Assessment Tasks	Task Outcome
	Satisfactory (S) Not satisfactory (NS)	Date	Assessor initials
Assessment Task 1: Work book tasks 1A – 4D	Attempt 1.
	Attempt 2.
	Attempt 3.
Assessment Task 2: Skills activity tasks (Section A)	Attempt 1.
	Attempt 2.
	Attempt 3.
Assessment Task 3: Knowledge activity tasks (Section B)	Attempt 1.
	Attempt 2.
	Attempt 3.
Assessment Task 4: Performance activity task (Section C)	Attempt 1.
	Attempt 2.
	Attempt 3.
The learner has been assessed in the elements and performance criteria and the evidence has been presented as:
Authentic √ or ×		Valid √ or ×		Reliable √ or ×	Current √ or ×	Sufficient √ or ×
Final Assessment Results	*Result (C/NYC)*	*Date*
BSBMGT605 Provide leadership across the organisation
Student name:
Assessor name:	Edwin Zywko-Hicks
Assessor signature:		Date:

Did the Student:

Yes

No

Communicate organisational mission and goals

Clarify objectives, values and standards in accordance with organisation’s strategic direction

Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals

Ensure media and language used is appropriate to individuals and group circumstances

State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation

Address expectations of the organisation

Investigate incidents promptly and communicate results clearly to relevant groups and individuals

Influence groups and individuals

Build trust, confidence and respect of diverse groups and individuals through positive role modelling and effective communication and consultation

Embrace, resource and effectively implement improvements to organisational and workplace culture

Demonstrate understanding of the global environment and new technology in work activities

Ensure actions convey flexibility and adaptability to change and accessibility

Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate

Ensure decision making takes into account needs and expectations of both internal and external groups

Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes

Ensure that the organisation is represented positively in the media and community

Build and support teams

Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans

Did the Student:

Yes

No

Ensure teams are resourced to allow them to achieve their objectives

Empower teams and individuals through effective delegation and support for their initiatives

Create and maintain a positive work environment

Encourage teams and individuals to develop innovative approaches to the performance of work

Demonstrate personal and professional competence

Model ethical conduct in all areas of work and encourage others to adopt business ethics

Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations

Set and achieve personal objectives and work program outcomes

Ensure self-performance and professional competence is continuously improved through engagement in a range of professional development activities

Participate regularly in industry/professional networks and groups

Performance Evidence

Did the student:

Yes

No

· Clearly communicate the organisation’s objectives, values and standards to a range of stakeholders using appropriate media and language

Influence, support and provide resources for individuals and groups to:

participate in consultations and decision making processes

contribute to innovation and improvements

achieve their responsibilities and objectives

Facilitate consultative decision making processes with relevant internal and external stakeholders

Demonstrate ethical conduct and professional competence and continuing professional development

Encourage others to adopt business ethics and build their commitment to the organisation

Foundation Skills

Did the student:

Yes

No

Reading:

Evaluates and integrates facts and ideas to construct meaning from a range of text types

Learning:

Actively looks for and accepts ways to maintain and improve own skills and knowledge

Writing:

Records and reports key information related to the outcomes of the job to interact effectively and appropriately with the team

Researches, plans and prepares documentation using format and language appropriate to the audience

Oral Communication:

Participates in a variety of spoken exchanges with clients, co-workers and stakeholders using structure and language appropriate to context and audience

Presents complex information in formal situations using language, tone and pace appropriate for the audience and purpose

Numeracy:

Uses highly-developed numeracy skills to interpret complex statistical and researched information, performing calculations on data to render it usable and reportable

Navigate the world of work:

Works autonomously making high level decisions to achieve and improve organisational goals

Reflects on designation of roles and responsibilities and how everyone’s role contributes to broader organisational goals

Appreciates the implications of ethical and other organisational responsibilities in carrying out own role

Interact with others:

Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals

Identifies strengths and limitations of own interpersonal skills and addresses areas that would benefit from further development

Recognises the importance of building rapport in order to establish effective working relationships and inspire trust and confidence

Foundation skills cont - Did the student:

Yes

No

Collaborates and cooperates with others, playing an active role in leading and facilitating effective group interaction and influencing direction

Facilitates a climate in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes

Get the work done:

Accepts responsibility for planning and sequencing complex tasks and workload of self and others, negotiating key aspects with others taking into account capabilities, efficiencies and effectiveness

Applies problem solving processes to identify risks, evaluate options and determine solutions

Facilitates a climate in which creativity and innovation are accepted as an integral part of achieving outcomes

Actively identifies systems, devices and applications with potential to meet current and/or future needs

Knowledge Evidence

Did the student:

Yes

No

Explain business ethics and their application to leadership

Outline leadership styles and their application in supporting the organisation’s mission, objectives and values

Explain the impact of legislation in providing leadership in the organisation

Explain the organisation’s mission, purpose and values

Describe organisation objectives, plans and strategies

Explain organisational change processes

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Instructions to Learner

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

· Assessment tasks are well presented, well referenced and word processed

· Your assessment tasks include your full legal name on each cover 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 only be accepted (with, prior written confirmation 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. Additional evidence could be third party reports.

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.

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.

Formative Assessments

Task 1 - Learner Workbook activities.

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

· Skills – skill requirements, required skills, essential skills, foundation skills

· Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence

· Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Task 2 - Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Task 3 - Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Task 4 - Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

An explanation of demonstrations and observations:

Demonstration is off-the-job (classroom based tasks)

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise

Observation is on-the-job (work based tasks)

The observation will usually require:

Performing a work based skill or task

Interaction with colleagues and/or customers

Your Trainer/Assessor will inform you of the task they would like you to complete. The task will cover one of the unit’s elements.

The task will take place in the training environment, depending on the task to be undertaken. 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 you can:

Clearly communicate the organisation’s objectives, values and standards to a range of stakeholders using appropriate media and language

Influence, support and provide resources for individuals and groups to:

· participate in consultations and decision making processes

· contribute to innovation and improvements

· achieve their responsibilities and objectives

Facilitate consultative decision making processes with relevant internal and external stakeholders

Demonstrate ethical conduct and professional competence and continuing professional development

Encourage others to adopt business ethics and build their commitment to the organisation

You should also demonstrate the following skills:

Reading

Writing

Numeracy

Get the work done

Assessment criteria

In this workbook, you will find the foundation of what is required to become competent in this unit. Included in this document are the elements for the unit, foundation skills, assessment requirements as well as an record assessment tool. As well as all of the areas covered here, each student must also complete all workbook tasks, skills and knowledge tasks, and major activities, and case studies where stated, to become competent within this unit.

NOTE – Re-assessment:

Students will have a maximum of three (3) reassessment attempts if competency is not achieved in the first instance.

The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of the unit of competency when all components or parts of the assessment are graded as ‘S’ for Satisfactory. Unsatisfactory results are marked as NS.

Assessment Conditions:

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

· Appropriate documentation and resources normally used in the workplace

· Strategic, business and operational plans

· Business information and data

· Case studies and, where possible, real situations

· Interaction with others.

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This Task 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:

Recognition of prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

RPL 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/customers.

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.

Throughout this unit, you will be expected to show your competency of the elements through tasks. Your Trainer/Assessor will have a list of tasks found in this workbook that you must complete.

$C:\Users\Medion\Desktop\desk\Clinton\Logo\logoC.png$ ASSESSMENT COVER SHEET

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Student Name:

Student ID:

Unit Code:

BSBMGT605

Unit Name:

Provide leadership across the organisation

Assessment Task: 1

Tasks 1A – 4D

Result:

Satisfactory Not satisfactory

Reassessment needed:

Yes No

Student Declaration :

I declare that these tasks are my own work.

· None of this work has been completed by any other person.

· I have not cheated or plagiarised the work or colluded with any other student/s.

· I have correctly referenced all resources and reference texts throughout these assessment tasks.

· I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Date of submission: _30/6/19

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence.

Feedback to student:

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Student signature: ____________Date:

Assessor’s Signature: Date:

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Activity 1A

Estimated Time

40 Minutes

Objective

To provide you with an opportunity to clarify the objectives, values and standards of your organisation and to establish linkages between them.

1. Chose an organisation and clarify their main objectives, values and standards.

Summarise these in a report of around 150-200 words.

2. Using your chosen organisation’s mission, vision and values statement as a reference, identify links to broader organisational objectives.

Activity 1B

Estimated Time

50 Minutes

Objective

To provide you with an opportunity to ensure media and language used is appropriate to your audience.

1. Identify at least three different audiences that may view or otherwise access your chosen organisation’s media. This could include potential customers, employees and stakeholders.

2. Describe how you could adapt your use of media for each of the three audiences that you have identified? Which media would you use? Why?

3. Describe how you could adapt your use of language for each of the three audiences that you have identified? How would you change your language? Why?

Activity 1C

Estimated Time

50 Minutes

Objective

To provide you with an opportunity to manage your team by stating clear expectations within your organisation.

1. Describe four ways that you can ensure that expectations are stated clearly.

2. Describe how you would confirm that expectations have been understood.

3. Describe how expectations can be stated in a manner that builds commitment to an organisation? Answer in no more than 250 words.

Activity 1D

Estimated Time

40 Minutes

Objective

To provide you with an opportunity to address expectations of the organisation through the performance management process.

1. Describe how organisational expectations should be highlighted? Give at least 3 examples.

2. Outline two examples of requirements the performance management process should fulfil.

3. Detail the expectations of your chosen organisation? Write a one-page outline of a performance management plan that addresses these.

Activity 1E

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to investigate any incidents or issues and communicate results to the relevant personnel.

1. Detail how a manager could investigate and manage issues appropriately?

2. Outline an example of a way a manager can communicate results to relevant personnel.

Activity 2A

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to build trust, confidence and respect through positive role modelling and effective communication and consultation.

Detail 7 ways in which you can gain positive support, trust or confidence from your team through effective communication and consultation techniques.

Activity 2B

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to implement improvements to workplace culture.

Identify a potential issue with your chosen organisation’s current organisational or workplace culture. How could you effectively implement improvement of this issue? Outline your ideas in a summary of 500-800 words. Detail the steps you would take to embrace, resource and effectively implement a positive change.

Activity 2C

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to demonstrate your understanding of the global environment and new technology.

1. Identify at least three items of interest in the global environment.

2. Detail one item of new technology that an organisation could use, and explain why it would benefit a workplace.

Activity 2D

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to ensure your actions convey flexibility and adaptability to change.

1. Explain flexibility and adaptability and what they can ensure in business?

2. Obtain an example of a policy that ensures that ensures an organisation is flexible and adaptable to change. (Attach this policy to your workbook)

Activity 2E

Estimated Time

50 Minutes

Objective

To provide you with an opportunity to ensure decision making is conducted with consultation and participation of relevant personnel and ensure decision making takes into account needs and expectations of both internal and external groups.

1. Identify three steps you could take to involve individuals or teams in the decision making process. This should apply to both internal and external groups.

2. Explain what could happen if decisions are imposed on team members without any consultations and without taking their needs into consideration.

Activity 2F

Estimated Time

50 Minutes

Objective

To provide you with an opportunity to ensure decision making occurs in-line with risk management plans.

1. Detail what a risk assessment will help you identify when/before making decisions?

2. Your IT department has identified a new piece of software that will increase efficiency of your staff and provide a more secure database. However, it is much more expensive than your current piece of software, and requires less people to operate. Outline a risk management plan and identify any potential risks that you might encounter.

Activity 2G

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to ensure that the organisation is represented positively in the media and community.

1. Identify types of media that an organisation should be represented positively on?

2. Outline three steps you could take to ensure positive representation in the media.

Activity 3A

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to assign accountability and responsibility to teams consistent with their competencies and operational plans.

1. Identify 3 methods in which accountability can be conveyed and assigned to team members.

2. Using your chosen organisation outline an operational plan for a team based competencies.

You should list a team’s competencies in relation to organisational strengths and weaknesses.

Activity 3B

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to ensure teams are resourced appropriately.

1. Identify 6 types of resources that you could provide to teams.

2. Describe how an organisation sources resources for its teams/staff?

Activity 3C

Estimated Time

40 Minutes

Objective

To provide you with an opportunity to empower teams through effective leadership and maintain a positive environment.

1. Describe how you can empower teams through being a role model?

2. Describe the steps a leader can take to ensure they are a positive role model to maintain a positive environment?

Activity 3D

Estimated Time

40 Minutes

Objective

To provide you with an opportunity to encourage teams and individuals to develop innovative approaches.

Identify four examples of how you can encourage teams and individuals to develop innovative approaches.

Activity 4A

Estimated Time

40 Minutes

Objective

To provide you with an opportunity to model ethical conduct in your organisation and to encourage others to adopt business ethics.

1. Describe two ways you can model ethical behaviour.

2. Detail how a manager can encourage employees to adopt business ethics?

Activity 4B

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to adapt appropriate leadership styles to meet certain situations.

Detail two examples of leadership styles you could use in two different situations in the workplace.

Activity 4C

Estimated Time

40 Minutes

Objective

To provide you with an opportunity to set personal objectives and ensure own performance is continuously improved through a range of development activities.

1. Describe how a leader can ensure their performance is continuously improved?

2. Detail three examples of different development activities

Activity 4D

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to participate in professional networks and groups.

1. Detail 5 kinds of industry/professional networks and groups a leader can participate in.

2. Outline a way you can personally participate in a professional network or group.

$C:\Users\Medion\Desktop\desk\Clinton\Logo\logoC.png$ ASSESSMENT COVER SHEET

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Student Name:
Student ID:
Unit Code:	BSBMGT605
Unit Name:	Provide leadership across the organisation
Assessment Task: 2	Skills Activity
Result:	Satisfactory Not satisfactory
Reassessment needed:	Yes No
Student Declaration : I declare that these tasks are my own work. · None of this work has been completed by any other person. · I have not cheated or plagiarised the work or colluded with any other student/s. · I have correctly referenced all resources and reference texts throughout these assessment tasks. · I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: _30/6/19_______ ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. Student signature: ____________________________________________Date: ____________________ Assessor’s Signature: __________________________________________ Date:____________________

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Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

Learning

· Actively looks for and accepts ways to maintain and improve own skills and knowledge

Reading

· Evaluates and integrates facts and ideas to construct meaning from a range of text types

Writing

· Records and reports key information related to the outcomes of the job to interact effectively and appropriately with the team

· Researches, plans and prepares documentation using format and language appropriate to the audience

Oral communication

· Participates in a variety of spoken exchanges with clients, co-workers and stakeholders using structure and language appropriate to context and audience

Navigate the world of work

· Works autonomously making high level decisions related to the achievement of organisational goals

· Reflects on designation of roles and responsibilities and how everyone’s role contributes to broader organisational goals

· Appreciates the implications of ethical and other organisational responsibilities in carrying out own role

Interact with others

· Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals

· Identifies strengths and limitations of own interpersonal skills and addresses areas that would benefit from further development

· Recognises the importance of building rapport in order to establish effective working relationships and inspire trust and confidence

· Collaborates and cooperates with others, playing an active role in leading and facilitating effective group interaction and influencing direction

· Facilitates a climate in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes

Get the work done

· Accepts responsibility for planning and sequencing complex tasks and workload of self and others, negotiating key aspects with others taking into account capabilities, efficiencies and effectiveness

· Applies problem solving processes to identify risks, evaluate options and determine solutions

· Facilitates a climate in which creativity and innovation are accepted as an integral part of achieving outcomes

· Actively identifies systems, devices and applications with potential to meet current and/or future needs.

Answer the activity in as much detail as possible, considering an organisation’s requirements.

1. Prepare and deliver a presentation to communicate your chosen organisation’s mission.

You should the following template to:

· Research and prepare material for a presentation.

· Prepare a PowerPoint presentation

· Allocate time for a question and answer session, allowing individuals to talk freely and engage with you directly while creating a rapport

· Concisely prepare materials that both engage and inform attendees about the organisation’s mission statement.

2. Organise a meeting to discuss:

· how best to showcase a department’s achieved goals

· and to give staff a chance to discuss and present ideas to improve the workplace environment

· better ideas to meet organisational objectives.

You must:

· Organise meeting location and time

· Invite relevant staff/department

· Consider the timing of meeting based on own and others workloads

· Ensure staff have plenty of opportunities to contribute to the discussion by having a ‘suggestions’ segment of the meeting

· Attempt to solve problems of risk during the meeting.

