Assessment Details
\nQualification Code\/Title BSB50420 Diploma of Leadership and Management
\nAssessment Type Assessment -02 (Project) Time allowed
\nDue Date Location AHIC Term \/ Year
\nUnit of Competency
\nNational Code\/Title BSBPEF501 Manage Personal and Professional Development
\nStudent Details
\nStudent Name Student ID
\nStudent Declaration: I declare that the work submitted is
\nmy own, and has not been copied or plagiarised from any
\nperson or source.
\nSignature: ____________________________
\nDate: _____\/______\/__________
\nAssessor Details
\nAssessor\u2019s Name
\nRESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
\nFeedback to student:
\nStudent Declaration: I declare that I have been
\nassessed in this unit, and I have been advised of my
\nresult. I am also aware of my appeal rights.
\nAssessor Declaration: I declare that I have conducted a fair,
\nvalid, reliable and flexible assessment with this student, and I
\nhave provided appropriate feedback.
\nSignature Signature
\nDate Date
\nInstructions to the Candidates
\n? This assessment is to be completed according to the instructions given below in this document.
\n? 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.
\n? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
\n? Please refer to the College re-submission and re-sit policy for more information.
\n? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
\n? Please read the Tasks carefully then complete all Tasks.
\n? 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.
\n? 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.
\n? 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.
\n? 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.
\n? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.
\n? Plagiarism is copying someone else\u2019s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.
\nReasonable Adjustments
\n\u2022 Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
\n\u2022 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.
\n\u2022 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.
\n\u2022 Trainer\/Assessor must complete the section below \u201cReasonable Adjustment Strategies Matrix\u201d to ensure the explanation and correct strategy have been recorded and implemented if applicable.
\n\u2022 Trainer\/Assessor must notify the administration\/compliance and quality assurance department for any reasonable adjustments made.
\n\u2022 All evidence and supplementary documentation must be submitted with the assessment pack to the administration\/compliance and quality assurance department.
\nReasonable Adjustment Strategies Matrix (Trainer\/Assessor to complete)
\nCategory Possible Issue Reasonable Adjustment Strategy
\n(select as applicable)
\n\u2022 LLN \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Confidence \u2022 Verbal assessment
\n\u2022 Presentations
\n\u2022 Demonstration of a skill
\n\u2022 Use of diagrams
\n\u2022 Use of supporting documents such as wordlists
\n\u2022 Non-English-Speaking Background \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022Cultural background
\n\u2022 Confidence \u2022 Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
\n\u2022 Use methods that do not require a higher level of language or literacy than is required to perform the job role
\n\u2022 Use short sentences that do not contain large amounts of information
\n\u2022 Clarify information by rephrasing, confirm understanding
\n\u2022 Read any printed information to the student
\n\u2022 Use graphics, pictures and colour coding instead of, or to support, text
\n\u2022 Offer to write down, or have someone else write, oral responses given by the student
\n\u2022 Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student\u2019s needs
\n\u2022 Indigenous \u2022 Knowledge and understanding
\n\u2022 Flexibility
\n\u2022 Services
\n\u2022 Inappropriate training and assessment \u2022 Culturally appropriate training
\n\u2022 Explore understanding of concepts and practical application through oral assessment
\n\u2022 Flexible delivery
\n\u2022 Using group rather than individual assessments
\n\u2022 Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
\n\u2022 Age \u2022 Educational background
\n\u2022 Limited study skills \u2022 Make sure font size is not too small
\n\u2022 Trainer\/Assessor should refer to the student\u2019s experience
\n\u2022 Ensure that the time available to complete the assessment takes account of the student\u2019s needs
\n\u2022 Provision of information or course materials in accessible format.
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
\n\u2022 Educational background \u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies \u2022 Discuss with the Student previous learning experience
\n\u2022 Ensure learning and assessment methods meet the student\u2019s individual need
\n\u2022 Disability \u2022 Speaking
\n\u2022 Reading
\n\u2022 Writing
\n\u2022 Numeracy
\n\u2022 Limited study skills and\/or learning strategies \u2022 Identify the issues
\n\u2022 Create a climate of support
\n\u2022 Ensure access to support that the student has agreed to
\n\u2022 Appropriately structure the assessment
\n\u2022 Provide information or course materials in accessible format, e.g. a textbook in braille
\n\u2022 Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
\n\u2022 Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
\n\u2022 Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
\n\u2022 Changes to course design, e.g. substituting an assessment task
\n\u2022 Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
\nExplanation of reasonable adjustments strategy used (If required)
\nWhat if you disagree on the assessment outcome?
\nYou can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as \u2018Not Yet Competent\u2019 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.
\nYour 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.
\nAcademic Integrity:
\nAcademic 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.
