Answer To: Alpha Institute - LH.cdr www.alphainstitute.edu.au Sydney Campus: 8 Figtree Drive Sydney Olympic...
Deblina answered on Aug 09 2022
Alpha Institute - LH.cdr
BSBMGT615
Contribute to organisation
development
Learner Workbook
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Table of Contents
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Table of Contents 1
Instructions to Learner 3
Assessment instructions 3
Assessment requirements 6
Candidate Details 7
Assessment – BSBMGT615: Contribute to organisation development 7
Observation/Demonstration 8
Third Party Guide 9
Third party details (required information from the learner) 9
Activities 9
Activity 1A 10
Activity 1A checklist – for assessor 11
Activity 1B 12
Activity 1B checklist – for assessor 14
Activity 1C 15
Activity 1C checklist – for assessor 17
Activity 1D 18
Activity 1D checklist – for assessor 20
Activity 1E 21
Activity 1E checklist – for assessor 23
Activity 1F 24
Activity 1F checklist – for assessor 25
Activity 1G 26
Activity 1G checklist – for assessor 28
Activity 2A 29
Activity 2A checklist – for assessor 30
Activity 2B 31
Activity 2B checklist – for assessor 33
Activity 2C 34
Activity 2C checklist – for assessor 35
Activity 2D 36
Activity 2D checklist – for assessor 37
Activity 2E 38
Activity 2E checklist – for assessor 39
Activity 2F 40
Activity 2F checklist – for assessor 41
Activity 3A 42
Activity 3A checklist – for assessor 44
Activity 3B 45
Activity 3B checklist – for assessor 47
Activity 3C 48
Activity 3C checklist – for assessor 49
Activity 3D 50
Activity 3D checklist – for assessor 52
Activity 3E 53
Activity 3E checklist – for assessor 55
Summative Assessments 56
Summative Assessments 57
Section A: Skills Activity 57
Summative Assessments: Section A checklist 59
Section B: Knowledge Activity (Q & A) 60
Summative Assessments: Section B checklist 61
Section C: Performance Activity 62
Summative Assessments: Section C checklist 63
Workplace Documentation – for learner 64
Workplace documents checklist 64
Supplementary Oral Questions (optional) – for assessor 65
Competency record to be completed by assessor 70
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
· Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learner
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0”
grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
· Direct observation
· Product-based methods e.g. reports, role plays, work samples
· Portfolios – annotated and validated
· Questioning
· Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
· Supervisors
· Trainers
· Team members
· Clients
· Consumers.
The third party observation must be submitted to your trainer/assessor, as directed. The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence.
Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – BSBMGT615: Contribute to organisation development
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBMGT615: Contribute to organisation development.
Name: Address:
Email: Employer: Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:
Date: If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: Signed:
Learner 2: Signed:
Learner 3: Signed:
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
· Performing a work based skill or task
· Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
· Performing a skill or task that is asked of you
· Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
· Assessment is required in the workplace
· Where there are health and safety issues related to observation
· Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role. Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name:
_ Position of third party:
_ Telephone number:
_ Email address:
_
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here)
Third party signature:
Activities
Date:
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
Estimated Time
10 Minutes
Objective
To provide you with an opportunity to analyse strategic plans to determine
organisation development needs and objectives.
Activity
Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
Why is it important to analyse strategic plans in order to determine the organisation development needs?
In order to be successful organisation must have a clear concept about the vision and the purpose of the organisation and hence needs to have a clear concept about the strategies in place in order to achieve the vision and the mission of the organisation. Organisational strategic plan is an effective context that needs to be accessed by the organisation and must be effectively analyse in order to reach its desired long-term outcomes. It defines the vision and the mission of the organisation that establishes and identify is the strategies that needs to achieve the goals. It is also effectively contemplated that the strategic plan must be developed by the key stakeholders of the organisation such that it effectively helps the organisation in a right future direction and actions to achieve the success. Moreover, analysing the strategic plan effectively helps the organisation to review the environment of the organisation that contents the Macro Economics factors that influences the organisations development and determines the planning how it will be going and how the organisation Planning can be assimilated. So, the basic aspect of the significance of analysing the strategic plans effectively determines the plan of action that the organisation must determine in order to meet the development of the organisation.
Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was:
Not yet satisfactory
Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1B
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to consult with relevant groups and
individuals to profile the organisation’s culture and readiness for
organisational development.
Activity
Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Why is it important to profile the organisation’s culture and readiness for
organisational development?
