Instructions to Learner

Assessment instructions

Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. 

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one’s own unintentionally
• Handing in assessments markedly similar to or copied from another learner
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has completed all the assessments for this unit of competency, the learner will be awarded “Competent” (C) or “Not Competent” (NC) for the relevant unit of competency.

Confidentiality

The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.

Recognised prior learning

Learners will be able to have their previous experience or expertise recognised on request.

Special needs

Learners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can be:

• Direct observation
• Product-based methods e.g. reports, role plays, work samples
• Portfolios – annotated and validated
• Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

Candidate Details

Assessment – BSBMGT615 – Contribute to organisation development

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBMGT615 – Contribute to organisation development.

Name:             _____________________________________________________________

Learner ID:      ______________________________________________________________

Email:              _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:                        ____________________________________________________________

Date:               ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1:        ____________________________________________________________

Signed:                        ____________________________________________________________

Learner 2:        ____________________________________________________________

Signed:                        ____________________________________________________________

Learner 3:        ____________________________________________________________

Signed:                       ____________________________________________________________

Activity 1A

Estimated Time	10 Minutes
Objective	To provide you with an opportunity to analyse strategic plans to determine organisation development needs and objectives.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   Why is it important to analyse strategic plans in order to determine the organisation development needs?

Activity 1B

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to consult with relevant groups and individuals to profile the organisation’s culture and readiness for organisational development.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   profile the organisation’s culture and readiness for organisational development?

 Activity 1C

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to determine who will take key roles in the organisational development process and confirm their commitment.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):

 

 Activity 1D

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to collect and analyse data on areas of the business experiencing problems or that need realignment.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):

 Activity 1E

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to determine and agree on objectives and strategies for organisational development.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   Identify an organisation with which you are familiar. It would be useful if this was one that one that is currently in the public eye and which appears to be having problems (e.g. a well-known manufacturer; service provider, etc.).  Your task is to draft one or more objectives for an OD program for this organisation and to propose a key strategy for achieving the objective/s.   (Note: we recognise that you are basing this only on your impressions of the organisation and not actual data. However, it will be useful to practise proposing an objective and strategy for achieving it.)

 

 Activity 1F

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to consider change management techniques required to achieve the workplace culture outcomes and build them into the organisation development plan.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   Building on your answer to Activity 1E, the task now is to consider which change management techniques might be effective in achieving the objectives. You should briefly outline which techniques you might use and why you have made this choice.

Activity 1G

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to develop communication/education plans to achieve communication objectives in relation to the desired work environment and desired approach to problem‑solving and developmental activities.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   Building on your answers to Activities 1E and 1F, your task now is to plan the communication strategy to enable affected groups and individuals to gain the knowledge they need to accept and engage with the OD program.   You should identify what you think should be communicated, to whom, by whom, when and using what method/s. The outcome should be a brief overview plan showing your thinking.

 

Activity 1A to 1G checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes         No     (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
Learner’s signature
Assessor’s signature

Activity 2A

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to identify and implement consultative processes to maximise participation in the organisation development process.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):

  Activity 2B

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to undertake team development and training activities to develop collaborative approaches to problem‑solving and development.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):

 Activity 2C

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to facilitate groups to articulate problems and propose means for resolving the problems.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   Building on your answers to Activities 1E, 1F and 1G, develop an outline plan for a group session at which you wish the group to articulate the problems and propose solutions in relation to the matter which you felt an OD program would resolve. You should set out the following:

 Activity 2D

Estimated Time	10 Minutes
Objective	To provide you with an opportunity to manage conflict between individuals and/or groups to achieve consensus or agreement.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   Identify four steps that can be taken to deal with conflict if it occurs during the group session.

 Activity 2E

Estimated Time	10 Minutes
Objective	To provide you with an opportunity to undertake interventions in accordance with the organisation development plan.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   Identify one intervention that may form part of an organisation development plan. Briefly describe:

 Activity 2F

Estimated Time	10 Minutes
Objective	To provide you with an opportunity to brainstorm alternative proposals and negotiate and agree on outcomes.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   In what circumstances might it be necessary to brainstorm alternative proposals?

Activity 2A to 2F checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes         No     (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
Learner’s signature
Assessor’s signature

Activity 3A

Estimated Time	10 Minutes
Objective	To provide you with an opportunity to undertake surveys to identify any loss of support for organisational development programs and activities.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):   Why might there be a loss of support for the OD program and activities?

