Please complete the assignment as per requirements

ASSESSMENT BOOKLET –BSBHRM613
ASSESSMENT BOOKLET
    Student Details
    Student Name
    
    Student ID
    
    Assessment Details
    Course Details
    BSB80120 Graduate Diploma of Management (Learning)
    Unit Details
    BSBHRM613 Contribute to the development of learning and development strategies
    Assessment Type
    This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment.
    Assessment Methods
    Assessment 1 (Knowledge Evidence)
    Short Answer Questions
In this assessment, you will demonstrate a sound knowledge of the unit requirements through completing and submitting written questions.
You must correctly answer all questions to show that you understand the knowledge required of this unit.
    
    Assessment 2
(Workplace Project)
(Performance Evidence)
    This assessment is divided into ten tasks:
· Task 1: Evaluate Existing Learning and Development Methods
· Task 2: Analyse Impact of Learning and Development
· Task 3: Determine Quality Management Policies and Processes for Learning and Development Strategy
· Task 4: Update Learning and Development Strategic Plan
· Task 5: Develop Processes for Learning and Development Strategy Formation
· Task 6: Design Learning and Development Strategy for Identified Work Area
· Task 7: Establish Processes and Procedures to Implement Learning and Development Strategy
· Task 8: Implement Learning and Development Strategy
· Task 9: Evaluate Organisational Learning Strategy and Construct Improvement Plans
· Task 10: Present and Implement Improvement Plans for Organisational Learning Strategy
THIS PAGE IS INTENTIONALLY LEFT BLANK
    ASSESSMENT RECORD OF OUTCOME
    Student Name
    
    Student ID
    
    Course Name
    BSB80120 Graduate Diploma of Management (Learning)
    Trainer/Assessor Name:
    
    Unit code & Title
    BSBHRM613 Contribute to the development of learning and development strategies
    Intake/Batch
    
    STUDENT DECLARATION
    I HEREBY DECLARE THAT, this is my (please tick)    
☐ 1st Submission ☐ 1ST re-Submission ☐ 2nd re-Submission     ☐ Reassessment
· I declare that all the assessment parts completed for this unit are my own work;
· To the best of my belief, no part of this assessment has been copied from any other student’s work or from any other source except where acknowledgement is made in the text;
· No part of this assessment has been written for me by any other person except where such collaboration has been authorised by the assessor concerned and where acknowledgement is made in the text;
· No part of this assessment has been previously submitted as an assessable item, except where authorised by the trainer concerned and where acknowledgement is made in the text;
· I understand that if I breach the policy, disciplinary action can be against me.
· I am aware of the reassessment options and right to appeals;
· I have retained a copy of this assessment.
    
    Student Signature
    
    Submission Date
     / /
    
RECORD OF ASSESSMENT OUTCOME (Assessor use ONLY)
    RESULT
S:Satisfactory
NS: Not Satisfactory
NA: Not Assessed
    Assessment 1
    Written Question answers
    ☐ S ☐ NS ☐ NA
    Assessment 2
    Workplace Project
    ☐ S ☐ NS ☐ NA
    Assessment 3
    
    
    Final Unit Outcome
    ☐ Competent
    ☐ Not Yet Competent
    Comments (if any)
    
    Assessor declaration
    I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. I have also explained about the re-assessment options and appeals rights available to the student.
    Assessor Name
    
    Assessor Signature & date
    
    Results entered on RTOM
    
    Staff name & date
    
ASSSESSMENT INFORMATION
    
Unit Code and Title
    
BSBHRM613 Contribute to the development of learning and development strategies
    
General Instructions to Students
    This Student Assessment Booklet includes both the assessment instruments and the instructions for gathering and interpreting evidences in an assessment process.
This unit requires that you to complete two (2) assessments. You must complete all assessments with a competent result to achieve competency for this unit. Please read the information below about each task included in this assessment.
    Task
    Description
    Assessment 1
(Knowledge Evidence)
    
