Student Assessment Booklet
BSBLDR601 LEAD AND MANAGE ORGANISATIONAL CHANGE
Students to complete this section
OFFICE USE ONLY
Assessment Task 1: Develop a Change Management Strategy
Assessment Task Result
☐ Satisfactory ☐ Not Satisfactory
Is a reassessment or resubmission required?
☐ Yes ☐ No
Resubmission Notes:
Feedback:
Assessment Task 2: Implement, Evaluate and Review the Change Management Plan
Assessment Task Result
☐ Satisfactory ☐ Not Satisfactory
Is a reassessment or resubmission required?
☐ Yes ☐ No
Resubmission Notes:
Feedback:
Assessor name:
Assessor signature:
Date:
© 2020 Eduworks Resources
Eduworks Resources is a division of RTO Advice Group Pty Ltd.
INTELLECTUAL PROPERTY RIGHTS NOTICE
These resources are sold under licence to Registered Training Organisations and other education providers for use within their organisations and their students. Only licensed RTOs or their students are permitted to use these resources, any parts of them, or any derivative works made from them. Unauthorised use of these resources is illegal under Australian Copyright law and any individuals or organisations found to be using these resources outside of a valid licence will be prosecuted to the full extent permitted by law.
To find out the status of your licence, please contact us at XXXXXXXXXX
Cover images sourced from Pexels at pexels.com and used under the Pexels License.
The copyright of any adaptations and/or modifications to this document and any associated documents remains with Eduworks Resources. For changed or edited documents, the following attribution must be made on this page underneath the Eduworks Logo: ‘This is a modified document based on resources owned by Eduworks Resources.’
The copyright notice on the bottom of each page cannot be removed.
IT IS ILLEGAL TO REMOVE THIS PAGE.
Alice Spring College
Address: Level 8, 271 William Street, Melbourne, Vic 3000 Tel: XXXXXXXXXX
Website: ascollege.vic.edu.au
Page 23
c
Table of Contents
Assessment Overview 5
Assessment Task Summary 5
Assessment Documents 5
Required Additional Documents 5
Assessment Task Cover Sheet 5
The Assessment Process and Your Rights 5
Submitting your Assessment Tasks 5
Assessment Attempts and Resubmissions 6
Assessment Outcomes 6
Plagiarism, Cheating and Collusion 6
Assessment Appeals 7
Reasonable Adjustment 7
Information about Assessment 7
Dimensions of Competency 7
Principles of Assessment and Rules of Evidence 7
Principles of Assessment 8
Rules of Evidence 8
Glossary of Instructional Task Words 8
Assessment Task 1: Develop a Change Management Strategy 10
Part A: Research and Analysis 11
Part B: Develop a Change Management Project Plan 13
Part C: Submit Plan for Review 16
Part D: Participate in a Change Management Plan Meeting 17
Part A: Prepare for Presentation 19
Part B: Conduct Presentation 20
Part C: Prepare Report and Update Your Plan 21
Assessment Overview
This Student Assessment Booklet includes all your assessment tasks for BSBLDR601 Lead and manage organisational change.
Assessment Task Summary
This unit requires you to complete two assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit.
Assessment Task
Assessment Method
Task Summary
Assessment Task 1: Develop a Change Management Strategy
Project and role-play
This task consists of four parts:
· Part A: Research and Analysis
· Part B: Develop a Change Management Project Plan
· Part C: Submit Plan for Review
Part D: Participate in a Change Management Plan Meeting
Assessment Task 2: Implement, Evaluate and Review the Change Management Plan
Project and role-play
This task consists of three parts:
· Part A: Prepare for Presentation
· Part B: Conduct Presentation
Part C: Prepare Report and Update Your Plan
Assessment Documents
Required Additional Documents
The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this unit. You will require them to complete the assessments for this unit.
CBSA Business Plan
CBSA Email template.
Assessment Task Cover Sheet
At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.
The Assessment Process and Your Rights
Submitting your Assessment Tasks
When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTO’s policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions
1. 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 make alternative a
angements for assessment, which may involve additional training and time to consolidate your skills and knowledge. When you are required to resubmit, you may be required to:
esubmit inco
ect answers to questions (such as for written tasks and case studies)
esubmit all or part of a project, depending on how the e
or affects the overall outcome of the task
edo a role-play after being provided with appropriate feedback about their original performance
e 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.
1. When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:
e given 30 days in which to resubmit inco
ect responses to written tasks, projects and so on
e provided with on-the-day feedback about their performance in a role-play and then redo the task immediately
need to redo workplace-based tasks (if applicable) during the same workplace visit or in a later observation – you should discuss a
angements with the student’s supervisor to agree on a suitable time and date for reassessment.
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
1. Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission.
Plagiarism, Cheating and Collusion
1. 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 RTO’s policies and procedures which may ultimately lead to your withdrawal or 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 your RTO’s process for appeals. Refer to your Student Handbook for more information about our appeals process.
Reasonable Adjustment
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 students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. 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. 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.
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.
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 XXXXXXXXXXBSB business services training package: implementation guide. Retrieved from https:
vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.]
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.
Information about Assessment
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a
oad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:
Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.
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 within a job.
Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and
eakdowns while also performing competently.
Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and 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:
eflecting 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.’
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.’
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 yourself regarding the level of detail that must be provided in students’ answers. Some questions will also tell you how many answers students need to give – for example, ‘Describe three strategies…’. Use the following glossary to guide you in interpreting the words in the tasks:
Analyse – This means you should
eak an issue down into its component parts, discuss them and show how they relate. You should discuss the issue in detail and methodically.
Describe – This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.
Discuss – This means you must point out the important issues or features, key points, possible interpretations, and debate through argument. You should provide reasons for and against.
Evaluate – This means you must judge or calculate the quality, importance, amount, or value of something.