Formative Assessment

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SERVICE PROVIDERS & RESOURCES

 US 10135

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(120379) WORK AS A PROJECT TEAM MEMBER; NQF LEVEL 4

Learner Name:

Learner ID #:

Learner Student Number:

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: Demonstrate an understanding of working as a member of a team

Complete the following in small groups / individually as per the instructions from your facilitator:

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1. List the criteria and behaviours conducive to working as a member of a team and give practical examples from your own project experience:

Criteria Behaviours Practical examples

1 Replaced by 120379

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2. Complete the following team assessment, using a 1 to 5 scale:

1 = n e v e r 2 = s o m e t i m e s 3 = h a l f t h e t i m e 4 = m o s t o f t h e t i m e 5 = a l l o f t h e t i m e

Requirement Rating

1. Team member goals are aligned with project goals 2. The team is focused on interdependent actions

3. Team members participate in the planning and monitoring/control processes 4. Major decisions are made primarily by consensus

5. The project leader and team members own the work/project plan and its execution

6. Team members are empowered

7. Conflicts arise and are resolved collaboratively 8. People on the team feel listened to and supported 9. Individual style differences are honoured

10. Individual needs are of concern to the team

Total Total: (multiply by 2 to get %)

3. Identify 1 area of strength and 1 area of weakness in your team based on the above and state how team members need to either enhance or eliminate them:

Strength:

We need to enhance it by

Weakness:

We need to eliminate it by

4. Rate yourself on a scale of 1 (poor) to 5 (excellent) on each of the following attributes of the ideal team member:

Attribute Rating

1. Integrity

2. Open and transparent

3. Seek the best interests of the team 4. Communicate effectively

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5. Supportive 6. Respectful 7. Understanding 8. Fair and consistent

9. Technical and professional ability 10. Role model

Total Total: Multiply your total with 2 to calculate your %

5. Identify 1 area of strength and 1 area of weakness in yourself based on the above and state how you need to either enhance or eliminate them:

Strength:

I need to enhance it by

Weakness:

I need to eliminate it by

6. What drives your team members? (Include yourself in this assessment.) Write your names (or pseudonyms, if you prefer) in the relevant categories and give a reason (based on observed behaviour) why you categorise them in such a way:

Driving force Names Explanation

She/he is here to get

She/he has to give to get

She/he is here to give

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7. Explain how these team members referred to above contribute to the relationships in the project team (in a negative or positive way):

8. List and describe disruptive behaviours that you have observed in your project team:

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Place any extra evidence after this page, clearly marked for easy reference.

Class Activity 2: Collaborate with other team members to improve performance

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1. Explain the importance of consultation and joint decision-making, giving 3 examples of how this has affected your team’s performance:

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2. Describe some of the issues in your project experience which have required that your team reach consensus before proceeding:

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3. Give examples of constructive, non-disruptive behaviours and how others are influenced positively:

Constructive behaviour

Non-disruptive behaviours

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Class Activity 3: Participate in building relations between team members and other stakeholders

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1 Explain the importance of building relations between team members and stakeholders and give examples from own project experience:

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2 List your project’s stakeholders and explain their needs in terms of team work/ team interfaces:

Stakeholders Team needs

3 Explain the importance or honouring commitments to stakeholder with practical examples from your workplace:

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4 Explain how team cohesiveness and spirit impacts on team output and image:

5 Explain how you give effective feedback in your team:

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Class Activity 4: Respect personal, ethical, religious and cultural differences to enhance interaction between team members

10135.4 10135 EEK1 10135 EEK4 10135 EEK7 1. Identify and explain differences between your team members in terms of diversity, giving examples

of how such diversity enhances your team’s performance:

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2. Explain the importance of showing respect to each other, giving examples:

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3. Give examples of at least two situations that you are aware of in your workplace in which there has been conflict/ disagreement as a result of the diversity of the workforce. How was the conflict resolved?