\nAs a student, you are required to:
\n\u2022 Undertake studies and research responsibly and with honesty and integrity
\n\u2022 Ensure that academic work is in no way falsified
\n\u2022 Seek permission to use the work of others, where required
\n\u2022 Acknowledge the work of others appropriately
\n\u2022 Take reasonable steps to ensure other students cannot copy or misuse your work.
\nPlagiarism:
\nPlagiarism 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.
\nPlagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
\n\u2022 Paraphrasing and presenting work or ideas without a reference
\n\u2022 Copying work either in whole or in part
\n\u2022 Presenting designs, codes or images as your own work
\n\u2022 Using phrases and passages verbatim without quotation marks or referencing the author or web page
\n\u2022 Reproducing lecture notes without proper acknowledgement.
\nCollusion:
\nCollusion 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.
\nCollusion may be with another RTO student or with individuals or student\u2019s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
\nCollusion occurs when you work without the authorisation of the teaching staff to:
\n\u2022 Work with one or more people to prepare and produce work
\n\u2022 Allow others to copy your work or share your answer to an assessment task
\n\u2022 Allow someone else to write or edit your work (without rto approval)
\n\u2022 Write or edit work for another student
\n\u2022 Offer to complete work or seek payment for completing academic work for other students.
\nBoth collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO\u2019s policy on Academic integrity, plagiarism and collusion.
\nPlagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO\u2019s policy.
\nProven involvement in plagiarism or collusion may be recorded on students\u2019 academic file and could lead to disciplinary action.
\nAssessment Formatting and Answer length Guidance:
\nYour submitted document must follow the given criteria:
\n\u2022 Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
\n\u2022 Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
\n\u2022 The Assessment file name for electronic copy should follow :
\nStudent Id_Assessment_No (Example AHI000014_Assessment 1)
\nReferencing
\nInclude 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.
\nTo access a web-based tool, see Harvard Style online generator
\nhttp:\/\/www.harvardgenerator.com
\nAssessment Task 2: Project
\nTask summary
\nIn this task, you are required to demonstrate your skills and knowledge by working through a number of activities and submitting a completed project ( help with nursing paper writing from experts with MSN & DNP degrees) portfolio.
\nRequired
\n\u2022 Your learning resources and other information for reference
\n\u2022 Project Portfolio template
\n\u2022 Simulation Pack (if you need a case study).
\nTiming
\nYour assessor will advise you of the due date of this assessment.
\nAssessment criteria
\nFor 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.
\nRe-submission opportunities
\nYou 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.
\nIf 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.
\nYou 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.
\nYou 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.<\/p>\n
Assessment Task 2 Instructions
\nComplete the following activities:
\n1. Carefully read the following:
\nThis project ( help with nursing paper writing from experts with MSN & DNP degrees) requires you to manage the personal and professional development of yourself and three team members team by:
\n\u2022 supporting the team\u2019s personal and professional development.
\n\u2022 planning and developing your own personal and professional development for the role you assume within the team.
\n\u2022 facilitating the achievement of work priorities.
\nVocational 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 ( help with nursing paper writing from experts with MSN & DNP degrees) 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!
\nIt 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.
\nYou 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.
\nYou will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below.
\n2. Preparation
\nMake 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\u2019s your own business or a business where you are working or are familiar with, have your business or case study approved by your assessor.
\nComplete Page 4 of your Project Portfolio for this unit.
\nRead through the requirements of Section 1, 2 and 3 of your Project Portfolio.
\n3. Manage a team\u2019s personal and professional development
\nComplete Section 1 of your Project Portfolio. To do this, you need to:
\n\u2022 Establish the organisational goals or objectives.
\n\u2022 Document team responsibilities.
\n\u2022 Address diverse needs of the team.
\n\u2022 Identify and summarise organisational frameworks for personal and professional development.
\n\u2022 Support a team (at least three people) to develop work goals, plans and activities.
\n\u2022 Communicate with team members to provide support.
\nCommunication 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.
\nYour communication must display an understanding and consideration to those with diverse needs. You will be assessed on this.
\nAssume 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.
\nContinue working on Section 1 of your Project Portfolio.
\n\u2022 Assess the work goals, plans and activities of three team members to provide feedback (how do they align with organisational goals and requirements).
\n\u2022 Provide feedback to each team members from your assessment of their work goals, plans and activities.
\nFeedback 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.
\nYour communication must display an understanding and consideration to those with diverse needs. You will be assessed on this.
\nContinue working on Section 1 of your Project Portfolio.
\n\u2022 Facilitate team members\u2019 access to personal and professional development opportunities.