    Short Answer Questions
In this assessment, you will demonstrate a sound knowledge of the unit requirements through completing and submitting written questions.
You must correctly answer all questions to show that you understand the knowledge required of this unit.
    Assessment 2 (Workplace Project)
(Performance Evidence)
    This assessment is divided into ten tasks:
· Task 1: Evaluate Existing Learning and Development Methods
· Task 2: Analyse Impact of Learning and Development
· Task 3: Determine Quality Management Policies and Processes for Learning and Development Strategy
· Task 4: Update Learning and Development Strategic Plan
· Task 5: Develop Processes for Learning and Development Strategy Formation
· Task 6: Design Learning and Development Strategy for Identified Work Area
· Task 7: Establish Processes and Procedures to Implement Learning and Development Strategy
· Task 8: Implement Learning and Development Strategy
· Task 9: Evaluate Organisational Learning Strategy and Construct Improvement Plans
· Task 10: Present and Implement Improvement Plans for Organisational Learning Strategy
1) In order to be assessed as Competent (C) in this unit you need to provide evidence that demonstrates that you can perform the required competencies to the required standard.
2) In order to avoid plagiarism, you must acknowledge and reference sources and must give credit appropriately.
3) You must use the APA 6th Referencing style. You must contact your assessor for guidance on how to reference. You could also complete a free tutorial on referencing at www.The Basics of APA Style® https://apastyle.apa.org/instructional-aids/tutorials-webinars
4) The following are some types of references that must be acknowledged:
· Direct quotations – using another person’s exact words, placing words in quotation marks (for shorter quotes) or indent paragraphs (for longer quotes).
· Paraphrases of another person’s words or ideas – using someone else’s ideas in your own words. When you paraphrase, you must cite the source of the ideas
· Summarise another person’s ideas – a short summary of the original text, including only the main points of the original author’s ideas or argument. To avoid plagiarism, you must cite the source whenever you summarise another person’s work.
· Tables, figures, graphs, diagrams or images obtained from any source – you must acknowledge the original source of all tables, figures, graphs, diagrams or images.
· Information obtained from lectures and personal communication –you must acknowledge the source of the information.
5) Competency depends on consistently demonstrating the skills, attitudes and knowledge that enable you to complete workplace tasks confidently in a variety of situations.
6) If you have any difficulties in understanding any of these forms or instructions, please speak to your trainer/ assessor.
7) You must record your handwritten/ typed responses in the assessment pack. You can attach additional pages if required.
8) You must read and complete the Assessment Cover sheet.
9) Your assessor will:
O complete the Assessment Task Outcome Record for each assessment task
O provide you with feedback for all assessment tasks
O mark the assessment task as satisfactory or unsatisfactory
O sign the Assessment Task Outcome Record
    How to submit your assessments
    When you have completed each assessment, you will need to submit it to your assessor. Instructions about submission can be found at the beginning of each assessment task. Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file.
    Assessment Task Cover Sheet
    At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet.
    Assessment outcomes
    Once the assessment has been completed, the student will be given the result within 14 days. Once the student has satisfactorily completed the required assessments for a unit of competency he/she will receive an outcome of C (Competent) or otherwise NYC (Not Yet Competent) in which case the student is entitled to apply for a resubmission of the assessment.
    Reasonable adjustments
    According to AIBL’s policy, assessment processes and techniques should consider the language, literacy and numeracy capacity of the student in relation to the competency being assessed.
If you are unable to complete the assessment in this format, you must inform your assessor and they may arrange for you to take the assessment in an alternative format.
    Assessment re-submission
    If a student has been deemed NYC (not yet competent), the Trainer/Assessor (TRN) will explain why and inform the student of what needs to be completed in order to demonstrate competence.
Re-assessment for assessments only occurs if the student has previously submitted the assessment or has missed the relevant session(s) and has been afforded special consideration that is approved by the Administration department.
If the result for the first submission of an assessment is NYC, students will be given two re-submission opportunities to achieve a competent result (this re-assessment is conducted free of charge). A suitable time will be arranged for the reassessment to occur within 14 days of the completion of the unit in question. Should a student either not make an attempt within this time frame (in spite of all efforts by Albright Institute, its Trainer/Assessor and administration staff to have the student attend a reassessment session) or the student does not achieve a satisfactory result after two re-assessments they may be charged for another attempt.
Should the student still not achieve competence after these assessment attempts, it will be necessary for them to re-enrol in (repeat) the unit of competence at a cost.
    Assessment appeals
    You can make an appeal about an assessment decision by filling an appeal form. Ask for an appeal for from a student support officer. Refer to Albright Institute’s Assessment Policy for more information about our appeals process.
    Plagiarism Policy
    All student work must be written in their own words, except where acknowledged through quotations and referencing. Plagiarism is a serious offence; Albright Institute may impose severe penalties on students who plagiarise.
For more information on Plagiarism and Cheating, refer to Albright Institute’s policies.
Assessment 1 – Coversheet
    Student and Submission Details
    Student Name
    
