where appropriate. | |||
| Encourage trainees by positive comments and feedback. | |||
| Design feedback during instruction to help trainees learn from their mistakes. | |||
| Encourage and guide trainees to evaluate their own performance and diagnose it for improvement. | |||
| Evaluate trainees' performance according to store policy and procedures. | |||
| Identify strengths and weaknesses of team against current and anticipated work requirements. | |||
| Encourage individuals within the team to contribute to discussion and planning of team objectives and goals. | |||
| Update and review team objectives and goals on a regular basis in consultation with relevant personnel. | |||
| Develop positive and constructive relationships with and between team members. | |||
| Treat all team members fairly, equally and with respect. | |||
| Accept responsibility for developing own competencies and identify realistic objectives. | |||
| Maintain staff records as required according to store policy and relevant awards and agreements. |
Forms
Assessment Cover Sheet
SIRXMGT001A - Coordinate work teams
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
SIRXMGT001A - Coordinate work teams
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: