BSBMGT517 Assessment

For further information regarding assessment criteria including-

· Application of unit

· Elements and performance criteria

· Assessment requirements

· Modification History

· Performance Evidence

· Knowledge Evidence

· Assessment Conditions.

Please refer to: https://training.gov.au/Training/Details/BSBMGT517

To support your understanding of the assessment process and how to submit your assessment, we recommend that you review the Welcome Handbook available via Moodle. In the FAQs section, you find additional information on the assessment process, referencing materials and support.

We have provided the following resources to support you with your learning and assessments:

· Learner Guides: Information and examples aligned to the unit of competency that you are completing

· Resource Library: This includes additional materials, templates and readings to support you in your study

· Further websites to assist with your knowledge Handbook: Available via our resource library, a comprehensive list of websites to support your studies

Remember that as part of your course, a level of research will still be required but this will assist you to gain a deeper understanding of the application of your studies in a real-world application.

We have also provided forums on Moodle to assist you with queries that you might have in relation to your course and assessments.

Describe: Give a detailed account by recounting, characterising, outline and relating, in sequence, an event, situation, theory or point.

Explain: Clarify or elaborate on the facts. Focus on reasons how and why things happen or a why a particular point is important in the relevant context.

List: Using dot points, list a series of points, steps or stages that relate to the question.

Outline: Leaving out minor details, give an account of thing or a process outlining the main points of a topic.

Review: Provide a summary while analysing and commenting on the evidence, argument or other relevant points.

Summarise: Identify and interpret the most relevant features of a theory, discuss issue or detail, leaving out the finer details.

Develop: Involves the creation of the materials/activities/procedures to achieve the outcome. This is about designing and creating,

Implement: After materials/activities/procedures are developed, test all materials/procedures to determine if they are functional and appropriate for the intended audience.

Evaluate: ensures that the materials/activities/procedures achieve their desired goals and involves a detailed review including any recommendations for change and reasons.

The word counts have been provided as a suggested minimum response. In your qualification, a certain level of detail is required. If the word count says 80-100 words, and you provide 20, we will request for further detail.

If you provide 500 words, we will still review this but suggest to minimise the work on yourself. Trainer and assessors do have a tolerance that they apply when reviewing word counts but can request for further detail to be provided.

While cooperative effort and the sharing of information are encouraged, you must ensure your assignments and assessments are representative of your own effort, knowledge and skills. You must not take the work of others and present it as your own. Plagiarism may result in the assignment/assessment being deemed to be “not yet competent” by the assessor.

Students accused more than once of academic misconduct, including plagiarism, may be dismissed or cancelled from their course at the discretion of the National Training Manager.

Plagiarism can take several forms;

· Quoting from a book or an article without acknowledging the source

· Handing in someone else’s work as your own

· Stealing and passing off another person’s words or ideas and claiming them as your own

· Giving incorrect information about the source of a quotation or idea

· Downloading information from the internet without acknowledging the source

· Copying a section of a book or article and submitting it as one’s own work

· Presenting as a new and original idea or produce something which was derived from an existing source

If you are unfamiliar with how to reference, we recommend that you review http://www.citethisforme.com/harvard-referencing

Two types of citations are included:

In-text citations are used when directly quoting or paraphrasing a source. They are located in the body of the work and contain a fragment of the full citation.

Depending on the source type, some Harvard Reference in-text citations may look something like this:

"After that I lived like a young rajah in all the capitals of Europe…" (Fitzgerald, 2004).

Reference Lists are located at the end of the work and display full citations for sources used in the assignment.

Here is an example of a full citation for a book found in a Harvard Reference list:

Fitzgerald, F. (2004). The great Gatsby. New York: Scribner.*

National Training prefers that students utilises Harvard Style referencing. Generally, Harvard Reference List citations follow this format:

Books: Last name, First Initial. (Year published). Title. City: Publisher, Page(s).

Journals/publication: Last name, First initial. (Year published). Article title. Journal, Volume (Issue), Page(s).

Websites: Website name, (Year published). Page title. [Online] Available at: URL [Accessed Day Mo. Year].

The great thing with competency-based training is that you either deemed 'competent' (you can demonstrate the required skills and knowledge) or 'not yet competent' (at this time you haven't been able to demonstrate required skills or knowledge). The key word is "YET”.

Your trainer will provide you with feedback on your assessments so that you know what you have done well in your assessment and what you need to improve upon or fix. An "NYC" result does not mean that you have failed and that is it - you have the opportunity to try again. It could be that one question in your assessment was deemed not yet satisfactory and this is the only question that will require review.

For further information regarding Recognition of Prior Learning (RPL) and Credit Transfers (CT), please contact on our office on (03) 9674 0331

If you disagree with the assessment decision and result, you have the right to appeal and be reassessed if necessary. Details of the appeals process is contained in the Complaints and Appeals Policy & Procedure, provided to you prior to enrolment.

See Complaints and Appeals Policy & Procedure for more details.

This is a summative assessment. Summative assessments are a measure against a particular benchmark. It gives an indication of your competence against the benchmark and is often referred to as ‘assessment of learning.’

For this unit you will complete the following assessment activities:

You have been asked to develop an Operational Plan for National Camper Trailers for their Assembly and Fitout department. In consultation with relevant personnel, colleagues and specialist resource managers you have discovered issues within this department which have been highlighted in the NCT Strategic Plan – Assembly & Fitout 2016 document.

Research and analyse information from NCT to enable the development of an Operational Plan. A template has provided for use. Further information is provided in the template in RED- please update and remove these comments when completing your plan.

Please include relevant supporting information to support your Operational Plan.

Supporting information sources may include documents such as; HR reports or spreadsheets highlighting potential input and outputs, cost of additional staff according to minimum award rates etc.…

Ensure your Operational Plan includes the following:

1. Background

2. Objectives

3. Policies, procedures and practices, which includes human resources initiatives, and a list of relevant policies and procedures

4. Legislative and regulatory issues

5. Intellectual Property and Copyright.

6. Resources (including costs)

7. Key Performance Indicators

8. Consultation

9. Monitoring

10. Operational Action Plan

11. Operational Plan Variations (including two contingency plans)

12. Approval of plan

Analyse and interpret budget and actual financial information provided. Use this information to answer the following questions.

Describe how you can use budgets and financial information to monitor and review profit and productivity (80-120 words).

Identify and list at least two (2) areas of underperformance.

Based the areas of underperformance in question 2A, recommend solutions to take prompt action to rectify the above areas of underperformance (80-120 words).

Question 3

Based on your response in Question 1 & 2, you need to discuss the underperformance in a meeting with two (2) stakeholders. Record their response in the table below:

Question 4

Based on this meeting and the responses above, how did you ensure effective group interaction and influence the direction of the meeting and its outcomes?

Describe how you would effectively implement contingency plans for the operational plan (80-120 words).

When creating a proposal for resources, why do you need to ensure that you review a variety of information sources? Why might you also need to consult with a specialist? (80-120 words).

Describe how you would effectively explain/communicate the contingency plan and support information to relevant work teams and stakeholders (80-120 words).

Describe how you would negotiate recommendations for variation/s to the operational plan and gain approval from designated persons/ group.

Describe two (2) models and methods for operational plans (20-40 words each).

Explain the role of an operational plan in achieving organisational objectives (80-120 words).

Explain the budgeting processes (80-120 words).

List two (2) alternative approaches to developing KPI’s to meet business objectives

Describe how you would implement mentoring/ coaching systems to assist with the success of the operational plan (80-120 words).

Describe how you would monitor and review performance systems within the operational plan (80-120 words).

Describe how you would develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements (80-120 words).

Assessment Workbook – BSBMGT517 5 | Page Version 4.0