BSBMGT518
Develop organisation policy
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: BSBMGT518
Name: Develop organisation policy
Releases: 1.0
Release date: 25/March/2015
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 Skills Test (ST) S / NS (First Attempt)
S / NS (Second Attempt)
Assessment task 3 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 five (5) 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 the development or review of 'in house' policy in an organisation in a range of contexts and industry settings and knowledge regarding the following:
• Knowledge of policy development processes and practices.
• Knowledge of the five (5) stages of policy implementation.
• Knowledge of scholars considering policy cycles model as the most suitable approach to understand the policy process.
• Knowledge of the policy cycles.
• Knowledge of analytical policy development framework.
• Knowledge of using analytical policy development frameworks.
• Knowledge of policies and procedures that a workplace have to comply with the regulatory and legislative frameworks.
• Knowledge of Policies and procedures underpinning the work area and how they relate to the identified work area for policy development or review.
• Knowledge of the legislative and regulatory context for policy development.
• Knowledge of developing an organisational policy to comply with WHS legislation.
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 policy development processes and practices.
• 1.1 Explain policy development processes and practices in 40-80 words.
•
• 1.2 What are the five (5) stages of policy implementation?• Satisfactory response
Yes ?
No ?
Q2: Answer the following questions regarding the operation of policy cycles.
2.1. What is the policy cycle? Write your answer in 40-80 words.
2.2. Why is the policy cycle model seen as the most suitable approach to understanding the policy process? Write your answer in 40-80 words.
Satisfactory response
Yes ?
No ?
Q3: Answer the following questions regarding how to use analytical policy development frameworks.
3.1. Explain what analytical policy development framework is in 40-80 words.
3.2. How do you use analytical policy development frameworks? Explain using 40-80 words.
Satisfactory response
Yes ?
No ?
Q4: Answer the following questions regarding identifying the role of current policies underpinning the work area and how they relate to the identified area for policy development or review
4.1. What policies and procedures in a workplace need to comply with regulatory and legislative frameworks? Identify and explain four (4) policies and the work-areas they relate to. Write your answer in 30-50 words for each.
4.2. Why is it important to adhere to policies and procedures underpinning the work area? How do they relate to the identified work area for policy development or review? Answer using 50-100 words.
Satisfactory response
Yes ?
No ?
Q5: Answer the following questions regarding the legislative and regulatory context relevant to the development of the organisation's policies.
5.1. Explain the legislative and regulatory context for policy development in 40-80 words.
5.2. What should you consider while developing an organisational policy to comply with WHS legislation? Answer using 40-80- words.
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 - Skills 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 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 (AT).
? 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: Skills Test
Assessment type
• Skills Test -Read and understand the case studies and complete the following activities.
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 is a Skills Test.
• You are required to read and understand the case studies and complete the following activities.
• You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.
• You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.
Applicable conditions:
• This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).
• You will be assessed independently on this assessment task.
• 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 skills, techniques and knowledge to your trainer/assessor.
• Your trainer/assessor may ask you relevant questions during this assessment task
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.
Purpose of the assessment
The purpose of this assessment task is to assess the student’s knowledge and skills essential the development or review of 'in house' policy in an organisation.
• Skill of risk management in planning, developing and implementing policies.
• Skill of analytical framework in planning, developing and implementing policy.
• Skill of the iterative and consultative processes the organisation must use to plan, develop and implement policy.
• Skill of four (4) legislation and regulations that make unlawful to discriminate on the basis of age, disability, race, sex, intersex status, gender identity and sexual orientation.
• Skill of stakeholder and issues management strategies.
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.
• This assessment task requires you to take the role of a manager in the customer service department.
• This assessment task requires you to answer the questions based on given case studies.
• Your writing must be concise, to the point, not provide irrelevant information and according to the word limit given.
• You must write your responses in your own words.
• You will be required to complete all parts of this assessment task.
Assessment Task 2 - Skills Test
Skills Test:
In this assessment task, you are required to read and understand the case studies and complete the following activities.
Case study 1:
You work as a manager in the customer service department. You have recently been approached by an employee that a colleague has “harassed” based on her nationality.
