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ASSESSMENT COVER SHEET QUALIFICATION: BSB80615 Graduate Diploma of Management (Learning)/ BSB80215 Graduate Diploma of Strategic Leadership UNIT CODE AND UNIT NAME: BSBLED808 Conduct a career...

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ASSESSMENT COVER SHEET
QUALIFICATION: BSB80615 Graduate Diploma of Management (Learning)/
BSB80215 Graduate Diploma of Strategic Leadership
UNIT CODE AND UNIT NAME: BSBLED808 Conduct a career development session
Candidates: Please submit this entire document (unless you have submitted your responses online)
    CANDIDATE to complete this section
    Full Name:
    
    Student ID:
    
    Email address:
    
    Trainer name:
    
    Candidate declaration— I declare that     this is entirely my own work. I have not plagiarized any materials from any external source, except where I have referenced third party content. I confirm that I have received the Unit of Competency and the assessment plan and process has been explained to me. I accept the assessment methods in entirety. I confirm that the appeals process has been explained to me and I have been offered access to special assistance, if required.
    Candidate Signature
    
    Date submitted
    
ASSESSMENT GUIDELINES FOR CANDIDATES
1. Please complete ALL the assessment items.
1. All your answers must be written in the space provided below each question. [If you are undertaking the online version of this course, you may submit your answers online via your online platform]
1. You must attempt all the answers in your own words, where a descriptive response is required. Simply ‘cutting and pasting’ content from your course materials or other sources, will not be deemed to be a satisfactory response to the questions. You will be required to resubmit your work, if any instances of plagiarism are identified.
MARKING AND GRADES
1. Please submit your completed assessment as directed by your traine
assessor. Your assessor will review your work and grant you a ‘COMPETENT’ or ‘NOT YET COMPETENT’ overall grade for the unit of competency.
1. You need to achieve a ‘Satisfactory’ level in each of the assessments items to be granted an overall ‘Competent’ grade in the unit.
1. In case you are not able to achieve a ‘Competent’ grade for the Unit, you will be given two additional opportunities to resubmit your work.
1. Where relevant, reasonable adjustments will be made to accommodate candidates with specific language, literacy and numeracy needs, learning difficulties, specific support needs or disability. Please discuss your needs with us and feel free to seek our help.
1. Where relevant, oral questions or additional evidence may be sought to gain more information on your knowledge, skills and competence in the unit. Additional evidence may include skills/ knowledge assessed in other relevant units completed as part of the qualification.
APPEALS
If you are not satisfied with your final grade or with any aspect of the assessment process, you can appeal the decision using our complaints and appeals process.
OFFICE USE ONLY
SUMMARY OF RESULTS
    ASSESSOR to complete this page
    
ASSESSMENT ITEM/S
     XXXXXXXXXXRESULT IN EACH ASSESSMENT ITEM
(Assessor to TICK the relevant section below)
    Additional evidence gathered (only if required)
Assessors may gather further supporting evidence, where written evidence within this assessment pack is deemed to be incomplete or insufficient. All additional supporting documents used to make an assessment judgment must be attached and retained as official records
    
    Satisfactory
    Unsatisfactory
    Did not attempt/ Incomplete
    
    Assessment 1
KNOWLEDGE QUESTIONS
    
    
    
     Oral assessment
Third party report/s
Observation
Video recording
Other ____________________
    Assessment 2
PLAN A GROUP COACHING SESSION
    
    
    
     Oral assessment
Third party report/s
Observation
Video recording
Other ____________________
    Assessment 3
CONDUCT A CAREER DEVELOPMENT SESSION FOR AN INDIVIDUAL
    
    
    
     Oral assessment
Third party report/s
Observation
Video recording
Other ____________________
OVERALL RESULT GRANTED
Assessor to TICK (√) the relevant overall result below
    
COMPETENT
    
NOT YET COMPETENT
    Name of assessor:
    
    Assessor signature
    
    Date
    
CANDIDATE’S ACKNOWLEDGEMENT
    Candidate to complete this section after the assessment decision has been made.
     I accept the above result.
I do not accept the above result. (Please discuss your concerns with your assessor or email the manager)
    Candidate signature
    
    Date
    
Assessment 1: Knowledge Questions
YOUR TASK:
This assessment has THREE parts. Refer to the relevant learner guide and supplementary readings and answer the questions below.
WORD LIMIT:
Unless otherwise specified, please limit your answer to a maximum of 100 words per question.
PART A: Career development theories and models
1. Explain the ‘Theory of Work Adjustment’ in your own words.

