Recent Question/Assignment
BSBLDR513
Communicate with influence
Student Assessment
What is the purpose of this document?
The Student Pack 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 competency
• Guidelines and instructions to complete each task and activity
• A 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
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License Agreement:
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1. Student and trainer details
Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:
2. Qualification and unit of competency
Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code: BSBLDR513
Name: Communicate with influence
Releases: 1.0
Release date: 27/Sep/2018
3. 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)
4. Student declaration
• I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
• I 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:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take 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: ____/_____/______________
5. 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 number Assessment method/ Type of evidence/ Task name Sufficient evidence recorded/Outcome
Assessment task 1 Knowledge Test (KT) S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2 Project (PT) S / NS (First Attempt)
S / NS (Second Attempt)
Outcome C ? NYC ?
Date assessed:
Trainer signature:
6. 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
7. 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 checklist
The 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 adjustments
I 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 adjustment
Declaration (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 type
• Written Questions
Instructions 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 six (6) 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 assessment
This assessment task is designed to evaluate student’s knowledge essential to present and negotiate persuasively, lead and participate in meetings and make presentations to customers, clients and other key stakeholders and knowledge regarding the following:
• Knowledge to identify the key industries relevant to an education and training organisation.
• Knowledge to identify the organisations useful for market services.
• Knowledge to identify and explain events and communication channels.
• Knowledge to recognise cross-cultural communication.
• Knowledge to identify cross-cultural communication skills.
• Knowledge to identify and explain the principles of cross-cultural communication.
• Knowledge to identify and consult the rules of negotiation with colleagues.
• Knowledge to identify the key components of conflict resolution.
• Knowledge to identify the main incident de-escalation techniques.
• Knowledge to identify the characteristics of a good organisational objective.
Task instructions
• This 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: Answer the following questions regarding the key industry, media and government organisations, events and communication channels that are relevant to the organisation.
Answer the questions below assuming you work in a training and education organisation.
1.1. What are the two (2) key industries relevant to an education and training organisation? Explain each of them in 30-60 words.
1.2. What media organisations you may use to market your services? Identify and explain two (2) in your own 30-60 words.
1.3. Which level of government is responsible for education in Australia? Answer in 25-50 words.
1.4. Identify and explain four (4) events and communication channels that you may use in the education and training industry. Answer each in 30-60 words.
Satisfactory response
Yes ?
No ?
Q2: Answer the following questions regarding the key principles of cross-cultural communication
2.1. What is meant by cross-cultural communication? Explain its importance to organisations and what is involved in this type of communication. Answer in 40-80 words.
2.2. What are the cross-cultural communication skills? How these skills can be improved? Answer in 50-100 words.
2.3. Identify and explain the six (6) principles of cross-cultural communication. Answer each in 40-140 words.
Satisfactory response
Yes ?
No ?
Q3: Answer the following questions regarding the key features of various techniques for negotiation, mediation, conflict resolution and incident de-escalation
3.1. What are the five (5) rules of negotiation?
3.2. What are meditation techniques? Identify and mention five (5).
3.3. What are the key components of conflict resolution? Identify and explain each in 50-150 words.
3.4. What are the incident de-escalation techniques? Identify and discuss five (5).
Satisfactory response
Yes ?
No ?
Q4: Answer the following questions regarding the key features of structured and inclusive meeting procedures
4.1. What is an inclusive meeting? Answer in 40-80 words.
4.2. What is a structured meeting? Answer in 40-80 words.
Satisfactory response
Yes ?
No ?
Q5: Answer the following questions regarding the key features of relevant organisational objectives.
5.1. What are the characteristics of a good organisational objective? Answer in 20-40 words.
5.2. What are the four (4) key objectives of an organisation?
5.3. What are the eight (8) key features of organisational objectives?
Satisfactory response
Yes ?
No ?
Q6: Answer the following questions regarding the key features of relevant organisational policies and procedures, including in relation to the confidentiality of information.
