Student Pack | My Assignment Tutor

Student Pack What is the purpose of this document? The StudentPack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered. The information includes the following: Information related to the unit of competencyGuidelines and instructions to complete each task and activityA student evaluation form Student Evaluation Form These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved. Link to other unit documents The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students. Document Usage CAQA Resources https://caqaresources.com.au/ Student Pack © 2019 CAQA Resources, CAQA and RTO Training Resources This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template. License Agreement: Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below. If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064. Student and trainer details Student details Full name:Student ID:Contact number:Email address:Trainer details Full name:Qualification and unit of competency Qualification/Course/Program DetailsCode:Name:Unit of competencyCode:BSBLDR801Name:Lead personal and strategic transformationReleases:1.0Release date:25/March/2015 Assessment Submission Method ☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☐ Online submission via Learning Management System (LMS) ☐ Any other method _________________________________________________ (Please describe here) Student declarationI have read and understood the information in the Unit Requirements prior to commencing this Student PackI certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;For the purposes of assessment, I give the trainer/assessor permission to:Reproduce this assessment and provide a copy to another member of staff; andTake steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).Student signature: ________________________________Date: ____/_____/______________Assessment Plan The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.Evidence number/ Task numberAssessment method/ Type of evidence/ Task nameSufficient evidence recorded/OutcomeAssessment task 1Knowledge Test (KT)S / NS (First Attempt) S / NS (Second Attempt)Assessment task 2Project (PT)S / NS (First Attempt) S / NS (Second Attempt)Assessment task 3Project (PT)S / NS (First Attempt) S / NS (Second Attempt)Assessment task 4Project (PT)S / NS (First Attempt) S / NS (Second Attempt)OutcomeC ☐ NYC ☐Date assessed:Trainer signature: Completion of the Assessment Plan Your trainer is required to fill out the Assessment Plan Outcome records above, when: You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency. Your work has been reviewed and assessed by your trainer/assessor. You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency. You have been provided with relevant and detailed feedback. Every assessment has a “Feedback to Student” section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as: Result of Assessment (satisfactory or unsatisfactory) Student name, signature and date Assessor name, signature and date Relevant and detailed feedback Unit Requirements You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification. Pre-Assessment Checklist: Task 1 – Knowledge Test The purpose of this checklistThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.Section 1: Information for Students☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix – Appendix A and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date.Section 2: Reasonable adjustmentsI confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustmentDeclaration (Student to complete) ☐ I confirm that the purpose and procedure of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment.Student Name: ______________________________________Student Signature: ___________________________________  Assessment method-based instructions and guidelines: Knowledge Test Assessment typeWritten QuestionsInstructions provided to the student:Assessment task description:     This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency. The Knowledge Test is comprised of sixteen (16) written questions You must respond to all questions and submit them to your Trainer/Assessor. You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.Applicable conditions:        All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test). You must read and respond to all questions. You may handwrite/use a computer to answer the questions. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.Resubmissions and reattempts: Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.Location:This assessment task may be completed in:☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment.Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.Instructions for answering the written questions:Complete a written assessment consisting of a series of questions. You will be required to answer all the questions correctly. Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer. Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking. Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality. You must write your responses in your own words. Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used. When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.Purpose of the assessmentThis assessment task is designed to evaluate your Knowledge for the following: Knowledge of innovation theories and their key concepts. Knowledge of the impact of leadership style on innovation in organisations. Knowledge of the relevance of organisational and industry context on innovation. Knowledge of internal and external conditions or factors that impact on organisational innovation. Knowledge of the strategies for identifying, assessing and managing risks associated with innovation. Knowledge of support innovative practices. Knowledge of mechanisms at system or process level that can support innovative practices. Knowledge of common challenges to innovation within an organization. Knowledge of barriers to innovation within an organization Knowledge of communication methods that can be used to communicate unresolved issues, concerns and problems raised by team members with the line management and stakeholders. Knowledge to overcome challenges and barriers to innovation in an organization.Task instructionsThis is an individual assessment. To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. To be assessed as Satisfactory in this assessment task, all questions must be answered correctly. Assessment Task 1: Knowledge Test Provide your response to each question in the box below. Q1:Outline how the following legislation and regulations affect operations in an organisation:WHS (100-150 words) Environment issues (50-70 words) Equal opportunity (50-100 words) Anti-discrimination (50-70 words) Industrial relation (30-50 words)Satisfactory responseYes ☐No ☐Q2:Answer the following: Explain the role of an organisation’s mission, vision and value statements. Write your answer in 100-150 words. How does an organisation’s mission, vision and value statements impact on modelling and cultivating collaborative thinking? Write your answer in 30-50 words..Satisfactory responseYes ☐No ☐Q3:Answer the following: Outline the purpose of organisational objectives, plans and strategies. Write your answer in 100-150 words. Explain the importance of organisational objectives, plans and strategies when managing change within the organisation. Write your answer in 50-70 words.Satisfactory responseYes ☐No ☐ Q4:Answer the following: Explain the following types of leadership styles: Laissez-Faire Leadership Democratic leadership Autocratic leadership Write 50-70 words for each.Which leadership style usually gets the best response when managing change within an organisation? Write your answer in 50-70 words.Satisfactory responseYes ☐No ☐Q5:Discuss the concept of “personal development planning” and describe personal development planning methodologies. Write your answer in 100-150 words.Satisfactory responseYes ☐No ☐Q6:Answer the following: Explain two (2) common data collection methods. Write your answer in 100-150 words. Which method will you use to develop a learning program for your team or employees within an organisation? Write your answer in 30-50 words.Satisfactory responseYes ☐No ☐Q7:Explain the role of PEST analysis in external environment scanning in relation to social, political, economic and technological developments? Write your answer in 100-150 words.Satisfactory responseYes ☐No ☐Q8:Give examples of two positive workplace behaviours that should be used by managers to assist in achieving business performance. Write your answer in 100-150 words.Satisfactory responseYes ☐No ☐ Q9:Explain emotional intelligence and its relationship to individual and team effectiveness. Write your answer in 200-250 words.Satisfactory responseYes ☐No ☐Q10:What are the four (4) four stages of transformational change in an organisation? How can these stages be managed? Write your answer in 200-250 words.Satisfactory responseYes ☐No ☐Q11:Explain how organisations can design and build responsiveness when change happens in customer or market conditions. Write your answer in 200-250 Words.Satisfactory responseYes ☐No ☐Q12:Give examples of two workplace behaviours that should be avoided by managers.Satisfactory responseYes ☐No ☐Q13:Explain how a manager can build trust and confidence in their team. Write your answer in 50-100 words.Satisfactory responseYes ☐No ☐ Q14:Identify legislation relevant to your state or territory that ensures that bullying does not occur in the workplace and explain the negative impact of bullying on workplace relationships. Use 25 – 50 words.Satisfactory responseYes ☐No ☐Q15:Identify and explain two (2) common workplace policies that assist in creating effective workplace relations. Write your answer in 50-100 words.Satisfactory responseYes ☐No ☐Q16:Explain how a workplace Code of Conduct can assist in promoting positive workplace relationships. Give an example to illustrate your answer. Write your answer in 100-150 words.Satisfactory responseYes ☐No ☐ Assessment Results Sheet OutcomeFirst attempt:Outcome (make sure to tick the correct checkbox):Satisfactory (S) ☐ or Not Satisfactory (NS) ☐Date: _______(day)/ _______(month)/ _______(year)Feedback:Second attempt:Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ _______(year) Feedback:Student DeclarationI declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.Student SignatureDateTrainer/Assessor NameTrainer/Assessor DeclarationI hold:☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VETI declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.Trainer/Assessor SignatureDateOffice Use OnlyThe outcome of this assessment has been entered into the Student Management Systemon _________________ (insert date)by (insert Name) __________________________________ Pre-Assessment Checklist: Task 2 – Project The purpose of this checklistThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.Section 1: Information for Students☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date.Section 2: Reasonable adjustmentsI confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustmentDeclaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment.Student Name: ______________________________________Student Signature: ___________________________________  Assessment method-based instructions and guidelines: Project Assessment typeProject – Reflect on and improve own development, personal leadership style and self-management skillsInstructions provided to the student:Assessment task description:     This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment task requires you to complete a project. You must reflect on and improve own development, personal leadership style and self-management skills. You will receive your feedback within two weeks, and you will be notified by your trainer/assessor when results are available. You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.Applicable conditions:        This project is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook). You must read and respond to all the criteria of the project. You may handwrite/use computers to answer the criteria of the project. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.Resubmissions and reattempts: Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.Location:This assessment task may be completed in:☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment.Your trainer/Assessor will provide further student information regarding the location for completing this assessment task.Purpose of the assessmentThis assessment task is designed to evaluate student’s following skills and abilities: Skills to apply strategies to create a climate that encourages and allows for the receiving and giving of constructive feedback. Skills to assess my professional strengths and weaknesses. Skills to maintain a high level of performance in different work conditions. Skills to use feedback and self-assessment to evaluate professional competence and determine development needs and priorities. Skills to participate in networks to enhance personal capability, skills, knowledge and work relationships Skills to identify and reflect upon the impact of own emotions in the workplace. Skills to identify and recognise own emotional strengths and weaknesses, and those of others in the workplace. Skills to demonstrate flexibility and adaptability in dealing with others and consider the emotions of others when making decisions. Skills to encourage the development of emotional intelligence to build productive relationships and maximise workplace outcomes. Skills to encourage a positive emotional climate in the workplace. Skills to evaluate personal effectiveness in organisational and workplace culture Skills to identified key constraints of development of personal effectiveness to achieve organisational goals.Task instructionsThis is an individual assessment. To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. This assessment task requires you to complete a Reflective Journal and prepare a Professional Development Plan. You will complete the given activities based on information provided in the scenario. Answers must demonstrate the student’s application of their information and knowledge to required skills and other applicable criteria according to the unit of competency. The roles in the meeting will be allocated to the other students in the class by the trainer/assessor You must use the provided templates while writing your answers. The student must be concise, to the point and write answers according to the given word limit to each question and not provide irrelevant information. You must write your responses in your own words. You will be required to complete all parts of this assessment task. Assessment Task 2 – Project Activity 1 – Start your reflective journal. Reflect on your personal efficacy Your answers to the following questions will help you analyse your development needs, leadership style and self-management skills. Each point below has further requirements that you must address in your response. Discuss your career objectives. What professional development will you require to reach your career objectives? What are your development needs? What competency standards do you use to assess your professional strengths and weaknesses? (100-150 words) Do you maintain a high level of performance in different work conditions? Are you and your team achieving the operational accountabilities and responsibilities? Where are your strengths and weaknesses in maintaining consistent performance? (100-150 words) Do you serve as a positive role model? Do you use emotional intelligence to promote and maximise team outcomes? What are your strengths in using emotional intelligence? What could you improve on in this area? What strategies do you use to build trust confidence and the respect of diverse groups in the workplace (100-150 words) What strategies are you using to create a climate that encourages and allows for the receiving and giving of constructive feedback? What leadership qualities do you have and what skills need further refinement? How do you know if you are an effective leader? (100-150 words) How do you review your own performance? How do you review your performance in terms of personal efficacy? How do you review your performance in terms of competence? What is your understanding of professional competence and how will you achieve it? (100 – 150 words) What is your preferred learning style? What development opportunities do you prefer? What development needs would you give priority to and why? (100-150 words) What are your skills with regards to building an effective workplace culture? Have you developed a network that enhances your personal knowledge, skills and work relationships? Why or why not? How can you further develop your workplace and industry network? (100-150 words) Document your responses in the template provided below. Activity 2 Reflection on Emotional Intelligence Provide two (2) examples of successful interactions with others in the workplace and use the lens of emotional intelligence to explain why these were successful. Write your answer in 150-200 words. Provide an example of an unsuccessful interaction with a work colleague and identify and analyse strategies for improvement based on your understanding of emotional intelligence. Write your answer in 150-200 words. Analyse