2. Explain what you understand by the acronym RIASEC.
3. According to Super’s Self Concept Theory, does ‘self-concept’ remain static throughout your life or does it change? Explain Super’s theory of ‘life stages’ and development tasks in detail
4. What are the implications of Super’s theory for career counselling?
5. Do you agree with Krumboltz ‘Theory of Planned Happenstance’? Why or why not? Give examples from your own life experiences to respond to explain the reasons for your answer.
6. Refer to Bandura’s ‘Social Cognitive Theory’ and answer the following questions:
a. What is ‘self- efficacy’?
. How does self-efficacy affect a person’s ability to function in a workplace?
PART B: Career Development Standards and key concepts
(Also refer to Reading 2: CICA_Prof_Standatrds_Booklet)
7. Which organization commissioned the development of the professional standards for career development professionals in Australia?
8. What are career development standards and what is their impact on career counselling?
9. According to the CICA Professional Standards, what are the competencies required in terms of advanced communication skills for working as a career development professional?
10. List any three Federal laws that you need to understand as part of your career management work.
11. Why is it important to understand organizational policies prior to conducting a career development session?
12. Explain the following concepts in your own words:
a. Lifelong learning
. Holistic career development
c. Career decision making
d. Career maintenance
e. Work satisfaction
f. Employability
g. Enterprising
h. Positive uncertainty
i. Happenstance
PART C: Career Coaching and client interactions
13. What do you understand by career coaching?
14. What are the core competencies and key skills required to deliver career development sessions?
15. Analyse and describe your own strengths and weaknesses against the core competencies required for professional coaching.
16. List any THREE factors or ways of thinking or feeling, (apart from education, training and job roles) that impact on an individual’s career choices. Explain how they can impact on individual career choices
17. List at least FIVE strategies you can use to build a rapport with individuals and groups when conducting career development sessions
Record of results
    Office Use Only: Assessor to complete
    RESULT FOR ASSESSMENT 1
(Please TICK below)
    COMMENTS:
    
Satisfactory
    
Unsatisfactory
    
Did not attempt/ Incomplete
    
    Name of assessor:
    
    Assessor signature
    
    Date
    
Assessment 2: Planning a Group Coaching Session
This assessment uses a research conducted in Tunisia with a group of accounting students and employers as a basis to construct a case study for planning a group coaching session.
YOUR TASK:
This assessment has THREE parts. You need to read the introduction to each part and complete the questions that follow.
Please read the ‘Assessor’s Checklist’ at the end of this assessment to understand the criteria your assessor will be marking you against.
WORD LIMIT: Unless otherwise specified, please limit your answer to a maximum of 50 words per question
PART A: RESEARCH PAPER
CASE STUDY BACKGROUND
Step 1: Refer to Reading 3 ‘Skills and Attributes Needed for Success in Accounting Career’ provided to you
Step 2: Find the information from the above reading and respond to the questions below.
1. Briefly explain the purpose of the research conducted in Tunisia.
2. How many students participated in the study?
3. What skills do employers expect of accounting graduates at recruitment, in training and in ongoing accounting employment?
4. What professional skills do graduating accounting students perceive as having the highest priority for career success?
5. As a career development coach, which skills do you think the graduates need to develop further to match the expectations of the employers?
PART B: INFORMATION GATHERING
CASE STUDY – continued
Imagine that 10 of the Accounting graduates (4 men and 6 women) who participated in the above study are planning to travel to Australia in the near future to seek job opportunities in Australia.
They have also expressed an interest in getting their Tunisian Bachelor Degree in Accounting assessed for equivalence in Australia, in order to apply for an Accountant (general) position. They have found out that CPA Australia is the body responsible for assessing the equivalence of overseas qualifications against Australian qualifications.
The subjects they completed as part of their Bachelor degree in Tunisia include:
*Accounting Systems and Processes
*Financial Accounting and Reporting
*Management Accounting
*Finance and Financial Management
*Business Law
*Economics
*Tunisian Legal System
Their university has invited you to Tunisia you to provide a 2-hour group career development session to them, so they can understand the Australian job environment for accountants. In order to prepare for this group session, you need to undertake research to gather information about the Accounting profession, career opportunities and career development options for these graduates in Australia.
What you need to do:
Step 1: Conduct online research in relation to a career in Accounting in Australia. https:
eta.seeklearning.com.au/accountant
https:
www.opencolleges.edu.au/careers/why-how-to-become-an-accountant
https:
joboutlook.gov.au/occupation.aspx?code=2211
https:
www.cpaaustralia.com.au
ecome-a-cpa/migration-assessment/criteria-and-requirements
If any of the above links are not working, please find the information through your own /Internet research and include the link to the website where you found the information with each response.
Step 2: Complete the questions below
1. What do accountants do on a day to day basis?
2. What is the salary range for accountants in Australia?
3. What are the three top States for employment as an Accountant?
4. What are the key skills required by Accountants in Australia?
5. Which post graduate Masters qualification could they do to advance their Accounting career in Australia?
6. Go to https:
www.cpaaustralia.com.au
ecome-a-cpa/migration-assessment/criteria-and-requirements. Carefully ready the CPA guidelines to assess the equivalence of the graduates’ Bachelor Degree against the Australian Bachelor Degree qualification. You need to look at the mandatory competency areas for Accountant (general XXXXXXXXXX.
1. Will the Bachelor Degree in Accounting from Tunisia be deemed equivalent to the Australian Bachelor Degree?
2. Why or why not?
3. What can the graduates do to meet the requirements?
PART C: CAREER DEVELOPMENT SESSION PLAN
CASE STUDY – continued
You have now gathered sufficient information relevant to the Accountants career in Australia. You are getting ready to deliver your group career development session. You need to start developing your detailed session plan.
What you need to do:
Read Sections 8, 9 and 10 in your Learner Guide. Complete the tasks below

