SITXCOM005 - Candidate Assessment Tool)

M.
S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
SITXCOM005
Manage Conflict
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
SITXCOM005- Manage Conflict

UNIT CODE AND TITLE:
M.S Aviation Pty Ltd T/A Australian School of Commerce

Candidate Assessment tool Page 1 of 79
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ABOUT THIS BOOKLET
This assessment booklet and tools has been designed for students undertaking face to face mode of study
to provide information before students take assessments and contains assessment tools to assess the
skills and knowledge required from students to be deemed competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g. online or work based.
Please read all the information given to you when you receive this assessment booklet. If you do not
understand any part of this booklet, please inform your assessor/trainer.
The assessment booklet contains two (2) parts:
PART 1: Assessments information: This part contains information on assessments for this unit of
competency and how assessment will be conducted throughout unit to achieve the competency. It
includes:
 Application of the unit of competency

 Purpose of assessment
 Elements, performance evidence and knowledge evidence requirements of the unit
 Conditions, context, required resources and location of the assessment.
 Assessment tasks.
 Outline of evidence to be collected.
 Administration, recording and reporting the requirements including special adjustments, appeals,
reasonable adjustments and assessors’ intervention.
PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment
task. In each assessment task, students will find the following information:
 Task instructions.
 Role play / Practical Demonstration information.
 Information on resources required, where applicable.
 Appendix1- Assessment resource in ASOC’S Commercial Kitchen

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PART 1
Assessment Information
Application of the unit of competency:
This unit describes the performance outcomes, skills and knowledge required to resolve complex or
escalated complaints and disputes with internal and external customers and colleagues. It requires the
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ability to use effective conflict resolution techniques and communication skills to manage conflict and
develop solutions. It does not cover formal negotiation, counselling or mediation.
The unit applies to all tourism, travel, hospitality and event sectors.
The unit applies mainly to senior operational personnel, supervisors and managers who operate with some
level of independence and use discretion and judgement to resolve conflicts. No occupational licensing,
certification or specific legislative requirements apply to this unit at the time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITXCOM005- Manage Conflict
Elements
1. Identify conflict situations.
2. Resolve conflict.
3. Evaluate conflict resolution.
Performance evidence:
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the
context of the job role, and:
 resolve escalated complaints or disputes with customers in relation to at least three of the following
matters:
 delays or poor timing of product or service supply
 incorrect pricing of product or service
 delays or errors in providing product or service
 misunderstanding of customer request or communication barrier
 problem or fault with product or service
 refused entry or ejection from premises
 resolve team member disputes in relation to at least two of the following complex matters:
 dispute or argument among work colleagues
 job duties or rosters
 lack of competence
 worker mistake
 dismissal
 cultural misunderstanding
 take appropriate action in response to at least two of the following threat or conflict situations:
 customer refusing to leave or be pacified
 drug or alcohol-affected person
 person who appears to be violent or are threatening
 people involved in physical violence
 person with gun or arms
 situation where someone has been or may be hurt
 use a range of conflict-resolution techniques and communication skills when seeking to resolve
above situations.
Knowledge Evidence

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Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of
this unit:
 commonly occurring conflict situations in the tourism, travel, hospitality and event industries and
their typical causes
 conflict theory:
 signs
 stages
 levels
 factors involved
 results
 conflict-resolution techniques:
 assertiveness
 negotiation
 use of appropriate communication
 resources to assist in managing conflict:
 counsellors
 internal security staff
 mediators
 other staff members
 police
 senior staff
 communication techniques:
 active listening
 empathising with the person's situation while upholding organisational policy
 non-verbal communication and recognition of non-verbal signs
 language style
 questioning techniques
 those appropriate to different social and cultural groups
 organisational policies and procedures for complaint, conflict and dispute resolution.
Context and conditions for assessments:

To comply with the assessment condition of this unit:
 Australian School of Commerce (Also referred as “ASOC” in this document) will conduct practical
assessment for this unit in its Commercial Kitchen.
 Students must demonstrate adequate skills and knowledge evidence by providing a satisfactory
outcome for each assessment task. They will be marked against the recommended model
answers in this trainer and assessor guide.
 Students will have access to suitable facilities, equipment and resources.
 Kitchen has access to ASOC’s Kitchen, resources to assist in managing conflict mentioned in this
unit and access to access to current commercial policies and procedures for complaint, conflict
and dispute resolution (Please refer Appendix1 at the end of this assessment tool for detailed list
of assessment resources).
 Knowledge assessment for this unit will be conducted at ASOC’S classroom at Level 4, 123
Lonsdale St, Melbourne, Victoria 3000
Resources Required:

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The assessor will ensure that assessment is conducted in a safe environment and you have access to the
following resources for the unit.
- Computers with access to internet and printers

- DIDASKO learner guide for unit SITXCOM005
- Access to ASOC’s training Kitchen with access to equipment and documents defined in conditions
of assessment above and in Appendix at the end of the guide.
- Access to ASOC’s classroom for conduction Knowledge test.
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be
Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment tasks will be
deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two
opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two
reassessments in a unit of competency, student will be required to repeat the unit as per the scheduled
delivery of the course. For further details, refer to Australian School of Commerce Re-Assessment Policy
and Australian School of Commerce Course Progress Policy.
Assessment tasks Assessment description Location of

assessment
Assessment Task Needs to be
Students are required to complete the knowledge test to be
1 (AT1) – completed in the
Knowledge Test deemed competent. The learners are required to answer in ASOC’s classroom
brief. They must answer all the questions correctly to be
marked satisfactory.
Assessment Task This assessment task is short answer question which Needs to be
demonstrates that you have the required knowledge to completed in the
2 (AT2) –
manage conflict. ASOC’s classroom
Worksheets
Assessment Task This is Practical Demonstration in ASOC’s kitchen managing Needs to be
3 (AT3) – Practical conflict. completed in the
Demonstration ASOC’s classroom
You are required to resolve escalated complaints or disputes
with customers, resolve team member disputes in relation to
complex matters and take appropriate action in response to
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threat or conflict situations.
You must also use a range of conflict-resolution techniques

and communication skills when seeking to resolve situations.
Assessment Task This is an assessment that requires you to undertake a series Needs to be
4 (AT4) – of role plays to demonstrate your ability to interact and completed in an
Role Play communicate with customers and colleagues from different actual or simulated
cultural and social groups in a non- discriminatory way. environment
Assessment Task This assessment requires you to read 2 scenarios and answer Needs to be
5 (AT5) – the questions at the end of each scenario. completed in the
Scenario ASOC’s classroom
Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks
within the date and time specified in the session plan. This will demonstrate that you have all the required
skills and knowledge for this unit.
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will ensure
that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and
authentic.
Assessment Task 1  Completed knowledge test with questions answered and submit to your
(AT1) – Knowledge assessor electronically.
Test  Complete and sign the cover sheet for assessment task.
 Answer all the questions correctly in the Written Knowledge Questions

Assessment Task 2 and submit to your assessor electronically.
(AT2) – Worksheets  Completed and signed the cover sheet for assessment task.
 Resolve escalated complaints or disputes with customers.

Assessment Task 3  Resolve team member disputes in complex matters.
(AT3) – Practical  Take appropriate action in response to threat or conflict.
Demonstration  Use a range of conflict-resolution techniques and communication skills.
 Satisfactorily completion of all task identified in skills demonstration
session.
 Completed and sign the cover sheet for assessment task
Assessment Task 4  Undertake a series of role plays
(AT4) – Role play  Demonstrate ability to interact and communicate with colleagues
 Complete 3 role plays
Assessment Task 5  Read 2 scenarios

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(AT5) – Scenario  Answer questions at the end of each scenario
You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover
sheet:
 Your assessor will mark the submitted assessment, provide feedback to you and complete the
comments section against each task, where applicable.
 ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed.
 You must submit all assessments on or before the due date specified by the assessor as per the
training plan.
 Extensions for individual assessment tasks may be negotiated in specific circumstances with your
assessor/trainer. However, you need to provide genuine evidence documents when seeking an
extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange
an extension, you must speak to your assessor prior to the due date. Extensions must be
confirmed by the trainer in writing.
 You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy
the integrity of the assessment, your assessor will let you know if this is the case.
 Unless the assessment task specifically allows pair work or group activities such as brainstorming,
you must submit your own original work and must not copy the work of other students. Plagiarism
is unacceptable.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the
student assessment record sheets and all results will be approved by the Training Manager.
Assessors will check that you have completed the signed student declaration prior to filling out the
assessment sheet.
Retaining assessment records:

Australian School of Commerce will securely retain all completed student assessment items for each
student for a period of six months from the date on which the judgement of competence for the student was
made. Australian School of Commerce will also retain sufficient data to be able to reissue AQF certification
documentation for a period of 30 years.
The assessor will ensure that the student records are securely retained and stored in accordance with the
Australian School of Commerce record control policy accessible by the Student Administration Officer.
Assessment outcomes:
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For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more
training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have
completed all assessments and have provided the appropriate evidence required to meet all criteria in line
with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet
Competent and will be eligible to be re-assessed in accordance with the Australian School of Commerce
Re-Assessment Policy and Australian School of Commerce Course Progress Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you
have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not
Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the
requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the
Australian School of Commerce Re-Assessment Policy and Australian School of Commerce Course
Progress Policy. As this is a competency-based program, the assessment continues throughout the
program until you either achieve Competency in the assessment tasks or a further training need is
identified and addressed.
Student access to records:
You have the right to access current and accurate records of your participation and results at any time. You
can request a copy of your records (results or attendance progress) by contacting the student
administration or assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time
from the assessor.
Reasonable adjustments and special learning needs:
Australian School of Commerce works to ensure that students with recognized disadvantages can access
and participate in education and training on the same basis as other students. Disadvantages may be
based, for example, upon age, cultural background, physical disability, limited or non-current industry
experience, language, numeracy or digital literacy issues.
Where pre-training interviews and LLN assessments reveal that a student may require special support or
where, after enrolment, it is made apparent that the student requires special support, reasonable
adjustments will be made to the learning environment, training delivery, learning resources and/or
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assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it
can accommodate the student’s particular needs, while also taking into account factors such as the
student’s views, the potential effect of the adjustment on the student and others and the costs and benefits
of making the adjustment.
Any adjustments made must:
 be discussed, agreed and documented in the assessment record

 benefit the student
 maintain the integrity of the competency standards and course requirements as stipulated in the
training package
 be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
 providing additional time for students to complete learning and assessment

tasks
 presenting questions orally for students with literacy issues
 asking questions in a relevant practical context
 using large print material
 extending the course duration
 Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first
instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter
with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to training
manager. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed.
For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and
Procedures available in Australian School of Commerce Website.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment. During role play, the assessor may act
as a client or employer, where required, but the assessor will not interfere with the assessment. If the
assessment activities might impact on your safety or that of others, the assessor will stop the assessment
immediately.
Plagiarism, cheating and assessment dishonesty:
Australian School of Commerce considers plagiarism and cheating as a serious misdemeanour. Evidence
of plagiarism and cheating is treated on a case by case basis and the consequences for students engaging
in such practices may include failure of the assessment or unit or exclusion from the course. For more
information, refer to Australian School of Commerce’s Assessment Policy.

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Note: Referencing is a way of acknowledging the source of information that a person uses to research
your assignment. References should be provided whenever someone else’s words. Ideas or research is
used. One should also provide references for any information used. Website, journals, Research paper,
Blogs, article and any other online sources needs to be referenced.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along
with your submission will be given to you and you must keep a copy of it throughout the completion of
the course.
Student Declaration:
I.............................................................................. (Student Name) have read and understand the

information provided above and also understand and accept that any act of plagiarism and academic
dishonesty may have penalties including cancellation or suspension of my enrolment with Australian
School of Commerce. I further declare that:
 All assessment work submitted for this unit competency is my own original work and plagiarism
and collusion has not occurred.
 Assessment work has not been copied or submitted for any other unit/course.
 I have taken proper care and effort to ensure my work has not been copied by another person.
 I have retained a copy of this assessment for my own records in the event I have to reproduce my
work.
 I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment
which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......

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PART 2
Assessment tasks
Assessment Task Cover Sheet Task 1 (AT1)

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Student details
Student Name: Student ID:
Assessment details
Unit of Competency:
Assessment Task 1: Knowledge Test

Date of Submission:
Assessment Outcome: Satisfactory Not Satisfactory

Feedback:
Student Plagiarism Declaration: By submitting this assessment to the school, I declare that this assessment task
is original and has not been copied or taken from another source except where this work has been correctly
acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can
produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable and

flexible assessment of this student, and I have provided appropriate
feedback. I also declare that I have undertaken the indicated assessment
integrity checks Student: I have received,
Check for plagiarism Software Yes No discussed and accepted my result
as above for this assessment and I
Check for copying/collusion Yes No am aware of my appeal rights.
Check for authenticity (own work) Yes No
Cheating or use of model answers Yes No
Signature: ......................................................... Signature: ................................
Date: ................................................................. Date: .........................................
Assessment task 1: Knowledge Test
Required documents and equipment:

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 Computer with internet connection to refer to various resources such as MS word, MS excel, MS
PowerPoint or any other recognised software program.
 Australian School of Commerce Learners’ resources for the unit SITXCOM005- Manage Conflict
(organised by the trainer/assessor)
 DIDASKO Learner’s notes
Instructions for students:
This assessment will be conducted in the ASOC classroom with access to the resources listed above.
 You must answer all knowledge questions as part of this assessment and submit answers in
electronic copy. The assessor will verify the authenticity of the work by asking questions regarding
the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this
assessment.
 Be concise provide explanation according to the given word-limit and do not provide irrelevant
information. Be careful, quantity is not quality.
 Students are not allowed to interact with other students during this assessment task.
 Be careful to use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are using to write
your answers/research your work, you must always acknowledge the source.
 You are required to mention your name and student Id in either header or footer of the assessment
document to be submitted.
Planning the assessment
- Access all resources mentioned in required resources either printed copies or access via the internet.
- Time required for assessment: 60 minutes
- You must:
o Answer all the questions in this knowledge test assessment satisfactorily to be deemed
competent.
o Complete and submit the assessment on the same day of the assessment.
- Your assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence same day of the
assessment specified by the assessor:
 You are required to submit a completed (ticked) multiple choice question listed in Knowledge test.
 Completed and signed cover sheet for assessment
Evidence submission:
- Documentation must be submitted electronically.
- Your assessor will record the assessment outcome on the assessment cover sheet.

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1. What is the best definition of ‘conflict’?

(a) Conflict is a fight between two individuals that occurs in the workplace.
(b) Conflict is a verbal disagreement between two individuals, or within a group or team about job
roles and responsibilities.
(c) Conflict is a disagreement between two individuals, or within a group or team about peoples’
expectations or goals. (Correct)
(d) Conflict is when two individuals are unable to reach a compromise in the workplace.
2. What is a potential cause of conflict between team members?

(a) Drunk and disorderly patrons.
(b) Differences in values and ethics.
(c) Problems with suppliers.
(d) Poor quality products.
3. What is the correct order for the five stages of conflict?

(a) Discomfort, incident, misunderstanding, tension, crisis.
(b) Discomfort, misunderstanding, incident, tension, crisis.
(c) Discomfort, incident, tension, misunderstanding, crisis.
(d) Misunderstanding, discomfort, incident, tension, crisis.
4. What resources are available within an organisation to help you resolve a conflict situation?
(a) None. It is best to resolve conflict on your own.
(b) Customers.
(c) Suppliers.
(d) Mediators, such as human resource personnel.
5. You witness two employees shouting and swearing at each other. One starts to poke the other in the
shoulder with their finger. What stage of conflict is this?
(a) Discomfort.
(b) Misunderstanding.
(c) Tension.
(d) Crisis.
6. Which conflict situation has the potential to threaten the safety of customers or colleagues?
(a) Responding to a difficult customer who has complained several times during your shift.
(b) Dealing with an intoxicated customer who refuses to leave the premises.
(c) A supplier unhappy with the new delivery and receipt procedures.
(d) An ongoing disagreement between two employees regarding clean-up procedures.

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7. What techniques can you use to establish and agree on the details of a conflict situation with all
parties involved?
(a) Use a compromising style of communication to create a better understanding of all sides of
the issue, leading to changes in behaviour.
(b) Conduct a mediation session in an informal meeting held in a meeting room to ensure
discussions are open and honest.
(c) Discuss the situation away from others, ask questions and actively listen to their responses.
(d) Interview all parties individually to gain their perspective, then gather all parties together to
share causes and concerns.
8. When identifying causes of potential conflict situations, which statement is true?

(a) Pay most attention to voice tone, as anger is largely conveyed in how things are said rather
than the words used.
(b) Listen to the words people say. It is what is said that will give the most clues to the underlying
cause of a potential conflict situation.
(c) Focus on non-verbal communication, not just the words people use. Body language and voice
tone convey a lot of information.
(d) Unless people tell you they are upset, it is hard to recognise potential conflict situations.
9. Why is it important to identify and deal with conflict as soon as you notice it?
(a) Colleagues will expect you to.
(b) It is not really that important to deal with it early, as long as you eventually get to it.
(c) It is a chance to prove your views are right.
(d) It is less likely to escalate and will minimise any potential effect on colleagues, customers and
the organisation.
10. Which conflict resolution style would you use in situations when a decision needs to be made quickly
and decisively?
(a) Accommodating.
(b) Competing.
(c) Avoiding.
(d) Collaborating.
11. A customer tells you they are unhappy with a product they purchased in your establishment. Who is
responsible for resolving this situation?
(a) You.
(b) Human Resources.
(c) Your manager.
(d) Your work team.
12. The customer is upset and is starting to yell. What is the best thing you can do?

