Scenario 1: Susan is unhappy with her grade in her college class. She wants to clarify what she can do to improve in the course. She also feels like venting her frustrations to her professor due to t

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About this marking guide

1. This document is to be used as a guide to marking the assessment tasks required for this unit.

2. This document outlines the instructions provided to the student for each task and accompanying sample/ benchmark answers and any relevant instructions for the assessor.

Assessment tasks

1. This unit is assessed in the following ways:

Assessment plan

1. The Student Assessment Booklet includes an assessment plan that students are required to read and sign. Get this signed plan before students begin the assessment tasks for this unit. Students can use this plan to declare whether they need any support or adjustments.

Assessment documents

1. We have developed a range of comprehensive assessment documents for assessment of this unit.

2. Assessors will need the following documents:

• Assessment Record Tool – to be used by the assessor to record the decision-making process. Details about workplace-based tasks (if applicable) are also included in this document.

• This Marking Guide, which includes:

• a guide to assessors on the process of assessment

• benchmark responses to assessment tasks

• mapping of assessment tasks to unit of competency requirements (see the end of this booklet).

1. Students will need to receive:

2. Assessors must provide students with the due date for each assessment task for this unit – students should be instructed to write the dates in their Student Assessment Booklet.

Assessment attempts and resubmissions

1. Students have up to three attempts to complete assessment tasks satisfactorily. If after the third attempt, the student has not completed the task satisfactorily, the assessor must make alternative arrangements for assessment. Depending on the task, this may include:

• resubmitting incorrect answers to questions (such as written tasks and case studies)

• resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task

• redoing a role play after being provided with appropriate feedback about their original performance

• being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback.

1. Students should be provided with an appropriate time frame in which to resubmit their work, for example students may:

• be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on

• be provided with feedback on the day about their performance in a role play and then redo the task during the next task

• need to redo workplace-based tasks (if applicable) during the same workplace visit or a follow-up observation may be required – you should discuss arrangements with the student’s supervisor to agree on a suitable time and date for reassessment.

1. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.

Assessment outcomes

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

2. Students can be given two further attempts to complete the task and achieve a Satisfactory outcome. Students need to be given a timeframe for resubmission and advised what they must include in the resubmission.

3. Assessors are required to use the Assessment Record Tool to record the assessment decision for each task. The Record of Assessment Outcomes on the final page of the Assessment Record Tool should be completed by the assessor.

Task Cover Sheet

1. Assessors must ensure that students have completed the Assessment Task Cover Sheet for each assessment task.

Assessment appeals

1. All students have the right to appeal an assessment decision. To make an appeal about an assessment decision, students must follow the process outlined in the Student Handbook.

Training and Assessment Strategies

1. Each RTO will have a Training and Assessment Strategy that outlines the assessment methods and tasks to be used in the delivery of each course.

2. All assessors should be provided with a copy of the relevant Training and Assessment Strategy for the courses they deliver.

3. Assessors must ensure they work within the parameters and guidelines of the strategy and communicate any areas that may need improvement or updating as they are identified.

Plagiarism, cheating and collusion

1. Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.

Resources and equipment required for these assessments

1. You will need to ensure that the following items are available for students to complete their assessments:

• Access to a computer, Microsoft office with PowerPoint (or similar program), printer and the Internet

• Boutique Build Australia Strategic Plan (provided as a supporting document)

• Meeting space

• Role-play participant (assessor)

• Projector

• Background information (provided).

Assessment

1. Assessment is ‘the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course.’1

Dimensions of competency

1. To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in variety of different circumstances. To be competent, a person must demonstrate the following:

• Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills and these are usually described in the performance criteria.

• Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.

• Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.

• Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.

Principles of assessment and rules of evidence

1. Assessment must be conducted in accordance with the rules of evidence and principles of assessment.

Principles of assessment

• Validity:

Each task has been mapped to unit of competency requirements. Refer to the ‘Unit mapping’ section at the end of this guide for more information.

Assessment tasks are varied and are required to be completed over a period of time and, where required, on a number of occasions. Practical observations provide opportunities for students to demonstrate both knowledge and skills.

• Reliability:

This marking guide provides benchmark answers for each assessment task to ensure accuracy and consistency in the assessment decision-making process.

• Flexibility:

A range of assessment methods are provided that are relevant to the unit’s context.

