Advance Diploma Of Business

BSBINN601studentguide.pdf

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M.S Aviation Pty Ltd T/A Australian School of Commerce RTO NO. 41089 I CRICOS NO.: 03489A Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia

Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 E: [email protected] W: www.asoc.edu.au

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BSBINN601

Lead and manage organisational change

Candidate Assessment Tool

STUDENT NAME:

STUDENT ID:

ASSESSOR NAME:

UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change

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M.S Aviation Pty Ltd T/A Australian School of Commerce RTO NO. 41089 I CRICOS NO.: 03489A Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 E: [email protected] W: www.asoc.edu.au

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ASSESSMENT RECEIPT FORM

NOTE:

1. This form must be attached on top of the completed Student Assessment Booklet when

submitting.

2. The Assessment Receipt Form must be signed and dated.

DECLARATION:

1. I am aware that penalties exist for plagiarism and cheating.

2. I am aware of the requirements set by my assessor.

3. I have retained a copy of my assessment.

Student Signature: _________________________________ Date: _____________________

Assessment received by Australian School of Commerce (ASOC) Staff

Name: Signature:

=================================TEAR HERE ==================================

Students must retain this as a Record of Submission

Assessment handedon:

Unit code and title: BSBINN601 – Lead and manage organisational change

Assessment received by ASOC staff

Name: ……………………………………………………

Signature: ………………………...……...……...……..

Student ID: …………………………..

Student Signature: ……………………

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About this booklet

This assessment booklet has been designed for students undertaking face-to-face mode of study

to provide information before they undertake these assessments. It also contains assessment

tools to assess the skills and knowledge required from you to be deemed competent in this unit.

Please read all the information given to you when you receive this assessment booklet. If you do

not understand any part of this booklet, please inform your assessor.

The assessment booklet contains two (2) parts:

PART 1: Assessment information: This part contains information on the assessment for this unit of

competency and how an assessment will be conducted throughout this unit to achieve the

competency. It includes:

• Application of the unit of competency

• Purpose of assessment

• Elements, performance evidence and knowledge evidence requirements of the unit

• Conditions, context, required resources and location of the assessment 

• Assessment tasks  

• Outline of evidence to be collected 

• Administration, recording and reporting the requirements including special adjustments,

appeals, reasonable adjustments and assessors’ intervention. 

PART 2: Assessment tasks: This part contains the information to undertake the assessment task

successfully. In each assessment task, students will find the following information:  

• Task instructions  

• Role play/Practical Demonstration information

• Information on resources required, where applicable. 

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PART 1

Assessment Information

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Application of the unit of competency:

This unit describes skills and knowledge required to determine strategic change requirements

and opportunities; and to develop, implement and evaluate change management strategies.

It applies to managers with responsibilities that extend across the organisation or across

significant parts of a large organisation. They may have a dedicated role in human resources

management, human resources development, or work in a strategic policy or planning area.

The unit takes a structured approach to change management and applies to people with

considerable work experience and organisational knowledge.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Purpose of assessment:

The purpose of assessment is to determine competency in the unit BSBINN601 - Lead and

manage organisational change.

Performance evidence:

Evidence of the ability to:

▪ Analyse and interpret information about the organisation’s internal and external

environment and consult with stakeholders to identify requirements and opportunities for

changes that support organisational objectives

▪ Priorities opportunities for changes with input from managers

▪ Develop a change management project plan for the priority changes incorporating

resource requirements, risk management and timelines

▪ Develop strategies to communicate or educate the changes and embed them

▪ Obtain approvals and agree reporting protocols with relevant managers and implement

the plan including addressing barriers to change

▪ Review and evaluate the change management project plan and modify as needed to

achieve objectives.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least

once.

Knowledge evidence:

To complete the unit requirements safely and effectively, the individual must:

▪ Explain the change management process or cycle and strategies for communicating and

embedding change

▪ Explain how organisational behaviour and the external environment can impact on change

strategies

▪ Describe the components of a change management project plan

▪ List potential barriers to change and explain possible strategies to address barriers.

Context and conditions for assessment:

To comply with the assessment conditions of this unit:

• Skills for this unit of competency will be demonstrated in Australian School of Commerce

classroom/Computer lab located at Level 4, 123 Lonsdale St , Melbourne , Victoria 3000

• You will have access to suitable facilities, equipment and resources, including template

documentation, style guide, policies and procedures to undertake the assessment tasks for

this unit of competency. (refer appendix 1,2,3,4,5,6,7,8,9,10 &11)

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• During the project work, you will undertake simulated case study assessment activities that

involve complex interactions with real time situations where you have to give your

suggestions.

Resources required:

The assessor will ensure that assessment is conducted in a safe environment and you have

access to the following resources for the unit:

• Computer with internet connection to refer to various resources

• Student assessment booklet

• Australian School of Commerce Learners’ resources for the unit BSBINN601- Lead and

manage organisational change.

Clustering/holistic assessment:

There is no provision for clustering of assessments in this unit.

Competency requirements:

To be deemed competent in this unit, you must satisfactorily complete all assessment tasks.

Students with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet

Competent (NYC).

Assessors will ensure that the evidence collected meets the requirements of the Rules of

Evidence (authentic, current, sufficient and valid) prior to entering results into the competency

record sheet.

Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be

given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC)

after two reassessments in a unit of competency, student will be required to repeat the unit as

per the scheduled delivery of the course. For further details, refer to Australian School of

Commerce Re-Assessment Policy and Australian School of Commerce Course Progress Policy.

Assessment tasks Assessment description Location of assessment

Assessment Task 1 (AT1):

 Knowledge Test

This assessment includes a series of

questions; you need to answer all

questions correctly

Australian School of

Commerce training

campus

Assessment Task 2 (AT2):

 Project

This assessment includes a series of tasks

and activities you are required to perform

in a simulated work environment

Australian School of

Commerce training

campus

Assessment Task 3 (AT3):

 Observation

This assessment includes a roleplay

scenario that you are to participate in.

Australian School of

Commerce training

campus

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Assessment tasks:

To achieve competency in this unit, you must satisfactorily complete all the following assessment

tasks within the date and time specified by your trainer/assessor. This will demonstrate that you

have all the required skills and knowledge for this unit.

Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will

ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient,

current and authentic.

Assessment Task 1

(AT1):

Knowledge Test

• Answer all questions correctly in the Written Knowledge Questions and

submit to your assessor electronically.

• Complete and sign the cover sheet for assessment task.

Assessment Task 2

(AT2): Project • Produce all required evidences electronically

• Complete and sign the cover sheet for assessment task.

Assessment Task 3

(AT3): observation • Perform the roleplay while being observed by your Assessor.

• Submit the Observation Report.

• Complete and sign the cover sheet for assessment task.

You must read and follow this information carefully while completing assessments for this unit of

competency and if you are unsure of any instruction, please contact your assessor to clarify.

The assessments are intended to be equitable, fair and flexible.

Submission of assessment:

You must ensure that the completed assessment tasks are submitted along with the assessment

cover sheet:

• Your assessor will mark the submitted assessment, provide feedback to you and complete

the comments section against each task, where applicable.

• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for

assessments are typed.

• You must submit all assessments on or before the due date specified by the assessor as per

the training plan.

• Extensions for individual assessment tasks may be negotiated in specific circumstances with

your assessor/trainer. However, you need to provide genuine evidence documents when

seeking an extension to due date (e.g. extensions due to illness will require a medical

certificate). To arrange an extension, you must speak to your assessor prior to the due date.

Extensions must be confirmed by the trainer in writing.

• You are permitted to use dictionaries and to seek support (as required) unless it puts in

jeopardy the integrity of the assessment, your assessor will let you know if this is the case.

• Unless the assessment task specifically allows pair work or group activities such as

brainstorming, you must submit your own original work and must not copy the work of other

students. Plagiarism is unacceptable.

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Recording an assessment result:

Once the assessments have been completed, the assessor will record the assessment results on

the student assessment record sheets and all results will be approved by the Training Manager.

Assessors will check that you have completed the signed student declaration prior to filling out

the assessment sheet.

Retaining assessment records:

Australian School of Commerce will securely retain all completed student assessment items for

each student for a period of six months from the date on which the judgement of competence

for the student was made. Australian School of Commerce will also retain sufficient data to be

able to reissue AQF certification documentation for a period of 30 years.

The assessor will ensure that the student records are securely retained and stored in accordance

with the Australian School of Commerce record control policy accessible by the Student

Administration Officer.

Assessment outcomes: -

For unit of competency:

There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent

(requires more training and experience).

You will be awarded C = Competent on completion of the unit when the assessor is satisfied that

you have completed all assessments and have provided the appropriate evidence required to

meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will

receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in

accordance with the Australian School of Commerce Re-Assessment Policy and Australian

School of Commerce Course Progress Policy.

For assessment task:

There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.

On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if

you have completed the task successfully, submitted all evidence and satisfied the assessment

criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or

does not meet the requirements of the assessment criteria.

Re-assessment:

If you are unsuccessful at achieving competency at the first attempt, you will be given two

further opportunities for re-assessment at a mutually agreed time and date. For further details,

refer to the Australian School of Commerce Re-Assessment Policy and Australian School of

Commerce Course Progress Policy. As this is a competency-based program, the assessment

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continues throughout the program until you either achieve Competency in the assessment tasks

or a further training need is identified and addressed.

Student access to records:

You have the right to access current and accurate records of your participation and results at

any time. You can request a copy of your records (results or attendance progress) by

contacting the student administration or assessor.

Support:

You may seek clarification about the assessment information and the instructions and tasks at

any time from the assessor.

Reasonable adjustments and special learning needs:

Australian School of Commerce works to ensure that students with recognized disadvantages

can access and participate in education and training on the same basis as other students.

Disadvantages may be based, for example, upon age, cultural background, physical disability,

limited or non-current industry experience, language, numeracy or digital literacy issues.

Where pre-training interviews and LLN assessments reveal that a student may require special

support or where, after enrolment, it is made apparent that the student requires special support,

reasonable adjustments will be made to the learning environment, training delivery, learning

resources and/or assessment tasks to accommodate the particular needs of the student. An

adjustment is reasonable if it can accommodate the student’s particular needs, while also

taking into account factors such as the student’s views, the potential effect of the adjustment

on the student and others and the costs and benefits of making the adjustment.

Any adjustments made must:

• be discussed, agreed and documented in the assessment record

• benefit the student

• maintain the integrity of the competency standards and course requirements as stipulated

in the training package

• be reasonable to expect in a workplace.