6.1. What are the six (6) basic principles of confidentiality?
6.2. What are some examples of confidentiality in the workplace? Discuss five (5) examples.
Satisfactory response
Yes ?
No ?
Assessment Results Sheet
Outcome First 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 Declaration • I 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 Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I 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 VET
I 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 Signature
Date
Office Use Only The outcome of this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 2 - Project
The purpose of this checklist
The 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 adjustments
I 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 adjustment
Declaration (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 type
• Project - Identify, analyse, synthesize and act on information
Instructions 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 are required to identify, analyse, synthesize and act on information in this assessment task.
• 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 assessment
The purpose of this assessment task is to assess the students’ skills and knowledge essential to the following:
• Skill to review organisational policies to determine information that may be subject to confidentiality.
• Skill to negotiate and present persuasively.
• Skill to communicate clearly with key stakeholders.
• Skill to participate in, and lead meetings to obtain outcomes.
• Skill to prepare and make presentations.
• Skill to present reliable information.
• Skill to answer questions clearly and concisely.
Task instructions
• This 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.
• Further instructions to be included based on the task.
• You will be identifying, analysing and act on information in this assessment task.
• 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
Project task:
Read the case studies and complete the following assessment activities. Each case study has four questions and one practical activity to complete.
Case study 1: Confidential email
You as a communications manager has noticed a strictly confidential email printed by HR and Operations Manager and left unattended in output tray on a shared printer.
Dear finance, operations and governance team
Status: STRICTLY CONFIDENTIAL
Re: New training and education legislation that will likely be accepted this week by Cabinet.
A reputable source from the Parliament has suggested that there is a possibility that the government would later this week announced a new legislation on training and education. The new policy would require higher education qualifications for some of English language programs.
This clearly means a number of current staff members will be required to either upgrade their qualifications or we will not be able to offer them continuing employment.
As this information is highly confidential until confirmed by Cabinet, no one outside the organisation should discuss it. Nevertheless, teams must begin to consider the effect of this plan on existing qualifications, people and operations.
Manager
HR and Operations
Q1: What communication protocols have been breached by this email as it had been sent out? List four (4) protocols.
Q2: What negotiation skills you require to discuss this matter with the Manager, HR and Operations and other relevant parties. List four (4) negotiation skills.
Q3: What are the relevant stakeholder groups in this matter. Identify three (3).
Q4: What are three (3) major issues you must address in this matter on an urgent basis.
Activity 1: In this assessment activity, you are required to prepare and deliver a presentation and interact with your colleagues and trainer/assessor. The interaction must occur in a meeting environment where you will be required to participate and lead the meeting. The topic of your presentation is the case study you have read, and content includes the questions you have answered.
You must, therefore, prepare a 5-10 minutes presentation covering the following concepts:
• The topic of the presentation
• Relevant workplace documentation and resources applicable
• The impact in terms of social, economic, legal
• Identifying stakeholder groups and adjusting language and presentation features to maintain effectiveness of interaction
• Selecting appropriate and engaging vocabulary
• Using active listening and questioning to seek information and confirm understanding
You will be assessed on the following criteria:
• review organisational policies to determine information that may be subject to confidentiality
• negotiate and present persuasively
• identify relevant stakeholder groups
• communicate clearly with key stakeholders to position the business to best effect including listening actively, understanding the information needs of others and adapting communication to suit the audience
• prepare for, participate in, and lead meetings to obtain outcomes
• prepare and make presentations to groups of people including:
o identifying suitable fora for presentations
o presenting reliable information
o designing the presentation to meet the needs of the audience
o answering questions clearly and concisely.
Case study 2: Presentations at meetings, forums and conferences
You as a communications manager has the responsibility to present your organisation at different internal and external meetings, forums and conferences.
Even though you have been working as a communications manager from last 6 months, you still become anxious during public speaking. Simply preparing for a talk would begin to cause an adverse reaction in your body that include sweating, increased heart rate, tightness in the chest, sweating, butterflies in stomach, and an overall uncomfortable feeling.
