Manage a team’s personal and professional development by: • establishing the organisational goals or objectives
Assessment Details
Qualification Code/Title BSB50420 Diploma of Leadership and ManagementAssessment Type Assessment -02 (Project) Time allowed
Due Date Location AHIC Term / Year
Unit of Competency
National Code/Title BSBPEF501 Manage Personal and Professional Development
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is
my own, and has not been copied or plagiarised from any
person or source.
Signature: ____________________________
Date: _____/______/__________
Assessor Details
Assessor’s Name
RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
Feedback to student:
Student Declaration: I declare that I have been
assessed in this unit, and I have been advised of my
result. I am also aware of my appeal rights.
Assessor Declaration: I declare that I have conducted a fair,
valid, reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Signature Signature
Date Date
Instructions to the Candidates
? This assessment is to be completed according to the instructions given below in this document.
? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
? Please refer to the College re-submission and re-sit policy for more information.
? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
? Please read the Tasks carefully then complete all Tasks.
? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.
? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English-Speaking Background • Speaking
• Reading
• Writing
•Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:
Your submitted document must follow the given criteria:
• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :
Student Id_Assessment_No (Example AHI000014_Assessment 1)
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
Assessment Task 2: Project
Task summary
In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and submitting a completed project portfolio.
Required
• Your learning resources and other information for reference
• Project Portfolio template
• Simulation Pack (if you need a case study).
Timing
Your assessor will advise you of the due date of this assessment.
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
Assessment Task 2 Instructions
Complete the following activities:
1. Carefully read the following:
This project requires you to manage the personal and professional development of yourself and three team members team by:
• supporting the team’s personal and professional development.
• planning and developing your own personal and professional development for the role you assume within the team.
• facilitating the achievement of work priorities.
Vocational education and training is all about gaining and developing practical skills that are industry relevant and that can help you to succeed in your chosen career. For this reason, we are giving you the choice to base this project on your own business, one you work in or a familiar with, or you can use the case study provided. This will mean that you are applying your knowledge and skills in a relevant, practical and meaningful way to your own situation!
It is important that you are able to access enough information for your chosen business in order to be able to do your assessment. As a minimum this should include organisational policies and procedures related to personal and professional development.
You will need to communicate with team members and others who are able to provide you with feedback on your own performance. Your communication may be either directly with actual staff members or fellow students/your assessor can play the roles of relevant people/parties. Communication can be in any appropriate format (e.g., face to face, video conference, email) as long as it meets the requirements outlined in the Project Portfolio.
You will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below.
2. Preparation
Make sure you are familiar with the organisation you are basing this assessment on and have read through the necessary background information. For the case study business, this is all of the documents included in the Simulation Pack. If it’s your own business or a business where you are working or are familiar with, have your business or case study approved by your assessor.
Complete Page 4 of your Project Portfolio for this unit.
Read through the requirements of Section 1, 2 and 3 of your Project Portfolio.
3. Manage a team’s personal and professional development
Complete Section 1 of your Project Portfolio. To do this, you need to:
• Establish the organisational goals or objectives.
• Document team responsibilities.
• Address diverse needs of the team.
• Identify and summarise organisational frameworks for personal and professional development.
• Support a team (at least three people) to develop work goals, plans and activities.
• Communicate with team members to provide support.
Communication can take place in any appropriate format as long as it adheres to organisational requirements. This may be a video of face-to-face discussion with each team member, a video of joint team meeting, a draft email outlining requirements, recording of telephone discussion etc.
Your communication must display an understanding and consideration to those with diverse needs. You will be assessed on this.
Assume that a period of time has passed and three team members have developed work goals, plans and activities. If you are using the case study, additional information is contained in the Simulation Pack. If you are using your own organisation, make sure you have the completed work goals, plans and activities of three team members.
Continue working on Section 1 of your Project Portfolio.
• Assess the work goals, plans and activities of three team members to provide feedback (how do they align with organisational goals and requirements).