    Student ID
    
    Unit Code and Name
    BSBHRM613 Contribute to the development of learning and development strategies
    Date of submission
     00/00/0000
    STUDENT DECLARATION
I declare that
a. This assessment is my own work.
b. None of this work has been completed by any other person.
c. I have not cheated or plagiarized the work or colluded with any other student/s.
d. I have correctly referenced all resources and reference texts throughout these assessment tasks.
e. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
    Student Signature :
    Assessor To Complete
    Assessment 1
    Assessment Result
    Date
    Type Of Submission
    Short Answer Questions
    □ C (Competent)
□ NYC (Not Yet Competent)
□ DNS ( Did Not Submit)
    
00/00/0000
    ☐ First submission
☐ First re-submission
☐ Second re-submission
    Assessor feedback
    
    Assessor Name
    
    Assessor Signature:
Assessment 1 – Short Answer Questions
    Assessment summary
    You are required to answer all the written questions in this assessment.
    Resources and equipment required to complete this assessment
    · Access to textbooks and other learning materials.
· Access to a computer, printer, Internet and email software (if required).
    When and where should the assessment be completed
    · This assessment may be done in your own time as homework or you may be given time to do this task in class (where applicable).
· Your assessor will provide you with the due date for this assessment.
    What needs to be submitted
    Your answers to each question in this assessment along with references.
    Instructions
    · This is an open book test – you can use your text book/learning materials as reference.
· You must answer all questions in this assessment correctly.
· You must answer the questions by typing your answers in Microsoft Word and converting it into a pdf.
· Please include the following details in the header section of each page of your assessment document:
· Student Name and ID
· Course Code and title
· Unit Code and title
· Trainer and assessor name
· Page numbers
· You are required to submit your assessment on the LMS (Moodle). No submissions will be accepted via emails.
Short Answer Questions
    Question 1
    Complete the table below about legislation, codes of practice and national standards relevant to your job role.
    
    A. Legislation
· Identify at least two federal or state/territory legislation relating to learning and development that are applicable to your job role.
· Identify at least one provision of each identified legislation that must be followed when designing learning and development strategies for your organisation/workplace.
    Legislation
    Provision Relevant to Learning and Development
    a.      National Vocational Education and Training Regulator Act 2011 (Cth)
    The NVETR Act establishes the National Vocational Education and Training Regulator (ASQA) and outlines the regulatory framework for vocational education and training (VET) providers in Australia.
Requirement: When designing learning and development strategies, organizations must ensure compliance with ASQA's standards for VET, which include meeting the national training package requirements, ensuring the quality of training and assessment, and adhering to the principles of access and equity.
    b.      Education Act 1990
    The Education Act in New South Wales governs the provision of education services in the state, including primary, secondary, and vocational education.
Requirement: Organizations operating in New South Wales must adhere to the requirements set out in the Education Act, which may include provisions related to curriculum standards, the registration of educational institutions, and the delivery of vocational education programs. Compliance with these provisions is essential when designing learning and development strategies.

    B. Codes of practice
· Identify at least two codes of practice applicable to your organisation/workplace, or to the type of industry of your organisation/workplace.
· Identify at least one provision of each identified code of practice that can be adopted when designing learning and development strategies for your organisation/workplace.
    Code of Practice
    Provision Relevant to Learning and Development
    a. Code of Practice for Managing the Work Environment and Facilities (NSW Work Health and Safety Regulation 2017)
    Guidelines on effective management of work environment and facilities- Include training on workplace ergonomics and safe work practices. - Incorporate procedures for reporting and addressing workplace hazards into training programs.
    b. Code of Practice for Preventing and Responding to Workplace Bullying (Safe Work Australia)
    Strategies for preventing and responding to workplace bullying- Develop training programs addressing workplace bullying prevention. - Include conflict resolution training. - Emphasize respectful communication and behavior in the workplace.
    C. National Standards
· Identify at least two national standards relevant to learning and development that are applicable to your job role.
· Identify at least one provision of each identified national standard that can be adopted when designing learning and development strategies for your organisation/workplace.
    National Standard
    Provision Relevant to Learning and Development
    a. ISO 9001:2015 - Quality Management Systems
    - Clause 7.2 - Competence: Ensure that personnel performing work affecting product or service quality are competent based on education, training, skills, and experience. - Clause 7.3 - Awareness: Ensure that personnel are aware of the quality policy, quality objectives, their contribution to product/service conformity, and the implications of not conforming to requirements. - Clause 8.2 - Monitoring and Measurement: Monitor and measure the effectiveness of training programs and take actions to address gaps in competence.
    b. ISO 10015:1999 - Guidelines for Training
    - Clause 5 - Training Design: Follow guidelines for the design of training programs, including the identification of training needs, defining objectives, selecting training methods, and evaluating training effectiveness. - Clause 7 - Training Evaluation: Implement a systematic approach to evaluate the impact and effectiveness of training programs to make improvements. - Clause 9 - Records: Maintain records of training activities, including training plans, evaluations, and results, to ensure traceability and accountability.
    Question 2
    Answer the questions below about consultation and communication processes relevant to development of organisational learning and development strategies.
    