Reasonable adjustment may consist of:

• providing additional time for students to complete learning and assessment tasks

• presenting questions orally for students with literacy issues

• asking questions in a relevant practical context

• using large print material

• extending the course duration

• Presenting work instructions in diagrammatic or pictorial form instead of words and

sentences.

Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In

the first instance, you are encouraged to appeal informally by contacting the assessor and

discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you

may appeal further to training manager. If you are still dissatisfied, you may appeal formally and

in writing to have the result reviewed. For more information, refer to the Assessment Policy and

the Complaints and Appeals Policy and Procedures available in Australian School of Commerce

Website.

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Assessor intervention:

Assessors will check if you are ready for the assessment, and defer the assessment if you are not.

Feedback will be given to you at the completion of the assessment. During role play, the

assessor may act as a client or employer, where required, but the assessor will not interfere with

the assessment. If the assessment activities might impact on your safety or that of others, the

assessor will stop the assessment immediately.

Plagiarism, cheating and assessment dishonesty:

Australian School of Commerce considers plagiarism and cheating as a serious misdemeanor.

Evidence of plagiarism and cheating is treated on a case by case basis and the consequences

for students engaging in such practices may include failure of the assessment or unit or exclusion

from the course. For more information, refer to Australian School of Commerce’s Assessment

Policy.

Note: Referencing is a way of acknowledging the source of information that a person uses to

research your assignment. References should be provided whenever someone else’s words.

Ideas or research is used. One should also provide references for any information used. Website,

journals, Research paper, Blogs, article and any other online sources needs to be referenced.

Assessor feedback:

Assessors will provide feedback on the assessment that you have submitted. This can identify

your strengths and weaknesses or be an overall comment on your submission. A copy of the

feedback along with your submission will be given to you and you must keep a copy of it

throughout the completion of the course.

Student Declaration:

I.............................................................................. (Student Name) have read and understand the

information provided above and also understand and accept that any act of plagiarism and

academic dishonesty may have penalties including cancellation or suspension of my enrolment

with Australian School of Commerce. I further declare that:

• All assessment work submitted for this unit competency is my own original work and

plagiarism and collusion has not occurred.

• Assessment work has not been copied or submitted for any other unit/course.

• I have taken proper care and effort to ensure my work has not been copied by another

person.

• I have retained a copy of this assessment for my own records in the event I have to

reproduce my work.

• I am aware that any assessment deemed unsatisfactory will require me to undergo

reassessment which may be different to the one originally submitted.

Student signature: ............................................................... Date: ....../....../.......

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PART 2

Assessment tasks

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Assessment Task Cover Sheet Task 1 (AT1)

Student details

Student Name:

Student ID:

Assessment details

Unit of Competency: BSBINN601 – Lead and manage organisational change

Assessment Task 1: Knowledge Test

Date of Submission:

Assessment Outcome: Satisfactory Not Satisfactory

Feedback:

Student Plagiarism Declaration: By submitting this assessment to the school, I declare that this

assessment task is original and has not been copied or taken from another source except where

this work has been correctly acknowledged. I have made a photocopy or electronic copy or

photograph of my assessment task, which I can produce if the original is lost.

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment of this student, and I have provided

appropriate feedback. I also declare that I have undertaken

the indicated assessment integrity checks

check for plagiarism Software Yes No

Check for copying/collusion Yes No

Check for authenticity (own work) Yes No

Cheating or use of model answers Yes No

Student: I have received,

discussed and accepted my

result as above for this

assessment and I am aware

of my appeal rights.

Signature: .........................................................

Signature: ...................................

Date: .................................................................

Date: ..........................................

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Assessment task 1: Knowledge Test

Required documents and equipment:

• Computer with internet connection to refer to various resources.

• Australian School of Commerce Learners’ resources for the unit BSBINN601 – Lead and

manage organisational change (organised by the trainer/assessor)

• Learner’s notes

Instructions for students:

▪ This assessment will be conducted in Computer lab with access to the resources listed

above.

▪ You must answer all knowledge questions as part of this assessment and submit answers

in electronic copy. The assessor will verify the authenticity of the work by asking

questions regarding the answers provided. You must satisfactorily answer all questions to

be deemed Satisfactory for this assessment.

▪ Be concise provide explanation according to the given word-limit and do not provide

irrelevant information. Be careful, quantity is not quality.

▪ Be careful to use non-discriminatory language. The language used should not devalue,

demean, or exclude individuals or groups on the basis of 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 the sources you are

using to write your answers/research your work, you must always acknowledge the

source.

▪ You are required to mention your name and student Id in either header or footer of the

assessment document to be submitted.

Planning the assessment

Access all resources mentioned in required resources, either printed copies or access via the

internet.

• You must answer all questions in the knowledge test assessment.

• Time allocated to complete this assessment is 2 hours.

• Complete and submit the assessment on the same day of the assessment.

• Assessor will set a time to provide feedback.

Evidence specifications:

At the end of the assessment, student will be required to submit the following evidence on

the same day of the assessment.

• Completed assessment task with all questions answered.

• Completed and signed cover sheet for the assessment.

Evidence submission:

• Documentation must be submitted electronically.

• Assessor will record the assessment outcome on the assessment cover sheet.