 Activity 3B

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to maintain regular team meetings and individual feedback in accordance with communication plan.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):       Development and implementation of new working procedures Training for all operators in new equipment/procedures Launch of a new product.   The OD program has been running for six months. Your task is to develop an outline agenda for a team meeting to advise the team about progress with the OD program and to elicit their questions and feedback about it. You are permitted to invent details for the purposes of this activity.

 Activity 3C

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to set out activities and interventions in the organisation development plan and maintain, evaluate and modify them as required.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):

 Activity 3D

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to ensure senior management reinforces organisation development program by ongoing messages of support and appropriate resource allocation.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):

Activity 3E

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to evaluate organisation development plans in terms of costs and benefits, including opportunity costs.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):

Activity 3A to 3E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes         No     (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
Learner’s signature
Assessor’s signature

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

• Skills – skill requirements, required skills, essential skills, foundation skills
• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
• Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.

Summative Assessments

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following skills:

Learning	Participates in team development and training activities to develop skills and knowledge
Reading	Evaluates and integrates facts and ideas while reviewing and interpreting organisational development processes
Writing	Researches, plans and prepares documentation using vocabulary, grammatical structure and conventions appropriate to context and audience
Oral Communication	Applies appropriate strategies to extract main ideas from oral texts across a range of contexts in an effort to improve organisational development
Numeracy	Selects and interprets a range of mathematical information to analyse performance, determine objectives and calculate cost-benefits of organisational development
Interact with others	Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate, with whom, why and howRecognises the importance of supportive interaction and building rapport in order to establish positive and effective working relationshipsCollaborates with others to achieve joint outcomes, playing an active role in encouraging innovation and facilitating effective group interaction, influencing direction and taking a leadership roleManages conflict in the workplace through the recognition of contributing factors and by implementing resolution strategies
Get the work done	Develops flexible plans for complex, high impact activities with strategic implications that involve multiple stakeholders with potentially competing demandsSystematically gathers and analyses all relevant information and evaluates options to make decisions about organisational developmentConsiders whether others should be involved in decision making and, if so, uses collaborative processesUses analytical and lateral thinking to review current practices and develop new ideasActively identifies systems, devices and applications with potential to meet current and or future needs with the help of specialists

Answer the activity in as much detail as possible, considering your organisational requirements.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. This skills-based activity will require the learner to interact with and document the organisation’s readiness for development. The learner will firstly be provided with the relevant documentation on the organisation’s development needs and stipulated objectives. The learner will need to outline these needs for their own records by documenting them in their workbook. With this document in hand, the learner will then consult with the relevant personnel in their organisation regarding development needs. The learner will then gain support and collaborate with the relevant people to push the development plan forward. At this point the plan should be developed with the input of relevant stakeholder and personnel. All this must be documented by the learner.

Summative Assessments: Section A checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes         No     (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
Learner’s signature
Assessor’s signature

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

To complete the unit requirements safely and effectively, the individual must:

• Explain how to maximise participation in and support for organisation development including strategies or techniques for:
• change management
• consultation
• evaluating the process and outcomes
• generating ideas and options
• managing conflict and resolving problems
• Outline theories of organisational behaviour and dynamics relevant to planning and implementing organisational development
• Explain the impact of legislation on organisational development and change
• List aspects of organisation culture that can affect organisation development and explain how to address them in planning and implementation.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

1. Name 5 change management techniques.

• What are the 4 main forms of the consultative process?

• Why is it important to manage conflict?

• Name and explain 5 of Fayol’s management principles.

• How might new legislation affect the process?

• What are the 6 types of organisational cultures? 

Summative Assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes         No     (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
Learner’s signature
Assessor’s signature

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following performance evidence:

Evidence of the ability to:

• Analyse information and data about the organisation and develop an organisation development plan including:
• agreed objectives
• change management and communications strategies
• identified roles
• Implement the development plan including:
• developing the team
• managing conflict
• solving problems
• Consult and communicate effectively with relevant stakeholders to:
• determine agreed objectives and outcomes
• manage conflict
• monitor and promote participation in and support for the development activities
• Evaluate the development plan and make adjustments as appropriate.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Create an organisational development plan for your organisation.

The learner must:

• Analyse all relevant information and data regarding their organisation
• Create an organisation development plan which outlines agreed objectives
• Identify roles
• Implement the plan while solving any problems and managing conflict
• Consult with relevant stakeholders
• Evaluate the development plan.

Summative Assessments: Section C checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes         No     (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
Learner’s signature
Assessor’s signature

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard?	Yes         No     (Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?	Yes         No     (Please circle)
Learner is deemed:	Not yet competent	Competent
Comments from trainer/assessor:
Learner is deemed:	Not yet competent	Competent
Learner’s signature
Assessor’s signature