and evaluate your personal effectiveness in developing the competence required to achieve operational accountabilities and responsibilities. Write your answer in 150-200 words. Document your response in the section provided below. Activity 3 Reflective Statement Complete a Reflective Statement by answering the following questions: What are the main things you have learnt in this unit?How have you applied your new knowledge or skills in the workplace?What benefits or results have you seen?What transformational and transactional leadership practices are you applying? Document your response in the section provided below. Use 300 -350 words. REFLECTIVE JOURNAL (Activities 1 – 3)1. Reflection on personal efficacy2. Reflect on emotional intelligence3. Reflective statement Activity 4. Prepare a Professional Development Plan (PDP) Research your professional development needs by talking to three (3) colleagues and your manager/supervisor. Ask them what their opinion is with regards to your performance, your current capability and your development needs. Document their responses in the section provided below. Complete a self-assessment reflecting your performance and development needs, current capability, target capability, development opportunities, criteria for judging success and time-frame. The self-assessment template is provided below for you to complete. Use the information from Activity 3 to complete this activity. Be as specific as possible when completing the template. PDP-Template (Self-Assessment Template): PrioritySkillIProfessional Development needsCurrent capabilityTarget capabilityDevelopment opportunitiesCriteria for judging successTime frame Performance Criteria/Performance Checklist Your task must address the following performance criteria/ performance checklist.To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidenceSN/STrainer/Assessor to complete (Comment and feedback to students)Identified and apply strategies to create a climate that encourages and allows for the receiving and giving of constructive feedbackReviewed own performance in terms of personal efficacy, personal competence and attainment of professional competence outcomes and personal development objectives and prioritiesReviewed own capacity as a role model in terms of ability to build trust, confidence and respect of diverse groups and relevant individualsEvaluated personal effectiveness in building an effective organisational and workplace cultureAnalysed and evaluated personal effectiveness in developing the competence required to achieve operational accountabilities and responsibilities Assessment Results Sheet OutcomeFirst attempt:Outcome (make sure to tick the correct checkbox):Satisfactory (S) ☐ or Not Satisfactory (NS) ☐Date: _______(day)/ _______(month)/ ____________(year)Feedback:Second attempt:Outcome (make sure to tick the correct checkbox):Satisfactory (S) ☐ or Not Satisfactory (NS) ☐Date: _______(day)/ _______(month)/ ____________(year) Feedback:Student DeclarationI declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.Student SignatureDateTrainer/Assessor NameTrainer/Assessor DeclarationI hold:☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VETI declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.Trainer/Assessor SignatureDateOffice Use OnlyThe outcome of Assessment has been entered into the Student Management Systemon _________________ (insert date)by (insert Name) __________________________________ Pre-Assessment Checklist: Task 3 – Project The purpose of this checklistThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.Section 1: Information for Students☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date.Section 2: Reasonable adjustmentsI confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustmentDeclaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment.Student Name: ______________________________________Student Signature: ___________________________________  Assessment method-based instructions and guidelines: Project Assessment typeProject – Develop a Team Performance Plan and an Implementation PlanInstructions provided to the student:Assessment task description:     This is the third (3) assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment task requires you to complete a project. You must develop team performance plan and implementation plan. You will receive your feedback within two weeks, and you will be notified by your trainer/assessor when results are available. You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.Applicable conditions:        This project is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook). You must read and respond to all the criteria of the project. You may handwrite/use computers to answer the criteria of the project. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.Resubmissions and reattempts: Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.Location:This assessment task may be completed in:☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment.Your trainer/Assessor will provide further student information regarding the location for completing this assessment task. Purpose of the assessmentThis assessment task is designed to evaluate the following skills and abilities: Skills to write a brief report on own personal transformational and transactional leadership practices used to develop and promote team effectiveness. Skills to discuss team concerns and expectations. Skills to prepare a Team Performance Plan Skills to prepare an Implementation Plan for a Team Performance Plan.Task instructionsThis is an individual assessment. To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. This assessment task requires you (the student) to act as the Operations Manager at KPMG. You must complete the activities provided based on the