    a. Outline the four recommended stages of the consultation process with key stakeholders to seek their inputs in developing organisational learning and development strategies.
     Preparation and Planning:
A. Identify stakeholders.
B. Set clear objectives.
C. Develop a communication plan.
D. Choose consultation methods.
    Engagement and Information Sharing:
ii. Communicate the purpose and importance of the consultation.
iii. Share relevant information about organizational goals and challenges.
iv. Schedule consultation sessions.
    Collecting Input and Feedback:
A. Actively listen to stakeholders' opinions, concerns, and suggestions.
B. Use structured questions to gather specific information.
C. Document all feedback accurately.
    Analysis and Integration:
D. Analyze collected feedback and identify common themes.
E. Prioritize valuable insights that align with organizational goals.
F. Provide stakeholders with feedback on how their input influenced the strategies.
    b. Identify at least two communication techniques that can be used in an ongoing communication process with key stakeholders to share information with them about organisational learning and development.
    i.     Regular Newsletters and Updates:
· Send scheduled newsletters with updates on learning and development initiatives.
· Share progress, success stories, and important dates.
· Encourage stakeholder contributions for engagement.
 
    ii.   Periodic Stakeholder Meetings or Webinars:
· Organize periodic meetings or webinars for in-depth discussions.
· Provide opportunities for Q&A and direct stakeholder input.
· Use interactive features for engagement, such as polls and live questions.
 
    Question 3
    Complete the table below.
· Identify at least four common approaches to designing learning strategies.
· Briefly explain, in your own words, how each identified common approach to designing learning strategies can be applied at a workplace.
    
    Common Approach to Designing Learning Strategies
    Application of the Common Approach to Designing Learning Strategies at the Workplace
    a. 1. Needs Assessment:
    Conduct a thorough needs assessment to identify skill gaps and learning needs among employees. This involves surveys, interviews, and data analysis to determine what knowledge and skills are lacking or need improvement. Once the needs are identified, design learning programs and materials specifically tailored to address these gaps. This approach ensures that training efforts are targeted and relevant to the workforce, increasing the effectiveness of learning and development initiatives.
    b. 2. Experiential Learning:
    Implement experiential learning opportunities such as simulations, role-playing, on-the-job training, or apprenticeships. These approaches provide employees with hands-on experience and real-world scenarios to enhance their skills and knowledge. Experiential learning encourages active participation, problem-solving, and immediate application of newly acquired skills, making it highly effective for skill development and workplace readiness.
    c. 3. Blended Learning:
    Combine various learning methods and formats, such as online courses, classroom training, video tutorials, and mentorship programs. Blended learning offers flexibility and customization, allowing employees to choose the most suitable learning pathways. This approach accommodates different learning styles, maximizes engagement, and ensures that employees receive a well-rounded learning experience tailored to their needs and preferences.
    d. 4. Microlearning:
    Break down learning content into small, bite-sized modules or lessons that are easily digestible. These short learning units can be delivered through mobile apps, videos, or e-learning platforms. Employees can access and complete these microlessons during short breaks or downtime. Microlearning helps with knowledge retention and allows employees to acquire new information efficiently, making it ideal for busy workplaces with limited time for traditional training sessions.
    Question 4
    Outline the five key guiding factors for organisational learning and development strategy design.
    