Section A - Skills activity 1 - Presentation outline
Student Name:
Title of presentation:
1.	Research conducted. –(Name of organization, and outline of research)
2.	Outline of information that my presentation will contain.
3.	What suggestions for improvement were made about this presentation? (if any)
4.	Based on the feedback what changes would you make about this presentation? (if any)

Section A - Skills activity 2 – Meeting Agenda

Purpose:
Date/Time:
Venue:
Chair:
Minute taker:
Attendees:
Agenda items
1.	Welcome	Time:

2.	Topics	Time:



Suggestions:

3.	Meeting close	Time:

$C:\Users\Medion\Desktop\desk\Clinton\Logo\logoC.png$ ASSESSMENT COVER SHEET

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Student Name:
Student ID:
Unit Code:	BSBMGT605
Unit Name:	Provide leadership across the organisation
Assessment Task: 3	Knowledge Activity (Q & A)
Result:	Satisfactory Not satisfactory
Reassessment needed:	Yes No
Student Declaration : I declare that these tasks are my own work. · None of this work has been completed by any other person. · I have not cheated or plagiarised the work or colluded with any other student/s. · I have correctly referenced all resources and reference texts throughout these assessment tasks. · I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: __30/6/19_________ ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Student signature: ____________________________________________Date: ____________________ Assessor’s Signature: __________________________________________ Date:____________________

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Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

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

· Explain business ethics and their application to leadership

· Outline leadership styles and their application in supporting the organisation’s mission, objectives and values

· Explain the impact of legislation in providing leadership in the organisation

· Explain the organisation’s mission, purpose and values

· Describe organisation objectives, plans and strategies

· Explain organisational change processes.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

1. Explain why it’s important to have good business ethics and how this can affect leadership.

2. Outline the four main leadership styles.

3. Describe how legislation affects leadership in an organisation?

4. Explain your chosen organisation’s mission, purpose and values.

5. Describe your chosen organisation’s main objectives.

6. Explain step by step an organisation’s change processes.

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$C:\Users\Medion\Desktop\desk\Clinton\Logo\logoC.png$ ASSESSMENT COVER SHEET

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Student Name:
Student ID:
Unit Code:	BSBMGT605
Unit Name:	Provide leadership across the organisation
Assessment Task: 4	Performance Activity
Result:	Satisfactory Not satisfactory
Reassessment needed:	Yes No
Student Declaration : I declare that these tasks are my own work. · None of this work has been completed by any other person. · I have not cheated or plagiarised the work or colluded with any other student/s. · I have correctly referenced all resources and reference texts throughout these assessment tasks. · I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Date of submission: __30/6/19________ ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Feedback to student: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Student signature: ____________________________________________Date: ____________________ Assessor’s Signature: __________________________________________ Date:____________________

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Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

Evidence of the ability to use interpersonal and risk management skills to:

· Clearly communicate the organisation’s objectives, values and standards to a range of stakeholders using appropriate media and language

· Influence, support and provide resources for individuals and groups to:

· participate in consultations and decision making processes

· contribute to innovation and improvements

· achieve their responsibilities and objectives

· Facilitate consultative decision making processes with relevant internal and external stakeholders

· Demonstrate ethical conduct and professional competence and continuing professional development

· Encourage others to adopt business ethics and build their commitment to the organisation.

Answer the activity in as much detail as possible, considering organisational requirements.

1. Conduct an objectives workshop with your classmates based on identified organisational ethics for relevant stakeholders and staff.

You should:

· Clearly communicate the organisation’s objectives to relevant stakeholders and staff

· Incorporate a discussion about the decision making process into the workshop

· Explain the importance of your organisation’s ethics

· Encourage others to adopt the same ethics and values as the organisation.