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(a) Walk away from the situation and allow the customer time to calm down.
(b) Call the police. You need to control this situation quickly before it escalates.
(c) Start to raise your own voice, so you can be heard over the customer. You need to regain
control of the situation before you can start resolving it.
(d) Ask the customer to accompany you to a quiet area away from others, so you can discreetly
and courteously deal with the situation.
13. The customer is demanding a full refund and compensation for the product they are complaining
about. You offer the customer an immediate refund but you cannot offer compensation as you do not
have authority to do this. The customer angrily rejects your offer. What do you do?
(a) Offer the refund again and explain why you cannot give them any form of compensation.
(b) Contact your supervisor or manager for assistance.
(c) Offer compensation to appease the customer and explain it to the supervisor later.
(d) Contact the product’s supplier and request them to offer the customer compensation as the
product is their responsibility.
14. Which situation has the potential to become a legal liability and affect the reputation of the business?
(a) A customer complaint about slow service.
(b) Grievances involving claims of bullying and harassment.
(c) Staff disagreeing over project timelines.
(d) An employee dissatisfied with their roster arrangements.
15. What organisational policies and constraints could assist you when resolving conflict?
(a) Staff rosters, including what time staff are due to finish their shift, and assigned job roles at the
time the incident occurred.
(b) Budgets, refund, return, exchange and grievance policies and procedures.
(c) Budgetary constraints and financial procedures for processing sales transactions and returns.
(d) Legal reporting requirements, operational standards and industrial relations procedures.
16. How do you evaluate available options to determine the best solution for resolving a conflict?
(a) Evaluate each option of each party’s stated needs and desired outcomes and how they will
react to an alternative solution.
(b) Determine if there are any potential legal consequences and the short- and long-term costs to
the business.
(c) Evaluate who proposed each option and how it supports their desired outcomes.
(d) Analyse positives and negatives of each option, if it is fair and reasonable to all concerned
and their impact on all parties involved and the business.
17. What techniques can you use to help ensure successful implementation of a solution to a conflict
situation?
(a) Take responsibility for implementing required actions and communicate actions to affected
parties.
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(b) Monitoring actions of all parties before, during and after implementation to ensure adherence
to all new rules and procedures.
(c) Develop clear written instructions and guidelines for all affected parties outlining everyone’s
roles and responsibilities in the resolution process.
(d) Ensure all organisational policies and procedures are updated and circulated to all staff
members, including those involved in the conflict situation.
18. What documentation would you most likely need to complete after handling a conflict that involved
having security escort a drunk and abusive customer off the premises?
(a) A customer complaint register.
(b) An employee grievance procedure.
(c) An incident report.
(d) A first aid report.
19. What should you do after actions to resolve a conflict situation have been implemented?
(a) Follow up with all parties involved to ensure the conflict is resolved and they are satisfied with
the outcome.
(b) Keep monitoring the situation for at least six months to ensure that it does not flare up again
and disrupt the workplace or customers.
(c) Evaluate the outcomes of the strategies used and monitor the legal implications in case the
situation arises again.
(d) It is impossible to predict when conflict will occur.
20. What does the phrase ‘treat conflict as an opportunity to learn’ mean?
(a) You can tell others how you think they can improve their communication skills to avoid or
reduce future potential situations.
(b) Use the conflict situations to evaluate and improve current business practices and your own
communication and conflict resolution skills.
(c) You can completely eliminate conflict from your organisation by learning how to use conflict
resolution strategies effectively.
(d) Use conflict situations to determine the viability of your organisational and human resource
procedures.
21. You notice an increase in customer complaints after changing your refund policy. What workplace or
organisational adjustments would you suggest to best resolve this situation?
(a) Suggest management review the refund policy.
(b) Retrain your staff to ensure they understand and can apply the policy correctly.
(c) Discuss the increase in complaints at the next management meeting and let management
decide what to do to address it.
(d) Do nothing. It always takes a while for new policies to be accepted.

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Student details
Assessment details
Unit of Competency:
Assessment Task 2: Worksheets
Date of Submission:

Feedback:
Student Plagiarism Declaration: By submitting this assessment to the school, I declare that this assessment
task is original and has not been copied or taken from another source except where this work has been
correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task,
which I can produce if the original is lost.

feedback. I also declare that I have undertaken the indicated
assessment integrity checks Student: I have received,
as above for this assessment and
Check for copying/collusion Yes No I am aware of my appeal rights.
Signature: ......................................................... Signature: ...................................
Date: ................................................................. Date: ……...................................
Assessment Task 2: Worksheets

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PowerPoint or any other recognised software program
 Australian School of Commerce Learners’ resources for the unit SITXCOM005- Manage Conflict
(organised by the trainer/assessor)
 DIDASKO Learner’s notes
Instructions for students:

This assessment will be conducted in the ASOC classroom with access to the resources listed above.
 You must answer all knowledge questions as part of this assessment and submit answers in
electronic copy. The assessor will verify the authenticity of the work by asking questions regarding
the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this
assessment.
 Students are not allowed to interact with other students during this assessment task.
Access all resources mentioned in required resources either printed copies or access via the internet.
- Time required for assessment: 3 hours

- You must:
o Answer all the questions satisfactorily to be deemed competent.
o Complete the assessment and submit this assessment before the due date of the assessment.
o Submit with a completed assessment cover sheet.
- Your assessor will set a time to provide feedback
At the end of the assessment, you will be required to submit the following evidence before the due date
specified by the assessor:
- You are required to submit short answers to all the questions asked in the worksheet.
- Completed and signed cover sheet for assessment.

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QUESTION QUESTIONS Studen

NUMBER ts
respon
se (to
be
comple
ted by
the
assess
or)

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SECTION 1: Identify conflict situations
Question 1: List three common conflict situations with customers. If possible, relate the
S
answer to your workplace or industry sector.
NS
Question 2: Give an example for each of the stags of conflict.

Discomfort
S
Incident
Misunderstanding NS
Tension
Crisis
Question 3: Why is it important to identify and act swiftly to signs of potential conflict? S
NS
Question 4: A co-worker seems to be avoiding you, and you can’t think of what it is you S
have done wrong. What conflict stage is this? NS
Briefly describe three conflict situations that might threaten the safety of
S
Question 5: customers or colleagues.
NS
List five non-verbal and vocal cues that indicate potential conflict. S
Question 6: NS
Give three examples of resources you could use to help you resolve conflict.
S
Question 7:
NS
SECTION 2: resolve conflict
Question 8: What are two communication characteristics of the assertive approach to conflict? S
NS
Question 9: List the five conflict resolution strategies. S
NS
Question10: What can you do in a conflict situation to ensure all parties agree on the nature and S
details of the conflict?
NS
Question11: Imagine a situation involving conflict between team members about S

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differences in opinions on how to complete a work project. Explain what NS
conflict resolution strategy you would suggest they use and why.
Question12: Why is it important to take personal responsibility for ensuring conflict is
S
resolved?
NS
Question13: It is important to deal with conflict courteously and discreetly, while minimising
S
the impact on others. How could you do this?
NS
Question14: What is ‘effective communication’? S
NS
Question15: List four steps or strategies that can help you communicate effectively with S
colleagues and customers as you manage conflict in the workplace. NS
Question16: There are six steps to effectively resolve conflict. What are they? S
NS
Question17: What could be the outcome for a business should a serious conflict situation be
S
ignored or badly handled?
NS
Question18: Conflict resolutions need to fit within the policies and constraints of your
organisation. Give three examples of policies or constraints. Relate to your S
workplace or training environment, if possible. NS
Question19: List two examples of records or forms you may need to complete after a
S
conflict situation is dealt with.
NS
SECTION 3: Evaluate conflict resolution
Question 20: What are two benefits of evaluating and reflecting on conflict situations and S
the effectiveness of solutions applied? NS
Question 21: What written data might you gather and use to help evaluate conflict
S
situations? List four options.
NS
Question 22: Give an example of how you might use the skills of a team to help evaluate conflict. S
NS
S
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Question 23: Briefly describe how you would follow up with a customer to ensure they are
NS
happy with the outcome of a conflict resolution?
Question 24: Your workplace rosters are a constant source of conflict between staff and
management. Staff requests are not incorporated into rosters, inconsistent numbers S
and types of shifts and days off are allocated and casual staff are regularly told not to
attend a shift less than 24 hours prior to commencement due to overstaffing. What NS
could you do to improve the situation?
Student details
Assessment details
Unit of Competency: SITXCOM005- MANAGE CONFLICT
Practical Demonstration
Assessment Task 3:
)
Date of Submission:

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Date: ................................................................. Date: ……...................................
Assessment Task 3: Practical Demonstration
 ASOC’s commercial Kitchen with access to all the equipment and variety of ingredients defined in
Appendix at the back of this tool.
 Knife Kit. (Learner is required to have kitchen kit including chef’ dress, safety boots and knife kit
including various knife and other tool.)
 Recipes. (Student must print from learner guide)
 Your workplace supervisor will organise the copy of facility menu for service period you are
supervising
- Access all resources mentioned in required resources either printed copies or access via the internet
- Time required for assessment: hours for 5 sessions (4 hours each, in which 1 hour in each session is
allocated for trainer demonstrating requirement of this assessment task (Total 5 hours for both
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sessions.)and 5 hours each is allocated to student for cooking the dishes/ practice demonstration of
this task.)So student is allocated 12 hours in total for two sessions.
- You must:
o Produce all evidence as required in the practical demonstration.
o Complete the assessment and submit in due timelines
o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback
- Identify conflict situations.
- Resolve conflict.
- Evaluate conflict resolution.
- Demonstration of participation in safe work practices.
- You are required to submit following evidence at the end of tasks
- Completed and signed cover sheet for assessment
AT3- Practical Demonstration instructions (Part A)

 In this practical demonstration assessment, you are required to manage conflicts in ASOC’s kitchen
and:
 resolve escalated complaints or disputes with customers in relation to at least three of the following
matters:
 delays or poor timing of product or service supply
 incorrect pricing of product or service
 delays or errors in providing product or service
 misunderstanding of customer request or communication barrier
 problem or fault with product or service
 refused entry or ejection from premises
 resolve team member disputes in relation to at least two of the following complex matters:
 dispute or argument among work colleagues
 job duties or rosters
 lack of competence
 worker mistake
 dismissal
 cultural misunderstanding
 take appropriate action in response to at least two of the following threat or conflict situations:
 customer refusing to leave or be pacified
 drug or alcohol-affected person
 person who appears to be violent or are threatening
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 people involved in physical violence

 person with gun or arms
 situation where someone has been or may be hurt
 use a range of conflict-resolution techniques and communication skills when seeking to resolve above
situations.

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Learner name: Date:

Conflict-resolution Satisfactor
Customer complaint Team dispute Threat or conflict situation Signature
technique y
 Delays or poor timing of  Dispute or argument  Customer refusing to leave  Assertiveness  Yes LG
product or service supply among work colleagues or be pacified  Negotiation  No
 Incorrect pricing of product  Job duties or rosters  Drug or alcohol-affected  Use appropriate
or service  Lack of competence person communication
 Delays or errors in  Worker mistake  Person who appears to be
providing product or  Dismissal violent or is threatening
service  Cultural misunderstanding  People involved in physical
 Misunderstanding of violence
customer request or  Person with gun or arms
communication barrier  Situation where someone
 Problem or fault with has been or may be hurt
product or service
 Refused entry or ejection
from premises
Assessor feedback
Learner feedback
Learner name: Date:

Customer complaint Team dispute Threat or conflict situation Conflict resolution Satisfactor Signature
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technique y
 Delays or poor timing of  Dispute or argument  Customer refusing to leave or  Assertiveness  Yes LG
product or service supply among work colleagues be pacified  Negotiation  No
communication barrier  Situation where someone has
 Problem or fault with been or may be hurt
product or service
from premises
Assessor feedback
Learner feedback
Learner name: Date:

Conflict resolution Satisfactor
Customer complaint Team dispute Threat or conflict situation Signature
technique y
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 Delays or poor timing of  Dispute or argument  Customer refusing to leave or  Assertiveness  Yes LG
product or service supply among work colleagues be pacified  Negotiation  No
communication barrier  Situation where someone has
 Problem or fault with been or may be hurt
product or service
from premises
Assessor feedback
Learner feedback

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ASSESSMENT (AT3)– PRACTICAL DEMONSTRATION OBSERVATION TOOL
INSTRUCTIONS – ASSESSOR
To c To complete this assessment, assessor will do the following.
 Observe the learner while they demonstrate to resolve escalated complaints or disputes with customers in relation to at least three of the following matters:
- delays or poor timing of product or service supply
- incorrect pricing of product or service
- delays or errors in providing product or service
- misunderstanding of customer request or communication barrier
- problem or fault with product or service
- refused entry or ejection from premises
 Observe students while they demonstrate to resolve team member disputes in relation to at least two of the following complex matters:
- dispute or argument among work colleagues
- job duties or rosters
- lack of competence
- worker mistake
- dismissal
- cultural misunderstanding
 Observe students while they take appropriate action in response to at least two of the following threat or conflict situations:
- customer refusing to leave or be pacified
- drug or alcohol-affected person
- person who appears to be violent or are threatening
- people involved in physical violence
- person with gun or arms
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- situation where someone has been or may be hurt

 Use the checklist to observe the learner using a range of skills/tasks.
 Observe the learner over a period while they learn and use various skills/tasks.
 Ensure that the learner can consistently perform all tasks multiple times satisfactorily.
 Decide when the learner is competent at all tasks.
 Ask the learner questions relating to the tasks they are undertaking.
 On completion, submit the assessment via hard copy
Students will do the following:

 You will demonstrate skills to resolve escalated complaints or disputes with customers in relation to at least three of the following matters:
- delays or poor timing of product or service supply
- incorrect pricing of product or service
- delays or errors in providing product or service
- misunderstanding of customer request or communication barrier
- problem or fault with product or service
- refused entry or ejection from premises
 You will demonstrate to resolve team member disputes in relation to at least two of the following complex matters:
- dispute or argument among work colleagues
- job duties or rosters
- lack of competence
- worker mistake
- dismissal
- cultural misunderstanding
 You will take appropriate action in response to at least two of the following threat or conflict situations:
- customer refusing to leave or be pacified
- drug or alcohol-affected person
- person who appears to be violent or are threatening
- people involved in physical violence
- person with gun or arms
- situation where someone has been or may be hurt
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 You will consistently perform all tasks/skills.

 On completion submit the hard copy to the assessor.
Observation checklist
Session 1 Session 2 Session 3
Observable skills/tasks the learner is required to Satisfactory Satisfactory Satisfactory

demonstrate Yes No Yes No Yes No
Student identifies potential for conflict and takes
swift and tactful action to prevent escalation.
Student identifies situations where personal

safety of customers or colleagues may be
threatened and organises appropriate
assistance.
Student identifies, researches and uses

resources to assist in managing conflict.
Student establishes and agrees on the nature

and details of conflict with all parties and
assesses impact.
Student manages a variety of conflict situations

(as per skills log) within scope of own role and
responsibilities, and according to organisational
procedures.
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Student takes responsibility for seeking a

solution to conflict within scope of own role and
responsibilities, seeking assistance where
required.
Student identifies and evaluates impact of

conflict on business reputation and legal liability.
Student evaluates options to resolve the

conflict, taking into account organisational
policies and constraints.
Student implements the best solution and

completes required reports, recording necessary
details.
Student communicates with parties involved to

seek and provide feedback on conflict and its
resolution.
Student evaluates and reflects on the conflict

and effectiveness of the solution.
Student determines possible causes of

workplace conflict, and considers and suggests
changes for workplace enhancement and
improvements.
Final Outcome: Satisfactory Satisfactory Satisfactory
Yes No Yes No Yes No

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________ _________ _________ _________ _________ _________

Date of demonstration:
Signature of the Assessor:

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Student details
Assessment details
SITXCOM005- MANAGE CONFLICT
Unit of Competency:
Role play
Assessment Task 3:
Date of Submission:

Feedback:

Date: ................................................................. Date: ……...................................
Assessment Task 4: Role Play

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Required documents and equipment

 ASOC’s Learners’ resources for the unit SITXCOM005- MANAGE CONFLICT (organised by the
trainer/assessor).
Instructions for Students:
This is a Role Play-based assessment where students are required to research information on the
hospitality industry and share the information obtained with the team.
 This assessment will be conducted in ASOC’S Campus and in ASOC’s commercial kitchen with
access to the resources listed above.
 You must answer all questions as part of this assessment and submit answers in electronic
copy. The assessor will verify the authenticity of the work by asking questions regarding the answers
provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.

- Access all resources mentioned in required resources either printed copies or access via the internet
- Time required for assessment: 4 hours
- You must:
o Produce all evidence as required in this assessment.
o Complete the assessment and submit in due timeline.
- Assessor must set a time to provide feedback.
- Complete role-plays 1,2 and 3
- You are required to submit following evidence at the end of tasks.
- Role-plays can be recorded for further analysis and discussion with the consent of all participants.
- Assessor will record the assessment outcome on the assessment cover sheet.

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Role-play 1
 The following resources are required to complete the role-play.

