CPCCOM1015 Student Assessment - PRACTICAL
.docx
keyboard_arrow_up
School
University of Technology Sydney *
*We aren’t endorsed by this school
Course
91170
Subject
Management
Date
Jun 24, 2024
Type
docx
Pages
32
Uploaded by BailiffCat8855
Pre-Assessment Checklist: Task 2 – Skill Test
The purpose of this checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students ☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the
assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your
trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the
answers).
☐ Make sure that you have all the required resources needed to complete this Assessment Task
(AT). ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and
compassionate circumstances must be provided together with your request for an extension to
submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due
date.
Section 2: Reasonable adjustments I confirm that I have reviewed the Reasonable Adjustments guidelines and criteria
as
provided in Appendix A and attached relevant evidence as required and select the correct
checkbox.
☐ I do require reasonable adjustment
☐ I do not require reasonable adjustment
Declaration (Student to complete)
☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to
me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the
assessment process. ☐ I confirm that t
he criteria used for this assessment has been discussed with me, as have the
consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the
Training Organisation’s Student Handbook.
☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for
this assessment. ☐ I confirm that I am ready for assessment.
Student Name: ____________Vishw Patel__________________________ Student Signature: _________Vishw__________________________
Version Number: 10 (Review date: 01/06/2022) Unit Code CPCCOM1015
Page 1
of 32
Student Pack
Assessment method-based instructions and guidelines:
Skill Test Assessment type
Skill Test -
Take basic measurements and performing basic calculations to determine
quantities of materials for construction work
Instructions provided to the student:
Assessment task description:
This is the second (2) assessment task you must successfully complete to be deemed
competent in this unit of competency.
This assessment task is a Skills Test.
This assessment task consists of three (3) practical demonstration activities.
You will receive your feedback within two (2) weeks, and you will be notified by your
trainer/assessor when your results are available.
You must attempt all activities of the project for your trainer/assessor to assess your
competence in this assessment task.
Applicable conditions:
This skill test is untimed and is conducted as an open book assessment (this means you are
able to refer to your textbook or other learner materials during the test).
You will be assessed independently on this assessment task.
No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your skills,
techniques and knowledge to your trainer/assessor.
Your trainer/assessor may ask you relevant questions during this assessment task Resubmissions and reattempts:
Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
The student may speak to their trainer/assessor if they have any difficulty in completing
this task and require reasonable adjustments.
For more information, please refer to the Training Organisation’s Student Handbook. Location:
This assessment task may be completed in: ☐
a classroom
☐
learning management system (i.e. Moodle),
☐
workplace, ☐
or an independent learning environment.
Your Trainer/Assessor will provide you with further information regarding the location for
completing this assessment task. Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015
Page 2
of 32
Student Pack
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential to
taking basic measurements and performing basic calculations to determine quantities of materials
for construction work.
Skills to take basic measurements and performing basic calculations to determine
quantities of materials for construction work using each of the following:
weight
area
volume
perimeter
circumference
ratio
percentage
Skills to convert measurements in metres to millimetres and measurements in millimetres
to metres.
Task instructions
This is an individual assessment.
This assessment task aims to assess the student’s knowledge essential to carry out
measurements and calculations.
The calculations must be accurate to 1 mm.
The trainer/assessor must assess the student based on the performance checklist provided.
Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015
Page 3
of 32
Student Pack
Assessment Task 2 - Skills Test Skills Test:
This assessment task requires the student to undertake basic measurements and calculations to
determine task and material requirements for construction work. This includes:
Carrying out basic measurements and performing basic calculations to determine quantities of
materials for construction work using each of the following:
o
weight
o
area
o
volume
o
perimeter
o
circumference
o
ratio
o
percentage
Converting measurements in metres to millimetres and measurements in millimetres to metres.
Instructions for trainer/assessor:
All work must be performed to the standard required in the workplace.
The trainer/assessor must assign a supervisor to each student or take on the role of Supervisor.
The trainer/assessor must arrange a worksite for the student to carry out the specified projects.
The workplace must be:
o
An actual workplace
o
A close simulation of the workplace environment provided that simulated or project-based
assessment techniques replicate construction workplace conditions, materials, activities,
responsibilities and procedures
Note: The requirements for a simulated workplace environment are given below. The Supervisor or trainer/assessor must ensure that the simulated workplace
environment requirements.
The role of the Supervisor (trainer/assessor) is to allocate the tasks, activities and responsibilities
that you will be required to undertake to complete these assessments.
The worksite must meet the requirements given in the ‘Simulated workplace environment
requirements’ section given below.
The trainer will supervise/observe the work by standing near the working location and evaluate
your performance based on performance checklist benchmarks.
Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015
Page 4
of 32
Student Pack
The trainer/assessor must use realistic tasks or simulated tasks, relevant specifications and work
instructions, standard work practices, safety requirements and environmental constraints
present on the worksite.
The trainer/assessor must also verbally ask each student a series of questions during the
student’s performance of each task. These questions are designed to assess the knowledge
students are employing in the performance of the task.
The trainer/assessor must mark the student’s responses to verbal questions on the verbal
questions record sheet included in the student’s assessment pack.
The trainer/assessor must provide a verbal briefing on each assessment prior to
commencement.
Instructions for the student:
The student will be required to bring all necessary PPEs required to complete this activity.
The student must follow the instructions provided by the Supervisor.
The student must complete the activities specified. Workplace scenario and job specifications: Your company has received a project construct a two-storey house. Your Supervisor wants you to taking
basic measurements and performing basic calculations to determine quantities of materials for
construction work. The work includes
taking basic measurements and performing basic calculations to determine
quantities of materials for:
Erecting a fence around the building.
Construct paving.
Construct a floor slab.
Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015
Page 5
of 32
Student Pack
Workplace requirements The trainer/assessor or training organisation is required to provide a workplace or a close simulation of
the workplace environment to replicate construction workplace conditions and standards, materials,
activities, responsibilities, procedures, safety requirements and environmental considerations to each
student. The training organisation will take you to the location of the construction worksite. Further, the training organisation must ensure the construction site must meet the requirements given
in the table below. The training organisation must ensure that the construction site allows the
student to take basic measurements and perform basic calculations to determine
quantities of materials for construction work.
The training organisation must assign a Supervisor to each student or take on the
role of Supervisor.
The worksite must have realistic tasks or simulated tasks, relevant specifications
and work instructions, standard work practices, safety requirements and
environmental constraints.
The site and its surroundings are accessible and clear of hazards, so far as
reasonably practicable.
The site must have realistic workplace conditions, standards, materials, activities,
responsibilities,
procedures,
safety
requirements,
and
environmental
considerations.
An experienced employee is available to provide adequate guidance and
supervision to less experienced employees.
The students have the clothing and footwear required. In addition, the clothing
and footwear are in good condition and suitable for the task.
Instructions for the trainer/assessor: The student will install doors and windows. You must carefully analyse the information given in the
‘plans and specifications’ before initiating the work. The trainer will supervise/observe the work by standing near the working location. The student will be
required to bring all necessary PPEs required to complete this activity.
Tool and equipment required:
Calculators and laser equipment
Rulers
Tape measures
Version Number: 10 (Review date: 01/06/2022) Unit Code: CPCCOM1015
Page 6
of 32
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Related Questions
Formative Assessment
Class Activities
During and after the initial training the learner will be required to complete a number of activities. These
activities will be both individual and group activities (class activities formative activities). The activities
are numbered and are to be included in the learner's portfolio of evidence. These activities will measure
the progress of the learner through the programme. For authenticity reasons these activities must be
handwritten.
Class Activity 1: Relate the purpose, content, form, frequency
and recipients of a range of reports
Complete the following in small groups / individually as per the
instructions from your facilitator:
Create a table of information from the following:
Identify and list the regular reports that are needed in your business - list at least 5 reports.
Describe the purpose of each report
Describe the information needs of the organisation for each of the listed reports
Regular business
rеports
110023.1.1-4
1.…
arrow_forward
During the phase of the project known as Performance Testing, what kinds of errors could potentially arise?
arrow_forward
A Methods and Measurements Analyst needs to develop a time standard for a certain task. The task involves use of a ruler, square, and portable electric saw to mark and cut the "notch" in a rafter (a standard carpentry task of home construction). In a preliminary study, he observed one of his workers performing this task five times. The observations were made in an air-conditioned, well-lit training facility, at ground level, with all tools and equipment clean and readily available.
Observation:
1
2
3
4
5
Task time (seconds):
82
74
80
83
76
a. What is the actual average time for this task?
b. What is the normal time for this task if the employee worked at a 20% faster pace than is typical for adequately trained workers?
c. What is standard time for this task if allowances sum to 14%?
d. If the analyst then thought more carefully about his experiment and decided that the allowances needed to be increased to match the real (outside, not air-conditioned)…
arrow_forward
XYZ Rural Bank implemented its initial attempts to manage the performances of its 150 employees. XYZ Rural Bank has 10 branches all over Zamboanga Peninsula and each branch is supervised by a branch manager and has 10-15 employees working directly under his supervision. In its initial implementation of its own performance management system, its HR department sent a Performance Appraisal (PA) Template that all branch managers need to fill out. PA tool includes the following aspects of the employees performances:• Attendance (lates, absences, undertime etc)• Successful collection done (for Account Officers, Loan Officers, Credit Investigators)• Loans processed (For Account Officers and Loan Officers) Every July and January, all branch managers should submit the filled-out PA templates to HR for recording and consolidation. One week before the deadline for such PA template to be submitted to HR, the branch managers fill out the templates themselves based on their own observations. These…
arrow_forward
Benchmarking is one of the key concepts of an effective TQM programme that aids in selecting a demonstrated standard of performance which represents the very best performance for a process or activity.