Examples:

Resolution of conflict:

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4. Give examples of how your own behaviour is modified and changed to support the other team members' feelings and needs:

Class Activity 5: Use a variety of strategies to deal with potential or actual conflict in a project team

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1. Identify situations that are a cause of conflict in your team and suggest a plan to minimise their negative effect on the team and project objectives:

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2. Identify methods and techniques for building team coherence and spirit, giving practical examples:

Methods and techniques Examples

3. In your group, identify situations that hamper efficiency in a project team and make suggestions to improve these situations:

Situation Suggestion

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4. Identify support systems available to your team and explain how you can be supportive to your team members:

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Reflection

Individually complete the following:

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The purpose of reflection is for you to consider what you have learnt and how you will use it in the future. Answer the following questions as honestly as you can:

1. After the training programme, I can now (tick):

 Demonstrate an understanding of the criteria for working as a member of a team

 Collaborate with other team members to improve performance

 Participate in building relations between team members and other stakeholders

 Respect personal, ethical, religious and cultural differences to enhance interaction between team members

 Use a variety of strategies to deal with potential or actual conflict between team members

 Identify, explain and describe the purpose and process of scheduling project activities

 Define and gather project activities from technical experts and within own field expertise

 Develop a simple schedule for a project or part thereof

2. How would you apply what you have learnt during this skills programme in the workplace?

3. What was the most significant thing you have learnt in this programme?

4. What do you think you still need to learn more about? (Action Plan)

5. What did you enjoy most about the training?

6. If there was something about the training that you could change, what would it be?

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Facilitator Observation Checklist

The facilitator needs to provide feedback on the participation of each learner in the class:

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The purpose of the facilitator observation checklist is to provide the learner with feedback about his/her participation during the formative class activities and also to highlight the observed strengths and perceived weaknesses that the learner displayed during the workshop and/or learning programme.

The facilitator is required to complete the Facilitator Observation checklist for each learner in his/her Learner Workbook. The learner needs to sign-off the document to confirm that he/she has received the observation feedback.

Learner Name Facilitator Name Date

Class Activity Group /

Individual

Completed



Participation Comments on perceived strengths and weaknesses of the learner

  

1. Demonstrate an understanding of working as a member of a team

2. Collaborate with other team members to improve performance

3. Participate in building relations between team members and other stakeholders 4. Respect personal, ethical, religious and

cultural differences to enhance interaction between team members 5. Use a variety of strategies to deal with

potential or actual conflict in a project team

6. Demonstrate an understanding of the purpose and process of scheduling project activities

7. Define and gather information about project activities from technical experts and within own field of expertise 8. Develop a simple schedule for a project

or part thereof

9. Reflection Individual

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Class Activity Group / Individual

Completed



Participation Comments on perceived strengths and weaknesses of the learner

  

Has the learner sufficiently demonstrated application of the following CCFO’s during the facilitated session?

CCFO1:

Identify and solve problems:

which will have a negative effect on the coherence, spirit and image of the team related to the scheduling of project activities

relevant to the adult with increasing responsibilities involving space, shape and time using geometrical techniques

CCFO2:

Work effectively with others as a member of a team, group or organisation:

to create a cohesive team, with spirit, through applicable behaviours and by treating others with respect

in order to develop project schedules and responding to input from others regarding the scheduling activities

CCFO3:

Organise and manage him/herself and his/her activities responsibly and effectively:

to maintain autonomy and at the same time to collaborate with others while exercising self-control

CCFO4:

Collect, analyse, organise and critically evaluate information:

concerning aspects that might affect the team as a whole

pertaining to scheduling project activities about objects and processes

Yes / No Yes / No Yes / No Yes / No

CCFO5:

Communicate effectively:

to gain their trust and support and enhance the team cohesiveness with relevant parties with reference to obtaining and disseminating data for scheduling project activities

to describe properties, processes and problem solving methods

CCFO6:

Use science and technology effectively and critically:

to provide, produce and develop project activity schedules

to analyse, describe and represent realistic and abstract situations and to solve problems relevant to the adult with increasing responsibilities

CCFO7:

Demonstrate an understanding of the world as a set of related systems:

whereby team cohesiveness and spirit impacts on team output and image understanding the impact of project scheduling on the overall success of the project execution

CCFO8:

Be culturally sensitive across a range of social contexts:

to enhance team work

Yes / No Yes / No Yes / No Yes / No

Statement by the facilitator:

The learner has demonstrated sufficient knowledge and skill during class to proceed with the summative assessment (circle)

Yes No

Additional comments: (optional)

Learner Signature Facilitator Signature

During and after the initial training the learner will be required to complete a number of class activities. These activities will be both individual and group activities (class activities - formative). 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

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.