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Clinton Institute | RTO ID: 41597 CRICOS Provider Code: 03540C

Melbourne Campus: 1101/343 Little Collins St, Melbourne VIC 3000 | Phone: 03 083940 2064

Hobart Campus: 232-242 Liverpool St, Hobart TAS 7000 | Phone: 03 06135 04390

v – Mar ‘18

Did the Student:	Yes	No
Communicate organisational mission and goals Clarify objectives, values and standards in accordance with organisation’s strategic direction
Establish linkages between organisational objectives, values and standards and the responsibilities of relevant groups and individuals
Ensure media and language used is appropriate to individuals and group circumstances
State clear expectations of internal groups and individuals and explain in a manner which builds commitment to the organisation
Address expectations of the organisation
Investigate incidents promptly and communicate results clearly to relevant groups and individuals
Influence groups and individuals Build trust, confidence and respect of diverse groups and individuals through positive role modelling and effective communication and consultation
Embrace, resource and effectively implement improvements to organisational and workplace culture
Demonstrate understanding of the global environment and new technology in work activities
Ensure actions convey flexibility and adaptability to change and accessibility
Ensure consultation and participation in decision making occurs with relevant groups and individuals where appropriate
Ensure decision making takes into account needs and expectations of both internal and external groups
Ensure decision making occurs in accordance with risk management plans for all options, and within appropriate timeframes
Ensure that the organisation is represented positively in the media and community
Build and support teams Assign accountabilities and responsibilities to teams consistent with their competencies and operational plans
Did the Student:	Yes	No
Ensure teams are resourced to allow them to achieve their objectives
Empower teams and individuals through effective delegation and support for their initiatives
Create and maintain a positive work environment
Encourage teams and individuals to develop innovative approaches to the performance of work
Demonstrate personal and professional competence Model ethical conduct in all areas of work and encourage others to adopt business ethics
Adapt appropriate interpersonal and leadership styles to meet particular circumstances and situations
Set and achieve personal objectives and work program outcomes
Ensure self-performance and professional competence is continuously improved through engagement in a range of professional development activities
Participate regularly in industry/professional networks and groups

Performance Evidence
Did the student:	Yes	No
· Clearly communicate the organisation’s objectives, values and standards to a range of stakeholders using appropriate media and language
Influence, support and provide resources for individuals and groups to: participate in consultations and decision making processes
contribute to innovation and improvements
achieve their responsibilities and objectives
Facilitate consultative decision making processes with relevant internal and external stakeholders
Demonstrate ethical conduct and professional competence and continuing professional development
Encourage others to adopt business ethics and build their commitment to the organisation

Foundation Skills
Did the student:	Yes	No
Reading: Evaluates and integrates facts and ideas to construct meaning from a range of text types
Learning: Actively looks for and accepts ways to maintain and improve own skills and knowledge
Writing: Records and reports key information related to the outcomes of the job to interact effectively and appropriately with the team
Researches, plans and prepares documentation using format and language appropriate to the audience
Oral Communication: Participates in a variety of spoken exchanges with clients, co-workers and stakeholders using structure and language appropriate to context and audience
Presents complex information in formal situations using language, tone and pace appropriate for the audience and purpose
Numeracy: Uses highly-developed numeracy skills to interpret complex statistical and researched information, performing calculations on data to render it usable and reportable
Navigate the world of work: Works autonomously making high level decisions to achieve and improve organisational goals
Reflects on designation of roles and responsibilities and how everyone’s role contributes to broader organisational goals
Appreciates the implications of ethical and other organisational responsibilities in carrying out own role
Interact with others: Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals
Identifies strengths and limitations of own interpersonal skills and addresses areas that would benefit from further development
Recognises the importance of building rapport in order to establish effective working relationships and inspire trust and confidence
Foundation skills cont - Did the student:	Yes	No
Collaborates and cooperates with others, playing an active role in leading and facilitating effective group interaction and influencing direction
Facilitates a climate in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes
Get the work done: Accepts responsibility for planning and sequencing complex tasks and workload of self and others, negotiating key aspects with others taking into account capabilities, efficiencies and effectiveness
Applies problem solving processes to identify risks, evaluate options and determine solutions
Facilitates a climate in which creativity and innovation are accepted as an integral part of achieving outcomes
Actively identifies systems, devices and applications with potential to meet current and/or future needs

Knowledge Evidence
Did the student:	Yes	No
Explain business ethics and their application to leadership
Outline leadership styles and their application in supporting the organisation’s mission, objectives and values
Explain the impact of legislation in providing leadership in the organisation
Explain the organisation’s mission, purpose and values
Describe organisation objectives, plans and strategies
Explain organisational change processes