 Any supporting product or service information as determined by the assessor.
 Service desk or furniture applicable to the relevant workplace setting.
 Copies of Australian Consumer Law, if necessary (Appendix 2)
Learner instructions
Your company recently changed its refund policy. Previously, refunds on products or services below the
value of $100 were given automatically, without questioning reasons for the return, if the product was
undamaged and not used/consumed. Refunds on products or services over the value of $100 were only
given if the product was faulty or other reasons as required under Australian Consumer Law (ACL).
The new policy has lowered the automatic refunds value to $50. It was implemented one month ago.
All other conditions have remained the same. All refunds over $50 have to be approved by a manager.
Managers also have the authority to give refunds for situations outside of ACL legal requirements if they
feel the situation justifies it.
• Read Australian Consumer Law (Appendix 2), if necessary.
• Use appropriate conflict-resolution techniques and communication skills to resolve the customer
complaint.
• During the role-play, you are required to demonstrate the following skills and knowledge.
- Establish and agree on the nature and details of conflict with all parties and assess impact.
- Manage conflict within scope of own role and responsibilities, and according to organisational
procedures.
- Take responsibility for seeking a solution to conflict within scope of own role and responsibilities,
seeking assistance where required.
- Identify and evaluate impact of conflict on business reputation and legal liability.
- Evaluate options to resolve the conflict, taking into account organisational policies and constraints.
• Conduct the role-play.
Participant 1 – Customer
Role
You have purchased a product/service, valued at $65.00. You no longer want it as you can no
longer use/do it due to changes in personal or business circumstances. The product is not faulty,

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and is unused/consumed. You wish to return it and get a refund for the full purchase price. You
checked the business’s website, which states they give automatic refunds up to $100.
Instructions
• The assessor must provide you with information about the product or service you have
purchased prior to commencing the role-play.
• You believe you are entitled to a full refund based on the perfect condition of the
product/service and the refund information provided on the website.
• You are in a hurry and wish the process to be quick and easy.
• You can become irritated if told you cannot have a refund or the process is taking too
long.
Participant 2 – Manager
Role
You are the learner’s direct supervisor/manager. Under the organisation’s refund policy, you
have the authority to authorise or decline applications for refunds over the value of $50 unless
legally required to provide a refund under Australian Consumer Law.
Instructions
• The assessor must provide you with information about the product or service you have
purchased prior to commencing the role-play.
• You participate in the role-play only if the learner approaches you for authorisation to
provide a refund to their customer.
• If the learner approaches you for authorisation, you are to:
• question the learner about the nature of the situation; what information has the customer
provided (to ascertain if refund must be provided under ACL), what options have they offered or
could offer the customer, what are the consequences or impacts on the customer and the
business?
• give the learner authority to resolve the situation as they see fit, based on organisational
procedures, legal requirements and potential impacts on the customer and business.

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All other conditions have remained the same. All refunds over $50 have to be approved by a manager.
Managers also have the authority to give refunds for situations outside of ACL legal requirements if they
feel the situation justifies it.
 Read Australian Consumer Law (Appendix 2), if necessary.

 Use appropriate conflict-resolution techniques and communication skills to resolve the customer
complaint.
 During the role-play, you are required to demonstrate the following skills and knowledge.
 Establish and agree on the nature and details of conflict with all parties and assess impact.
 Manage conflict within scope of own role and responsibilities, and according to organisational
procedures.
 Take responsibility for seeking a solution to conflict within scope of own role and responsibilities,
 Identify and evaluate impact of conflict on business reputation and legal liability.
 Evaluate options to resolve the conflict, taking into account organisational policies and constraints.
 Conduct the role-play.

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Role-play 2
An employee is very upset when they see their roster for the next month. They had requested two days off
to go to a family event and their request wasn’t met. They complain loudly to their colleagues and you
overhear them say they are going to resign. They also threaten to take their case to the Fair Work
ombudsman, stating they believe they are being discriminated against.
You are their team leader and it’s your responsibility to resolve this issue.
You did not develop the roster (the manager did) and were unaware they had asked for specific days off.
You know the five-day period their requested days fall into is expected to be very busy. Most staff have
been allocated days off before or after the busy period. Only two have been given one day during that time,
one on the first day of the five-day period, and the other on the last day. The staff member requested the
last two days of the busy period off; they were allocated two days after the busy period is over.
 Use appropriate conflict-resolution techniques and communication skills to resolve the team dispute.
 During this role-play, you are required to demonstrate the following skills and knowledge.
procedures.
 Complete the role-play.

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Role-play 3
 The following resources are required to complete the role-play.

 Real or simulated bar environment.
A customer approaches you at the bar and asks for a jug of spirits and mixers. The customer arrived about
an hour ago and was joined by two others shortly afterwards. Each member of the group has purchased at
least one round of drinks for the group in the last hour. They are becoming very boisterous, talking loudly
and appear uncoordinated in their movements and handling of money. Under liquor licensing laws and
responsible service of alcohol standards, you must refuse to serve the customer: you are not allowed to
sell mixed spirits by the jug and you believe they are intoxicated.
Organisational procedures suggest the following.
 Offer non-alcoholic alternatives.

 Offer food from the establishment’s menu.
 Explain to the customer why you cannot serve them.
 Offer to resume service of alcoholic beverages after a period of time, usually one hour.
Organisational policy requires the following.
 Customers who are verbally or physically abusive or threatening to customers or employees must leave
the premises immediately.
The hotel has managers and security staff on duty at all times.
 Use appropriate conflict-resolution techniques and communication skills to resolve the customer
dispute.
 During this role-play, you are required to demonstrate the following skills and knowledge.
 Identify potential for conflict and take swift and tactful action to prevent escalation.
 Identify situations where personal safety of customers or colleagues may be threatened and
organise appropriate assistance.
procedures.
 Complete the role-play.
Role Play checklist - Assessor to complete:

StudentAssessment
Candidate Assessment tool Criteria Assessor to tick the Page 44Assessor
of 79 to
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appropriate
box
Section 1 Section 2
Communication | Is the learner Yes Safety | Is the Yes

able to: No learner able to: No
 Communicate clearly with  Work safely at

others all times
 Ask for help when needed  Ensure your
 Follow instructions actions do not
 Identify the task put the safety
requirements including of yourself or
document purpose and others at risk
proposed audience
 Consult with others to
determine meeting
concepts and requirements
 Clarify task requirements
with supervisor (assessor)
as required
Section 3 Assessor to tick the appropriate
document completed by the
student.
Did the learner successfully demonstrate evidence of their ability to do the following?
Role-play 1
 Used appropriate conflict-resolution techniques and Yes

communication skills to resolve the customer complaint. No
 Established and agreed on the nature and details of conflict with Yes
all parties and assessed impact. No
 Managed conflict within scope of own role and responsibilities, Yes

and according to organisational procedures. No
 Took responsibility for seeking a solution to conflict within scope Yes

of own role and responsibilities, seeking assistance where No
required.
 Identified and evaluated impact of conflict on business Yes
reputation and legal liability. No
 Evaluated options to resolve the conflict, taking into account Yes

organisational policies and constraints. No

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Role-play 2



required.

Role-play 3

 Identified potential for conflict and took swift and tactful action to Yes
prevent escalation. No
 Identified situations where personal safety of customers or Yes

colleagues may be threatened and organised appropriate No
assistance.


required.
 Evaluated options to resolve the conflict, taking into account

organisational policies and constraints.
Required Evidence attached: Yes
No
Assessor’s feedback:

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Student outcome: S
NS
Assessor Name and Signature:
Date:
Student details
Assessment details
SITXCOM005- MANAGE CONFLICT
Unit of Competency:
Assessment Task 3: Scenario
Date of Submission:

Feedback:
task
M.S is original
Aviation Pty Ltdand
T/A has not been
Australian copied
School or taken from another source except where this work has been
of Commerce
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Date: ................................................................. Date: ……...................................
Assessment Task 5: Scenario

Required documents and equipment
 ASOC’s Learners’ resources for the unit SITXCOM005- Manage Conflict (organised by the
trainer/assessor).
Instructions for Students:
This is a Case Study-based assessment where students are required to research information on the
hospitality industry and share the information obtained with the team.
 This assessment will be conducted in ASOC’S Campus and in ASOC’s commercial kitchen with
access to the resources listed above.
 You must answer all questions as part of this assessment and submit answers in electronic
copy. The assessor will verify the authenticity of the work by asking questions regarding the answers
provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
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- Access all resources mentioned in required resources either printed copies or access via the internet.
- Time required for assessment: 2 hours each .
- Student must:
o Produce all evidence as required in this assessment.
o Complete the assessment and submit in due timeline.
- Assessor must set a time to provide feedback.
- Complete scenarios 1 and 2
- Read each scenario and complete the tasks.
- Answer all questions
- Assessor will record the assessment outcome on the assessment cover sheet.

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Scenario 1
 Choose a scenario relevant to your training or work environment.