You realised that given your role and responsibilities include interaction with others, you must be confident enough to speak in front of large groups of people. In addition, public speaking would also help to pitch the business ideas to board members, top executives, investors and stakeholders.
Q1: What is three (3) main purposes of speaking at meetings, forums and conferences?
Q2: How speaking at meetings, forums and conferences can help you? Identify three (3) ways.
Q3: What are the seven (7) elements of speaking at meetings, forums and conferences?
Q4: What three (3) skills does public speaking develop?
Activity 1: In this assessment activity, you are required to prepare and deliver a presentation and interact with your colleagues and trainer/assessor. The interaction must occur in a meeting environment where you will be required to participate and lead the meeting. The topic of your presentation is the case study you have read, and content includes the questions you have answered.
You must, therefore, prepare a 5-10 minutes presentation covering the following concepts:
• The topic of the presentation
• Relevant workplace documentation and resources applicable
• The impact in terms of social, economic, legal
• Identifying stakeholder groups and adjusting language and presentation features to maintain effectiveness of interaction
• Selecting appropriate and engaging vocabulary
• Using active listening and questioning to seek information and confirm understanding
You will be assessed on the following criteria:
• review organisational policies to determine information that may be subject to confidentiality
• negotiate and present persuasively
• identify relevant stakeholder groups
• communicate clearly with key stakeholders to position the business to best effect including listening actively, understanding the information needs of others and adapting communication to suit the audience
• prepare for, participate in, and lead meetings to obtain outcomes
• prepare and make presentations to groups of people including:
o identifying suitable fora for presentations
o presenting reliable information
o designing the presentation to meet the needs of the audience
o answering questions clearly and concisely.
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 evidence: S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Identified information that may be subject to confidentiality. ? ?
b) Used language, written or verbal, that was appropriate for the audience ? ?
c) Used a variety of communication styles. ? ?
d) Participated in and lead meetings effectively. ? ?
e) Prepared materials related to key issues. ? ?
f) Achieved agreed outcomes related to the key issue. ? ?
g) Responded to questions openly and honestly. ? ?
Assessment Results Sheet
Outcome First 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 Declaration • I 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 Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I 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 VET
I 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 Signature
Date
Office Use Only The outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Appendix A: Reasonable Adjustments
Write (task name and number) where reasonable adjustments have been applied:
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• 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)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English Speaking Background • Speaking
• Reading
• Writing
• Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in 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 lift
Explanation of reasonable adjustments strategy used
Trainer/Assessor Name
Trainer/Assessor Declaration
I 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 Signature
Date
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 support
• facilitation
• training material
• assessment
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 Name
Trainer/Assessor Name
Student Name (Optional)
Dates of Training
Employer/Work site (if applicable)
Date of Evaluation
A Logistics and Support Evaluation
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
1 The communication regarding the required attendance and time to study to pass this unit was correct
2 The staff were efficient and helpful.
3 The training equipment and material used was effective and prepared.
4 The 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/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
B Trainer/Assessor Evaluation
1 The trainer/assessor was prepared and knowledgeable on the subject of the program
2 The trainer/assessor encouraged student participation and input
3 The trainer/assessor made use of a variety of methods, exercises, activities and discussions
4 The trainer/assessor used the material in a structured and effective manner
5 The trainer/assessor was approachable and respectful of the learners
6 The trainer/assessor was punctual and kept to the schedule
7 The trainer/assessor was easy to understand and used the correct language
Additional Comments on Training
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
C Learning Evaluation
1 The learning outcomes of the unit are relevant and suitable.
2 The content of the unit was relevant and suitable for the target group.
3 The length of the training was suitable for the unit.
4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner.
5 The learning material was free from spelling and grammar errors
6 Handouts and exercises were clear, concise and relevant to the outcomes and content.
7 Learning material was generally of a high standard, and user-friendly
Additional Comments on Learning Evaluation
Communicate with influence
Student Assessment
What is the purpose of this document?
