(Page1)BSB80120 – Graduate Diploma of Management (Learning)Unit: BSBINS603 Initiate and Lead Applied Research(Assessment Booklet)Sydney Institute of Interpreting and...

Attached. Please finish the assignment and provide solution to every single tasks of the assignment and provide all the required documents such as excels and ppt and etc dddd per the assessment requirement. Thanks.


( Page 1 ) BSB80120 – Graduate Diploma of Management (Learning) Unit: BSBINS603 Initiate and Lead Applied Research (Assessment Booklet) Sydney Institute of Interpreting and Translating Address: Level 5, 841 George Street, Sydney NSW 2000 Australia Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: [email protected] Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K Version No.: V1.0-April 2021/MW ( Sydney Institute of Interpreting and Translating Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: [email protected] Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K ) ( Unit: BSBSTR801 Assessment Booklet Version No.: V1.0 – April 2021/MW ) ( Page 2 )Contents Unit Description3 Weekly Delivery Plan3 Classroom delivery strategy5 Recommended text and learning resources5 Learner Guide5 Assessment Plan5 General Rules of Assessment6 Referencing6 Assessment Formatting7 Plagiarism7 Instructions to Assessment8 Assessment outcomes8 Assessment Guide8 Assessment and Appeals9 Assessment Submission9 Learner Declaration11 Assessment Task 1: Short Answer Questions12 Assessment Task 2: Case Studies15 Assessment Task 3: Project 115 Assessment Task 3: Project 219 Assessment Task 4: Presentation21 Disclaimer22 ( Page 3 )Unit Description This unit describes the skills and knowledge required to plan, conduct and report on applied research to influence strategic practices and outcomes within an organisational context. The unit also covers constructing an applied research strategy, using a range of applied research techniques, and analysing and presenting findings. The unit applies to leaders or managers who use applied research to enhance individual, team and organisational performance. The intended purpose and approach to applied research may vary across a range of contexts and organisations. In this unit, the focus is on applied research to attain improved organisational outcomes. No licensing, legislation or certification requirements apply to this unit at the time of publication. What does this Guide contain? This guide contains essential information, tools and resources for conducting assessments and collecting evidence of competency including: · Information on competency and competency criteria · Delivery and assessment plans · Assessment tasks, assessment criteria · Assessment Submission Cover Sheet Pre-requisite Requirements There are no pre-requisites for undertaking the unit of competency. Weekly Delivery Plan Delivery is in the form of instructor‐led, classroom‐based tutorial sessions and instructor‐supervised learning/project sessions as well as a minimum of 5 hours of studies, quizzes, forums to be completed online via SIIT Moodle learning platform. Within the class-room environment, learning is supported by classroom‐based tutorial/learning sessions and structured lessons and activities. Strategies for classroom- based learning would focus on interaction, discussion, practice, reading and practical examples of the theory. Week Chapter Training Tutorial Chapter 1 20 hours Week 1 Plan and develop an applied research strategy (Total) 1.1 Clarify and confirm applied research purpose and requirements of relevant stakeholders 1h 2h 1.2 Identify policies and procedures in relation to conducting applied research 1h 2h 1.3 Establish methods for collecting and maintaining data in a systematic manner 1h 2h 1.4 Analyse factors affecting the reliability and validity of data 1h 2h 1.5 Review relevant research ethics and codes of conduct 1h 2h Assessment / 5h Week 2 Chapter 2 Use a range of applied research techniques 20 hours (Total) 2.1 Use suitable technology and technology services to support data collection and analysis 3h 2h 2.2 Access sources of information and contributors relevant to the research 3h 2h 2.3 Confirm integrity of the data collected, and analysis tools used 3h 2h Assessment / 5h Week 3 Chapter 3 Analyse and present findings 20 hours (Total) 3.1 Evaluate how research findings such as trends and changes will impact on requirements of relevant stakeholders 1h 2h 3.2 Review data and research findings for accuracy of details and adherence to any legal requirements 1h 2h 3.3 Collate and analyse data for relevance against the original applied research strategy 1h 2h 3.4 Document and present research findings in a clear and logical manner consistent with stakeholder requirements 1h 2h 3.5 Identify the need for, and approach to, further research as required 1h 2h Assessment / 5h Week 4 Chapter 4 Plan and develop an applied research strategy 20 hours (Total) 4.1 Prepare applied research strategy and hypothesis 2h 2h 4.2 Frame a research strategy according to available tools and resources 2h 2h ( Page 4 ) 4.3 Review and evaluate a range of applied research methods, theories and data collection techniques 2h 2h 4.4 Select methods to gather and analyse data according to research strategy 2h 2h Assessment / 4h Week 5 Assessment Week 20 hours (Total) 5.1 Unit Review 3h 3h 5.2 Oral Presentation 1h 4h 5.3 Project Work 1h 2h 5.4 Unit Examination / 3h Assessment / 3h ( Page 5 ) Classroom delivery strategy · Simulates workplace environment where possible to link course contents to learning outcomes · Emphasises practical activities and practical demonstration of theoretical concepts · Focus on developing broad knowledge on key concepts and theoretical models · Provides real‐life example of organisations and workplace situation to enhance workplace context · Uses a mixture of delivery resources including (but not limited to) online/internet activities, video clips, PowerPoint presentation, flip chart and workbooks · Initiate group discussions and engage the Learners in interpreting and developing solutions to unpredictable and sometimes complex issues. Recommended text and learning resources Learner Guide The learning resources has been compiled in accordance with the training package from available sources, aiming at providing the students with the definitions to essential elements and terms, background information to relevant points, further reading materials on particular topics, scenario examples and explanations, and explore the relevant topics further with scenario discussions accordingly. This learning resources are for internal unit only and not to be used for public distribution. All students can download Leaner Guide for each of the unit from SIIT Moodle. Assessment Plan Assessment is an ongoing process of gathering