Develop teams & individuals Support the learning and development of teams and individuals BSBHRM413 LEARNING, therefore, is a key component of ORGANISATIONAL SUCCESS. How to Identify Training...

Student Assessment
    
    Assessment Resource Summary
    Unit Details
    BSBHRM413 Support the learning and development of teams & individuals
    Assessment Methods
    Project (A-C)
    
Assessment Task 1
    
    Written Questions
    
Assessment Task 2
    
Unit Summary
    This unit describes the skills and knowledge required to determine individual and team development needs and to facilitate the development of the workgroup.
The unit applies to individuals with a
oad knowledge of learning and development who apply their skills in addressing development needs to meet team objectives. They may have responsibility to provide guidance or to delegate aspects of tasks to others.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
    Prerequisite Units
    There are no mandatory pre-requisite units for this competency.
    Co-requisite Units
    There are no recommended co-requisite units for this competency.
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The Assessment Process and Student Rights & Responsibilities
Submitting your Assessment Tasks:
· When you have completed your assessment, you will need to submit them, according to the instructions provided to you by your traine
assessor. This may either be through TURNITIN or email or by hand to the assigned traine
assessor.
· You will be provided with a due date and you must make sure you submit your assessments in accordance with it. You may be required to apply for an extension if you require extra time, according to your SHIC policies and procedures.
· Make sure you keep a copy of your tasks before you submit them. SHIC will need to keep them as evidence and may not be able to return them to you.
· Task specific instructions can be found further in this document.
Assessment Attempts and Resubmissions: You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will have to mark your result for the unit as ‘Not Yet Competent’ (NYC).
You will then have to discuss alternative a
angements for re-assessment with the intervention team. The alternative a
angement may even include the student re-enrolling in the unit, participating in additional training or attempting the task again at a later date, so that skills and knowledge can be consolidated. These a
angements will be in accordance with SHIC policies and procedures.
When you are required to resubmit, you may be required to:
· resubmit inco
ect answers to questions (such as for written tasks and case studies)
· resubmit all or part of a project, depending on how the e
or affects the overall outcome of the task
· redo a role-play after being provided with appropriate feedback about their original performance
· be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback.
When you are required to resubmit, you’ll be given a due date for your resubmission. All re-submissions will be conducted in accordance with the SHIC policies and procedures.
Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or Not Yet Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent, students will be given an overall outcome for the unit of Not Yet Competent (NYC).
Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.
· cheating – seeking to obtain an unfair advantage in the assessment of any piece of work
· plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished
· collusion – unauthorised collaboration between students.
1. Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the SHIC policies and procedures which may ultimately lead to an academic misconduct warning and you needing to complete the whole unit again.
Assessment Appeals: If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow SHIC process for appeals. Refer to your Student Handbook for more information about our appeals process.
Reasonable Adjustments: These can be made to ensure equity in assessment for people with disabilities. A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that learners with recognised disabilities have the same learning opportunities and opportunities to perform and complete assessments as learners without disabilities.
Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. Your traine
assessor may also provide assistance / intervention during the assessments in the event that there is a risk of injury to the student or to the other members of the class.
An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:
· the views of the student
· the potential effect of the adjustment on the student and others
· the costs and benefits of making the adjustment.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable.[footnoteRef:1] [1: Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from https:
vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.]
Thus, if students are considered to have special needs, traine
assessors are allowed to provide reasonable adjustment in accordance with SHIC Policies and Procedures which means there may be modification to the way in which evidence is gathered. This could include alternative methods of assessment. However, it will not change the standards or outcomes the student achieves.
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability. Reasonable adjustments made for you will be recorded in the space provided in the checklist for the relevant task and in the Unit Assessment Record sheet.
Information about Assessment
Assessment: Assessment is ‘the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course’.[footnoteRef:2] [2: Source: Australian Skills Quality Authority. (2019). Users’ guide to the Standards for registered training organisations (RTOs) 2015. Retrieved from https:
www.asqa.gov.au/sites/default/files/2020-01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality Authority; www.asqa.gov.au.]
Dimensions of Competency: To be competent, a person must show their ability to perform effectively in a
oad capacity. The dimensions of competency ensure that the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, a person must demonstrate the following:
· Task skills – These are the skills that are needed to perform a task at an acceptable level. They are usually described in the performance criteria and include knowledge and practical skills.
· Task management skills – These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities as part of a job.
· Contingency skills – These are the skills that are needed to respond and react appropriately to unexpected problems, changes in routine and
eakdowns while also performing competently.
· Job role/environment skills – These are the skills that are needed to perform as expected in a particular job, position and location, and with others. These skills may be described in a range of variables and in the underpinning skills and knowledge.
Principles of Assessment and Rules of Evidence: Assessment must be conducted in accordance with the rules of evidence and principles of assessment. The following definitions of these terms are taken from the Australian Skills Quality Authority’s Users’ guide: standards for registered training organisations (RTOs) 2015.
Principles of Assessment -
· Validity: ‘Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires:
· assessment against the unit(s) of competency and the associated assessment requirements covers the
oad range of skills and knowledge that are essential to competent performance
· assessment of knowledge and skills is integrated with their practical application
· assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations
· judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.’
· Reliability: ‘Evidence presented for assessment is consistently interpreted and assessment results are comparable i
espective of the assessor conducting the assessment.’
· Flexibility: ‘Assessment is flexible to the individual learner by:
· reflecting the learner’s needs
· assessing competencies held by the learner no matter how or where they have been acquired
· drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.’
· Fairness: ‘The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs. The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.’
Students are required to sign the declaration in this Student Assessment booklet and ensure that they have advised the trainers/assessors if they have any special needs or considerations that may affect their ability to complete the assessments. Any reasonable adjustments to these assessments must be noted in the Assessment Record Tool for this unit &/ or in the checklist for the relevant task.
Students are provided with information about the appeals process in the Student Handbook as well as on the SHIC Website.
Rules of Evidence -
· Validity: ‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.’
· Sufficiency: ‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.’
· Cu
ency: ‘The assessor is assured that the assessment evidence demonstrates cu
ent competency. This requires the assessment evidence to be from the present or the very recent past.’
· Authenticity: ‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’[footnoteRef:3] [3: All italicised quotations in this section from Australian Skills Quality Authority. (2019). Users’ guide to the Standards for registered training organisations (RTOs) 2015. Retrieved from https:
www.asqa.gov.au/sites/default/files/2020-01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality Authority; www.asqa.gov.au.]
Students are required to sign the declaration section in the Unit Assessment Record sheet and indicate that the work that they have submitted for assessment is their own.
Practical tasks, observations and confirmation of skills by the assessor ensure that the assessor sees the student applying the skills and knowledge required for this unit.
Third-party reports (where applicable) require third-party persons to confirm that they have observed the student undertake the tasks detailed in the checklist.
Glossary of Instructional Task Words: The assessment tasks use a range of instructional words, such as ‘compare’ and ‘list’. These terms will guide the student and traine
assessor regarding the level of detail that must be provided in students’ answers. Some questions will also tell the traine
assessor as to how many answers students need to give – for example, ‘Describe three strategies…’. Use the following glossary as a guide to interpret the words in the tasks:
· Analyse - This means the students should
eak an issue down into its component parts, identify them and explain how they relate. The issue has to be discussed in detail and methodically.
· Define: This means that the student should explain, in their own words, the meaning or interpretation of a term or concept, including any qualities that are essential to understanding.
· Describe - This means that the student should outline the most noticeable qualities or features of an idea, topic or the focus of the question.
· Discuss - This means that the student must point out the important issues, features, key points and possible interpretations of the question, and debate these through argument, providing reasons for and against them.
· Evaluate - This means that the student must judge or calculate the quality, importance, amount, or value of something. An in-depth answer must be provided with as much detail as possible.
· Explain - This means that the student needs to make something clear or show their understanding by describing or providing information about a topic. They will need to make clear how or why something happened or why something is the way it is.
· Identify - This means that the student must recognise something and indicate the required information. The length of the answer should be guided by what it is that they are being asked to identify.
· List - This means that the student must record short pieces of information in the form of a numbered or bulleted list, with one or two words, phrases or sentences on each line.
· Outline - This means that the student must give a
ief description of the main facts or sequence of events about something. The length of the response should be guided by what they are required to outline. As long as the student includes the main facts or points, their response will be sufficient.
· Summarise - This means that the student must express the most important facts or points about something in a concise way.
Assessment Outline for BSBHRM413
The following outlines the assessment requirements for this unit. You are required to complete all assessment requirements outlined below to achieve competency for this unit. Your assessor will provide you with the due dates for each assessment task.
    Assessment Tool
    Type of Assessment
    Place of Assessment
    