The Student Pack 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 competency
• Guidelines and instructions to complete each task and activity
• A 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.
1. Student and trainer details
Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:
2. Qualification and unit of competency
Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code: BSBLDR513
Name: Communicate with influence
Releases: 1.0
Release date: 27/Sep/2018
3. 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)
4. Student declaration
• I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
• I 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:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take 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: ____/_____/______________
5. 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 number Assessment method/ Type of evidence/ Task name Sufficient evidence recorded/Outcome
Assessment task 1 Knowledge Test (KT) S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 2 Project (PT) S / NS (First Attempt)
S / NS (Second Attempt)
Outcome C ? NYC ?
Date assessed:
Trainer signature:
6. 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
7. 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 checklist
The 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 adjustments
I 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 adjustment
Declaration (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 type
• Written Questions
Instructions 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 six (6) 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 assessment
This assessment task is designed to evaluate student’s knowledge essential to present and negotiate persuasively, lead and participate in meetings and make presentations to customers, clients and other key stakeholders and knowledge regarding the following:
• Knowledge to identify the key industries relevant to an education and training organisation.
• Knowledge to identify the organisations useful for market services.
• Knowledge to identify and explain events and communication channels.
• Knowledge to recognise cross-cultural communication.
• Knowledge to identify cross-cultural communication skills.
• Knowledge to identify and explain the principles of cross-cultural communication.
• Knowledge to identify and consult the rules of negotiation with colleagues.
• Knowledge to identify the key components of conflict resolution.
• Knowledge to identify the main incident de-escalation techniques.
• Knowledge to identify the characteristics of a good organisational objective.
Task instructions
• This 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: Answer the following questions regarding the key industry, media and government organisations, events and communication channels that are relevant to the organisation.
Answer the questions below assuming you work in a training and education organisation.
1.1. What are the two (2) key industries relevant to an education and training organisation? Explain each of them in 30-60 words.
1.2. What media organisations you may use to market your services? Identify and explain two (2) in your own 30-60 words.
1.3. Which level of government is responsible for education in Australia? Answer in 25-50 words.
1.4. Identify and explain four (4) events and communication channels that you may use in the education and training industry. Answer each in 30-60 words.
Satisfactory response
Yes ?
No ?
Q2: Answer the following questions regarding the key principles of cross-cultural communication
2.1. What is meant by cross-cultural communication? Explain its importance to organisations and what is involved in this type of communication. Answer in 40-80 words.
2.2. What are the cross-cultural communication skills? How these skills can be improved? Answer in 50-100 words.
2.3. Identify and explain the six (6) principles of cross-cultural communication. Answer each in 40-140 words.
Satisfactory response
Yes ?
No ?
Q3: Answer the following questions regarding the key features of various techniques for negotiation, mediation, conflict resolution and incident de-escalation
3.1. What are the five (5) rules of negotiation?
3.2. What are meditation techniques? Identify and mention five (5).
3.3. What are the key components of conflict resolution? Identify and explain each in 50-150 words.
3.4. What are the incident de-escalation techniques? Identify and discuss five (5).
Satisfactory response
Yes ?
No ?
Q4: Answer the following questions regarding the key features of structured and inclusive meeting procedures
4.1. What is an inclusive meeting? Answer in 40-80 words.
4.2. What is a structured meeting? Answer in 40-80 words.
Satisfactory response
Yes ?
No ?
Q5: Answer the following questions regarding the key features of relevant organisational objectives.
5.1. What are the characteristics of a good organisational objective? Answer in 20-40 words.
5.2. What are the four (4) key objectives of an organisation?
5.3. What are the eight (8) key features of organisational objectives?
Satisfactory response
Yes ?
No ?
Q6: Answer the following questions regarding the key features of relevant organisational policies and procedures, including in relation to the confidentiality of information.