evidence to determine what each Learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum. The purposes of this assessment are: · ( Page 6 )To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and foundation skills requirements · To provide feedback to the Learners indicating the areas of improvement · To measure the effectiveness of the delivery plan and evaluate the learning outcomes General Rules of Assessment · There are only two assessment outcomes, “S” (Satisfactory) and “NYS” (Not Yet Satisfactory). At task level, the assessment determines a “Satisfactory” or “Not Satisfactory” level. Overall competency is determined only if all the summative task outcomes have been marked “Satisfactory”. · To successfully complete this unit of competency, the Learner must complete and obtain an “S” in ALL the assessment tasks and activities of this unit. · Each assessment can only be attempted a maximum of TWICE (or as specified in SIIT’s Assessment Policy). If marked “NYC” in any unit of competency after all the allowed reassessment attempts have been exhausted, the learner will need to re‐enrol in the unit according to SIIT’s Assessment Policy. · For a complete course, a “C” outcome in all the units of competency within the course must be achieved to be able to gain the qualification. Learners who do not achieve a “C” outcome for all the units in a course will be awarded a “Statement of Attainment” showing only respective competencies achieved. Specific assessment conditions, such as group/teamwork, task schedules, in‐class assessment time, submission method, penalties for late submission, assessment criteria etc., will be according to specific unit requirements and conveyed by the trainer/assessor at the beginning of the unit. Referencing Citing sources of information: Learners are to cite all sources of information, making sure that all references they use are acknowledged in their work and cited in the reference section at the end of the assessment. Learners should include a reference list at the end of their work on a separate page. Learners should reference the sources they have used in their assessments in APA Style. The reference format varies slightly depending on the document type (e.g., journal article, edited book chapter, blog post), but broadly speaking always follows the same pattern of author, date, title, source. The following table provides examples for different reference types. Reference type Template Example Journal article Author, A., & Author, B. (year). Title of article. Journal Title, Volume, page range. DOI Schmidt, F. L., & Oh, I.-S. (2016). The crisis of confidence in research findings in psychology: Is lack of replication the real problem? Or is it something else? Archives of Scientific Psychology, 4, 32–37. Book Author, A., & Author, B. (year). Title of book. Publisher location: Publisher Name. DOI Brown, B. (2010). The gifts of imperfection: Let go of who you think you're supposed to be and embrace who you are. Center City, MN: Hazelden. Book chapters Author, A., & Author, B. (year). Title of chapter. In E. Editor & A. Editor (Eds.), Title of book (pp. xx-xx). Publisher location: Publisher Name. DOI Singh, A. A., Hwahng, S. J., Chang, S. C., White, B. (2017). Affirmative counseling with trans/gender- variant people of color. In A. Singh & L. M. Dickey (Eds.), Affirmative counseling and psychological practice with transgender and gender nonconforming clients (pp. 41–68). Washington, DC: American PsychologicalAssociation. https://dx.doi.org/10.1037/14957- 003 Website Group Author. (Year). Title of page. Retrieved from http://xxxxxxx ( Page 7 ) If learners are not sure, please refer to SIIT Assessment Policy and Procedure. Otherwise, they can also consult their trainers and assessors for more detailed explanation. Assessment Formatting · The assessments, when it is possible to adjust the font, should be typed in size11 or 12 fonts for ease of reading. · Learners MUST complete the leaner declaration and include a footer on each page with the student name, unit code and date. · The assessment needs to be submitted in a fillable PDF copy or to be submitted in any electronic form as required or agreed by the assessor. Please be reminded that any submission which is not in the required format will not be accepted or marked by assessors. Plagiarism The Learner will be penalised for answers directly copied from existing materials. Learners should only submit their own original work. Please refer to the SIIT Student Handbook for the relevant policies. If Learners have questions about the assessment or other concerns, they feel may affect the submission of their assessment, they should talk to their trainer immediately. ( Page 8 )Instructions to Assessment The length of answers will be guided by the description in each assessment unless otherwise specified in the instruction, for example: Type of assessment Assessment instructions Numbers Assessment 1 Short Answer Questions 15 Assessment 2 Case Studies 7 Assessment 3 Project Work 2 Assessment 4 Oral Presentation 1 (10-15 minutes) Assessment outcomes · Learners must respond to all tasks in the assessment booklet. Failing to respond to any of the assessment tasks will result in the Learner being marked as incompetent in the relevant unit. · There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (further training and/or assessment required). · Learners will be awarded C = Competent on completion of the entire unit when they have provided the evidence required to meet the assessment criteria. Learners that fail to satisfy the requirements will be assessed as NYC = Not Yet Competent and may be eligible to be re-assessed under SIIT policies and procedures. · When a Learner fails to submit an assessment, the final outcome will be DNS = Did Not Submit. · To successfully complete this unit of competency, the learner must complete and obtain an “S” in ALL the assessment tasks and activities of this unit. · Each assessment can only be attempted a maximum of TWICE (or as specified in SIIT’s Assessment Policy). When all the allowed reassessment attempts have been exhausted, the learner will need to re‐enrol in the unit according to SIIT’s Assessment Policy. Assessment Guide To gain competency in this unit, the Learner will have to complete ALL assessment tasks outlined in the assessment. Learners should follow the instructions to complete each task. The following table shows the Leaner how to achieve a satisfactory result against the criteria for each type of assessment tasks. Assessment Method Satisfactory Result Non-Satisfactory Result You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types. Short Answer Questions Case Studies Project Work Oral Presentation ( Page 9 ) Assessment and Appeals Learner’s work will be assessed