Assessment Task 1
    
Project (A-C)
    
SHIC facilities
    
Assessment Task 2
    
Written Questions
    
SHIC facilities
Student Instructions
General instructions for all tasks:
· You must answer all questions and their parts co
ectly to achieve a Satisfactory outcome for all tasks to be marked Competent for the unit.
· Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide you in the level of response required in each question.
· Do not plagiarise. Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct.
· Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you.
· RPL. Recognition of prior learning is available. Please alert your assessor if you feel this applies to you.
· Feedback. Your assessor will provide feedback to students after the completion of the assessment. The trainer assessor will explain the appeals process.
· Resources & Equipment required.
· Access to your learning materials
· Access to a computer, the Internet, and a web
owse
· Access to Microsoft Word (or a similar program)
· Assessment tools
Specific Instructions for Written Questions:
· Candidates are required to complete the following written assessment task. This is an individual assessment, but you can use notes to assist.
· Your answers will form part of the evidence gathered for this unit.
· The length of your answers will be guided by the description in the task or will be provided by the traine
assessor. Please check the Glossary of Instructional Task Words.
· Generally, the length of the answers would be as below:
· Short answers: 50 words – 100 words
· Long answers: 100 words – 200 words
· Detailed answers: 400 words – 500 words
· ALL questions will need to be answered co
ectly in your own words, clearly printed, word formatted and typed in English to be deemed satisfactory in this task.
Specific Instructions for Assignments:
· This is an individual assessment, but you are to research and can use notes to assist.
· The assignments are designed to assess your understanding of the unit as well as your application of knowledge.
· To be deemed Satisfactory in this assessment you need to answer co
ectly ALL parts and in your own words, clearly printed, word formatted and typed in English
· Your answers will form part of the evidence gathered for this unit.
· This activity will provide you with an opportunity to demonstrate the skills and knowledge you have obtained through the completion of this unit.
Assessment Task 1 - Project
Throughout the assessment task, you will be a part of a team working at “Good Food Inc”. You will be involved in both leading and participating in learning and development activities to improve your team’s performance. Your assessor will also allocate you a person you will mentor and another person to mentor you.
Part A: Determine the development needs
Scenario - “Good Food Inc” team is responsible for providing hospitality services for a hip café in the inner CBD. The individual roles of team members...