BSBINN601 DrySeed Inc. Case Study

image1.png M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 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: Info@asoc.edu.au

W: www.asoc.edu.au

M.S Aviation Pty Ltd T/A Australian School of Commerce

RTO NO. 41089 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: Info@asoc.edu.au

W: www.asoc.edu.au

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

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

 

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.

PART 1

Assessment Information

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)

· 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

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.

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 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.

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: ……/……/…….

PART 2

Assessment tasks

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: FORMCHECKBOX Satisfactory FORMCHECKBOX 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 FORMCHECKBOX Yes FORMCHECKBOX No

Check for copying/collusion FORMCHECKBOX Yes FORMCHECKBOX No

Check for authenticity (own work) FORMCHECKBOX Yes FORMCHECKBOX No

Cheating or use of model answers FORMCHECKBOX Yes FORMCHECKBOX 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: ……………………………………

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.

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)

Kurt Lewin developed a change model involving :

three steps:

· unfreezing,

· changing and

· refreezing.

For Lewin, the process of change entails creating the perception that a change is needed, then moving toward the new, desired level of behavior and, finally, solidifying that new behavior as the norm.

 

S

NS

Question 2: Identify and explain five of the steps used in a communication strategy when communicating and embedding change. (150-200 words)

· Evaluate change impact and organizational readiness – Thoroughly examine what is changing, how it differs from where the organization is today, who will be affected by the change, the desired future state and the plan to achieve it.

· Formulate the change management strategy – This includes approaches for resources, communications, sponsorship, stakeholder engagement, learning and development, measurement and sustainability for the change.

· Develop a detailed change management plan – Spell out action steps and timeline to accomplish the strategy.

· Execute the change management plan – Monitor the implementation, measure outcomes and adjust ongoing activities as needed to continue reinforcing adoption.

· Complete the change management effort – Evaluate outcomes against objectives, design and conduct a lessons-learned evaluation, and gain approval to close the project once successful

 

S

NS

Question 3: Explain how organisational behaviour impacts change strategies. (100-150 words)

Organizational behavior proposes that incentives are motivational factors that are crucial for employees to perform well. Organizational behavior changes the way people make decisions. Businesses that are able to encourage risks in decision making within the company culture can enhance innovation and creativity.

 

S

NS

Question 4: Explain five ways the external environmental can impact change strategies. (150-200 words)

The Political and Regulatory Environment.

-Federal, state, and local bodies can set rules or restrictions on the conduct of businesses. The purpose of regulation is to protect both consumers and businesses. Businesses favor some regulations (such as patent laws) while chafing under others (such as restrictions on advertising).

The Economic Environment.

– Naturally, business thrives when the economy is growing, employment is full, and prices are stable. Marketing products is easier because consumers are willing to buy. On the other hand, when the economy is slowing (or stalled) and unemployment is rising, people have less money to spend, and the marketer’s job is harder.

The Competitive Environment.

-Marketers who don’t pay attention to their competitors are playing a losing game. In particular, they need to monitor the activities of two groups of competitors: the makers of competing brands and the makers of substitute products.

The Technological Environment.

-New technologies also transform the marketing mix in another important way: they alter the way companies market their products. Consider the revolutionary changes brought about by the Internet, which offers marketers a new medium for promoting and selling a vast range of goods and services. Marketers must keep abreast of technological advances and adapt their strategies, both to take advantage of the opportunities and to ward off threats.

The Social and Cultural Environment.

-Marketers also have to stay tuned to social and cultural factors that can affect sales. The values and attitudes of American consumers are in a state of almost constant flux; what’s cool one year is out of style the next.

 

S

NS

Question 5: Describe two components of a change management project plan. (100-150 words)

· Resistance Management

Resistance from employees and managers is normal and can be proactively addressed. Persistent resistance, however, can threaten a project. The change management team needs to identify, understand and help leaders manage resistance throughout the organization. Resistance management is the processes and tools used by managers and executives with the support of the change team to manage employee resistance.

· Readiness Assessments

Assessments are tools used by a change management team or project leader to assess the organization’s readiness to change. Readiness assessments can include organizational assessments, culture and history assessments, employee assessments, sponsor assessments and change assessments. Each tool provides the project team with insights into the challenges and opportunities they may face during the change process

 

S

NS

Question 6: List four examples of barriers to change and four strategies that can be used to address them. (150-200 words)

1. Lack of Employee Involvement

-The biggest mistake some organizations make is failure to involve employees in the change process. This spikes fear of the unknown, lack of desire to embrace a new culture and eventually a complete barrier to the change.

-Providing relevant, sufficient resources to drive them towards change will be a necessary thing to do, so that they are comfortable and ready to adjust to the new development within the organization.