\n4. Develop and maintain your own personal and professional competence
\nComplete Section 2 of your Project Portfolio. To do this, you need to:
\n\u2022 Describe your role and responsibilities
\n\u2022 Meet with at least one person to seek feedback on your own personal and professional development.
\nThis 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.
\nThis 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.
\nAs part of this meeting, you are required to demonstrate your ability to:
\n\u2022 acknowledge and consider diversity as you communicate.
\n\u2022 use listening and questioning techniques to confirm to seek and receive feedback.
\n\u2022 demonstrate the use of interpersonal skills to establish and build rapport with others.
\n\u2022 demonstrate positive working relationships.
\nYou will be assessed on this.
\nIf 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.
\nContinue working on Section 2 of your Project Portfolio:
\n\u2022 Plan and document your own personal development needs, plans and activities.
\n\u2022 Participate in at least two personal and professional development activities (one of each is sufficient).
\nMake sure you have answered all questions in Section 1 and 2.
\nYou are required to attach certain documents as part of your evidence \u2013 review the documents you need to attach as outlined in Section 1 and 2 of the Project Portfolio.
\nSubmit Section 1 and 2 to your assessor.
\n5. Facilitate achievement of work priorities
\nIf 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.
\nComplete Section 3 of your Project Portfolio. To do this, you need to:
\n\u2022 Research and implement techniques to manage team health and well-being.
\n\u2022 Assess and prioritise personal, team and organisational demands.
\n\u2022 Use technology to manage work priorities.
\n6. Submit your completed Project Portfolio
\nMake 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.
\nAssessment Task 2: Checklist
\nDid the student: Completed successfully? Comments
\nYes No
\nManage a team\u2019s personal and professional development by:
\n\u2022 establishing the organisational goals or objectives.
\n\u2022 documenting team responsibilities.
\n\u2022 identifying and summarising organisational frameworks for personal and professional development.
\n\u2022 supporting a team (at least three people) to develop work goals, plans and activities.
\n\u2022 communicating with team members to provide support (taking diverse needs into consideration).
\n\u2022 assessing the work goals, plans and activities of three team members to provide feedback (how do they align with organisational goals and requirements.
\n\u2022 providing feedback to each team members from your assessment of their work goals, plans and activities (taking diverse needs into consideration).
\n\u2022 facilitating team members\u2019 access to personal and professional development opportunities.
\nDevelop and maintain their own personal and professional competence by:
\n\u2022 describing their role and responsibilities.
\n\u2022 meeting with at least one person to seek feedback on their own personal and professional development.
\n\u2022 planning and documenting their own personal development needs, plans and activities.
\n\u2022 participating in at least two personal and professional development activities.
\nFacilitate achievement of work priorities by:
\n\u2022 researching and implementing techniques to manage team health and well-being.
\n\u2022 assessing and prioritising personal, team and organisational demands.
\n\u2022 using technology to manage work priorities.
\nDemonstrate effective oral communication skills, including:
\n\u2022 acknowledge and consider diversity as you communicate.
\n\u2022 use listening and questioning techniques to confirm to seek and receive feedback.
\n\u2022 demonstrate the use of interpersonal skills to establish and build rapport with others.
\n\u2022 demonstrate positive working relationships.
\nTask outcome: \u2022 Satisfactory \u2022 Not satisfactory
\nAssessor signature:
\nAssessor name:
\nDate:<\/p>\n
——<\/p>\n
Qualification Code\/Title BSB50420 Diploma of Leadership and Management Assessment Details<\/p>\n
Type of assessment Assessment -02 (Project) Time limit<\/p>\n
Location AHIC Term \/ Year Due Date<\/p>\n
Competency Units<\/p>\n
BSBPEF501 BSBPEF501 BSBPEF501 BSBPEF501 BSBPEF501 BSBPEF501 BSBPEF501 BSBPEF<\/p>\n
Information about the student<\/p>\n
Student ID Student Name<\/p>\n
Student Declaration: I certify that the work I have submitted is original.<\/p>\n
It is entirely original and has not been duplicated or plagiarized in any way.<\/p>\n
source or a person<\/p>\n
Assessor Information<\/p>\n
Name of the Assessor<\/p>\n
OUTCOMES (Please Circle) NOT SATISFACTORY SATISFACTORY SATISFACTORY SATISFACTORY SATISFACTORY SATI<\/p>\n
Student’s feedback:<\/p>\n
I affirm that I have been a student for the past two years.<\/p>\n
This unit has been examined, and I have been informed of my results.<\/p>\n
result. I’m also aware of my right to appeal.<\/p>\n
Declaration of the Assessor: I certify that I have undertaken a fair and impartial assessment.<\/p>\n
With this, you may conduct a legitimate, trustworthy, and flexible assessment.<\/p>\n","protected":false},"excerpt":{"rendered":"
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