ZAA107/ZAP 104 – Assessment 1

As part of ZAA107 Principles of Quality Management Assessment 1, we were required to enter a portfolio piece as part of ZAP104 incorporated in the unit.  The following questions and answers are based off my workplace and the relation to quality management within.

I work for MACq 01 Hotel which is under the Tourism Unit in Federal Group – I work logowithin Food and Beverage in the hotel’s restaurant The Old Wharf Restaurant and bar The Story Bar. 



Examine the organisational chart and report whether any role is partly responsible for quality management.

The roles that are responsible for quality management within the hotel are as followed:
General Manager for Tourism
General Manager for MACq 01 Hotel
As well as other managers for different sectors such as housekeeping, maintenance, reception etc.

For me personally within Food and Beverage:
Restaurant and Bar Manager
Team Leaders

All these mentioned roles play a significant role within the hotel ensuring that quality management is endured.

Discuss quality management with a manager (or higher level manager) within the organisation, and make notes of their responses.

Before the opening of the hotel, we were lucky enough to have the majority of the Tourism board and managers speak to the staff.
The following is what I took note from the General Manager of Tourism:
– Working with MACq 01 is about making lifelong memories, guests are always our priority and it is up to us to excel their needs.
– Working together as a team is important: helping those around you to ensure that procedures run smoothly.

In your role, consider how quality management could be incorporated and demonstrated.

Ensuring that guests of the hotel, restaurant or bar receive the best quality service and products.
I demonstrate this by going beyond and getting to know the guests, their background – this creates a sense of relationship.
When bringing their freshly made dishes straight from the kitchen I ensure that I follow the correct SOPs (Standard Operating Procedures)

MACq 01 Hotel is very dedicated to ensuring that guests receive the best quality services and products – Federal Group ensures that staff are also given the best quality training and management. fg-header

I am very fortunate to work for an organisation and business that cares about their employees and staff, creating better quality management.



ZAA102 Assessment 1 Part 2 – Academic and Career Learning Plans

In this following post, I will be exploring what my biggest motivators are, my interests, my personality, my personal career plan and my key work drives, personality and professional development for ZAA102 Assessment 1 Part 2

What are key motivators for you in terms of work?
In terms of work, my main motivator is doing anything that I enjoy and am happy with. Earning money is a nice add-on, however, if I am in a high-income earning career and do not enjoy what I do then I will not be motivated to continue on.

What do you find the most rewarding in the workplace?
I work in hospitality, so for me personally the most rewarding moment of my job is making a customer happy, seeing a smile on their face because of me. That could either be making a joke or tell them I like their jumper or jewellery or even just asking how they are, it still amazes me when I ask a simple question to a customer it can change their whole day for the better and that to me is very rewarding.  Along with this I also find customers who go out of their way to be nice to me or ask how I am doing – this too is also rewarding when a customer can go out of their way to do something so simple and kind.

I underwent an online test/quiz that gave me the results below based off of my interests and likes.

I found the top result interesting, as in Year Ten (10) I did five (5) days at my Primary School for work experience as a teaching assistant. I found the experience overwhelming and did not enjoy it. This could have been because I was naive at the time but now seeing that it is a career best suited to my interests I can see the idea of teaching from a different sense of mind. And the education and training does not necessarily mean that I have to be a teacher but it could stem to being a team leader in the workplace or educating people on my beliefs.


Here is a link the test/quiz

In a previous blog post, I had investigated my personal Myers – Briggs scoring. I did two (2) different tests and received two (2) different results. The first test I received the following score:
N Intuition
Percieving.                                                                                                                                                Screenshots
In the second test, I received this score:
I noted that they are different results and that I can relate to both results. It also depends on what situation I am in, where I am, and who I am with as to how my personality can be portrayed.


Career Plan

Current Roles

  • Work: Food and Beverage attendant at a hotel restaurant (casual)
  • School: undergraduate, full-time student at University College
  • Family: eldest child, a big sister to two (2) little sisters. (a sense of leadership)

Previous Occupation

  • Senior team member at Sweets and Treats (casual)

Educational Qualifications and General Qualifications

  • Tasmanian Certificate of Education
  • Certificate II in Tourism
  • Responsible Service of Alcohol (RSA)
  • First Aid Certificate

Myer’s Briggs Typology

  • ENTP
  • INTJ

Employability Skills (Strengths)

  • Reliable
  • Good Listener
  • Empathetic
  • Professional

Professional Competencies (Strengths)

  • Customer Service
  • Problem – Solving
  • Team member and leader
  • Decision making

Employability Skills (To develop)                          profesh comp

  • High level of experience
  • Better oral communication (developing now)
  • Further IT knowledge
  • Relationship building with those of a different age group to me

Professional Competencies (To develop)

  • Change management
  • Legal knowledge
  • Workforce planning
  • Negotiating skills

University Study Skills (To develop)

  • Better written communication
  • Public speaking (i.e the ability to say exactly what I need to without ‘rambling’)
  • Prioritising assignments and module work

Educational and Career Goals (To Prioritise)

  • Starting MyLo modules earlier and more in-depth
  • Putting more concentration into unit assignments
  • Make more valuable relationships with those who are older and who have authority


Key Motivators at Work

  • Ensuring that consumers enjoy their time with the business
  • Having valuable relationships with those I work with – other staff my level and managers
  • Working in a sector that I enjoy and learning new skills

Most Rewarding Aspects at Work

My personal ‘most’ rewarding aspects would also be those aspects that motivate me at work.