information given in the scenario. Answers must demonstrate your application of information and knowledge to the required skills and other applicable criteria according to the unit of competency. The roles of the team members will be allocated to the other students/staff in the class by your trainer/assessor. You must use the templates provided for writing the answers. The word limit for each task is provided in the templates. The student must be concise, to the point and write answers according to the given word limit to each question and not provide irrelevant information. You must write your responses in your own words. You will be required to complete all parts of this assessment task. Assessment Task 3 – Project Scenario: You are working as the Operations Manager at KPMG looking after the Melbourne office. Head office has asked you to establish three smaller offices in the outer suburbs and 30 % of the team working in the CBD will have to relocate to the new offices. Your role will be to lead the team through this change. To do this you need to develop a team performance plan. The plan will be used to; Identify the desired performance levels of the team.Identify how these performance levels will be achieved and provide guidance and direction to the team.Provide guidance and direction to the team.Measure progress towards the desired performance levels. Refer to this web page for details regarding KPMG. https://home.kpmg/au/en/home.html The ability to successfully lead and manage others is crucial to the success of a business and in the achievement of organisational goals and objectives. For this section of the assessment, you will establish or re­confirm a work performance plan for your team and then facilitate its implementation using a range of leadership strategies and techniques. You must also demonstrate the application of the appropriate leadership style and your approaches must be appropriate for leading the team and the strategic outcomes. Part A: Prepare a Team Performance Plan Activity 1 Report Prepare a brief report on the transformational and transactional leadership practises you will use to develop and promote team effectiveness. Include information on how you will manage your personal communication, the relationships between you and your team member, the relationships between team members and your leadership role. Use the section provided below for the report. Use 150 – 200 words for each. Transformational leadership practicesTransactional leadership practices Activity 2 Organise a meeting Organise a meeting with the team to prepare a Team Performance Plan. Discuss concerns expectations and strategies to promote team effectiveness with your team members. The meeting will be crucial to the success of the project. You are the Operations Manager and you will lead the meeting. Your Trainer/Assessor will allocate the roles of team members, at least three (3) to your classmates. During the meeting you must use your leadership skills to ensure that you and your team members exchange views and that communication is two-way and respectful. By the end of the meeting, there must be a shared agreed understanding of the project outputs and deliverables in the Team Performance Plan. You need to write an agenda prior to the meeting. The role of note-taker for the minutes of the meeting will be allocated to your Trainer/Assessor. The Team Performance Plan needs to include the following information; Outputs, projects and deliverables (what you and the team are going to do, main tasks and projects)Conduct and behaviour (how you and the team are going to do it)Knowledge and skills (that you and the team members need to do the job) Write your agenda based on the information above. Use the template provided underneath. Agenda Date Start time Location AttendeesIntroductionItem 1Item 2Item 3Item 4 Record the meeting minutes in the template provided below: Minutes of Meeting Meeting Objective: Attendees: Venue: Date:S.No.Points DiscussedActions SuggestedTarget DateSignature of attendee 1: Signature of attendee 2:Signature of attendee 3: Signature of attendee 4: Activity 3 Develop the Team Performance Plan Develop the Team Performance Plan based on the outcomes of the meeting in Activity 2. The plan must include the following information: Outputs, projects and deliverables – what you and the team are going to do. Use 150 – 200 words.Conduct and behaviour – how you and the team are going to do it. Use 150 – 200 wordsKnowledge and skills – that you and the team members need to do on the job. Use 150 – 200 words. Prepare the plan using the template provided below. Team performance plan template: Outputs, projects and deliverables.What are the key objectives, responsibilities and key activities for the year ahead? What will the main work be?Conduct and behaviourWhat values and behaviour will be particularly relevant? How will you and the team achieve the outcomes above?Knowledge and skillsWhat knowledge and skills will this project require? Activity 4: Prepare an implementation plan for the team performance plan In this part, you need to prepare an implementation plan for the team performance plan developed in Activity 3 of this assessment task. The plan needs to include strategies you will use to model and cultivate collaborative thinking. Your implementation plan must include the following: A strategy for monitoring individual and team performance against KPIs and objectives. Use 150 – 200 Words Actions to be taken to encourage and foster a shared understanding of purpose, roles and responsibilities. How you will be using empathy in personal communication, relationships, apply judgement, intelligence and common sense when undertaking your day-to-day leadership role. Use 250 – 300 Words Techniques to be used to facilitate