With this in mind, provide a robust and comprehensive discussion on this concept, taking care to highlight its characteristics, prerequisites to benchmarking, obstacles to successful benchmarking and the benchmarking approach and process.
arrow_forward
Statement 1: Companies in Question Mark stage can directly enter the Cash Cow stage
Statement 2: Companies in Question Mark stage if not performing gets in Dog stage
Group of answer choices
Statement 1 is correct and Statement 2 is incorrect
Statement 2 is correct and Statement 1 is incorrect
Both Statement 1 and Statement 2 are incorrect
Both Statement 1 and Statement 2 are correc
arrow_forward
Example of performance evaluation using a performance tuning instrument?
arrow_forward
Consider a different kind of assessment plan--an assessment (or evaluation) of your teaching program. How will you use your assessment plan for student learning outcomes as a basis to evaluate your overall teaching program? You can use an online diagram/flow chart (as long as you cite it correctly) to explain how you would approach the different steps of a program evaluation for the purpose of continuous improvement. This is an important component of our work, regardless of the level. We need to know if what we’re doing is working, and that requires that we have a systematic plan for analysis and change.
arrow_forward
Research Scenario: A cola company is testing it's 12 ounce cans to make sure that
the machine in filling them correctly. Here is the sample:
11.9, 12.1, 12.3, 12.1, 12.0
12.3, 12.2, 12.4, 12.3
Determine a 90% confidence interval for the filling level of this machine.
arrow_forward
Conducting a training needs analysis. Describe the process to use and how it would ensure the results are valid and reliable.
arrow_forward
What is the objective of actual workshops and seminars
What is the objective of Disadvantage of online set up
What is the objectives of usefulness of feasibility studies in their careers
arrow_forward
When a customer often revises the product's goals, how do you determine whether the software is of sufficient quality?
arrow_forward
During a performance test, what are the most important factors to keep in mind?
arrow_forward
12:24
ll
A Click Submit to complete this assessment.
Quèstion 6
Here is an infix expression: 10 + 2*(6*3-12).
convert to postfix. leave no spaces between the numbers and the operators.
A Click Submit to complete this assessment.
arrow_forward
Assume that your company is looking to recruit new teachers for your project management course this semester. Create a set of quality criteria that you might use to guide your decision-making in this recruiting process. Consider the possibility that some present teachers may not fulfill these requirements. Describe how you would approach this issue and include examples of your thinking.
arrow_forward
15-19 A new president at Big State University has made student satisfaction with the enrollment and registration process one of her highest priorities. Students must see an advisor, sign up for classes, obtain a parking permit, pay tuition and fees, and buy textbooks and other supplies. During one registration period, 10 students every hour are sampled and asked about satisfaction with each of these areas. Twelve different groups of students were sampled, and the number in each group who had at least one complaint is as follows: 0, 2, 1, 0, 0, 1, 3, 0, 1, 2, 2, 0. Develop upper and lower control limits (99.7%) for the proportion of students with complaints.
arrow_forward
MEHOT
TRUCTIONS AND INFORMATION
SBA Task Preparatory Test 06 Sept
This assessment task consists of THREE sections.
Answer ALL QUESTIONS
Calculators may be used but you MUST show ALL calculations.
ON A
TION 1
Various possible options are provided as answers to the following questions
Choose the answer and write only the letter (A-D) next to the question number
(1.1.1-1.1.10) in the ANSWER BOOK
1.1.1
A type of a business where the entrepreneur provides skills to
customers is called
A trading
B
C
D
1.2
3
manufacturing
service
retail
business.
... is one of the techniques used to generate business ideas.
A Delegation
B
Observation
C Planning
D Organisation
A business that does not have daily temperature screeners and
sanitizers is dishonouring which legal requirement?
A Employment contracts
BUIF
C
PAYE
D Health and safety
The component of a business plan that outlines the amount of capital
needed to run the business is called...
A marketing plan.
B SWOT analysis.
C financial plan.