Key Interests (or Passions)

  • Tourism and Travel
  • History
  • People – meeting different people

Linked is my Student Learning Plan (SLP):  Student Learning Plan – Ebony Taylor




Week 3 Module – ZAA102 – Term 2

In ZAA102 week 3 module, it was based on the Retention of Staff. Within the module we were asked to reflect and answer on two (2) questions:

Should Australia take Sweden’s approach to working 6 hours in a day rather than 8 – would that provoke productivity within the workplace?

My opinion is that I am very much for Sweden’s approach to working 6 hours a day, because, working a smaller amount would help employees prioritise what is most important in their working day. They could start their working days at later times such as 10:00 am or 11:00 am creating employees to have well rested nights and for parents/guardians to have opportunities to do school ‘drop-offs’. I believe that having shorter working days would be very beneficial for the employee’s health and productivity – it will give them all an opportunity to live a healthy work, life balance (mentioned within the module).

With today’s advanced technology is it necessary to have to ‘turn up’ to work or is it better to do it from home?

This really depends on the type of work the employee is doing, if it is dense group/team work it would be beneficial to go to a physical workplace to have the ability to meet as a team face-to-face. However, if the employee’s job was to work individually and undertake research, for example, working from home would not be a negative dilemma. It all depends on the employee’s job and what it includes.

Skills Audits

For: ZAA102, ZAA107, ZAP103 and ZAP104.
The following skills audits were constructed under Essential Skills, Study Skills and Professional Competency.

For many skills I marked my personal skill as 3 (developing now), I would expect this from someone my age who has just completed high school and is now learning most of these skills from University studying. However, in any technology related skills I marked myself as 4 or 5 which meant either well developed or very well developed. These skill scores do not surprise me personally as I have grown up as a child using computers and computer applications such as Excell or PowerPoint.

Towards the end of this course, I hope to be able to have a score of 5 (very well developed) for every category and question, especially those that are communication-based.

See below my personal skills.


The first skills audit covers essential skills that we all need to live in today’s world. They are also skills that are needed for our learning journey:

Essential Skills Typical Applications SELF ASSESSMENT

1 = not yet developed, 2 = somewhat developed, 3 = developing now, 4 = well developed, 5 = very well developed




Understanding materials written in sentences or paragraphs (e.g. letters, manuals).

• Scan for information or overall meaning

• Read to understand, learn, critique or evaluate

• Analyse and synthesise information from multiple sources or from complex and lengthy texts


1     2     3     4     5

1     2     3     4     5

1     2     3     4     5


Document use

Finding, understanding or entering information (e.g. text, symbols, numbers) in various types of documents, such as tables or forms.

• Read signs, labels or lists

• Understand information on graphs or charts

• Enter information in forms

• Create or read schematic drawings


1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5




Using numbers and thinking in quantitative terms to complete tasks.

• Make calculations

• Take measurements

• Perform scheduling, budgeting or accounting activities

• Analyse data

• Make estimations

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5



Communicating by arranging words, numbers and symbols on paper or a computer screen.

• Write to organise or record information

• Write to inform or persuade

• Write to request information or justify a request

• Write an analysis or a comparison


1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Oral communication


Using speech to exchange thoughts and information.

• Provide or obtain information

• Greet, reassure or persuade people

• Resolve conflicts

• Lead discussions

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Working with others


Interacting with others to complete tasks.

• Work independently, alongside others

• Work jointly with a partner

• Work as a member of a team

• Participate in supervisory or leadership activities

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5




Finding and evaluating information to make rational decisions or to organize work.

·         Identify and resolve problems

•  Make decisions

• Find information

• Plan and organise job tasks

• Use critical thinking

• Use memory

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Computer use


Using computers and other forms of technology.

• Use different forms of technology, such as cash registers or fax machines

• Use word processing software

• Send and receive emails

• Create and modify spreadsheets

• Navigate the Internet


1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Continuous learning


Participating in an ongoing process of improving skills and knowledge.

• Learn on the job

• Learn through formal training

• Learn through self-study

• Understand your own learning style

• Know where to find learning resources

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Sourced from:
Government of Canada 2017, ‘What are essential skills?’ 


The second skills audit covers skills that we need for our learning journey. Think ‘outside the box’ – you may already have acquired some skills in these areas that are transferable from other areas of your life.