You have decided to investigate the matter to understand the details of the allegation. The investigation should occur according to the organisation’s written policy and procedure. You reviewed the policy and identified a number of grounds, including nationality missing from the policy. You discussed the matter with your supervisor and you have been asked to conduct a risk analysis and develop a discrimination policy and include the following “Prohibited grounds” - The grounds upon which discrimination is made unlawful under the federal regime are:
• race, colour, descent or
• national or ethnic origin;
• sex, marital status, pregnancy or potential pregnancy;
• family
• responsibilities;
• disability; and
• age.
Questions:
Q1: Discuss three (3) internal and three (3) external factors your organisation must analyse for policy development, based upon the scenario above.
Q2: Who are the stakeholders you may consult in policymaking and policy management? Identify three (3) stakeholders.
Q3: Explain risk management in planning, developing and implementing policies. Answer using 50-100 words.
Case study 2
A male teacher was not allowed to wear an earring, while female staff were allowed to wear earrings. The man tried to resolve the issue with the school, and only complained to the Commission when negotiations failed. As the complaint progressed, things were said about the male teacher which were capable of affecting his reputation.
At the hearing, the school accepted that its refusal to allow the man to wear an earring was discriminatory on the ground of sex. The tribunal said the man had pursued his rights discreetly and respectfully, and he had complied with the requirement not to wear earrings at school.
While the school offered a private apology to the man, the tribunal said that in the absence of a wider acknowledgment by the school, the man would be asked questions when he returned wearing his earring, and it would not be fair to expect him to answer questions about the change in the school’s policy. The school has decided to use an analytical framework in planning, developing and implementing policy.
Source: Helbig v Bundaberg Christian College Limited [2003] QADT 13
Q1: Explain analytical framework in planning, developing and implementing policy. Answer using 30-60 words.
Q2: Explain the iterative and consultative processes the organisation must use to plan, develop and implement policy. Answer using 40-80 words.
Q3: Identify four (4) legislation and regulations that make it unlawful to discriminate on the basis of age, disability, race, sex, intersex status, gender identity and sexual orientation.
Case study 3:
A new policy has recently been developed in your organisation. The key stakeholders are quite unhappy with the policy. They believe proper stakeholder engagement and consultation processes did not take place in the conceptualisation and development of the policy. Stakeholders are seeking the policy to be replaced on an urgent basis.
You, as a manager, have noticed that quality assurance, monitoring and evaluation mechanisms did not take place while developing the policy in question.
Q1: Explain stakeholder and issues management strategies in your own 30-60 words.
Q2: What are quality assurance, monitoring and evaluation mechanisms in the planning, developing and implementing the policies. Answer using 30-60 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 evidence S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Discussed three (3) internal and three (3) external factors your organisation must analyse for policy development. ? ?
b) Identified stakeholders you may consult in policymaking and policy management ? ?
c) Explained risk management in planning, developing and implementing policies. ? ?
d) Explained analytical framework in planning, developing and implementing policy. ? ?
e) Explained the iterative and consultative processes the organisation must use to plan, develop and implement policy ? ?
f) Identified four (4) legislation and regulations that make unlawful to discriminate on the basis of age, disability, race, sex, intersex status, gender identity and sexual orientation. ? ?
g) Explained stakeholder and issues management strategies
? ?
h) Described quality assurance, monitoring and evaluation mechanisms in the planning developing and implementing the policies ? ?
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 the assessment has been entered into the Student Management System
on _________________ (insert date)
by (insert Name) __________________________________
Pre-Assessment Checklist: Task 3 - 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 - Develop a policy based on given information.
Instructions 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 are required to develop a policy based on the information provided in one of the following case study scenarios.
• 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 development or review of 'in house' policy in an organisation.
• Skill to identify the need for policy development and review.
• Skill to prepare a plan for your policy development.
• Skill to develop a new policy.
• Skill to communicate the policy to the organisation.
• Skill to investigate the matter to understand the details of the allegation.
• Skill to work as a manager in the customer service department.
• Skill to consult with in relation to the internal or external factors and describe how they can contribute.