• Fairness:

Students are required to sign an agreement in their Student Assessment Booklet and state if they have any special needs or considerations that may affect their ability to complete the assessments. Any reasonable adjustments that are required to be made to these assessments must be noted in the Assessment Record Tool for this unit, in the checklist for the relevant task.

Students are provided with information about the appeals process in their Student Assessment Booklet and in their Student Handbook.

Rules of evidence

• Validity:

This Marking Guide provides a set of benchmark responses for each assessment task. Assessors are to record assessment outcomes for each task in the accompanying Assessment Record Tool. Assessor observations require the assessor to watch the student complete specific workplace activities in which they can demonstrate the skills and knowledge required.

• Sufficiency:

The ‘Unit mapping’ section at the end of this guide demonstrates how assessment tasks align with unit of competency requirements. Some units may require the student to demonstrate assessment over a period of time and more than once. These requirements will be made clear in the relevant assessment task.

• Currency:

Evidence for each assessment task will be gathered over the duration of the course. Workplace-based tasks (if applicable) will allow the student to draw from current workplace conditions and experiences, and students will be able to use technology, tools and equipment specific to their workplace.

• Authenticity:

Students are required to sign the Assessment Task Cover Sheet, indicating that the work they have submitted for assessment is their own.

Practical classroom tasks and workplace observations (if applicable) by the assessor ensure that the assessor sees the student demonstrating the skills and knowledge required of this unit.

Third party reports (where applicable) require third party persons to sign that they have observed the student undertake the tasks detailed in the checklist.

Reasonable adjustment

1. 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 can access and participate in education and training on the same basis as learners without disabilities. Sometimes reasonable adjustments, are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a learner with a disability. An adjustment is reasonable if it can accommodate the learner’s particular needs, while also taking into account factors such as: the views of the learner; the potential effect of the adjustment on the learner and others; the costs and benefits of making the adjustment.

2. Adjustments must:

• be discussed and agreed to by the learner with a disability

• benefit the learner with a disability

• maintain the competency standards

• be reasonable to expect in a workplace.

1. Adjustments are not required if they could:

• cause the RTO unjustifiable hardship

• harm other learners.

1. 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.2

2. Some examples of reasonable adjustments that could be made for the assessments in this booklet include:

• verbal responses to written activities (such as questions and answers tasks and case studies)

• conducting assessor workplace observations via Skype or other video format (for example, in cases of students in remote areas)

• rescheduling assessor observations in the event that workplace conditions may not be suitable (for example, safety concerns, required resources not being available, lack of appropriate clients on the day, and so on)

• providing students with large-print copies of the Student Assessment Booklet.

1. Record any reasonable adjustments made in the space provided in the relevant task’s checklist in the Assessment Record Tool.

Instructions to students:

Task summary

1. You are to answer all written questions.

Resources and equipment required to complete this task

• Access to textbooks and other learning materials.

• Access to a computer, printer, Internet and email software (if required).

When and where do I need to complete this task?

• This task may be done in your own time as homework or you may be given time to do this task in class (where applicable).

• Your assessor will provide you with the due date for this assessment.

What do I need to submit?

Your answers to each question.

Instructions

• This is an open book test – you can use your learning materials as reference.

• You must answer all questions in this task correctly.

• You must answer the questions by typing your answers in Microsoft Word or a similar program – your assessor will advise as to whether you must email them your completed assessment, submit the file on a USB drive or hand in a hard copy.

Question 1

1. Discuss how the use of effective change management strategies can assist in maximising staff participation and support for organisational development. Give at least two examples of change management strategies to illustrate your answer.

Students must demonstrate knowledge of effective change management strategies and provide two examples. Responses may be similar to:

• Change management must be a key component of an organisational development plan based on the fact that organisational development requires changes to systems or processes or structure of an organisation.

• Where effective change management strategies are used as part of organisation development, employees are much more likely to accept and participate in the change and a better-informed decision is made about the organisational change and productivity losses are also minimised.

• Effective change management strategies can include consultation with staff on the required changes, input from staff on such and regular communication about progress of changes.

Question 2

1. Explain the concept of a participative management style and how this can assist in maximising staff participation and support for organisation development.

Students must demonstrate knowledge of participative management styles. Responses may be similar to:

• A participative management style is essentially an open form of management where staff are actively involved in all stages of decision-making processes. Managers who value employees understand the effectiveness of a participative management style.