2. Lack of Effective Communication Strategy

-Some organizations have no effective communication strategy. In fact, some top leaders always assume that once they announce the change, people will adjust and be ready to get started with the new development. This is the silliest way to introduce change, hence forceful resistance to the change.

-CEOs should stop making announcement and introduce strategies. Employees do not need to know about the change only. They need to know how the change will affect them as well as how they will adapt to the change.

3. A Bad Culture Shift Planning

-Sometimes the planning team totally has no idea that the change will affect people. Of course, the team at this state will only concentrate on planning administrative structure, work area responsibilities, job responsibilities as well as work reporting structure.

4. Unknown Current State

-Change is always difficult for organizations that lack the idea of their current state. Trying to introduce and implement change without conducting an assessment and understanding the current blueprint of the organization is a common habit by many entities.

-Such entities actually do not realize that the failure to analyze the current organization’s blueprint will cause a barrier to the change they hope to introduce and implement.

 

S

NS

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: FORMCHECKBOX Satisfactory FORMCHECKBOX 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 FORMCHECKBOX Yes FORMCHECKBOX No

Check for copying/collusion FORMCHECKBOX Yes FORMCHECKBOX No

Check for authenticity (own work) FORMCHECKBOX Yes FORMCHECKBOX No

Cheating or use of model answers FORMCHECKBOX Yes FORMCHECKBOX 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: …………………………………….

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.

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.

· Change requirements report (Task One)

· Change management project plan (Task Two)

· Cost–benefit analysis (Task Two)

· Risk management plan (Task Two)

· Communication plan/education plan (Task Three)

· Strategy report to address barriers (Task Four)

· Report on implementing interventions and activities including the strategies for

embedding change (Task Five)

· Evaluation report (Task Six)

· 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.)

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.

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

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 management decisions · Yes

· No

· 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:  

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: FORMCHECKBOX Satisfactory FORMCHECKBOX 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 FORMCHECKBOX Yes FORMCHECKBOX No

Check for copying/collusion FORMCHECKBOX Yes FORMCHECKBOX No

Check for authenticity (own work) FORMCHECKBOX Yes FORMCHECKBOX No

Cheating or use of model answers FORMCHECKBOX Yes FORMCHECKBOX 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: …………………………………….

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:

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.

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.

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

· 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:

 

· Student outcome: · Satisfactory

· Not Satisfactory

· Assessor Name and Signature:  
· Date:  
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 FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX
Assessment task 2: Project FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX
Assessment 3: Observation FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX
Comments/ Feedback:

 

Unit outcome: FORMCHECKBOX Competent FORMCHECKBOX Not Yet Competent
Is re-assessment required? FORMCHECKBOX Yes FORMCHECKBOX 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:  

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:
 

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.

Appendix 2- Peer Review Form

Yukii

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.  

x  

2. The information was presented in a logical manner with insight into the correct process of leading and managing the workplace effectively.  

x  

3. The language used was clear and concise.  

x  

4. The performer had good eye contact with the audience and used positive body language. x  

 

5. The performer listened to questions and answered appropriately. x  

 

Comments (if any)

The information was presented in a logical manner and well presented. I wish we could have more time to discuss into details.

 

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.)

 

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
         
         
         
         
         
         

Appendix 5 – PEST analysis template

Political Economical
   
Social Technological
   

Appendix 6 – Key stakeholder analysis template

Key stakeholder analysis

Student name:

Date of analysis:

Name of stakeholder/company Contact person Level of importance Level of influence Stakeholder needs Stakeholder interests Strategy for engaging the stakeholder
             
             
             

Appendix 7 – SWOT analysis template

Strengths Weaknesses
   
Opportunities Threats
   

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
  1

(Insignificant)

2

(Minor)

3

(Moderate)

4

(Major)

5

(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

Risk evaluation

Priority Risk Likelihood Impact Level of risk
         
         

Risk action plan

Risk Priority Proposed Actions Resource Costs Responsibilities Schedule
description   controls required requirements      
      to        
      implement        
      controls        
Risk:              
Risk:              
Risk:              
Risk:              
Risk:              

Record-keeping procedures

Updates Person responsible Date
Risk register    
Lessons learned register    

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.

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.

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.

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.

 

Student ID: …………………………..

 

 

Student Signature: ……………………

 

 

 

Assessment received by ASOC staff

 

Name: ……………………………………………………

 

Signature: ………………………………………………..

 

 

M.S Aviation Pty Ltd T/A Australian School Of Commerce

Candidate Assessment Tool Page 23 of 46

Version 10.0

M.S Aviation Pty Ltd T/A Australian School Of Commerce

Candidate Assessment Tool Page 2 of 46

Version 10.0

 
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