1. Analyse your
Answered Same Day May 14, 2020 BSBLED808

Solution

Ram Mohan answered on May 18 2020
143 Votes
ASSESSMENT COVER SHEET
QUALIFICATION: BSB80615 Graduate Diploma of Management (Learning)/
BSB80215 Graduate Diploma of Strategic Leadership
UNIT CODE AND UNIT NAME: BSBLED808 Conduct a career development session
Candidates: Please submit this entire document (unless you have submitted your responses online)
    CANDIDATE to complete this section
    Full Name:
    
    Student ID:
    
    Email address:
    
    Trainer name:
    
    Candidate declaration— I declare that     this is entirely my own work. I have not plagiarized any materials from any external source, except where I have referenced third party content. I confirm that I have received the Unit of Competency and the assessment plan and process has been explained to me. I accept the assessment methods in entirety. I confirm that the appeals process has been explained to me and I have been offered access to special assistance, if required.
    Candidate Signature
    
    Date submitted
    
ASSESSMENT GUIDELINES FOR CANDIDATES
1. Please complete ALL the assessment items.
1. All your answers must be written in the space provided below each question. [If you are undertaking the online version of this course, you may submit your answers online via your online platform]
1. You must attempt all the answers in your own words, where a descriptive response is required. Simply ‘cutting and pasting’ content from your course materials or other sources, will not be deemed to be a satisfactory response to the questions. You will be required to resubmit your work, if any instances of plagiarism are identified.
MARKING AND GRADES
1. Please submit your completed assessment as directed by your traine
assessor. Your assessor will review your work and grant you a ‘COMPETENT’ or ‘NOT YET COMPETENT’ overall grade for the unit of competency.
1. You need to achieve a ‘Satisfactory’ level in each of the assessments items to be granted an overall ‘Competent’ grade in the unit.
1. In case you are not able to achieve a ‘Competent’ grade for the Unit, you will be given two additional opportunities to resubmit your work.
1. Where relevant, reasonable adjustments will be made to accommodate candidates with specific language, literacy and numeracy needs, learning difficulties, specific support needs or disability. Please discuss your needs with us and feel free to seek our help.
1. Where relevant, oral questions or additional evidence may be sought to gain more information on your knowledge, skills and competence in the unit. Additional evidence may include skills/ knowledge assessed in other relevant units completed as part of the qualification.
APPEALS
If you are not satisfied with your final grade or with any aspect of the assessment process, you can appeal the decision using our complaints and appeals process.
OFFICE USE ONLY
SUMMARY OF RESULTS
    ASSESSOR to complete this page
    
ASSESSMENT ITEM/S
     RESULT IN EACH ASSESSMENT ITEM
(Assessor to TICK the relevant section below)
    Additional evidence gathered (only if required)
Assessors may gather further supporting evidence, where written evidence within this assessment pack is deemed to be incomplete or insufficient. All additional supporting documents used to make an assessment judgment must be attached and retained as official records
    
    Satisfactory
    Unsatisfactory
    Did not attempt/ Incomplete
    
    Assessment 1
KNOWLEDGE QUESTIONS
    
    
    
     Oral assessment
Third party report/s
Observation
Video recording
Other ____________________
    Assessment 2
PLAN A GROUP COACHING SESSION
    
    
    
     Oral assessment
Third party report/s
Observation
Video recording
Other ____________________
    Assessment 3
CONDUCT A CAREER DEVELOPMENT SESSION FOR AN INDIVIDUAL
    