D…
arrow_forward
Discuss the role of a Quality Control Manager in ensuring the deliverables of a project meet the set standards.
arrow_forward
Include some examples taken from real-world circumstances and a summary of the training and certification requirements.
arrow_forward
Include a summary of the requirements for training and certification, as well as some illustrations drawn from real-life scenarios.
arrow_forward
You have been designated as a performance improvement trainer for an acute care hospital and have been assigned the task of outlining training priorities for the organization.
Describe training priorities you would recommend for the organization.
arrow_forward
TOYS AND JOB DESIGN AT THE HOVEY AND BEARD COMPANY
The following is a situation that occurred in the Hovey and Beard Company, as reported by J. V.
Clark.
This company manufactured a line of wooden toys. One part of the process involved
spray painting partially assembled toys, after which the toys were hung on moving hooks that
carried them through a drying oven. The operation, staffed entirely by women, was plagued with
absenteeism, high turnover, and low morale. Each woman at her paint booth would take a toy
from the tray beside her, position it in a fixture, and spray on the color according to the required
pattern. She then would release the toy and hang it on the conveyor hook. The rate at which the
hooks moved had been calculated so that each woman, once fully trained, would be able to hang
a painted toy on each hook before it passed beyond her reach.
The women who worked in the paint room were on a group incentive plan that tied their
earnings to the…
arrow_forward
The primary aim of quality management activities on a project is to:
O a.
Build an everlasting product for the customer
O b. Exceed customers' expectations to ensure future projects
O c. Conform to requirements and ensure customer satisfaction
O d. Conform to standards defined by the Project Management Institute (PMI)
arrow_forward
What is an important philosophy in ensuring customers’ needs are met under Total Quality Management tool?
Group of answer choices
It is the role of the marketing department to ensure customers’ needs are met.
Every part of the organization plays an important role to ensure customer satisfaction
It is difficult to satisfy customers’ needs so the company must conduct regular customer survey to find out their needs.
It is the responsibility of the team members of the TQM project team to introduce changes to meet customers’ needs.
arrow_forward
Include a summary of the training and certification requirements, as well as some real-world examples.
arrow_forward
SEE MORE QUESTIONS
Recommended textbooks for you
Understanding Business
Management
ISBN:9781259929434
Author:William Nickels
Publisher:McGraw-Hill Education
Management (14th Edition)
Management
ISBN:9780134527604
Author:Stephen P. Robbins, Mary A. Coulter
Publisher:PEARSON
Spreadsheet Modeling & Decision Analysis: A Pract...
Management
ISBN:9781305947412
Author:Cliff Ragsdale
Publisher:Cengage Learning
Management Information Systems: Managing The Digi...
Management
ISBN:9780135191798
Author:Kenneth C. Laudon, Jane P. Laudon
Publisher:PEARSON
Business Essentials (12th Edition) (What's New in...
Management
ISBN:9780134728391
Author:Ronald J. Ebert, Ricky W. Griffin
Publisher:PEARSON
Fundamentals of Management (10th Edition)
Management
ISBN:9780134237473
Author:Stephen P. Robbins, Mary A. Coulter, David A. De Cenzo
Publisher:PEARSON
Related Questions
- Formative Assessment Class Activities During and after the initial training the learner will be required to complete a number of activities. These activities will be both individual and group activities (class activities formative activities). The activities are numbered and are to be included in the learner's portfolio of evidence. These activities will measure the progress of the learner through the programme. For authenticity reasons these activities must be handwritten. Class Activity 1: Relate the purpose, content, form, frequency and recipients of a range of reports Complete the following in small groups / individually as per the instructions from your facilitator: Create a table of information from the following: Identify and list the regular reports that are needed in your business - list at least 5 reports. Describe the purpose of each report Describe the information needs of the organisation for each of the listed reports Regular business rеports 110023.1.1-4 1.…arrow_forwardDuring the phase of the project known as Performance Testing, what kinds of errors could potentially arise?arrow_forwardA Methods and Measurements Analyst needs to develop a time standard for a certain task. The task involves use of a ruler, square, and portable electric saw to mark and cut the "notch" in a rafter (a standard carpentry task of home construction). In a preliminary study, he observed one of his workers performing this task five times. The observations were made in an air-conditioned, well-lit training facility, at ground level, with all tools and equipment clean and readily available. Observation: 1 2 3 4 5 Task time (seconds): 82 74 80 83 76 a. What is the actual average time for this task? b. What is the normal time for this task if the employee worked at a 20% faster pace than is typical for adequately trained workers? c. What is standard time for this task if allowances sum to 14%? d. If the analyst then thought more carefully about his experiment and decided that the allowances needed to be increased to match the real (outside, not air-conditioned)…arrow_forward