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Knowledge Test

QUESTION

NUMBER

QUESTIONS

Students

response (to be

completed by

the assessor)

Question 1:

Explain the three major stages in the change management

process. (100-150 words)

Question 2:

Identify and explain five of the steps used in a communication

strategy when communicating and embedding change. (150-200

words)

Question 3:

Explain how organisational behaviour impacts change strategies.

(100-150 words)

Question 4:

Explain five ways the external environmental can impact change

strategies. (150-200 words)

Question 5:

Describe two components of a change management project plan.

(100-150 words)

Question 6:

List four examples of barriers to change and four strategies that can

be used to address them. (150-200 words)

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Assessment Task Cover Sheet Task 2 (AT2)

Student details

Student Name: Student ID:

Assessment details

Unit of Competency: BSBINN601 – Lead and manage organisational change

Assessment Task 2: Project

Date of Submission:

Assessment Outcome: Satisfactory Not Satisfactory

Feedback:

Student Plagiarism Declaration: By submitting this assessment to the school, I declare that this

assessment task is original and has not been copied or taken from another source except where

this work has been correctly acknowledged. I have made a photocopy or electronic copy or

photograph of my assessment task, which I can produce if the original is lost.

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment of this student, and I have provided

appropriate feedback. I also declare that I have undertaken

the indicated assessment integrity checks

check for plagiarism Software Yes No

Check for copying/collusion Yes No

Check for authenticity (own work) Yes No

Cheating or use of model answers Yes No

Student: I have received,

discussed and accepted my

result as above for this

assessment and I am aware

of my appeal rights.

Signature: .........................................................

Signature: ....................................

Date: .................................................................

Date: ...........................................

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Assessment Task 2: Project

Required documents and equipment:

• Computer with internet connection to refer to various programs such as MS word, MS

excel, MS PowerPoint or any other recognised software program.

• Australian School of Commerce Learners’ resources for the BSBINN601 – Lead and

manage organisational change (organised by the trainer)

• Learner’s notes

• Appendix 1 (provided by trainer/assessor

• Appendix 2 (provided by trainer/assessor)

• Appendix 3 (provided by trainer/assessor)

• Appendix 4 (provided by trainer/assessor)

• Appendix 5 (provided by trainer/assessor)

• Appendix 6 (provided by trainer/assessor)

• Appendix 7 (provided by trainer/assessor)

• Appendix 8 (provided by trainer/assessor)

• Appendix 9 (provided by trainer/assessor)

• Appendix 10 (provided by trainer/assessor)

• Appendix 11 (provided by trainer/assessor)

Instructions for students:

• This project (Task 1 to 6) is to be done in student’s own time with access to the

resources listed above.

• You must answer all questions as part of this assessment and submit answers in

electronic copy. The assessor will verify the authenticity of the work by asking

questions regarding the answers provided. You must satisfactorily answer all questions

to be deemed Satisfactory for this assessment.

• For this assessment, you can choose any other organisation, which must be approved

by your assessor.

• Be concise provide explanation according to the given word-limit and do not

provide irrelevant information. Be careful, quantity is not quality.

• Be careful to use non-discriminatory language. The language used should not

devalue, demean, or exclude individuals or groups on the basis of attributes such as

gender, disability, culture, race, religion, sexual preference or age. Gender inclusive

language should be used.

• When you quote, paraphrase, summaries or copy information from the sources you

are using to write your answers/research your work, you must always acknowledge

the source.

• You are required to read the task overview given and complete the project in due

timelines.

• You are required to mention your name and student Id in either header or footer of

the assessment document to be submitted.

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Planning the assessment

• Access all resources mentioned in required resources either printed copies or

access via the internet.

• Students must:

• Produce all evidence as required in the Project assessment.

• Complete and submit in due timelines.

• Submit with a completed assessment coversheet.

Evidence specifications:

At the end of this assessment, you will be required to submit following evidence before due

date specified by the assessor:

At the end of this assessment, you will be required to submit following evidence before due

date specified by the assessor

• Completed task as required by this assessment.

o Change requirements report (Task One)

o Change management project plan (Task Two)

o Cost–benefit analysis (Task Two)

o Risk management plan (Task Two)

o Communication plan/education plan (Task Three)

o Strategy report to address barriers (Task Four)

o Report on implementing interventions and activities including the strategies for

embedding change (Task Five)

o Evaluation report (Task Six)

o Modified change management plan (Task Six)

• Completed and signed cover sheet for assessment.

Evidence submission:

• Documentation must be submitted electronically.

• Assessor will record the assessment outcome on the assessment cover sheet.

Overview: (For this assessment, Student can choose any other organisation, which must be approved by your assessor.)

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Write a report that identifies the change requirements and opportunities needed to

determine a strategic change and support organisational objectives. The report must include

the above-mentioned evidence to submit. You may use the example scenario in Appendix

ix.

This Project has been split into six separate tasks. Please complete each task in the order they

appear.

Task One

Analyse the internal and external environments for change and prepare a change

requirement report:

a. Identify strategic change needs by analysing organisational objectives.

b. Review existing policies and practices against strategic objectives.

c. Monitor the external environment to identify events or trends that may impact on the

achievement of organisational objectives by conducting a PEST analysis (refer to the

template in Appendix V).

d. Identify major operational change requirements due to performance gaps, business

opportunities and threats, or management decisions by conducting a SWOT analysis

(refer to the template in Appendix VII).