Summative Assessment

“Summative Assessment is assessment for making a judgement about achievement. This is carried out when a learner is ready to be assessed at the end of a programme of learning”

(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)

Please complete the following summative assessment activities and submit as part of your Portfolio of Evidence:

 Knowledge Questions

 Practical Activities

 Witness Testimony

 Logbook

The learner needs to individually complete the summative assessment activities. The summative assessment is conducted by means of a knowledge questionnaire and various integrated assessment activities. The learner needs to follow the summative assessment activity instructions to create the evidence required for the portfolio of evidence.

Note: The Critical Cross Field Outcomes are referenced in the following manner:

CCFO1- Identify and solve problems in which responses demonstrate that responsible decisions using critical and creative thinking have been made

CCFO2- Work effectively with others as a member of a team, group, organisation, community CCFO3- Organise and manage oneself and one's activities responsibly and effectively CCFO4- Collect, analyse, organise and critically evaluate information

CCFO5- Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation

CCFO6- Use science and technology effectively and critically, showing responsibility towards the environment and health of others

CCFO7- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation

CCFO8- Be culturally sensitive across a range of social contexts so that all actions and decisions made are acceptable to all stakeholders with broad cultural backgrounds

Knowledge Questions

Please answer the following knowledge questions related to the unit standard embedded knowledge and assessment criteria and place it in your portfolio of evidence. Remember to number the answers according to the question numbers, should you need to attach a document.

You have to complete this Knowledge Questionnaire individually based on the theory that you covered in your Learner Guide and the formative assessments you completed in your Learner Workbook.

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Knowledge Questions

Individually complete the following: Unit Standard Reference

1. Explain 5 behaviours that contribute to exercising ethnic, cultural norms, empathy and self-control.

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(5) 2. List five techniques for fostering effective team communication (principles and

methods) 10135 EEK2

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3. Describe the methods and techniques of how people work in teams and groups:

refer to team roles and stages of team development.

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(8) 4. Explain the mechanisms for exercising tolerance, empathy and self-control. 10135.4.3 10135 EEK4

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(5) 5. List 6 behaviours that contribute to successful effective and high performing

teams

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(6) 6. Describe 3 techniques to manage conflict within a team 10135.5.1 10135 EEK6

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(3) 7. Describe diversity and cultural matters as related to teamwork 10135 EEK7

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Practical Activities

Individually complete the following activities to show your ability to integrate and apply your knowledge and skills in the workplace.

Practical Activity: Assist in project planning Individually complete the following:

10135 120384 Related EEKs CCFO1-8 You need to show that you can:

 Work as a project team member

 Develop a simple schedule to facilitate effective project execution Complete the following:

1. Request 2 of your colleagues to provide you with written feedback on the following forms.

They need to observe you working as a (project) team member in the workplace. Note: It is very important that they provide comments on the form:

Learner Name

Date

Working as a (project) team member

Did the learner: Yes/No Comments

3. Consult other team members for ideas relating to project work and make joint decisions according to team needs

4. Work with other team members in order to achieve project objectives

5. Participate in building relations between team members and other stakeholders

6. Provide feedback on an on-going basis which leads to constructive and productive working relationships

7. Respect personal, ethical, religious and cultural differences to enhance

interaction between team members

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8. Use a variety of strategies to deal with potential or actual conflict in a project team

Person 1 Signature Person 1 Name

Learner Name

Date

Working as a (project) team member

Did the learner: Yes/No Comments

3. Consult other team members for ideas relating to project work and make joint decisions according to team needs

4. Work with other team members in order to achieve project objectives

5. Participate in building relations between team members and other stakeholders

6. Provide feedback on an on-going basis which leads to constructive and productive working relationships

7. Respect personal, ethical, religious and cultural differences to enhance

interaction between team members

8. Use a variety of strategies to deal with potential or actual conflict in a project team

Person 2 Signature Person 2 Name

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Draw up a simple schedule for a project or part of a project in which you are/ have been involved. Complete the following

a. Identify and prioritise activities specific to a project within the objectives and scope of the project. Document activities at a level of detail to support further planning activities. Include scope and objectives, as well as the WBS for the project (Your coach/ mentor must sign the WBS checklist overleaf)

b. Identify specific project activities and gather information from technical experts. Provide proof that you have consulted with technical experts

c. Identify and record activity dependencies in the agreed format – as per your organisational requirements.

d. Produce an activity sequence and show it in a schedule.