- XYZ Rural Bank implemented its initial attempts to manage the performances of its 150 employees. XYZ Rural Bank has 10 branches all over Zamboanga Peninsula and each branch is supervised by a branch manager and has 10-15 employees working directly under his supervision. In its initial implementation of its own performance management system, its HR department sent a Performance Appraisal (PA) Template that all branch managers need to fill out. PA tool includes the following aspects of the employees performances:• Attendance (lates, absences, undertime etc)• Successful collection done (for Account Officers, Loan Officers, Credit Investigators)• Loans processed (For Account Officers and Loan Officers) Every July and January, all branch managers should submit the filled-out PA templates to HR for recording and consolidation. One week before the deadline for such PA template to be submitted to HR, the branch managers fill out the templates themselves based on their own observations. These…arrow_forwardBenchmarking is one of the key concepts of an effective TQM programme that aids in selecting a demonstrated standard of performance which represents the very best performance for a process or activity. With this in mind, provide a robust and comprehensive discussion on this concept, taking care to highlight its characteristics, prerequisites to benchmarking, obstacles to successful benchmarking and the benchmarking approach and process.arrow_forwardStatement 1: Companies in Question Mark stage can directly enter the Cash Cow stage Statement 2: Companies in Question Mark stage if not performing gets in Dog stage Group of answer choices Statement 1 is correct and Statement 2 is incorrect Statement 2 is correct and Statement 1 is incorrect Both Statement 1 and Statement 2 are incorrect Both Statement 1 and Statement 2 are correcarrow_forward
- Example of performance evaluation using a performance tuning instrument?arrow_forwardConsider a different kind of assessment plan--an assessment (or evaluation) of your teaching program. How will you use your assessment plan for student learning outcomes as a basis to evaluate your overall teaching program? You can use an online diagram/flow chart (as long as you cite it correctly) to explain how you would approach the different steps of a program evaluation for the purpose of continuous improvement. This is an important component of our work, regardless of the level. We need to know if what we’re doing is working, and that requires that we have a systematic plan for analysis and change.arrow_forwardResearch Scenario: A cola company is testing it's 12 ounce cans to make sure that the machine in filling them correctly. Here is the sample: 11.9, 12.1, 12.3, 12.1, 12.0 12.3, 12.2, 12.4, 12.3 Determine a 90% confidence interval for the filling level of this machine.arrow_forward
- Conducting a training needs analysis. Describe the process to use and how it would ensure the results are valid and reliable.arrow_forwardWhat is the objective of actual workshops and seminars What is the objective of Disadvantage of online set up What is the objectives of usefulness of feasibility studies in their careersarrow_forwardWhen a customer often revises the product's goals, how do you determine whether the software is of sufficient quality?arrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
- Understanding BusinessManagementISBN:9781259929434Author:William NickelsPublisher:McGraw-Hill EducationManagement (14th Edition)ManagementISBN:9780134527604Author:Stephen P. Robbins, Mary A. CoulterPublisher:PEARSONSpreadsheet Modeling & Decision Analysis: A Pract...ManagementISBN:9781305947412Author:Cliff RagsdalePublisher:Cengage Learning
- Management Information Systems: Managing The Digi...ManagementISBN:9780135191798Author:Kenneth C. Laudon, Jane P. LaudonPublisher:PEARSONBusiness Essentials (12th Edition) (What's New in...ManagementISBN:9780134728391Author:Ronald J. Ebert, Ricky W. GriffinPublisher:PEARSONFundamentals of Management (10th Edition)ManagementISBN:9780134237473Author:Stephen P. Robbins, Mary A. Coulter, David A. De CenzoPublisher:PEARSON
Understanding Business
Management
ISBN:9781259929434
Author:William Nickels
Publisher:McGraw-Hill Education
Management (14th Edition)
Management
ISBN:9780134527604
Author:Stephen P. Robbins, Mary A. Coulter
Publisher:PEARSON
Spreadsheet Modeling & Decision Analysis: A Pract...
Management
ISBN:9781305947412
Author:Cliff Ragsdale
Publisher:Cengage Learning
Management Information Systems: Managing The Digi...
Management
ISBN:9780135191798
Author:Kenneth C. Laudon, Jane P. Laudon
Publisher:PEARSON
Business Essentials (12th Edition) (What's New in...
Management
ISBN:9780134728391
Author:Ronald J. Ebert, Ricky W. Griffin
Publisher:PEARSON
Fundamentals of Management (10th Edition)
Management
ISBN:9780134237473
Author:Stephen P. Robbins, Mary A. Coulter, David A. De Cenzo
Publisher:PEARSON