The organisations culture and the readiness for the organizational development is an effective context and significant for the profile in order to determine who take the key roles in the organisations develop and process and comet to the development of the organisation. It has been briefly contemplated that the organisation development planning process will be effectively achieved by addressing the organisations mission and mission. It is also effective benefits of urge the organisation and how the organisation and development process will benefit the organisation in the long-term future. The organisations culture effective strategies that the organisations must acquire in order to achieve the organisation development. So, it is effective to consider the organisations culture and the readiness of the organisation search that the organisation can take up effective strategies in order to address the long term and the short-term requirements of the organisation that meet the need for organisation development. Profile in organisations culture is also significant because it defines the internal and the external identity of the organisation and it revert the culture of the business across all the aspects and simultaneously portrays the identity and the image of the organisation.
2. Think of two different organisations with which you are familiar. What type of culture would you say describes each organisation? Please give reasons for your answers.
Two different organisations where I am familiar with the organisation where the Organisation all culture determines the effective organisation or development and the strategies that are taken up by the organisation and determines its development in the long-term future. In first instance the organisation Coca-Cola has been one of the most effective beverage companies that operates with the organisation culture of inclusiveness and Diversity. It is also imbibing the aspect of sustainable development in terms of producing that is known alcoholic in order to address the toxic nature of the alcoholic drinks. This has been propounded in terms of leading the entire market for non-alcoholic beverages by Coca-Cola which has effectively influenced the Organisational development. Hence, it is effective to note that organisational development.
The Other organisation that can be taken into our consideration is the Apple Incorporation. The employees at the Apple has a unique organisation culture and values which helps to maintain a positive relationship between the human resources and the creative innovation.
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Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was:
Not yet satisfactory
Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
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Activity 1C
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to determine who will take key roles in
the organisational development process and confirm their commitment.
Activity
Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Why is it important to determine the commitment of people who have key roles in the OD planning process?
The team members are chosen based on the advertise and the experience along with the knowledge and the ability they have for strategically achieving the goals of the organisation. The rules of the team members are important in order to complete the task and managing the project to implement the strategy and finding effective solutions for gathering feedback and creating plants. It is effective to consider the commitment of the for sense who have the key rules in achieving the organisation objectives and the effective substance of the company it is effective to determine the commitment of the people who have the key rules in the organisation or development. This also secures the resources that are necessary for the survival of the company. Investors customers and employees are the effective human resources who contemplates with each other in order to have a directive organisation development planning process and will help to achieve the organisations mission and mission. It is also effective to determine the key benefits of the organisation that shows how the organisation and development process will benefit the organisation as a whole and summarize the aspect that needs to be used as input and explain the aspect in terms of the resources and commitment.
Imagine you have identified someone in your organisation who should be involved in the OD planning process due to their technical expertise and skills. However, when you have discussed this with them, they have complained that they are far too busy and can’t possibly get involved. What steps can you take to gain their commitment?
It is effective to persuade the reluctant contributors as this particular stakeholder is an important human resource who will effectively contribute towards the organisation or development. This would include the following process in order to establish commitment:
· Reiterating to the employees in order to emphasize the process that will help the organisations overall performance.
· Summarizing the expectations and believing with the time and resources that they are asking for.
· Asking them if they can foresee any difficulties and take note and use this information to help find you the organisation all development plan and make sure that they are closely involved when these in the planning process is reached.
· Discussing what they can do and express their commitment to the process.
· Closing the conversation positively and summarising what you have agreed and what will happen next.
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Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was:
Not yet satisfactory
Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
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Activity 1D
Estimated Time
20 Minutes
Objective
To provide you with an opportunity to collect and analyse data on areas of
the business experiencing problems or that need realignment.
Activity
Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
1. Imagine that you are in a team of OD consultants working with a furniture manufacturing business. The business is experiencing difficult trading conditions and has invested heavily in new furniture designs and manufacturing processes. Sales are 15% lower than in previous years and the number of complaints is rising. The volume of furniture that has to be reworked or scrapped is unacceptably high. What data would you look at to explore this situation further?
The data that should be affectively look for is the revenue and the sales data of the previous years. It is also effective to contemplate and compare with the other data that are relevant for the previous years. It is also effective to enquire the data about the recent demand pattern of the furniture in the market. The revenue pattern and the demand pattern along with the economic scenario of the market is also in effective to consider for determining the lower sales of the organisation. It is also effective to consider the other factors that are relevant and effectively study the financial data is well as the organisational data in order to contemplate the effective reason for the lower sales revenue in the market. Moreover, it is also effective to consider the other aspects like...