• Provide feedback to each team members from your assessment of their work goals, plans and activities.
Feedback can take place in any appropriate format as long as it adheres to organisational requirements. This may be a video of face-to-face discussion with each team member, recording of telephone discussion, review comments on personal development plans etc.
Your communication must display an understanding and consideration to those with diverse needs. You will be assessed on this.
Continue working on Section 1 of your Project Portfolio.
• Facilitate team members’ access to personal and professional development opportunities.
4. Develop and maintain your own personal and professional competence
Complete Section 2 of your Project Portfolio. To do this, you need to:
• Describe your role and responsibilities
• Meet with at least one person to seek feedback on your own personal and professional development.
This meeting should take 15 minutes. It may take place with actual people who work for/are associated with your chosen organisation. Alternatively, classmates or your assessor may play the role of one or more team members.
This can either be viewed in person by your assessor or you may like to video record the session for your assessor to watch later. Your assessor can provide you with more details at this step. Make sure you follow the instructions below and meet the timeframes allocated. If this session is not viewed in person by your assessor, you will attach proof of the meeting to Section 2 of your Project Portfolio.
As part of this meeting, you are required to demonstrate your ability to:
• acknowledge and consider diversity as you communicate.
• use listening and questioning techniques to confirm to seek and receive feedback.
• demonstrate the use of interpersonal skills to establish and build rapport with others.
• demonstrate positive working relationships.
You will be assessed on this.
If you are using the case study, additional information to complete the remainder of this step is contained in the Simulation Pack. If you are using your own organisation, make sure you have the enough information to fulfil the requirements in the Project Portfolio.
Continue working on Section 2 of your Project Portfolio:
• Plan and document your own personal development needs, plans and activities.
• Participate in at least two personal and professional development activities (one of each is sufficient).
Make sure you have answered all questions in Section 1 and 2.
You are required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in Section 1 and 2 of the Project Portfolio.
Submit Section 1 and 2 to your assessor.
5. Facilitate achievement of work priorities
If you are using the case study, additional information to complete this step is contained in the Simulation Pack. If you are using your own organisation, make sure you have the enough information to fulfil the requirements in the Project Portfolio.
Complete Section 3 of your Project Portfolio. To do this, you need to:
• Research and implement techniques to manage team health and well-being.
• Assess and prioritise personal, team and organisational demands.
• Use technology to manage work priorities.
6. Submit your completed Project Portfolio
Make sure you have completed all sections of your Project Portfolio, answered all questions, provided enough detail as indicated and proofread for spelling and grammar as necessary. Remember to submit all necessary attachments as indicated.
Assessment Task 2: Checklist
Did the student: Completed successfully? Comments
Yes No
Manage a team’s personal and professional development by:
• establishing the organisational goals or objectives.
• documenting team responsibilities.
• identifying and summarising organisational frameworks for personal and professional development.
• supporting a team (at least three people) to develop work goals, plans and activities.
• communicating with team members to provide support (taking diverse needs into consideration).
• assessing the work goals, plans and activities of three team members to provide feedback (how do they align with organisational goals and requirements.
• providing feedback to each team members from your assessment of their work goals, plans and activities (taking diverse needs into consideration).
• facilitating team members’ access to personal and professional development opportunities.
Develop and maintain their own personal and professional competence by:
• describing their role and responsibilities.
• meeting with at least one person to seek feedback on their own personal and professional development.
• planning and documenting their own personal development needs, plans and activities.
• participating in at least two personal and professional development activities.
Facilitate achievement of work priorities by:
• researching and implementing techniques to manage team health and well-being.
• assessing and prioritising personal, team and organisational demands.
• using technology to manage work priorities.
Demonstrate effective oral communication skills, including:
• acknowledge and consider diversity as you communicate.
• use listening and questioning techniques to confirm to seek and receive feedback.
• demonstrate the use of interpersonal skills to establish and build rapport with others.
• demonstrate positive working relationships.
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• establishing the organisational goals or objectives
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