 Answer the questions based on the general information and your selected option.
General information
You are the supervisor of a team and are responsible for the smooth operation of your work area during
your shift. You have the authority to resolve most types of customer complaints except those that have
serious potential legal or public relations implications to the business. These must be referred to your
manager as soon as these issues arise. You can offer compensation in the form of refunds, complimentary
items, additional services, add-ons or upgrades to the value of $1,000.
Option 1: Hotel bistro

Your area of responsibility is a large hotel bistro. It’s Friday night and you are in the middle of peak service
period. You are short one cook and the kitchen hand as they both called in sick just prior to the start of their
shifts. The average wait for a meal is normally 15 to 20 minutes. Today it’s 45 minutes.
You can see customers are becoming increasingly upset. You have tried to explain the situation to as
many as possible but as the wait time increases, they are becoming more agitated and irate. Customers
from two different tables approach you to complain about the long wait and poor service. Both tables are
family groups of six or more guests, some of which are children under 12. The average spend per person
on food is $30 and $15 on beverages.
Option 2: Conference registration

It’s registration day for a national conference being held at a conference and events centre. You normally
have two staff providing information to arriving participants and four on the registration desk. Today, you
only have two staff to register over 1,000 participants as two have called in sick. Wait time in the
registration queue is currently 20 minutes; it is normally five.

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A number of participants approach you to complain. Two are staff from conference exhibitors who are
concerned they are losing potential business as their display stands are unstaffed while they are waiting in
the registration queue. The other complainants are regular conference participants. Conference registration
fees are $1,225 for the two days. Exhibitor fees are $3,200 for a booth plus two staff members. Additional
staff are $245 per person.
Option 3: Bus tour

A group 45 tourists are waiting for their tour bus to arrive to take them on a day trip. It was due to arrive at
8 am. It is now 8.45 am. You have tried to contact the bus driver multiple times but their mobile phone
consistently diverts to voicemail. You have left messages but have not received a response. Your reception
team are currently trying to locate another bus and driver so the tour group can still complete most of the
tour. It’s a busy day with multiple tours departing throughout the day so there are limited alternatives
available.
The day trip is comprised of 16 direct bookings and an Asian tour group with their tour leader. The tour
company is a long-term client who books several groups a week with your company.
Two direct-booking customers and the tour leader approach you to complain about the delay and demand
to know what is going to happen. The tour cost is $109 for the day, meals inclusive.
Task 1: Question and answer

 Answer the questions.
Q1: Indicate your chosen scenario

 Option 1: Hotel bistro
 Option 2: Conference registration
 Option 3: Bus tour
Q2: What is the current level of conflict? Briefly explain why you believe it is at this level.
_____________________________________________________________________________________
_________
Q3: Does this situation have the potential to escalate, threatening the safety of other customers or team
members? Why/why not?
_____________________________________________________________________________________
_________
Q4: What actions do you need to take immediately?

_____________________________________________________________________________________
_________

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Q5: What style of communication do you use when taking these actions? Why is this method effective?
_____________________________________________________________________________________
_________
Q6: What conflict resolution technique do you use when trying to resolve the dispute? Explain why.
_____________________________________________________________________________________
_________
Q7: What conflict resolution technique is not effective when trying to create a long-term solution to the
dispute? Explain why.
_____________________________________________________________________________________
_________
Q8: You have tried to apologise and calmly explain the reason for the service issues to the customers
but they are not willing to listen. They become more irate and loudly demand action to be taken
immediately. Verbal threats of damaging the organisation’s reputation through personal and social
media networks are made. Demands for compensation are also made.
Describe the actions you take to manage this conflict situation.
_____________________________________________________________________________________
_________
Q9: What are the potential short- or long-term impacts of this situation on the business?
_____________________________________________________________________________________
_________
Q10: Describe the strategies you use to resolve the dispute at this point in time.
 The options available.
 How you select an appropriate solution.
 The impact the selected solution could have on the individuals and/or the business.
 Your responsibilities when actioning strategies or implementing solutions.
_____________________________________________________________________________________
_________
Q11: What organisational policies or constraints influence how you resolve the situation?
_____________________________________________________________________________________
_________
Q12: Describe how you implement the agreed solution.

_____________________________________________________________________________________
_________
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Q13: How do you seek feedback, comments or information from the parties involved after the situation
has been resolved? Give two examples.
_____________________________________________________________________________________
_________
Q14: Make recommendations to your manager about improvements to workplace systems, procedures or
processes to ensure this situation doesn’t arise again, or so processes are in place to handle it
efficiently and correctly if it does.
Scenario 2
You are supervising a team of employees preparing for an event/service. You and your colleague overhear
a team member completing preparation tasks in the room next door make a rude and disparaging remark
about the colleague’s work ethic.
The colleague explodes, stating they are sick of the other person making these types of comments all the
time and they’ve had enough. They confront the other person about this recent comment and others that
have been made in the past. The team member angrily accuses them of:
 making racist comments

 trying to ostracise them from others in the team
 consistently undermining or demeaning their work performance.
It is your responsibility as team leader to deal with the immediate situation.

Q1: What is the current level of this conflict? Briefly explain what it is.

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_____________________________________________________________________________________
_________
Q2: Does this situation have the potential to escalate, threatening the safety of other team members?
Why/why not?
_____________________________________________________________________________________
_________
Q3: What actions do you need to take immediately?

_____________________________________________________________________________________
_________
Q4: What style of communication do you use when taking these actions?
_____________________________________________________________________________________
_________
Q5: Other than what the other team member has been accused of, what other verbal and non-verbal
signs tell you this conflict situation has been developing for some time?
_____________________________________________________________________________________
_________
Q6: What conflict resolution technique do you use when trying to resolve the dispute? Explain why.
_____________________________________________________________________________________
_________
Q7: What conflict resolution technique is not effective when trying to create a long-term solution to the
dispute? Explain why.
_____________________________________________________________________________________
_________
Q8: You take the team members involved in the dispute to an empty office. It’s time to find out why the
situation occurred.
List at least four questions you ask each person to gain an understanding of the nature, details and
underlying causes of the dispute.
_____________________________________________________________________________________
_________
Q9: What resources are available to you to help you manage this situation?
_____________________________________________________________________________________
_________
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Q10: What resources could you have called on if the situation had escalated and become verbally or
physically threatening or even violent?
_____________________________________________________________________________________
_________
Q11: The two team members make the following comments in response to your questioning.
Team member 1
I ask him to do stuff and he just ignores me. He walks off and does other things. But he’s always
watching me and the rest of the team like he’s trying to catch us doing something wrong. And he’s
so slow. We always have to do extra jobs to cover all the things he doesn’t get done in time. He’s
been here long enough, he should know what to do by now.
Team member 2
I’ve been here six months now and no one has ever really shown me how to do things properly. I’ve
had to work it out by watching the others when they do it. In my country, you have to follow the
orders of anyone who holds a higher position than you do. If we didn’t do what our superiors told us,
you could lose your job instantly. So, if a supervisor here tells me to do something, I do that job, not
one that someone else tells me to do. I don’t want to lose my job.
What are the underlying reasons for this dispute?
_____________________________________________________________________________________
_________
Q12: You are still in the office with the two employees. You need to resolve the dispute quickly.
Describe the strategies you use to resolve the dispute at this point in time.
 The options available.

 How you select an appropriate solution.
 The impact the selected solution could have on the individuals and/or the business.
 Your responsibilities when actioning strategies or implementing solutions.
_____________________________________________________________________________________
_________
Q13: How do you overcome any social or cultural communication barriers when negotiating and
implementing a solution to the dispute?
_____________________________________________________________________________________
_________
Q14: Describe how you implement the agreed solution.

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_____________________________________________________________________________________
_________

It is two weeks after the confrontation. The agreed solutions have been implemented and it’s time to
evaluate their effectiveness. You speak to the team members individually to obtain feedback about
progress.
Team member 1
I guess I didn’t understand why he did those things and interpreted his actions all wrong. If that’s what
things were like in his country, I can understand that he’d be afraid of losing his job. We’ve all been
showing him how to do things properly. He’s getting better already. I guess he’s not so bad after all.
Team member 2
I’ve learnt how to do some new things and how to do others better or faster. And the comments have
stopped, so I’m a lot happier. I think maybe everyone will start to accept me as part of the team now.
Q1: What feedback, comments or information do you pass on to each of the team members after
receiving these comments? Give two examples.
_____________________________________________________________________________________
_________
Q2: Outline your evaluation of the dispute and the effectiveness of the resolution strategies.
_____________________________________________________________________________________
_________
Q3: Based on the probable causes of this dispute, make recommendations to your manager about
improvements to workplace systems, procedures or processes.
_____________________________________________________________________________________
_________

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Scenario checklist - Assessor to complete:
Student Assessment Criteria Assessor to tick the Assessor to

appropriate box tick the
appropriate
box
Section 1 Section 2
Communication | Is the learner Yes Safety | Is the Yes

able to: No learner able to: No
 Communicate clearly with  Work safely at

others all times
 Ask for help when needed  Ensure your
M.SAviation Pty instructions
Follow Ltd T/A Australian School of Commerce actions do not
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 Identify the task put the safety

requirements including of yourself or
document purpose and others at risk
proposed audience
 Consult with others to
determine meeting
concepts and requirements
 Clarify task requirements
with supervisor (assessor)
as required
Section 3 Assessor to tick the appropriate
document completed by the
student.
Did the learner successfully demonstrate evidence of their ability to do the following?
Scenario 1


assistance.


required.