Task Two

Develop a change management project plan that outlines the change management

strategy:

a. Undertake a cost–benefit analysis for high-priority change requirements and

opportunities you have identified.

b. Identify barriers to change by undertaking a risk management plan, including a risk

analysis (refer to the template in Appendix VIII).

c. Determine resource requirements, such as human, physical and financial resources.

d. Chart time lines and schedules, such as by using a Gantt chart.

Task Three

Develop a communication or education plan in consultation with managers and other

relevant stakeholders:

a. Consult with relevant individuals to determine how you will promote the benefits of

change and minimize loss to the organisation. You may seek feedback via email, video

conferencing, etc.

b. Organise and manage the activities required to deliver the plan, including time lines for

implementation. This may include managing the frequency of reports and

communications between relevant individuals.

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Task Four

Identify and respond to barriers to change as outlined in the risk management plan. This may

include developing strategies that will mitigate risks and effectively respond to barriers.

Task Five

Begin the change management process:

a. Implement the interventions and activities as set out in the project plan.

b. Carry out the strategies for embedding the change.

Task Six

Prepare for the evaluation and review of the plan to achieve objectives and modify the plan

where appropriate. This may include conducting a gap analysis and distributing an

evaluation form to stakeholders (refer to the template in Appendix IV).

The final documents you submit for assessment will be assessed using the project criteria

provided.

All project criteria outlined must be covered satisfactorily for Part B to be completed

satisfactorily.

You must complete the project unassisted by the assessor or other personnel but may refer to

reference material as needed

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Project checklist - Assessor to complete:

Student Assessment Criteria Assessor to tick the

appropriate box

Assessor to tick

the

appropriate

box

Section 1 Section 2

Communication | Is the

learner able to:

• Communicate clearly

with others

• Ask for help when

needed

• Follow instructions

• Identify the task

requirements including

document purpose

and proposed

audience

• Consult with others to

determine meeting

concepts and

requirements

• Clarify task

requirements with

supervisor (assessor) as

required

 Yes

 No

Safety | Is the learner able to:

• Work safely at all times

• Ensure your actions do

not put the safety of

yourself or others at risk

 Yes

 No

Section 3 Assessor to tick the appropriate document

completed by the student.

• P1 Identified strategic change needs by

analysing organisational objectives

 Yes

 No

• P2 Reviewed existing policies and practices

against strategic objectives

 Yes

 No

• P3 Monitored the external environment to

identify events or trends that may impact on

the achievement of organisational

objectives

 Yes

 No

• P4 Identified major operational change

requirements due to performance gaps,

business opportunities and threats, or

 Yes

 No

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management decisions

• P5 Identified major change requirements

and opportunities that support organisational

objectives

 Yes

 No

• P6 undertook a cost–benefit analysis for high-

priority change requirements and

opportunities that have been identified.

 Yes

 No

• P7 Identified barriers to change by

undertaking a risk management plan

 Yes

 No

• P8 Determined resource requirements  Yes

 No

• P9 Charted time lines and schedules  Yes

 No

• P10 Assigned responsibilities and obtained

resources for the project

 Yes

 No

• P11 Organised and managed the activities

required to deliver the plan, including time

lines for implementation

 Yes

 No

• P12 Identified and responded to barriers to

change as outlined in the risk management

plan

 Yes

 No

• P13 Implemented the interventions and

activities as set out in the project plan

 Yes

 No

• P14 Carried out strategies for embedding the

change

 Yes

 No

• P15 Prepared for the evaluation and review

of the plan to achieve objectives, and

modifying the plan where appropriate

 Yes

 No

➢ Detailed evaluation report attached

 Yes

 No

➢ Assessor’s feedback:

➢ Student outcome:  Satisfactory

 Not Satisfactory

➢ Assessor Name and Signature:

➢ Date:

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Assessment Task Cover Sheet Task 3 (AT3)

Student details

Student Name: Student ID:

Assessment details

Unit of Competency: BSBINN601 – Lead and manage organisational change

Assessment Task 3: Observation

Date of Submission:

Assessment Outcome: Satisfactory Not Satisfactory

Feedback:

Student Plagiarism Declaration: By submitting this assessment to the school, I declare that this

assessment task is original and has not been copied or taken from another source except where

this work has been correctly acknowledged. I have made a photocopy or electronic copy or

photograph of my assessment task, which I can produce if the original is lost.

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment of this student, and I have provided

appropriate feedback. I also declare that I have undertaken

the indicated assessment integrity checks

check for plagiarism Software Yes No

Check for copying/collusion Yes No

Check for authenticity (own work) Yes No

Cheating or use of model answers Yes No

Student: I have received,

discussed and accepted my

result as above for this

assessment and I am aware

of my appeal rights.

Signature: .........................................................

Signature: ....................................

Date: .................................................................

Date: ...........................................

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Assessment Task 3: Observation

Required documents and equipment:

• Computer with internet connection and projector to refer to various programs such as MS

word, MS excel, MS PowerPoint or any other recognised software program.

• Australian School of Commerce Learners’ resources for the BSBINN601 – Lead and manage

organisational change (organised by the trainer)

• Workplace documentation and resources such as supporting documents in Appendix I

• Learner’s notes

• Learner’s Assessment Part B (learner to bring)

Instructions for students:

• This assessment must be be conducted in the Australian School of Commerce simulated

work environment computer lab with access to the resources listed below

• For this assessment, Student can choose any other organisation, which must be approved

by your assessor.