    
    
     Oral assessment
Third party report/s
Observation
Video recording
Other ____________________
OVERALL RESULT GRANTED
Assessor to TICK (√) the relevant overall result below
    
COMPETENT
    
NOT YET COMPETENT
    Name of assessor:
    
    Assessor signature
    
    Date
    
CANDIDATE’S ACKNOWLEDGEMENT
    Candidate to complete this section after the assessment decision has been made.
     I accept the above result.
I do not accept the above result. (Please discuss your concerns with your assessor or email the manager)
    Candidate signature
    
    Date
    
Assessment 1: Knowledge Questions
YOUR TASK:
This assessment has THREE parts. Refer to the relevant learner guide and supplementary readings and answer the questions below.
WORD LIMIT:
Unless otherwise specified, please limit your answer to a maximum of 100 words per question.
PART A: Career development theories and models
1. Explain the ‘Theory of Work Adjustment’ in your own words.
The Theory of Work Adjustment describes how workers seek to actualize satisfaction and fulfillment in their work environments by gradually adjusting to the needs and demands of the workplace. In other words, workers tend to adapt and adopt to their work environment over a period of time. This can be seen in the way most middle aged workers tend to continue in their occupations despite occasional setbacks and frustrations at the workplace that they shrug off as occupational hazards. Further, this is also observed in workers who tend to form an emotional bond with their employers and achieve what is known as co
espondence.
2. Explain what you understand by the acronym RIASEC.
The Acronym RIASEC stands for Holland’s Six Personality Types where R – Realistic, I- Investigative, A – Artistic, S- Social, E –Enterprising, C – Conventional, are the categories or types of personality. The RIASEC code indicates the likelihood of each personality type choosing the appropriate occupation according to the “congruence” between them. In other words, the RIASEC describes the occupations that all workers and professionals would fit in to based on their personalities. Further, it also indicates the fit that can be achieved by choosing occupations based on personality rather than random choices that are likely to result in poor job satisfaction.
3. According to Super’s Self Concept Theory, does ‘self-concept’ remain static throughout your life or does it change? Explain Super’s theory of ‘life stages’ and development tasks in detail
According to Super’s Self Concept Theory, self concept tends to change from early childhood and continuing through a worker’s career until his or her retirement. Thus, according to the changing self concept based on learning and environmental factors, the concomitant work and vocational occupations are chosen based on the former. In other words, as individual progresses through life, they tend to have a stable and realistic self concept that allows them to choose occupations accordingly. The life stages or development tasks begin with the Birth to Teens, Exploration stage (teens through 20s), Establishment (mid 20s to 40s), Maintenance (40s to 60s), and Decline (late 60s to retirement).
4. What are the implications of Super’s theory for career counselling?
Super’s Theory provides career counselors with a clear map of how to guide professionals through the various stages in their careers. First, it lets career counselors set goals to professionals based on the developmental stage. Next, career counselors can encourage students to clarify their self concepts as this would enhance vocational maturity. This in turn, leads to better occupational information from the knowledge thus obtained. Third, Super’s theory allows students a diverse set of career choices based on their self concept which is advantageous since career choices na
ow over time. Lastly, it ensures that there is alignment between the counselor’s recommendations and real world work roles.
5. Do you agree with Krumboltz ‘Theory of Planned Happenstance’? Why or why not? Give examples from your own life experiences to respond to explain the reasons for your answer.
I fully agree with the Theory of Planned Happenstance in the sense that it advocates no fixed notions of career choices and career development. Instead, it proposes that career counselors expose professionals to a wide variety of career choices and options and lets them choose according to their personalities and abilities. I have observed during my career that what I wanted to be and what I was eventually have been shaped by the changing external circumstances and internal factors such as my inclination towards a particular career as opposed to planning everything in advance. Indeed, the fast changing nature and role of work in the 21st century calls for flexibility in career choices according to the exigencies of the situation.
6. Refer to Bandura’s ‘Social Cognitive Theory’ and answer the following questions:
a. What is ‘self- efficacy’?
Self Efficacy refers to the belief in one’s capabilities to actualize a course of action that is consonant with one’s abilities in order to achieve the desired outcomes.
. How does self-efficacy affect a person’s ability to function in a workplace?
Self Efficacy ensures that individuals are motivated, believe that they have power and control over their lives, have a realistic opinion of tasks that need to be done, and above all, have thought patterns and feelings which reflect their self belief. In the workplace, professionals with high self efficacy are known to outperform those that are lower in their self belief since the former tend to motivate them better as well as take up tasks without being put off by the perceived difficulty of actualizing the outcomes. Moreover, they tend to believe in self...
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