team cohesion and support for each other to achieve individual and team goals and manage work-based relationships effectively. Use 150 – 200 Words Own actions to be taken to model desired behaviour and practices, including promoting trust and use of strategic networks, Integrate own emotions with cognitions in personal leadership style. Use 150 – 200 Words Training or support that will be provided to the team, strategies for fostering team support of each other to achieve KPIs and objectives. Monitor and regulate own potentially disruptive emotions and impulses. Use 250 – 300 Words Strategies for communicating effectively with a range of stakeholders regarding team performance. Strategies for encouraging a two-way flow of information between the team and management. Model and encourage collaboration within the team and collaborative thinking for the growth of the company. Use 150 – 200 Words Methods for identifying and solving issues. How the organisation’s cultural diversity and ethical values will be adhered to? Lead consistently in an inclusive manner that is respectful of individual differences. Use 150 – 200 Words Discuss how you will manage conflicts or poor performance in the workplace. Give an example of a personal leadership style and adjustment you have made/will make in different contexts when managing poor work-performance or conflict. Use 150 – 200 Words How you will introduce new collaborative and participative work relationships for optimum performance? Use 150 – 200 Words. Implementation planStrategy for monitoring individual and team performance against KPIs and objectives.Actions to be taken to encourage and foster a shared understanding of purpose, roles and responsibilities. How you will be using empathy in personal communication, relationships, apply judgement, intelligence and common sense when undertaking your day-to-day leadership role.Actions to be taken to encourage and foster a shared understanding of purpose, roles and responsibilities. How you will be using empathy in personal communication, relationships, apply judgement, intelligence and common sense when undertaking your day-to-day leadership role.Own actions to be taken to model desired behaviour and practices, including promoting trust and use of strategic networks, Integrate own emotions with cognitions in personal leadership styleTraining or support that will be provided to the team, strategies for fostering team support of each other to achieve KPIs and objectives. Monitor and regulate own potentially disruptive emotions and impulses.Strategies for communicating effectively with a range of stakeholders regarding team performance. Strategies for encouraging a two-way flow of information between the team and management. Model and encourage collaboration within the team and collaborative thinking for the growth of the company.Methods for identifying and solving issues. How the organisation’s cultural diversity and ethical values will be adhered to? Lead consistently in an inclusive manner that is respectful of individual differencesDiscuss how you will manage conflicts or poor performance in the workplace. Give an example of a personal leadership style and adjustment you have made/will make in different contexts when managing poor work-performance or conflict.How you will introduce new collaborative and participative work relationships for optimum performance? Performance Criteria/Performance Checklist Your task must address the following performance criteria/ performance checklist.To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidenceSN/STrainer/Assessor to complete (Comment and feedback to students)Applied transformational leadership practices Applied transactional leader practicesDemonstrated empathy in personal communication, relationships and day to day leadership roleLead consistently in an inclusive manner that was respectful of individual differencesMonitored and regulated own potentially disruptive emotions and impulsesManaged work-based relationships effectivelyIntegrated own emotions with cognitions in personal leadership styleEvaluated personal leadership style and adjusted for different contexts Assessment Results Sheet OutcomeFirst attempt:Outcome (make sure to tick the correct checkbox):Satisfactory (S) ☐ or Not Satisfactory (NS) ☐Date: _______(day)/ _______(month)/ ____________(year)Feedback:Second attempt:Outcome (make sure to tick the correct checkbox):Satisfactory (S) ☐ or Not Satisfactory (NS) ☐Date: _______(day)/ _______(month)/ ____________(year) Feedback:Student DeclarationI declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.Student SignatureDateTrainer/Assessor NameTrainer/Assessor DeclarationI hold:☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VETI declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.Trainer/Assessor SignatureDateOffice Use OnlyOutcome of Assessment has been entered into the Student Management Systemon _________________ (insert date)by (insert Name) __________________________________ Pre-Assessment Checklist: Task 4 – Project The purpose of this checklistThe pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.Section 1: Information for Students☐ Make sure you have completed the necessary prior learning before attempting this assessment. ☐ Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. ☐ Make sure you understand what evidence is required to be collected and how. ☐ Make sure you know your rights and the Complaints and Appeal process. ☐ Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). ☐ Make sure that you have access to a computer and the internet (if you prefer to type the answers). ☐ Make sure that you have all the required resources needed to complete this assessment task. ☐ The due date of this assessment task is in accordance with your timetable. ☐ In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. ☐ The request for an extension to submit your assessment work must be made before the due date.Section 2: Reasonable adjustmentsI confirm that I have reviewed the Reasonable Adjustments guidelines and criteria as provided in Appendix A and attached relevant evidence as required and select the correct checkbox. ☐ I do require reasonable adjustment ☐ I do not require reasonable adjustmentDeclaration (Student to complete) ☐ I confirm that the purpose and procedures of this assessment task has been clearly explained to me. ☐ I confirm that I have been consulted about any special needs I might have in relation to the assessment process. ☐ I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment. ☐ I confirm I have accessed and understand the assessment information as provided in the Training Organisation’s Student Handbook. ☐ I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment. ☐ I confirm that I am ready for assessment.Student Name: ______________________________________Student Signature: ___________________________________  Assessment method-based instructions and guidelines: Project Assessment typeProject – Answer a set of questions based on the case studyInstructions provided to the student:Assessment task description:     This is the fourth (4) assessment task you must successfully complete to be deemed competent in this unit of competency. This assessment task requires you to complete a project. You must answer a set of questions based on the case study. You will receive your feedback within two weeks, and you will be notified by your trainer/assessor when results are available. You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.Applicable conditions:        This project is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook). You must read and respond to all the criteria of the project. You may handwrite/use computers to answer the criteria of the project. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task, you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.Resubmissions and reattempts: Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments. For more information, please refer to the Training Organisation’s Student Handbook.Location:This assessment task may be completed in:☐ a classroom ☐ learning management system (i.e. Moodle), ☐ workplace, ☐ or an independent learning environment.Your trainer/Assessor will provide further student information regarding the location for completing this assessment task.Purpose of the assessmentThis assessment task is designed to evaluate student’s following skills and abilities: Skills to identify the impact of multiskilling in a department and the effect it has on the work team as a whole. Skills to identify the concerns of the team members. Skills to predict the major resistance points or obstacles to this change. Skills to develop a plan and introduce change.Task instructionsThis is an individual assessment. To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc. This assessment task requires students to answer a set of questions based on the case study. Answers must relate to the scenario provided. Answers must demonstrate the student’s application of their information and knowledge to required skills and other applicable criteria according to the unit of competency. The word limit for each task is provided in the task itself. The student must be concise, to the point and write answers according to the given word limit to each question and not provide irrelevant information. You must write your responses in your own words. You will be required to complete all parts of this assessment task. Assessment Task 4 – Project Scenario Case study: As part of the latest workplace agreement, an organisation is about to introduce multiskilling for all employees. The goal is to enhance efficiency, flexibility and job satisfaction and help the organisation become an employer of choice. Tom, the Section Manager is responsible for developing and implementing learning plans for the employees in their sections. These are put in place to ensure that all the employees can benefit from equal opportunity and health, safety and welfare professional development and that a net 3% gain in productivity six months after the training is completed. Measures of each section’s success also include attendance rate, labour retention rates, number of grievances registered and output to costs ratios. Tom can see many apparent benefits for the employees. A great variety of tasks and increased skills will provide better job satisfaction, and flexibility resulting from multiskilling taking place. Employees will have the opportunity to undertake complete projects and take on more responsibility and decision making in their roles. Tom can see plenty of other benefits to the organisation apart from those stated in the workplace agreement: multi-skilled staff, improved occupational health and safety, improved and easier recruitment and retention due to increased level of job satisfaction, more effective use of technology, improved staff morale, it sounds too good to be true. Read the case study carefully and answer the questions in the spreadsheet below: Q1 Give examples of how Tom can communicate the new organisational direction and values to the staff. (150 – 200 words)Q2: What impact will Tom’s role as a leader have during this organisational change? What strategies can he use? (100-150 words).Q3: Explain how Tom should analyse and confirm the capacity and competence of relevant team members to find out how they can contribute to the change process and implementation plans. (100 – 150 words).Q4: What strategies can Tom use to develop a learning and communication solutions to address any problems and risks arising for individuals