• You will be observed performing and presenting the following tasks by the Assessor, who will

mark off the observation checklist upon the completion of your performance, and your

fellow colleagues, who will submit the filled out annexed Peer Review Form(s) to the Assessor

after your performance.

• Your performance/presentation can be done in a PowerPoint format or as explanatory

notes which must be handed to the Assessor at the end of your performance.

• Your assessor will complete Observation Checklist below to record your communication and

interaction skills during each roleplay.

• It is expected that each performance will take approximately 20 minutes. The audience

must fill in the annexed “Peer Review Form” as feedback and hand in to the Assessor at the

end of the performance.

• Please ensure you review the Observation Checklist before you commence your

presentation so that you are fully prepared and know exactly what is expected of you.

• Please submit the completed Observation checklist as evidence of this task.

• At the completion of the performance, both the student and the assessor are required to

sign and date the Observation Checklist, verifying that they acknowledge the outcome for

this assessment task and have been provided with feedback from the assessor.

Planning the assessment

• Access all resources mentioned in required resources, either printed copies or access via

the internet.

• This assessment will be conducted partially at ASOC’s campus.

• Time required for assessment: 20 minutes (per student) completed over multiple sessions but

student must submit assessment on or before the due date provided by the trainer/Assessor)

• Complete and submit the assessment on the date given by the Assessor.

• Assessor will set a time to provide feedback.

Evidence specifications:

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At the end of this assessment, you will be required to submit following evidence before due date

specified by the assessor:

• Completed and signed cover sheet for assessment

• Completed and signed Observation Checklist

• Peer Review Form(s)

• PowerPoint slides and/or explanatory notes

Evidence submission:

• Documentation must be submitted electronically .

• Assessor will record the assessment outcome on the assessment cover sheet.

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Overview: (For this assessment, Student can choose any other organisation, which must be approved by your assessor.)

Task One

Using your analysis of the internal and external environments for change in the change

requirement report, conduct a face-to-face discussion with stakeholders, specialists and

experts to seek their input in relation to change requirements or opportunities:

a. Identify and consult with key stakeholders and other relevant people, such as by

conducting a stakeholder analysis (refer to the template in Appendix V).

b. Identify major change requirements and opportunities that support organisational

objectives.

c. Review and prioritize change requirements or opportunities by speaking with

relevant managers. This includes negotiating and maintaining effective working

relationships.

Task Two

Based on the change management project plan you have developed in Assessment A

Task Two, present the mitigation strategies to the stakeholders. You will be observed

interacting with the stakeholders to obtain agreement on the mitigation strategies that can

be used to address identified barriers. This includes using appropriate questioning and

listening skills to clarify information.

Task Three

Based on the change management project plan you have developed in Assessment A

Task Two, speak to managers to clarify and confirm information to implement the

strategy:

a. Obtain approval on the change management process and reporting protocols.

b. Assign responsibilities and obtain resources for the project, such as human resources.

You will be observed consulting with relevant groups to obtain input into the change

management process. This will involve discussions and questioning to clarify information and

confirm understanding.

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Observation Checklist- assessor to be complete

Student Assessment Criteria Assessor to tick the

appropriate box

Assessor to tick

the

appropriate

box

Section 1 Section 2

Communication | Is the

learner able to:

• Communicate clearly

with others

• Ask for help when

needed

• Follow instructions

• Identify the task

requirements including

document purpose

and proposed

audience

• Consult with others to

determine meeting

concepts and

requirements

• Clarify task

requirements with

supervisor (assessor) as

required

 Yes

 No

Safety | Is the learner able

to:

• Work safely at all times

• Ensure your actions do

not put the safety of

yourself or others at risk

 Yes

 No

Section 3 Assessor to tick the appropriate document

completed by the student.

During the role-play, did student satisfactorily:

• Identify and consult with key stakeholders

and other relevant people?

 Yes

 No

• Review and prioritise change requirements or

opportunities by speaking with relevant

managers?

 Yes

 No

• Interact with stakeholders to obtain

agreement on the mitigation strategies that

can be used to address identified barriers?

 Yes

 No

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• Obtain approval on the change

management process and reported

protocols?

 Yes

 No

• Consult with relevant individuals to

determine how benefits of change will be

promoted and loss to the organisation will be

minimised?

 Yes

 No

• Consult with relevant groups to obtain input

into the change management process?

 Yes

 No

• Clearly explain the key intent of the plan?  Yes

 No

• Answer any questions clearly and

confidently?

 Yes

 No

• Use positive and appropriate body

language?

 Yes

 No

• Use appropriate language and tone?  Yes

 No

• Use active listening skills to ensure the team

leaders understood the legislation?

 Yes

 No

• Ask questions clearly and confidently to

ensure they understood correctly?

 Yes

 No

During the roleplay as a Team Member, did student satisfactorily:

• Ask questions clearly and confidently to

ensure they understood correctly?

 Yes

 No

• Use positive and appropriate body

language?

 Yes

 No

• Use appropriate language and tone when

speaking?

 Yes

 No

• Use active listening skills?  Yes

 No

• Give positive and constructive feedback to

the Human Resources Manager?