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.
• This assessment task requires you to take the role of a manager in the customer service department.
• This assessment task requires you to develop a policy based on given information.
• 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
Project
In this assessment task, you are required to develop a policy based on the information provided in one of the following case study scenarios.
Case study 1:
You work as a manager in the customer service department. You have recently been approached by an employee that a colleague has “harassed” her based on her nationality.
You have decided to investigate the matter to understand the details of the allegation. The investigation should occur according to the organisation’s written policy and procedure. You reviewed the policy and identified a number of grounds, including nationality missing from the policy. You discussed the matter with your supervisor and you have been asked to conduct risk management and develop a discrimination policy and include the following “Prohibited grounds” - The grounds upon which discrimination is made unlawful under the federal regime are:
• race, colour, descent or
• national or ethnic origin;
• sex, marital status, pregnancy or potential pregnancy;
• family
• responsibilities;
• disability; and
• age.
Case study 2
A male teacher was not allowed to wear an earring, while female staff were allowed to wear earrings. The man tried to resolve the issue with the school, and only complained to the Commission when negotiations failed. As the complaint progressed, things were said about the male teacher which were capable of affecting his reputation.
At the hearing, the school accepted that its refusal to allow the man to wear an earring was discriminatory on the ground of sex. The tribunal said the man had pursued his rights discreetly and respectfully, and he had complied with the requirement not to wear earrings at school.
While the school offered a private apology to the man, the tribunal said that in the absence of a wider acknowledgment by the school, the man would be asked questions when he returned wearing his earring, and it would not be fair to expect him to answer questions about the change in the school’s policy. The school has decided to use an analytical framework in planning, developing and implementing policy.
Source: Helbing v Bundaberg Christian College Limited [2003] QADT 13
Case study 3:
A new policy has recently been developed in your organisation. The key stakeholders are quite unhappy with the policy. They believe proper stakeholder engagement and consultation processes did not take place in the conceptualisation and development of the policy. Stakeholders are seeking the policy to be replaced on an urgent basis.
You as a manager, therefore, have noticed that due quality assurance, monitoring and evaluation mechanisms did not take place while developing the policy in question.
Assessment task:
After choosing the case study you wish to use, you will be now required to complete the following assessment activities:
Activity 1 – Identify the need for policy development and review
Activity 2– Prepare a plan for your policy development
Activity 3– Develop a new policy
Activity 4– Communicate the policy to the organisation
Stakeholders:
Your trainer/assessor will play the role of your manager/supervisor to assist you with any questions or queries related to understanding the task.
The other stakeholders may or may not include RTO employees and students.
Activity 1 – Identifying the Need for Policy Development or Review
1. Identify what the needs are regarding the new policy by completing the following:
a. Conduct some research on internal and external elements related to organisation and this policy, and Identify and list the sources of your research. (30 words)
b. Identify one internal or external element which would mean you are likely to have to change the policy in the future. Describe how this element will impact the policy in your answer. (80 words)
c. List 3 stakeholders that you can consult with in relation to the internal or external factors and describe how they can contribute. (80 words)
2. Write an email inviting them to a meeting to discuss the internal and external factors, their potential impact and a strategy to address the issues or changes. (80 words)
To:
Cc:
Subject:
3. Create an agenda for the meeting. Use the template provided below.
Meeting Name/Purpose:
Date:
Time:
Location:
Welcome
Minutes of the previous meeting:
No. Agenda Item Pre-reading Presenter Time Duration
Next meeting date: Time/Location:
4. Describe how you would perform a critical analysis of the policy. Include the relevant internal and/or external factors, the research you have conducted and the input from stakeholders. (80 words)
5. Based on your research and input from stakeholders, describe your top 3 recommendations for the Policy. (80 words)
Part B – Prepare a Policy Development Plan
1. Prepare a policy development plan using the template provided below. List at least three actions for each step. Assume you have to prepare your policy within the next two months and set due dates accordingly.