 Yes
Implemented the best solution and completed required reports. No
 Communicated with parties involved to seek and provide Yes

feedback on conflict and its resolution. No
 Determined possible causes of workplace conflict and provided Yes

input for workplace enhancement and improvements. No
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Scenario 2


assistance.
 Identified and used resources to assist in managing conflict. Yes
No



 Yes
Implemented the best solution and completed required reports. No
 Communicated with parties involved to seek and provide Yes

feedback on conflict and its resolution. No
 Evaluated and reflected on the conflict and effectiveness of the Yes

solution. No
 Determined possible causes of workplace conflict and provided Yes

input for workplace enhancement and improvements. No
 Required Evidence attached: Yes

No
Assessor’s feedback:
S
Student outcome:
NS
Assessor Name and Signature:
Date:

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AT3- Practical Demonstration - Overall Result
Has it been completed and

AT3 Assessment Tasks Satisfactory
attached?
(AT3A) Practical Demonstration

YES NO YES NO
Session 1
AT3A) Practical Demonstration

YES NO YES NO
Session 2
AT3A) Practical Demonstration

YES NO YES NO
Session 3
Overall outcome of the assessment Satisfactory Not satisfactory
Feedback to Student
Student Signature Date
Assessor Signature Date

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Final Assessment Record
Student name: Student ID:
Assessor name:
Date of
completion:
Unit of competency: SITXCOM005- Manage Conflict

Student results
Not Yet
Assessments Satisfactory Not Submitted
Satisfactory
Assessment task 1: Knowledge Test

Assessment task 2: Worksheets
Assessment task 3: Practical Demonstration
Assessment task 4: Role Play
Assessment task 5: Scenario
Comments/ Feedback:
Unit outcome: Competent Not Yet Competent
Is re-assessment required? Yes No
Assessor Signoff
By signing this final assessment record:
 I confirm that the student has attempted all requirements of this unit of competency
 I am satisfied the work submitted is their own work.
 I have informed the participant of the assessment decision.

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Assessor signature: Date:
Student Signoff
By signing this final assessment record:
 I have received, discussed and accept the outcome from my assessment as above for this unit of competency
and I am aware of my right to appeal.
Student signature: Date:
Appendix1- Assessment resource in ASOC’s simulated

industry environment
ASOC will conduct practical assessment for this unit in its simulated classroom Located at Level 4, 123
Lonsdale St, Melbourne, Victoria 3000 with serving internal staff and students as customers and during
assessment student will have access to following resources in the Kitchen:
Assessment must ensure access to:
 current commercial policies and procedures for complaint, conflict and dispute resolution
 internal and external customers and colleagues with whom the individual can interact to resolve
conflicts; these can be:
 customers in an industry workplace who are assisted by the individual during the assessment
process; or
 individuals who participate in role plays or simulated activities, set up for the purpose of
assessment, in a simulated industry environment operated within a training organisation.

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Appendix 2- Australian Consumer Law (ACL)

Consumer guarantees on products and services
Since 1 January 2011, the following consumer guarantees on products and services apply.
Products must be of acceptable quality, that is:
 safe, lasting, with no faults

 look acceptable
 do all the things someone would normally expect them to do.
Acceptable quality takes into account what would normally be expected for the type of product
and cost.
Products must also:
 match descriptions made by the salesperson, on packaging and labels, and in promotions or
advertising
 match any demonstration model or sample you asked for
 be fit for the purpose the business told you it would be fit for and for any purpose that you
made known to the business before purchasing
 come with full title and ownership
 not carry any hidden debts or extra charges
 come with undisturbed possession, so no one has a right to take the goods away or prevent
you from using them
 meet any extra promises made about performance, condition and quality, such as life-time
guarantees and money back offers
 have spare parts and repair facilities available for a reasonable time after purchase unless you
were told otherwise.
Services must:

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 be provided with acceptable care and skill or technical knowledge and taking all necessary
steps to avoid loss and damage
 be fit for the purpose or give the results that you and the business had agreed to
 be delivered within a reasonable time when there is no agreed end date.
Consumer guarantees on products and services also apply to:
 bundled products and services

 gifts with proof of purchase
 sale items
 online products and services bought from Australian businesses
 second-hand products from businesses, taking into account age and condition.

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Who to claim a remedy from

Products
You can claim a remedy from the retailer if the products do not meet any one or more of the
consumer guarantees, with the exception of availability of spare parts and repair facilities.
The remedies you can seek from the retailer who sold you the product include a repair,
replacement or refund and in some cases compensation for damages and loss.
The retailer can’t refuse to help you by sending you to the manufacturer or importer.
You can claim a remedy directly from the manufacturer or importer if the goods do not meet one
or more of the following consumer guarantees:
 acceptable quality
 matching description
 any extra promises made about such things like performance, condition and quality
 repairs and spare parts – the manufacturer is responsible for ensuring that spare parts and
repair facilities (a place that can fix the consumer’s goods) are available for a reasonable time
after purchase unless you were told otherwise. How long is ‘reasonable’ will depend on the
type of product.
You are only entitled to recover costs from a manufacturer or importer, which include an amount
for reduction in the product’s value and in some cases compensation for damages or loss.
Services
You can claim a remedy from the supplier if the services do not meet any of the consumer
guarantees in relation to services. Remedies include cancelling a service and in some cases
compensation for damages and loss.
Exceptions to guarantees
Consumer guarantees do not apply if you:
 got what you asked for but simply changed your mind, found it cheaper somewhere else,
decided you did not like the purchase or had no use for it

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 misused a product in any way that caused the problem

 knew of or were made aware of the faults before you bought the product
 asked for a service to be done in a certain way against the advice of the business or were
unclear about what you wanted.
Rights to a repair, replacement, refund, cancellation or compensation do not apply to items:
 worth more than $40,000 purely for business use, such as machinery or farming equipment
 you plan to on-sell or change so that you can re-supply as a business
 bought as a one-off from a private seller, for example, at a garage sale or fete (but you do have rights to
full title, undisturbed possession and no unknown debts or extra charges)
 bought at auction where the auctioneer acted as an agent for the owner (but you do have rights to full
title, undisturbed possession and no unknown debts or extra charges).
Different laws apply to insurance or financial services and for products or services you bought before 2011.
[Source: Australian Competition & Consumer Commission, www.accc.gov.au, accessed June 2016.]
Appendix 3 Role-play Script

Role Play Information – Customer
Role title Customer
Organization ASOC’s travel consultancy
Department Customer

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Role played by Student

Is party playing the No
role is being
assessed?
Other parties 1 other student or Assessor playing the role of the Manager
involved in role play 1 other student or Assessor playing the role of the Employee
and their roles
Are other parties Yes- The employee

involved are being
assessed during
role?
Time allocated 10 mins
Purpose of role You are required to play the role of the customer who has purchased tickets to
the theme park. But due to some personal issues, you wish to return the
tickets and get a full refund. You are required to play the role of a customer
who is irate and is declined a refund without the managers permission.
Role play script  You will be playing the role of the owner of an irate customer.
 You have purchased tickets to a theme park for 65$ and due to some
personal issues you ask the employee at ASOC’s travel agency for a
full refund as it shows on the website that they give automatic refunds
up to 100$
 The employee denies a full refund without the permission of the
Manager.
 You are directed towards the manager and you explain the entire
situation.
Role play It is important that you are prepared for this session, ensuring you:
information  prepare for the session to ensure everything is covered
 develop and provide relevant documentation / supporting materials to
your group
Presentation Context
 Each meeting will consist of a customer (yourself) and a
manager(another student)
Things to consider whilst performing this task:
 Be organized - prepare and plan for the session thoroughly.
 Know your position as the customer.
 Know the company and the industry.
 Arrange access to all required documentation for this process.
 Be prepared to ask questions.
 Be prepared to be asked questions.
Things to consider whilst role-playing a candidate:
 Be prepared
 Act professionally throughout the process
 Be prepared to ask questions when you require more information
 Answer all questions to the best of your ability
Remember, you will be required to both play the manager, and role-
play as a customer (during another student’s assessment), so be sure
to perform at your best at all times. This means you must participate
in the session, and ask questions if you feel they are required (for
clarification as needed)

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What is expected  The learner uses conflict-resolution techniques and communication skills to
out of the students? resolve a customer complaint.
 The learner establishes and agrees on the nature and details of conflict
with all parties and assesses impact.
 The learner manages conflict within scope of own role and responsibilities,
and according to organizational procedures.
 The learner takes responsibility for seeking a solution to conflict within
scope of own role and responsibilities, seeking assistance where required.