 Yes

 No

➢ Detailed evaluation report attached

 Yes

 No

➢ Assessor’s feedback:

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M.S Aviation Pty Ltd T/A Australian School Of Commerce Candidate Assessment Tool Page 28 of 43 Version 10.0

➢ Student outcome:  Satisfactory

 Not Satisfactory

➢ Assessor Name and Signature:

➢ Date:

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M.S Aviation Pty Ltd T/A Australian School Of Commerce Candidate Assessment Tool Page 29 of 43 Version 10.0

Final Assessment Record

Student name:

Student ID:

Assessor name:

Date of

completion:

Unit of competency: BSBINN601 – Lead and manage organisational change

Assessments

Student results

Satisfactory Not Yet

Satisfactory Not

Submitted

Assessment task 1: Knowledge Test

Assessment task 2: Project

Assessment 3: Observation

Comments/ Feedback:

Unit outcome: Competent Not Yet Competent

Is re-assessment required? Yes No

Assessor Signoff

By signing this final assessment record:

• I confirm that the student has attempted all requirements of this unit of competency

• I am satisfied the work submitted is their own work.

• I have informed the participant of the assessment decision.

Assessor signature: Date:

Student Signoff

By signing this final assessment record:

• I have received, discussed and accept the outcome from my assessment as above for this unit

of competency and I am aware of my right to appeal.

Student signature: Date:

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M.S Aviation Pty Ltd T/A Australian School Of Commerce Candidate Assessment Tool Page 30 of 43 Version 10.0

Candidate Feedback Form

Candidate’s Name:

Unit: BSBINN601 – Lead and manage organisational change

Assessor’s Name:

Please provide us some feedback on your assessment process.

Information provided on this form is used for evaluation of our assessment systems and processes.

This information is confidential and is not released to any external parties without your written consent.

Please tick  Yes or No for the questions below: Yes No

Did you receive information about the assessment prior to the date?

Were the instructions to the assessment clear and easy to understand?

Did you understand the purpose of the assessment?

Were you advised of the performance criteria?

Were you advised of the process of the assessment?

Were there any surprises in your assessment?

Did you feel the assessment was fair?

Was your assessor professional?

Did you feel the assessment was accurate?

Were you comfortable with the outcome?

Did you receive feedback about your assessment?

If you answered no to any of the above questions are you aware of the appeals

process?

Comments:

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M.S Aviation Pty Ltd T/A Australian School Of Commerce Candidate Assessment Tool Page 31 of 43 Version 10.0

Appendix1- Assessment resource in simulated business

environment

Australian School of Commerce will conduct this assessment in computer lab by setting simulated

business environment which is safe and experiences typical writing field of work. The following

resources will be made available to the learner:

▪ Australian School of Commerce’s office equipment and resources

▪ sample organisational policies and procedures

Copyright: Instructions in this tool have been developed by NTA and Australian School of Commerce for sole purpose of use by Australian

School of Commerce. Any part of these assessment instructions cannot be reproduced in full or part for without approval of Australian School

of Commerce and NTA which holds authorship rights.

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Appendix 2- Peer Review Form

[Insert your name here]

Use this peer review form to provide feedback to your colleague’s role-play performance. Please

rate their performance in terms of the items listed below with applicable comments where

necessary and return the form to your colleague upon the completion of the presentation.

Fair Good

Excellent

1. The performance was organised

according to the selected

enterprise’s plans, policies and

procedures.

2. The information was presented in a

logical manner with insight into the

correct process of leading and

managing the workplace

effectively.

3. The language used was clear and

concise.

4. The performer had good eye

contact with the audience and

used positive body language.

5. The performer listened to questions

and answered appropriately.

Comments (if any)

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M.S Aviation Pty Ltd T/A Australian School Of Commerce Candidate Assessment Tool Page 33 of 43 Version 10.0

Appendix 3- Communication plantemplate

You can use the templates to complete Assessment A – Project. You may customise these

documents to suit your needs.

Communication Plan

Objective:

Relevant stakeholders

(managers, clients, teams,

etc.)

Required resources

(location, equipment, etc.)

Method

(slideshow presentation, video

conferencing, etc.)

Schedule/delivery date

Relevant policies/procedures

Security/confidentiality status

Outcomes/follow-up actions

Documentation

(hand-outs, presentation

slides, statistical analysis,

etc.)

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Appendix 4- Gap analysis template

Gap analysis

Business

objective

HR requirements

to meet objectives

Gap – does the

organisation have

what it needs?

Outcome of not

addressing the

gap

Potential solutions

to address the gap

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Appendix 5 – PEST analysis template

Political Economical

Social Technological

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Appendix 6 – Key stakeholder analysis template

Key stakeholder analysis

Student name:

Date of analysis:

Name of

stakeholder/c

ompany

Contact

person

Level of

importance

Level of

influence

Stakeholder

needs

Stakeholder

interests

Strategy for

engaging

the

stakeholder

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Appendix 7 – SWOT analysis template

Strengths Weaknesses

Opportunities Threats

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Appendix 8 – Risk management plan template

Risk management plan

Background:

Context:

Level of access and restrictions:

Reporting requirements:

Risk matrix

Level of

likelihood

Level of impact

(Insignificant)

(Minor)

(Moderate)

(Major)

(Catastrophic)