Policy Development Plan
Steps Actions Due Date
Research policy options
Develop a list of policy options that may be put
to stakeholders
Organise a policy development stakeholder
workshop
Prepare a draft policy
Seek feedback and agreement from stakeholders
Prepare final policy
2. Describe what is involved in risk analysis and four risk analysis methods. (80 words)
3. In the table below, list 3 risks that may impact the development of the policy. Rank each risk with a low, medium or high likelihood and impact and describe one strategy to overcome each risk.
Risk Analysis
Risk Likelihood
L / M / H Impact
L / M / H Strategy to Overcome
Part C – Developing Policy
During the policy development phase, you will be required to undertake the following tasks:
• Engage a representative group of stakeholders to advise and assist in the process
• Gather and analyse information
• Determine the policy direction
• Draft the policy
1. Engage a group of stakeholders to be involved in a policy network by completing the following:
a. Identify four stakeholders that you will invite to join the network. Include the three stakeholders you consulted with in the initial stages of the project.
b. Draft an email inviting the stakeholders to join the policy network. Include the purpose of the policy network and the input that is required from members of the group. (100 words)
To:
Cc:
Subject:
2. Develop and describe 3 policy options for consideration by the policy network. (60 words)
3. Describe the research that you undertook in the development of the three policy options. Include primary and secondary research. (60 words)
4. Describe how you applied an analytical framework in the development of the policy. (80 words)
5. Describe how you would communicate the options and seek the endorsement of your preferred option to stakeholders. (80 words)
6. Prepare a draft of the Policy. Include the following sections (min 60 words per section):
• Introduction
• Policy Statement
• Key Stakeholders
• Implementation Plan that details the actions required for implementation, responsibilities for implementation and strategies for transition, change management, initial and ongoing training, and maintenance of the policy. Use the following table, include dates and who is responsible for actions, and copy the table into your policy.
• Mechanisms for monitoring compliance with the policy, quality assurance and evaluation of the policy
Policy Implementation Plan
Actions Who is Responsible Due Date
Your policy needs to be presented in a professional format with a title page, a table of contents and section headings. Ensure there are no spelling or grammatical errors. Upload your policy with this assessment.
7. Describe how you would implement an iterative process of consultation, feedback, identification of changes and re-drafting. (80 words)
8. How would you ensure that a policy is drafted and approved for implementation to stated timeframes and milestones? Include how risks to achieving this should be identified and managed. (80 words)
Part D – Communicating the Policy
Once you have developed the policy, you will need to communicate the policy to the organisation to gain acceptance of the policy and to ensure the best opportunity for the successful implementation of the policy.
1. List all the people within the organisation that you need to communicate the policy to and three methods of communicating the policy. (80 words)
2. Draft an email to the relevant people in the organisation to gain agreement for the policy. Include the following in your email (80 words):
• A description of the policy
• Reference to an attachment of the policy
• A request for their agreement of the policy
• Your contact details for any questions
To:
Cc:
Subject:
3. Prepare a PowerPoint presentation (slides only – 10-15 slides) that you would deliver to key people within the organisation to inform them of the new policy. Include the following in the presentation.
a. Introduction
b. The need for the new policy
c. Overview of the consultation process
d. Policy description
e. Benefits
f. Implementation Plan
g. Who to contact for help?
h. Summary
Upload your presentation with this assessment.
4. Identify three objections that you may receive from staff and other managers and describe how you would manage each objection. (60 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 evidence S N/S Trainer/Assessor to complete
(Comment and feedback to students)
a) Identified the need for policy development or review ? ?
b) Conducted some research on internal and external elements related to organisation and this policy, and Identify and list the sources of your research ? ?
c) Identified one internal or external element which would mean you are likely to have to change the policy in the future. ? ?
d) Identified stakeholders that you can consult with in relation to the internal or external factors and describe how they can contribute ? ?
e) Created an agenda for the meeting. ? ?
f) Performed a critical analysis of the policy ? ?
g) Describe recommendations for the Policy
? ?
h) Prepared a policy development plan ? ?
i) Prepared a policy development plan ? ?
j) Described risk analysis ? ?
k) Engaged a representative group of stakeholders to advise and assist in the process ? ?
l) Developed and communicated a policy ? ?
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/Worksite (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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