• A participative management style used as part of organisation development will thus ensure that employees are involved at the outset of the organisation development process, including providing feedback on ideas to address organisation development needs, as well as them being involved in the implementation of changes and evaluation of changes made. Employee input may also drive organisation development in the first place through contributing suggestions and feedback.

Question 3

1. Outline three strategies for consulting with employees as part of organisation development plans or processes.

The student must outline three strategies, which may include:

• Set up a committee for managing the organisation development that consists of a range of employees from different departments/levels of the organisation.

• Involve employees in the ideas generation process through organising focus groups to discuss needs in relation to organisation development.

• Plan regular meetings where staff can provide and discuss input into organisation development.

• Set up a reward system tied to suggestions and ideas about organisation development.

Question 4

1. Outline three evaluation criteria that an organisation could use to assess the success of organisation development.

The student outlined three evaluation criteria, which may include:

• Achievement of the objectives as specified in the organisation development plan.

• Achievement of the objective of organisation development within timelines and according to the budget and resources allocated.

• Achievement of all key performance indicators identified for the organisation development interventions.

• An assessment of whether the organisation development KPIs were appropriate.

• Stakeholder satisfaction with changes implemented as a result of the organisation development process.

Question 5

1. Explain the difference between constructive and destructive conflict. Describe how constructive conflict can be a positive force in organisation development.

Students must demonstrate knowledge of constructive and destructive conflict. Responses may be similar to:

• While conflict is often viewed as something negative, it can also be seen as constructive as even though parties see things differently or disagree on something, this can lead to exploring solutions and arriving at a win-win outcome.

• Destructive conflict would not be positive as this often comes from a culture of disrespect where there is no desire to move forward together.

• Constructive conflict can therefore be beneficial for organisation development as it allow problems to be discussed and solutions to be found that are acceptable to the whole group.

Question 6

1. Outline Kahn’s engagement theory and its implications for employee engagement.

Students must demonstrate an understanding of Kahn’s engagement theory. Answers may be similar to:

• Employee engagement is crucial for an organisation in order to ensure that productive employees are attracted and maintained. Understanding factors influencing employee engagement is thus important. There are many theories of employee engagement, of which one is Kahn’s engagement theory. This employee engagement theoretical framework is helpful in better understanding the concept of employee engagement.

• Kahn argues that engagement culminates from a state called psychological presence, a state in which the authentic, true facets of the self can be fully expressed. In this state, individuals do not need to curb their beliefs, values, thoughts, feelings, inclinations, and relationships. All of these facets of themselves are manifested in the behaviour at work.

• Kahn identifies three factors that promote this presence or engagement. First, when employees experience a sense of meaning in their work, this presence or engagement is more likely to ensue. That is, in some contexts, individuals feel their work relates to some broader, enduring, important, and desirable objective or value. They feel their work aligns with the aspirations they value. As a consequence, they become more inclined to dedicate their efforts to this endeavour, rather than withhold their exertion, which manifests as presence or engagement.

Second, when individuals feel that such dedication and application to their role will not culminate in undesirable or negative consequences, called psychological safety, engagement is also more likely. That is, engagement surfaces when employees feel that problems or adversities are either unlikely or manageable.

Third, individuals can maintain this dedication and application to their work only if they can access the necessary resources, called psychological availability. That is, they need, for example, to be able to muster the necessary energy or exertion.

Question 7

1. Explain expectancy theory and discuss its implications for employee motivation.

Students must demonstrate an understanding of expectancy theory and its implications for employee motivation. Responses may be similar to:

• Victor Vroom introduced one of the most widely accepted explanations of motivation.

• Expectancy theory says that an employee will be motivated to exert a high level of effort when he or she believes that:

1.Effort will lead to a good performance appraisal.

2. A good appraisal will lead to organisational rewards.

3. The organisational rewards will satisfy his or her personal goals.

• The key to the expectancy theory is an understanding of an individual's goals and the relationships between effort and performance, between performance and rewards, and finally, between the rewards and individual goal satisfaction. When an employee has a high level of expectancy and the reward is attractive, motivation is usually high.

• Therefore, to motivate workers, managers must strengthen workers' perceptions of their efforts as both possible and worthwhile, clarify expectations of performances, tie rewards to performances, and make sure that rewards are desirable.

Question 8

1. Outline the key premises of the Burke & Litwin organisational change model.

Students must demonstrate an understanding of the Burke & Litwin organisational change model. Responses may be similar to:

• The most dominant factor that triggers organisational change is the external environment. It is the external environment that makes an organisation change its mission, culture, leadership and its operating strategies.