A (Expected) Medium Medium High Extreme Extreme

B (Probable) Medium Medium Medium High Extreme

C (Possible) Low Medium Medium High High

D (Improbable) Low Low Medium Medium High

E (Rare) Low Low Low High Medium

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Risk evaluation

Priority Risk Likelihood Impact Level of risk

Risk action plan

Risk Priority Proposed Actions Resource Costs Responsibilities Schedule

description controls required requirements

implement

controls

Risk:

Record-keeping procedures

Updates Person responsible Date

Risk register

Lessons learned register

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Appendix 9 – Example scenario

DrySeed scenario

DrySeed Inc. is a large organisation that manufactures outdoor furniture. The company has been

operating for 30 years and is based in Sydney. It now has 50 employees and is seen as a market leader

because of its commitment to sustainability. DrySeed supplies to retail stores across Australia and to

customers directly from its show room in one of its largest factories.

In 2001, DrySeed merged with a retail furniture company, hoping to expand its breadth of consumers

as many of the stores were located in newly developed housing estates that attracted first-home buyers.

Unfortunately, due to poor planning and communication, the merger was not successful. Thirty

employees were impacted by the merger, either by a restructure and redesign of their jobs, or by a

forced redundancy.

Operationally, DrySeed’s objectives include having all products meet their standard of excellence

guidelines, including customer service, guarantee on workmanship and quality materials used in the

manufacturing process. Management would also like to see 30 per cent of sales made online to reduce

overheads.

DrySeed has recently come under new management. The management team that now reports to the

board is significantly younger and more innovative than their predecessors. The new team believes the

organisational objectives are strong, but that the processes and structures of the organisation need

some work.

DrySeed’s key objectives are currently based around expansion. Management wants to expand sales to

new customers by offering new product releases each year. They feel it is important to invest in

research, and to follow trends in Europe and the US to ensure their products have the latest designs and

are attractive to customers.

The majority of middle managers, such as supervisors and department managers, have been with the

company for more than 20 years. They will have to implement changes with their teams. Some of them

have already expressed they are hesitant to change due to having experienced the failed merger in 2001.

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Appendix 10 – Sample continuous improvement policy

DrySeed continuous improvement policy

Scope

This policy describes our commitment to continuous improvement and the use of the

define, measure, analyse, improve, control (DMAIC) quality system to perform process

improvement activities or projects.

This policy applies to all employees of DrySeed – including casual, part-time, full-time,

permanent and temporary employees. It is part of everyone’s role to continuously look for

ways to improve processes and systems to ensure they remain effective and efficient.

Continuous improvement

Continuous improvement is an ongoing process of review and evaluation to find ways to

improve processes and systems.

Continuous improvement forms part of DrySeed’s overall business philosophy. The

company is committed to the continuous improvement of policies and procedures. When

performing improvement activities, you should:

• define an improvement project

• measure process performance

• analyse opportunities

• improve and control processes.

This process is referred to as the DMAIC quality system, which is outlined in the continuous

improvement procedures.

Responsibilities

Management is responsible for ensuring continuous improvement procedures are applied.

The manager of the section or department in which the continuous improvement project

takes place is responsible for supporting the project and removing barriers to success.

All employees are responsible for:

• Applying continuous improvement procedures in their work areas, as outlined by

management in the relevant plan for each improvement activity or project

• Identifying and reporting opportunities for improvement.

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Appendix 11 – Sample continuous improvement policy

DrySeed continuous improvement procedures

Continuous improvement forms part of the DrySeed overall business philosophy. It is part of

every employee’s role to continuously look for ways to improve processes and systems to

ensure they are effective and efficient.

Process improvement activities or projects should be performed using the DMAIC quality

system:

• Define

• Measure

• Analyse

• Improve

• Control

1. Define an improvement project

To define an improvement project, take the following steps:

• Identify the improvement opportunity.

• Develop the business processes.

• Define critical requirements.

• Prepare a project team.

Someone at managerial level supports the project and removes barriers to success. This is

usually the manager of the section or department in which the project takes place. The

plan also includes a statement of how progress should be reported and who to report it to.

Tools to assist with this step include:

• gap analysis

• customer feedback

• process mapping

• action plan.

2. Measure process performance

Steps to measure process performance:

• Identify measures to evaluate the success of project.

• Develop a data collection method to measure process performance.

• Establish baseline Six Sigma to show the standard deviation for a process

Tools to assist with this step include:

• charts

• graphs

• data analysis.

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3. Analyse opportunities

Steps to take to analyse opportunities:

• Analyse the opportunity to identify a problem.

• Identify and validate the root causes.

Tools to assist with this step includes

• process mapping

• hypothesis testing

• fishbone diagram

• root cause analysis

• Statistics.

4. Improve processes

To improve processes, take the following steps:

• Identify, evaluate and select the best solutions to improve processes.

• Develop a change management strategy to help the organisation to implement solutions

and improvements.

Tools to assist with this step include:

• cost–benefit analysis

• project planning tools

• Change management tools.

5. Control processes

Steps to take to control the process:

• Understand the importance of planning and executing against the plan.

• Determine the strategy to ensure the targeted results are achieved.

• Understand how to disseminate lessons learnt.

• Identify opportunities for standardisation. Tools to assist with this step include:

• project planning tools

• Plan–do–check–act cycle.

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