e. Source time duration estimates for activities from responsible individuals. Provide proof that you have consulted with technical experts / team members, etc.

f. Identify resources required for activities, allocate them to work and document them per activity according to agreed processes and formats

g. Present the project schedule to stakeholders in an agreed format. Written or verbal presentation. Provide evidence in the form of the signed and dated written report, slides, etc.

h. Write a paragraph in which you explain the impact of project scheduling on the overall success of project execution

i. Complete the WBS Completion Checklist provided (next page)

WBS Completion Checklist: (to be checked by you before submitting it in your portfolio):

Appropriate level of detail: Continue to break the work down until a

task list is developed which meets the following criteria:  /  One (and only one) owner can be assigned to each of the lowest level tasks

Clearly defined outputs are evident for each task

Quality can be monitored through performance criteria associated with each output

The tasks communicate the work to be accomplished to the person who is accountable

The likelihood that a task is omitted or work flow forgotten is minimized Each task is well enough defined and small enough so that estimates of duration are credible

The project is broken down to the level at which you want to track

As a general rule, the lowest level tasks should have durations between two and twenty days and effort that equates to not more than 1 person week No forgotten tasks: Project delays are often caused by forgotten tasks, rather than inaccurate estimates. Ensure you have included tasks for:

 / 

Planning the project Approval cycles Key project meetings

Management/customer interfaces Quality inspections/fixing defects Training

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Management

Test planning, development and execution Project reviews and project closing

Signature Date

Remember: Provide evidence to support your answers and show your ability to do what is required of you in this activity.

Place your evidence after this page; clearly marked for easy reference.

Practical Activity Checklist

Please tick that you have submitted the following evidence as per the instructions above:

Learner Name Date

Practical Activity Submitted

Yes/No Name of my document / Comments Collect feedback from colleagues about how you work in a team (project)

a. Request 2 of your colleagues to provide you with written feedback on the following forms. They need to observe you working as a (project) team member in the workplace. Note:

It is very important that they provide comments on the form

 2 completed forms with comments provided

Draw up a simple schedule for a project or part of a project in which you are/ have been involved

a. Identify and prioritise activities specific to a project within the objectives and scope of the project. Document activities at a level of detail to support further planning activities. Include scope and objectives, as well as the WBS for the project (Your coach/ mentor must sign the WBS checklist overleaf)

b. Identify specific project activities and gather information from technical experts. Provide proof that you have consulted with technical experts

c. Identify and record activity dependencies in the agreed format – as per your organisational requirements.

d. Produce an activity sequence and show it in a schedule.

e. Source time duration estimates for activities from responsible individuals. Provide proof that you have consulted with technical experts/

team members, etc.

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Practical Activity Submitted

Yes/No Name of my document / Comments f. Identify resources required for activities,

allocate them to work and document them per activity according to agreed processes and formats

g. Present the project schedule to stakeholders in an agreed format. Written or verbal

presentation. Provide evidence in the form of the signed and dated written report, slides, etc.

h. Write a paragraph in which you explain the impact of project scheduling on the overall success of project execution

i. Complete the WBS Completion Checklist provided

Learner Signature

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Witness Testimony

In the workplace, or on simulated classroom activities, you need to show your ability to integrate what you have learnt. This can be measured with the Specific Outcomes and the Critical Cross Field Outcomes of the Unit Standard.

Request your facilitator / supervisor (or workplace mentor) to complete the following form to show that you are able to integrate your learning into everyday workplace application. It is necessary that the supervisor also provides a short comment on the form:

Learner Name Date

Did the Learner: Yes No

1. Demonstrate an understanding of the criteria for working as a member of a team?

2. Collaborate with other team members to improve performance?

3. Participate in building relations between team members and other stakeholders?

4. Respect personal, ethical, religious and cultural differences to enhance interaction between team members?

5. Use a variety of strategies to deal with potential or actual conflict between team members?

6. Identify, explain and describe the purpose and process of scheduling project activities?

7. Define and gather project activities from technical experts and within own field expertise?

8. Develop a simple schedule for a project or part thereof?

9. Identify and solve problems in which responses demonstrate that responsible decisions using critical and creative thinking have been made?

10. Work effectively with others as a member of a team, group, organisation, community?

11. Organise and manage oneself and one's activities responsibly and effectively?

12. Collect, analyse, organise and critically evaluate information?

13. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation?