during organisational change. (100-150 words) Q5: If you were Tom, how would you develop, plan and introduce this change? (100-150 words)Q6: What leadership style and approaches should Tom use to best respond to the impact of change on people and processes (50-100 words)Q7: How you would deal with the resistance to change? (50-100 words)Q8 What relevant legislation, information and intelligence sources does Tom need to analyse and keep in mind during the change process? (50 – 100 words) Performance Criteria/Performance Checklist Your task must address the following performance criteria/ performance checklist.To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidenceSN/STrainer/Assessor to complete (Comment and feedback to students)Gave examples of how organisational direction and values should be conveyed to relevant individuals and stakeholdersAnalysed the impact and role of leadership during organisational changeAnalysed and confirmed the capacity and competence of relevant individuals to contribute to change processes and plansExplained how learning and communication solution to address problems and risks arising for individuals during organisational change can be developedExplained how strategic leaders can develop, plan and introduce changeExplained the leadership style and approach that should be used to best respond to the impact of change on people and processesExplained how leaders deal with resistance to changeAnalysed relevant legislation, information and intelligence sources Assessment Results Sheet OutcomeFirst attempt:Outcome (make sure to tick the correct checkbox):Satisfactory (S) ☐ or Not Satisfactory (NS) ☐Date: _______(day)/ _______(month)/ ____________(year)Feedback:Second attempt:Outcome (make sure to tick the correct checkbox):Satisfactory (S) ☐ or Not Satisfactory (NS) ☐Date: _______(day)/ _______(month)/ ____________(year) Feedback:Student DeclarationI declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.Student SignatureDateTrainer/Assessor NameTrainer/Assessor DeclarationI hold:☐ Vocational competencies at least to the level being delivered ☐ Current relevant industry skills ☐ Current knowledge and skills in VET, and undertake ☐ Ongoing professional development in VETI declare that I have conducted an assessment of this student’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.Trainer/Assessor SignatureDateOffice Use OnlyOutcome of Assessment has been entered into the Student Management Systemon _________________ (insert date)by (insert Name) __________________________________ Appendix A: Reasonable Adjustments Write (task name and number) where reasonable adjustments have been applied:Reasonable AdjustmentsStudents 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. The trainer/assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. The 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)CategoryPossible IssueReasonable 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 an 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 the 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 an 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 the physical environment, e.g. installing lever taps, building ramps, installing a liftExplanation of reasonable adjustments strategy used Trainer/Assessor NameTrainer/Assessor DeclarationI declare that I have attached all relevant evidence to provide reasonable adjustment. The training package guidelines and criteria have not been compromised in the process of providing reasonable adjustment to the student. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided explanation of reasonable adjustments strategy used, as required.Trainer/Assessor SignatureDate Appendix B: Learner Evaluation Form Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below: logistics and supportfacilitationtraining materialassessment Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form! Unit of Competency NameTrainer/Assessor NameStudent Name (Optional)Dates of TrainingEmployer/Work site (if applicable)Date of EvaluationALogistics and Support EvaluationNo.Criteria/QuestionStrongly DisagreeDisagreeNeutralAgreeStrongly Agree1The communication regarding the required attendance and time to study to pass this unit was correct2The staff were efficient and helpful.3The training equipment and material used was effective and prepared.4The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.)Additional Comments on Logistics and Support No.Criteria/QuestionStrongly DisagreeDisagreeNeutralAgreeStrongly AgreeBTrainer/Assessor Evaluation1The trainer/assessor was prepared and knowledgeable on the subject of the program2The trainer/assessor encouraged student participation and input3The trainer/assessor made use of a variety of methods, exercises, activities and discussions4The trainer/assessor used the material in a structured and effective manner5The trainer/assessor was approachable and respectful of the learners6The trainer/assessor was punctual and kept to the schedule7The trainer/assessor was easy to understand and used the correct languageAdditional Comments on Training No.Criteria/QuestionStrongly DisagreeDisagreeNeutralAgreeStrongly AgreeCLearning Evaluation1The learning outcomes of the unit are relevant and suitable.2The content of the unit was relevant and suitable for the target group.3The length of the training was suitable for the unit.4The learning material assisted in the learning of new knowledge and skills to apply in a practical manner.5The learning material was free from spelling and grammar errors6Handouts and exercises were clear, concise and relevant to the outcomes and content.7Learning material was generally of a high standard, and user-friendlyAdditional Comments on Learning Evaluation

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