Table of Contents
Table of Contents 1
Instructions to Learner 2
Assessment instructions 2
Assessment requirements 5
Candidate Details 6
Assessment – BSBRES401: Analyse and Present Research Information 6
Third Party Guide 8
Third party details (required information from the learner) 8
Activity 1A 9
Activity 1B 10
Activity 1C 12
Activity 1D 13
Activity 1E 14
Activity 1F 15
Activity 2A 16
Activity 2B 17
Activity 2C 18
Activity 2D 19
Activity 2E 20
Activity 3A 21
Activity 3B 22
Activity 3C 24
Activity 3D 25
Instructions to Learner
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.
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.
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
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 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).
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.
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.
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.
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 can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? 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:
? Team members
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.
Assessment – BSBMGT402: Implement Operational Plan
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBMGT402: Implement Operational Plan.
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.
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: ____________________________________________________________
Learner 2: ____________________________________________________________
Learner 3: ____________________________________________________________
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: _____________________________________ Date: ___________________
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Estimated Time 30 Minutes
Objective To provide you with an opportunity to collate, analyse and organise details of resource requirements in consultation with relevant personnel, colleagues and specialist resource managers.
1. Describe in your own words what an operational plan is.
2. Develop a resource request form you can use in the workplace to keep track of required resources. This can be for physical resources such as equipment or machinery or for staffing requirements.
Estimated Time 30 Minutes
Objective To provide you with an opportunity to discuss how operational plans can be implemented in the workplace.
1. What are some ways in which an operational plan can be implemented into your workplace?
2. Why is it important to communicate the operational plan to relevant staff?
3. What should be considered when implementing an operational plan?
Estimated Time 30 Minutes
Objective To provide you with an opportunity to further investigate key performance indicators relevant to their job role in their workplace.
1. What are KPIs?
2. How can KPIs help to contribute to organisational goals?
3. Research your performance management plan or performance review and identify some of the KPIs within that. Are the KPIs achievable? If not, how can you discuss making them achievable with your direct manager?
Estimated Time 30 Minutes
Objective To provide you with an opportunity to discuss contingency plans in more detail.
1. What business operational activities do you think should be covered by contingency plans?
2. What should be included in a contingency plan?
3. What possible variations are there likely to be?
4. Research what types of contingency plans are in place in your organisation. Do you believe they are adequate?
Estimated Time Minutes
Objective To provide you with an opportunity to put together a draft proposal to be presented to management.
1. Individually or in small groups, put together an outline for a draft proposal. This could take the form of a diagram or a bullet point list.
2. What information should you include when writing a proposal?
3. Why is providing feedback to the person submitting the proposal important?
4. What are some of the questions you would ask before developing a proposal to management requesting resources?
Estimated Time 45 Minutes
Objective To provide you with an opportunity to put together an interview plan.
1. Put together an interview plan using the template provided below.
Interview plan template:
Salary: Reporting to:
Cost centre: Date of commencement:
Reason for recruitment:
Job description revised: Induction:
Desired criteria: Essential knowledge:
Approved by: Date:
2. Put together a draft induction program for a new staff member. Discuss what will be included in the program with another member of the group.
3. In small groups, write a list of 10 questions to ask at job interviews. Conduct mock interviews with other participants. One person per group can provide feedback on the interview.
Estimated Time 30 Minutes
Objective To provide you with an opportunity to discuss performance measures and cost saving ideas.
1. How is performance measured in your organisation?
2. What cost saving initiatives has your organisation put into place? If there are none, can you think of any that can help the organisation to save money and increase productivity?
3. Put together a rough draft of a business budget to use in your department. You can use the template provided on the next page, or design your own.
Cash Flow Projection Sample
Requested for: _____________________________________________________
Cost Centre: _____________________________________________________
Prepared by: _____________________________________________________
Amount Requested $
YEAR MONTH in which payment
request is anticipated ESTIMATED AMOUNT
of payment request
TOTAL REQUEST $
Estimated Time 30 Minutes
Objective To provide you with an opportunity to discuss how you may deal with unsatisfactory performance in the workplace.
In small groups, discuss the following case study:
You are the team leader for a company that has 14 customer service staff working on a roster basis. Their job role involves answering customer queries and dealing with complaints. You have been made aware that two employees in your area are not getting along. There are rumours within the department that they have had a falling out due to personal issues, as the employees used to socialise out of work also. This is causing some stress on the other team members as they are being made to feel as if they need to side with one of the team members. One of the team members who has had the falling out is also coming in to work late and snapping at some customers. Usually, this team member is a very good worker and has been with the company for 4 years.
How are you as a manager going to deal with this situation? How will you address the performance issues and personal issues that are taking place?
Estimated Time 20 Minutes
Objective To provide you with an opportunity to understand how to provide mentoring, coaching and supervision to support individuals and teams to use resources effectively, economically and safely.
1. What are some of the benefits you think your staff members can get from being mentored or coached?
2. What are some of the benefits your staff members could get from mentoring or coaching someone else?
Estimated Time 20 Minutes
Objective To provide you with an opportunity to determine how you will approach management for implementation of change to an operational plan.
1. Why is it important to present accurate and valid information when recommending changes to an operational plan?
2. If you want to make changes to an operational plan, what steps should you take to present your recommendations to senior management?