BSBLDR811 Lead strategic transformation

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    This Assessor Guide contains the tools designed to guide the assessors in assessing competence and recording results for this unit. An assessment of competence requires learners to consistently and over time demonstrate the skills, attitude and knowledge that enable confident completion of assessment tasks in a variety of situations.

    This guide includes the instructions provided to students for each task as well as guidance to the assessor on assessing each task, including decision-making rules and sample/benchmark answers where required.

    Delivery Arrangement

    This unit is to be delivered in a classroom based environment. As part of the classroom based training SHIC will provide access to appropriate simulated workplace environments for the practical component of the course. All theory based delivery will occur within the designated classrooms of SHIC through structured training sessions delivered by a qualified trainer / assessor. At these training sessions, as a qualified trainer, you will provide the required skills and knowledge as per the unit content and will ensure the learning is imparted.

    Simulated Workplace Environment: A simulated workplace environment is a form of gathering evidence that involves the candidate completing or dealing with a task, activity or problem in an off the job situation that replicates the workplace context.  Simulations vary from recreating realistic workplace situations such as the use of on-line business contexts, through to the creation of role play based workplace scenarios to the reconstruction of a business situation on a spread sheet.  In developing simulations, the emphasis is not so much on reproducing external circumstance but on creating situations where the students are able to demonstrate:

    • Technical skills
    • Underpinning knowledge
    • Generic skills such as decision making and problem solving
    • Workplace practices such as effective communication
    • Other skills and employability skills related to the unit of competency or accredited unit they are undertaking

    As part of this unit learning and delivery students will also be required to undertake practical activities related to the course content. These practical activities will be undertaken in a simulated workplace environment within the classroom based delivery. All classroom based delivery will occur in suitable environments and follow all work place health and safety (WHS) guidelines. 

    Thus for the purpose of this assessment, Sacred Heart International College (SHIC) ensures that students will have access to:

    • Simulated workplace which is located at:

    Level 3, 271 – 281 Bourke Street, Melbourne, Victoria – 3000

    • Office equipment and resources within the SHIC campus.
    • Examples of documentation relating to this unit.
    • Supplier “CAQA” Support Material for student learning relating to this unit

    The course also involves students completing some reading and written work outside the scheduled classroom delivery time which is detailed in the Self-Paced study plan (part of the Training & Assessment Strategy). A range of resources including learner’s guides, office equipment’s, workplace documentation, learning aids are available for trainers & assessors to enhance the delivery of unit.

    SHIC Support – Access and equity: An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package.

    Training & Assessment Strategy

    The training and assessment strategy outlines the training and assessment approach, and the assessment methods and tasks, to be used in the delivery of each course.

    As an assessor involved in the delivery of this course, you will have access to the training and assessment strategy for the relevant course to ensure that you conduct assessment in line with that strategy. Assessors must ensure that they work within the parameters and guidelines of the strategy and communicate any areas that may need improvement or updating as they are identified.

    Assessment Process & Student Rights

    Assessment Attempts and Resubmissions: Trainer/ Assessors are to provide students up to three attempts to complete assessment tasks satisfactorily. If after the third attempt the student has not completed the task satisfactorily, the results have to be noted as Not Yet Competent (NYC).

    Alternative arrangements may have to be made for the students in such scenarios to meet and discuss the issues with the intervention team. The alternative arrangement may include the student re-enrolling in the unit, participating in additional training or attempting the task again at a later date, so that skills and knowledge can be consolidated. These arrangements should be in accordance with SHIC policies & procedures. Depending on the task, resubmissions may require students to:

    • resubmit incorrect answers to questions (such as for written tasks and case studies)
    • resubmit all or part of a project, depending on how the error affects the overall outcome of the task
    • redo a role-play after being provided with appropriate feedback about their original performance
    • be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback.

    Students should be provided with an appropriate timeframe in which to resubmit their work. Trainer/ Assessors should refer to and follow SHIC policies and procedures regarding resubmissions and assessment attempts.

    Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or Not Yet Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent, students will be given an overall outcome for the unit of Not Yet Competent (NYC).  

    Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not acceptable. The definitions of each of these terms are as follows:

    • cheating – seeking to obtain an unfair advantage in the assessment of any piece of work
    • plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished
    • collusion – unauthorised collaboration between students.

    Where the trainer/ assessor believes that there has been an incident of academic misconduct involving plagiarism, cheating and/or collusion, they must address the same with the student in line with SHIC policies and procedures.

    Reasonable Adjustments: These can be made to ensure equity in assessment for people with disabilities. A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that learners with recognised disabilities have the same learning opportunities and opportunities to perform and complete assessments as learners without disabilities.

    Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. Trainer/ Assessor may also provide assistance / intervention during the assessments in the event that there is a risk of injury to the student or to the other members of the class.

    An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:

    • the views of the student
    • the potential effect of the adjustment on the student and others
    • the costs and benefits of making the adjustment.

    RTOs are obliged by law to provide reasonable adjustments to ensure the maximum participation of students with a disability.

    Adjustments must:

    • be discussed with, and agreed to by, the student with a disability
    • benefit the student with a disability
    • maintain the competency standards
    • be reasonable to expect in a workplace.

    Adjustments are not required if they could:

    • cause the RTO unjustifiable hardship
    • harm other students

    Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable.[1]

    Thus, if students are considered to have special needs, trainer/ assessors are allowed to provide reasonable adjustment in accordance with SHIC Policies and Procedures which means there may be modification to the way in which evidence is gathered. This could include alternative methods of assessment. However, it will not change the standards or outcomes the student achieves.

    The reasonable adjustments that could be made for the assessments in some units include:

    • allowing a student to provide verbal responses to written tasks (such as for questions and answers and case studies)
    • rescheduling assessor observations or role-plays in the event that conditions are not suitable (e.g. for reasons of safety concerns, required resources not being available or lack of appropriate clients on the day)
    • providing assessment information through assistive or adaptive technologies
    • modifying the way in which the task or response is required to be presented
    • breaking down tasks further into step-by-step instructions
    • providing additional support by explaining the assessment requirements verbally
    • conducting assessment at a different time or venue if the student is distracted by others’ movement or noise
    • providing additional practice opportunities ahead of the assessment time


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