14. Use science and technology effectively and critically, showing responsibility towards the environment and health of others?

15. Demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation?

16. Be culturally sensitive across a range of social contexts so that all actions and decisions made are acceptable to all stakeholders with broad cultural backgrounds?

Comments about how the learner applied the knowledge and skills in this programme:

Learner Name:

Learner Signature Date

Facilitator Name:

Facilitator Signature Date

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LOGBOOK

This log book has been included to record all time spent on the report and assignments.

Time spent completing on activities should be signed off by a facilitator, supervisor, mentor or witness where possible.

Learner Name:

Learner ID#:

Course Name FETC Business Administration Services NQF 4: SAQA ID 61595 Unit Standard Name US 10135: Work as a project team member; NQF Level 4, 8 Credits

SAQA ID Number 10135 Credits 8 Notional Hours 80 Hours

Practical / Workplace Activities Start Date

End Date

Total No of Hours

Sign Off by Facilitator / Supervisor / Manager / Mentor / Witness

Name &

Surname

Relationship to Learner

Signature

Work as a project team member 80 Hours

Activities Completed:

Classroom Training

Consult other team members for ideas relating to project work and make joint decisions according to team needs

Work with other team members in order to achieve project objectives Identify situations that are a cause of conflict in a group and make a plan to minimise their negative effect on the team and project objectives

Document instances of building relations between team members and stakeholders and implement it according to procedures

Provide feedback on an on-going basis which leads to constructive

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and productive working relationships

Discuss behaviours that are of concern to individuals promptly and openly with those involved

Identify and prioritise activities specific to a project within the objectives and scope of the project

Identify specific project activities and gather information from technical experts

Document activities at a level of detail to support further planning activities

Update associated documents to reflect identified activities Identify and record activity dependencies in agreed format Produce an activity sequence and show it in a schedule

Source time duration estimates for activities from responsible individuals

Update the schedule with time duration estimates

Identify resources required for activities, allocate them to work and document them per activity according to agreed processes and formats

Determine the project duration and record it in the agreed format Other workplace-related tasks:

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FEEDBACK SECTION Comments from Facilitator:

Comments from Student:

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Assessment Activities Checklist

The learner needs to complete all the required activities that are guided by the Specific Outcomes and Assessment criteria of the Unit Standard(s) in this programme:

Programme Project planning

Unit Standards US 10135: Work as a project team member; NQF Level 4, 8 Credits

Once you have completed all the assessment activities, request your supervisor to check that you have completed all the required activities and that they have all been placed in your Portfolio of Evidence, in the following order:

Did the learner provide the required evidence:

Reference: Comments / Feedback Yes No

Formative – Class Activities Class Activity 1

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Class Activity 2 10135.2

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Class Activity 4

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Reflection 10135

Facilitator Observation Checklist

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Summative - Knowledge Questions

Question 1 10135.4.3

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Question 2 10135 EEK2

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Question 7 10135 EEK7

Summative – Practical Activities

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Did the learner provide the required evidence:

Reference: Comments / Feedback Yes No

Practical Activity

10135 Related EEKs CCFO1-8

As per the Practical Activity Checklist:

Summative – Witness Testimony

Witness Testimony 1 10135

Summative – Logbook

Logbook 10135

Learner Name:

Learner Signature Date

Facilitator Name:

Facilitator Signature Date

FOR STUDENT

This is to verify that the above work is my own / authentic.

Learner Name: ___________________________Learner Student No:___________________

Learner Signature: ________________________ Date: _____________________________

FOR FACILITATOR

This is to verify that the learner has completed all the above and is awaiting final assessment / moderation.

File Checked:

Date Facilitator Name Facilitator Signature

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Basic Conditions of Employment Act, 1997

Record of Time Worked

Employee Name: ________________________________________________________

Employee Surname: ______________________________________________________

Employee ID Number: ____________________________________________________

Employee Signature: _____________________________________________________

Employer Name: _________________________________________________________

Employer Signature: ______________________________________________________

Year: 2021

Month: _______________________________________

Total hours worked / productive capacity made available during the month: 160 hours

Work completed:

Time spent on training including classroom training and/or digital learning as well as study and revision time;

X

Time spent on completing work and digital work tasks (including availability for work); X Time spent on compiling assessments (formative and summative) for your PoE; X

Time spent on task preparation & research X

Time spent travelling to and from location for task completion X