1 = not yet developed, 2 = somewhat developed, 3 = developing now, 4 = well developed, 5 = very well developed



·       Finding information (eg listening to lectures, reading modules, library searches, finding data)

·       Reading, interpreting, and understanding material

·       Making and organising study notes

·       Finding and noting references


1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Critical Thinking

·       Deciding which material is relevant

·       Evaluating the quality of material sources

·       Developing memory strategies

·       Developing strong lines of reasoning based on sound evidence

·       Interpreting material, data and theories

·       Synthesising: that is, drawing on diverse knowledge and skills to create new ways of looking at an issue or to find new solutions to a problem


1     2     3     4     5

1     2     3     4     5

1     2     3        5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5


·       Using words and data accurately and succinctly and keeping to word limits

·       Organising ideas and using a clear line of reasoning

·       Structuring and writing different forms of assessment, such as essays, reports or case studies

·       Citing and referencing sources correctly

·       Using the style, format and conventions used in specific subjects


1     2     3     4     5

1     2     3     4     5

1     2        4     5

1     2     3     4     5

1     2     3     4     5

Information Technology

·       Using a computer

·       Creating PowerPoints

·       Working in Excel

·       Receiving and sending emails (and attachments)

·       Working through the MyLO program

·       Working in WordPress (ePortfolio platform)


1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5


Studying with Others

·       Taking an active part without dominating or letting others take over

·       Contributing constructively in class, in seminars, and during online discussions

·       Giving and receiving constructive peer feedback

·       Leading or facilitating group work, and working with others as a team

·       Making presentations to a group, or as part of a group

·       Supporting and helping others but without collusion


1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

Navigating University Processes

·       Learning who the personnel are; that is, who to contact and how about what

·        Accessing your admission and enrolment details

·       Ensuring your details (name, address, phone number etc.) are up-to-date

·       Managing time (lectures, tutorials, study etc.)

·       Accessing help (hint: look at Part 4: Help Resources in your Student Learning Plan)


1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5

1     2     3     4     5


Adapted from:
Cottrell, S 2013, The study skills handbook 4th edn, PalgraveMacmillan, Houndsmill, pp. 39-40.


The third skills audit covers professional competencies. A competency is the ability to do something successfully or efficiently. The main purpose of this activity is to help you determine what general competencies you currently have, and what you may need to work on. You then can map a plan or draft a timeline around any of the competencies that you feel you need to develop further for a job in this field.


Professional Competencies SELF ASSESSMENT

1 = not yet developed, 2 = somewhat developed, 3 = developing now, 4 = well developed, 5 = very well developed



·       Pays attention to detail: is thorough and conscientious with the particulars

·       Makes sound, well-informed and objective decisions, and thinks before acting but commits to action

·       Organises workloads and priorities, understands what resources are needed and plans and creates strategies accordingly, and monitors and evaluates goals

·        Identifies problems, works out what information is relevant and accurate, analyses information and then makes recommendations based on sound judgement

·        Considers the audience when communicating, is clear and convincing, listens, pays attention to non-verbal cues and responds in the appropriate manner



 1       2       3       4       5

 1       2       3       4       5

1       2       3            5

 1       2       3       4       5

1       2       3       4       5




Professional Competencies


1 = not yet developed, 2 = somewhat developed, 3 = developing now, 4 = well developed, 5 = very well developed



·        Is understanding, courteous, tactful, empathetic, and friendly

·        Facilitates collaboration, trust, team commitment and spirit

·        Can manage difficult conversations as well as being sensitive to individual differences

·        Guides others to accept suggestions and recommendations, and/or change their own behaviour, and negotiates to find solutions that suit all involved

·        Considers the impact of decisions on others

·        Works with people outside the organisation (clients, etc.) to understand their needs and provide information, respond to feedback, resolve issues, and provide quality products and services


1       2       3       4       5

1       2       3       4       5

1       2       3       4       5

1       2       3       4       5

1       2       3       4       5

1       2       3       4       5

Adapted from:
HR University 2017, ‘Human resources management competency model – competencies for training and development’


Professional Competencies – ZAA102


Professional Competencies for Human Resources
1) Skills Analysis – Professional Competencies – What Did I Learn?

What competencies do I rate well on at the moment?
Customer service, attention to detail, decision making, oral communication, planning and evaluating, problem-solving, teamwork.

What competencies do I need to work on? (Please highlight relevant response)
Change management, negotiating skills, interpersonal skills, legal knowledge, project management, workforce planning.


2) Goals (around developing professional competencies in HR):

I want to focus on the following areas this term (in order 1-3 of priority):

1. Interpersonal Skills

2. Change Management

3. Legal Knowledge

To develop in these areas I will need to do the following:

1. Understand what I can and cannot do in this area and continue to work on these.

2. Take into account of those who are higher than me in the workplace such as managers and see how they go about doing this skill in the best and positive way.

3. Take my time to research on local websites such as Fair Work Australia, research into my position and the legal knowledge for that.


Image: Supervising Diverse Teams (Spark Adobe)