    Organizational Goals and Objectives: Align learning and development initiatives with the organization's overall goals and objectives. Ensure that the strategy supports the company's mission, vision, and strategic priorities. This alignment helps employees understand the relevance of their learning to the organization's success.
    Employee Needs and Skill Gaps: Identify the specific learning needs and skill gaps among employees. Conduct a thorough needs assessment to understand what knowledge and competencies are required to meet both individual and organizational performance goals. Tailor the strategy to address these identified gaps effectively.
    Flexible Learning Approaches: Recognize that different employees may have varying learning styles, preferences, and schedules. Design a strategy that offers flexibility, incorporating a mix of learning approaches such as e-learning, on-the-job training, workshops, mentoring, and more. This accommodates diverse learning needs and maximizes engagement.
     Continuous Evaluation and Improvement: Implement mechanisms for ongoing evaluation and feedback. Regularly assess the effectiveness of learning programs and initiatives. Collect feedback from employees, managers, and stakeholders to identify areas for improvement and make necessary adjustments to the strategy. Continuous improvement ensures that the learning and development efforts remain relevant and impactful.
     Resource Allocation and Budgeting: Allocate appropriate resources, including budget, personnel, and technology, to support the learning and development strategy. Ensure that there are sufficient resources to implement and sustain the planned initiatives. Budgeting should align with strategic priorities and organizational capacity.
    Question 5
    Complete the table below.
· Identify the four stages of Kaizen or iterative continuous improvement process that can be applied to organisational learning and development strategies.
· Briefly explain, in your own words, how each stage of the Kaizen or iterative continuous improvement process can be applied to organisational learning and development strategies.
    
    Kaizen or Iterative Continuous Improvement Process Stage
    Application of Kaizen or Iterative Continuous Improvement Process Stage to Organisational Learning and Development Strategies
    a. 1. Plan (Plan for Improvement):
    In this stage, organizations should plan their learning and development strategies by setting clear objectives and identifying areas that require improvement. This involves conducting a needs assessment, setting performance goals, and defining specific learning outcomes. It's crucial to involve stakeholders, such as employees and managers, to gather input on their learning needs and preferences. The planning phase ensures that learning initiatives are aligned with organizational goals and address identified skill gaps.
    b. 2. Do (Implement the Plan):
    Once the learning and development plan is in place, it's time to implement it. This involves designing and delivering training programs, workshops, e-learning modules, or any other chosen learning methods. During this stage, it's essential to provide access to learning resources, engage employees actively, and monitor the progress of the initiatives. Collect data on participation, feedback, and learning outcomes to assess the effectiveness of the programs and identify areas for improvement.
    c. 3. Check (Assess the Results):
    The "Check" stage involves evaluating the outcomes of the learning and development initiatives. This includes analyzing data on learning effectiveness, assessing whether the objectives were met, and gathering feedback from participants. Employ key performance indicators (KPIs) to measure the impact of training on employee performance and organizational goals. Based on the assessment results, identify strengths and weaknesses in the strategy and areas that require adjustments or enhancements.
    d. 4. Act (Continuous Improvement):
    In the "Act" stage, organizations use the assessment findings to make informed decisions about adjustments to the learning and development strategy. This may involve revising the content, delivery methods, or timing of training programs. Address any identified weaknesses or areas of improvement, and implement changes accordingly. Additionally, communicate the results and improvements to stakeholders, reinforcing a culture of continuous learning and improvement within the organization.
    Question 6
    Complete the table below.
· Name any two evaluation strategies that can be applied at your organisation/workplace to evaluate effectiveness of an implemented organisational learning strategy.
· Briefly discuss each identified evaluation strategy in your own words.
    
    Evaluation Strategy
    Brief Discussion of Each Evaluation Strategy
    a. 1. Kirkpatrick Model:
    The Kirkpatrick Model is a widely used framework for evaluating the effectiveness of training and learning programs. It consists of four levels of evaluation: 1) Reaction, 2) Learning, 3) Behavior, and 4) Results. - Reaction (Level 1): Assess participants' immediate reactions to the learning experience through surveys and feedback forms. This helps gauge learner engagement and satisfaction. - Learning (Level 2): Measure the extent to which participants have acquired new knowledge or skills as a result of the training. This often involves pre and post-assessments. - Behavior (Level 3): Evaluate whether participants are applying what they've learned in their workplace. This may involve observations and interviews. - Results (Level 4): Examine the broader impact of the training on organizational outcomes, such as improved performance, increased productivity, or cost savings. The Kirkpatrick Model provides a comprehensive approach to assessing the effectiveness of learning initiatives, from immediate reactions to long-term impact on the organization.
    b. 2. Return on Investment (ROI) Analysis:
    ROI analysis focuses on quantifying the financial return generated by learning...