6.1. What are the six (6) basic principles of confidentiality?
6.2. What are some examples of confidentiality in the workplace? Discuss five (5) examples.
Satisfactory response
Yes ?
No ?
Assessment Results Sheet
Outcome First 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 Declaration • I 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 Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I 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 VET
I 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 Signature
Date
Office Use Only The outcome of this assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 2 - Project
The purpose of this checklist
The 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 adjustments
I 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 adjustment
Declaration (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 type
• Project - Identify, analyse, synthesize and act on information
Instructions 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 are required to identify, analyse, synthesize and act on information in this assessment task.
• 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 assessment
The purpose of this assessment task is to assess the students’ skills and knowledge essential to the following:
• Skill to review organisational policies to determine information that may be subject to confidentiality.
• Skill to negotiate and present persuasively.
• Skill to communicate clearly with key stakeholders.
• Skill to participate in, and lead meetings to obtain outcomes.
• Skill to prepare and make presentations.
• Skill to present reliable information.
• Skill to answer questions clearly and concisely.
Task instructions
• This 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.
• Further instructions to be included based on the task.
• You will be identifying, analysing and act on information in this assessment task.
• 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
Project task:
Read the case studies and complete the following assessment activities. Each case study has four questions and one practical activity to complete.
Case study 1: Confidential email
You as a communications manager has noticed a strictly confidential email printed by HR and Operations Manager and left unattended in output tray on a shared printer.
Dear finance, operations and governance team
Status: STRICTLY CONFIDENTIAL
Re: New training and education legislation that will likely be accepted this week by Cabinet.
A reputable source from the Parliament has suggested that there is a possibility that the government would later this week announced a new legislation on training and education. The new policy would require higher education qualifications for some of English language programs.
This clearly means a number of current staff members will be required to either upgrade their qualifications or we will not be able to offer them continuing employment.
As this information is highly confidential until confirmed by Cabinet, no one outside the organisation should discuss it. Nevertheless, teams must begin to consider the effect of this plan on existing qualifications, people and operations.
Manager
HR and Operations
Q1: What communication protocols have been breached by this email as it had been sent out? List four (4) protocols.
Q2: What negotiation skills you require to discuss this matter with the Manager, HR and Operations and other relevant parties. List four (4) negotiation skills.
Q3: What are the relevant stakeholder groups in this matter. Identify three (3).
Q4: What are three (3) major issues you must address in this matter on an urgent basis.
Activity 1: In this assessment activity, you are required to prepare and deliver a presentation and interact with your colleagues and trainer/assessor. The interaction must occur in a meeting environment where you will be required to participate and lead the meeting. The topic of your presentation is the case study you have read, and content includes the questions you have answered.
You must, therefore, prepare a 5-10 minutes presentation covering the following concepts:
• The topic of the presentation
• Relevant workplace documentation and resources applicable
• The impact in terms of social, economic, legal
• Identifying stakeholder groups and adjusting language and presentation features to maintain effectiveness of interaction
• Selecting appropriate and engaging vocabulary
• Using active listening and questioning to seek information and confirm understanding
You will be assessed on the following criteria:
• review organisational policies to determine information that may be subject to confidentiality
• negotiate and present persuasively
• identify relevant stakeholder groups
• communicate clearly with key stakeholders to position the business to best effect including listening actively, understanding the information needs of others and adapting communication to suit the audience
• prepare for, participate in, and lead meetings to obtain outcomes
• prepare and make presentations to groups of people including:
o identifying suitable fora for presentations
o presenting reliable information
o designing the presentation to meet the needs of the audience
o answering questions clearly and concisely.
Case study 2: Presentations at meetings, forums and conferences
You as a communications manager has the responsibility to present your organisation at different internal and external meetings, forums and conferences.
Even though you have been working as a communications manager from last 6 months, you still become anxious during public speaking. Simply preparing for a talk would begin to cause an adverse reaction in your body that include sweating, increased heart rate, tightness in the chest, sweating, butterflies in stomach, and an overall uncomfortable feeling.