Role Play Information – Employee
Role title Employee
Department Customer Service

Is party playing the Yes
role is being
assessed?
Other parties 1 other student or Assessor playing the role of the Customer
involved in role play 1 other student or Assessor playing the role of the Manager
and their roles

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Are other parties No

involved are being
assessed during
role?
Purpose of role You are required to play the role of the employee who is supposed to deal with
an irate customer who is asking for a full refund of the tickets that has been
purchased.
Role play script  You will be playing the role of the employee at ASOC’s travel
consultancy.
 You will be referring the Australian Consumer law policy to grant a
refund.
 You will be under the ASOC’s travel consultancy’s refund policy.
 You are required to offer assistance to the customer and deal with the
conflict.
 You are required to involve the Manager if you cannot deal with the
situation at hand.
your group
 Each meeting will consist of a customer, a manager (another student)
and the employee dealing with the customer.
 Know your position as the employee.
 Be prepared
Remember, you will be required to both play the employee, and role-
What is expected  The learner takes responsibility for seeking a solution to conflict within
out of the students? scope of own role and responsibilities, seeking assistance where required.
 The learner evaluates options to resolve the conflict, taking into account

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Role Play Information – Manager
Role title Manager
Department Management
Role played by Student/Assessor
role is being
assessed?
Other parties 1 other student or Assessor playing the role of the Customer
involved in role play 1 other student playing the role of the employee
and their roles
Are other parties Yes- Employee

involved are being
assessed during
role?

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Purpose of role You are required to play the role of the manager and provide assistance when
required by the employee. The employee may ask you to intervene for an
authorization to provide refund to the customer.
Role play script  You will be playing the role of the Manager where you will be required
to provide authorization to grant refund to the customer.
 You are required to intervene only when you are approached by the
employee.
 When approached, you will ask questions to the customer about what
details have been given by the employee.
your group
 Each meeting will consist of a customer, an employee and the
manager.
 Know your position as the Manager.
 Be prepared
Remember, you will be required to both play the employee, and role-
What is expected  The learner takes responsibility for seeking a solution to conflict within
out of the students? scope of own role and responsibilities, seeking assistance where required.

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Role Play Information – Team Member
Role title Team member

role is being
assessed?
Other parties 1 other student playing the role of the team leader
involved in role play 2-3 students playing the role of other team members
and their roles

involved are being
assessed during
role?
Purpose of role You are required to play the role of an angry team member where you are
upset about not been granted the day off that you have requested for. You are
required to use conflict-resolving solution and communication skills to resolve
the issue.
Role play script  You will be playing the role of the employee who had requested for
days off for a family event.
 After the roster has been out, you haven’t been granted the days off
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and you are upset and angry about it.

 You discuss with your colleagues about resigning and approaching Fair
work Ombudsman for discrimination.
 You are required to negotiate a compromise if it means you can attend
the event and still keep the job.
your group
 Each meeting will consist of yourself, team members and the team
leader.
 Know your position as the team member.
 Be prepared
Remember, you will be required to both play the team member and
team leader so be sure to perform at your best at all times. This
means you must participate in the session, and ask questions if you
feel they are required (for clarification as needed)
out of the students? resolve an issue.
and according to organisational procedures.

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Role Play Information – Team leader
Role title Team leader

role is being
assessed?
Other parties 1 other student playing the role of the angry team member
involved in role play 2-3 students playing the role of other team members
and their roles
Are other parties Yes- Angry team member

involved are being
assessed during
role?
Purpose of role You are required to play the role of a manager who is required to use conflict
resolution techniques.
Role play script  You will be playing the role of the team leader where you overhear an
employee talking to other colleagues about being upset of not getting
the days off as requested.
 You have also heard the employee talking about approaching the Fair
works Ombudsman for discrimination.
 It Is now your responsibility to solve this issue though the roster is not
created by the Manager.
 You will use conflict resolving techniques to ensure that the employee
is taken care of and the issue does not escalate.
your group

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 Each meeting will consist of yourself, team members and the angry
employee.
 Know your position as the team leader.
 Be prepared
Remember, you will be required to both play the team member and
team leader so be sure to perform at your best at all times. This
means you must participate in the session, and ask questions if you
feel they are required (for clarification as needed)
out of the students? resolve an issue.

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Role Play Information – Customer at the bar
Role title Customer
Organization ASOC’s bar

role is being
assessed?
Other parties 1 other student playing the role of the bartender
involved in role play
and their roles
Are other parties Yes

involved are being
assessed during
role?
Purpose of role You are required to play the role of a customer at ASOC’s bar who is required
to show some early signs of intoxication.
Role play script  You will be playing the role of an intoxicated customer who gets upset
when the bartender refuses to serve the drinks.
 You are required to convince them that you are not intoxicated and you
are still refused to be served which gets you agitated and start making
silly comments.
 You will be threatening the bartender and make silly comments.
your group
 Each meeting will consist of yourself and the bartender.
 Know your position as the customer.
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 Be prepared
Remember, you will be required to both play the bartender and the
customer so be sure to perform at your best at all times. This means
you must participate in the session, and ask questions if you feel they
are required (for clarification as needed)

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Role Play Information – Bartender
Role title Bartender
Organization ASOC’s Bar

role is being
assessed?
Other parties 1 other student playing the role of the customer
involved in role play
and their roles

involved are being
assessed during
role?
Purpose of role You are required to play the role of a bartender where you are required to
refuse the drinks to a customer as the customer is intoxicated. You are
required to resolve this conflict as the customer is agitated and angry.
Role play script  You will be playing the role of a bartender at ASOC’s hotels.
 You will refuse to serve drinks to the customer as the customer is
intoxicated.
 The customer tries to persuade you about not being drunk but you still
refuse the drink and the customer is agitated and starts making silly
comments and threats.
your group
 Each meeting will consist of yourself, team members and the angry
employee.
 Know your position as the bartender.
 Be prepared
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Ph: 1300 781 194
W: www.asoc.edu.au
Remember, you will be required to both play the customer and the
bartender so be sure to perform at your best at all times. This means
you must participate in the session, and ask questions if you feel they
are required (for clarification as needed)
What is expected  The learner identifies potential for conflict and takes swift and tactful action
out of the students? to prevent escalation.
 The learner identifies situations where personal safety of customers or
colleagues may be threatened and organise appropriate assistance.
 The learner identifies and evaluates impact of conflict on business
reputation and legal liability.
Copyright: Instructions in this tool have been developed by NTA and ASOC for sole purpose of use by ASOC. Any part of these assessment
instructions cannot be reproduced in full or part for without approval of ASOC and NTA which holds authorship rights

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M.

S Aviation Pty Ltd T/A Australian School of Commerce

Candidate Assessment Tool

SITXCOM005- Manage Conflict

M.S Aviation Pty Ltd T/A Australian School of Commerce

ABOUT THIS BOOKLET

The assessment booklet contains two (2) parts:

 Application of the unit of competency

M.S Aviation Pty Ltd T/A Australian School of Commerce

Application of the unit of competency:

M.S Aviation Pty Ltd T/A Australian School of Commerce

Context and conditions for assessments:

M.S Aviation Pty Ltd T/A Australian School of Commerce

- Computers with access to internet and printers

Assessment tasks Assessment description Location of

threat or conflict situations.

You must also use a range of conflict-resolution techniques

Outline of evidence to be collected:

 Answer all the questions correctly in the Written Knowledge Questions

 Resolve escalated complaints or disputes with customers.

M.S Aviation Pty Ltd T/A Australian School of Commerce

(AT5) – Scenario  Answer questions at the end of each scenario

The assessments are intended to be equitable, fair and flexible.

Recording an assessment result:

Retaining assessment records:

For unit of competency:

For assessment task:

Student access to records:

Reasonable adjustments and special learning needs:

Any adjustments made must:

 be discussed, agreed and documented in the assessment record

Reasonable adjustment may consist of:

 providing additional time for students to complete learning and assessment

Plagiarism, cheating and assessment dishonesty:

M.S Aviation Pty Ltd T/A Australian School of Commerce

I.............................................................................. (Student Name) have read and understand the

Student signature: ............................................................... Date: ....../....../.......

M.S Aviation Pty Ltd T/A Australian School of Commerce

Assessment Task Cover Sheet Task 1 (AT1)

Assessment Task 1: Knowledge Test

Assessment Outcome: Satisfactory Not Satisfactory

Assessor: I declare that I have conducted a fair, valid, reliable and

Signature: ......................................................... Signature: ................................

Date: ................................................................. Date: .........................................

Assessment task 1: Knowledge Test

Required documents and equipment:

Instructions for students:

Planning the assessment

- Your assessor will set a time to provide feedback.

 Completed and signed cover sheet for assessment

M.S Aviation Pty Ltd T/A Australian School of Commerce

1. What is the best definition of ‘conflict’?

2. What is a potential cause of conflict between team members?

3. What is the correct order for the five stages of conflict?

M.S Aviation Pty Ltd T/A Australian School of Commerce

8. When identifying causes of potential conflict situations, which statement is true?

M.S Aviation Pty Ltd T/A Australian School of Commerce

M.S Aviation Pty Ltd T/A Australian School of Commerce

M.S Aviation Pty Ltd T/A Australian School of Commerce

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