You realised that given your role and responsibilities include interaction with others, you must be confident enough to speak in front of large groups of people. In addition, public speaking would also help to pitch the business ideas to board members, top executives, investors and stakeholders.
Q1: What is three (3) main purposes of speaking at meetings, forums and conferences?
Q2: How speaking at meetings, forums and conferences can help you? Identify three (3) ways.
Q3: What are the seven (7) elements of speaking at meetings, forums and conferences?
Q4: What three (3) skills does public speaking develop?
Activity 1: In this assessment activity, you are required to prepare and deliver a presentation and interact with your colleagues and trainer/assessor. The interaction must occur in a meeting environment where you will be required to participate and lead the meeting. The topic of your presentation is the case study you have read, and content includes the questions you have answered.
You must, therefore, prepare a 5-10 minutes presentation covering the following concepts:
• The topic of the presentation
• Relevant workplace documentation and resources applicable
• The impact in terms of social, economic, legal
• Identifying stakeholder groups and adjusting language and presentation features to maintain effectiveness of interaction
• Selecting appropriate and engaging vocabulary
• Using active listening and questioning to seek information and confirm understanding
You will be assessed on the following criteria:
• review organisational policies to determine information that may be subject to confidentiality
• negotiate and present persuasively
• identify relevant stakeholder groups
• communicate clearly with key stakeholders to position the business to best effect including listening actively, understanding the information needs of others and adapting communication to suit the audience
• prepare for, participate in, and lead meetings to obtain outcomes
• prepare and make presentations to groups of people including:
o identifying suitable fora for presentations
o presenting reliable information
o designing the presentation to meet the needs of the audience
o answering questions clearly and concisely.
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 evidence: S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Identified information that may be subject to confidentiality. ? ?
b) Used language, written or verbal, that was appropriate for the audience ? ?
c) Used a variety of communication styles. ? ?
d) Participated in and lead meetings effectively. ? ?
e) Prepared materials related to key issues. ? ?
f) Achieved agreed outcomes related to the key issue. ? ?
g) Responded to questions openly and honestly. ? ?
Assessment Results Sheet
Outcome First 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 Declaration • I 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 Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration I 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 VET
I 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 Signature
Date
Office Use Only The outcome of Assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Appendix A: Reasonable Adjustments
Write (task name and number) where reasonable adjustments have been applied:
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• 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)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English Speaking Background • Speaking
• Reading
• Writing
• Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in 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 lift
Explanation of reasonable adjustments strategy used
Trainer/Assessor Name
Trainer/Assessor Declaration
I 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 Signature
Date
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 support
• facilitation
• training material
• assessment
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 Name
Trainer/Assessor Name
Student Name (Optional)
Dates of Training
Employer/Work site (if applicable)
Date of Evaluation
A Logistics and Support Evaluation
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
1 The communication regarding the required attendance and time to study to pass this unit was correct
2 The staff were efficient and helpful.
3 The training equipment and material used was effective and prepared.
4 The 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/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
B Trainer/Assessor Evaluation
1 The trainer/assessor was prepared and knowledgeable on the subject of the program
2 The trainer/assessor encouraged student participation and input
3 The trainer/assessor made use of a variety of methods, exercises, activities and discussions
4 The trainer/assessor used the material in a structured and effective manner
5 The trainer/assessor was approachable and respectful of the learners
6 The trainer/assessor was punctual and kept to the schedule
7 The trainer/assessor was easy to understand and used the correct language
Additional Comments on Training
No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree
C Learning Evaluation
1 The learning outcomes of the unit are relevant and suitable.
2 The content of the unit was relevant and suitable for the target group.
3 The length of the training was suitable for the unit.
4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner.
5 The learning material was free from spelling and grammar errors
6 Handouts and exercises were clear, concise and relevant to the outcomes and content.
7 Learning material was generally of a high standard, and user-friendly
Additional Comments on Learning Evaluation
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