• The changes in the 12 key dimensions, as identified by the Burke and Litwin model, bring about a series of changes in the structure, practices and the system of the organization.

• All the affecting factors put together affects the motivation level of the individuals in an organisation, which in turn impacts the overall performance.

Question 9

1. Discuss the McKinsey 7-S Framework and how it can be applied in a workplace change management process.

Students must demonstrate an understanding of The McKinsey 7-S Framework. Responses may be similar to:

The model was developed in the early 1980s by Tom Peters and Robert Waterman, two consultants working at the McKinsey & Company consulting firm. The basic premise of the model is that there are seven internal aspects of an organisation that need to be aligned if it is to be successful.

The 7-S model can be used to:

• Improve the performance of a company.

• Examine the likely effects of future changes within a company.

• Align departments and processes during a merger or acquisition.

• Determine how best to implement a proposed strategy.

• Whatever the type of change – restructuring, new processes, organisational merger, new systems, change of leadership, and so on – the model can be used to understand how the organisational elements are interrelated, and so ensure that the wider impact of changes made in one area is taken into consideration.

• The 7-S model can be used to help analyse the current situation (Point A), a proposed future situation (Point B) and to identify gaps and inconsistencies between them. It's then a question of adjusting and tuning the elements of the 7-S model to ensure that the organisation works effectively and well once the desired endpoint is reached.

Question 10

1. Discuss the importance abiding by legislation in relation to organisational change and development. Provide at least two examples of legislation that must be adhered to.

Students must demonstrate clear knowledge of legislation and its importance in relation to organisational change and development. Answers may be similar to the following examples:

• It is important to be clear about the requirements of the Fair Work Act during periods of organisational change and development. For example, if an organisational change means that there will need to be redundancies then the requirements for redundancies under the Act must be understood and followed.

• Anti-discrimination laws. As above where redundancies are required, it is important to ensure that decisions about redundancies are made on the basis of the position rather than the person to avoid accusations of discrimination.

Question 11

1. Discuss why it is important to incorporate cultural change into an organisation’s development plan.

Students must demonstrate an understanding of organisation culture and its importance. Answers may be similar to the following examples:

• The right culture can drive high performance, but a culture that is not flexible or adaptive encourages rigidity and stability. A culture that is adaptive to change encourages flexibility, risk-taking, innovation and continuous improvement.

• Cultural change as part of an organisation development plan is very important, to ensure that the workforce is willing to accept changes as identified in the organisation development plan.

Instructions to students:

Task summary

1. For this task you are required to develop an organisation development plan and a communication and education plan for a fictional organisation, and undertake a consultation process

Resources and equipment required to complete this task

• Access to textbooks and other learning materials.

• Computer and Microsoft Office.

• Access to the Internet for research.

• Supporting document – Boutique Build Strategic Plan (to be provided by assessor).

• Reference material: Window Into Housing 2018

• Printer.

• Meeting space.

• Role-play participants (your assessor and two other students).

When and where should the task be completed?

• This task may be done in your own time as homework or you may be given time to do this task in class (where applicable such as in role play tasks).

• Your assessor will provide you with the due date for this assessment.

What needs to be submitted?

• Completed organisation development plan.

• Completed communication and education plan.

Instructions

1. Read the background information and complete Part A, B, C and D of this assessment task.

For this assessment task, you are required to prepare and develop an organisation development plan for Boutique Build Australia.

1. 1. Review the background information and Boutique Build’s strategic plan.

   2. Research sources of information on the Australian construction industry workforce to analyse the key trends and challenges that may impact Boutique Build Australia.

   3. Develop an organisation development plan. Develop your own template or use one that you are familiar with. As a minimum, your development plan must include the following:

• Introduction – Provide an introduction to the organisational development plan

• Context – Briefly describe issues outlined in the background information provided as well as from your own research conducted on the construction workforce.

• Areas of organisational development – for each area list the actions, responsibility, budget implications, performance indicators and target dates.

1. 1. Submit your organisation development plan. Your assessor will advise as to whether you must email them your completed assessment, submit the file on a USB drive or hand in a hard copy.

Students must submit an organisation development plan that includes all required information. Templates, formats and content may vary.

The student’s organisation development plan must include:

• An introduction.

• A description of the context of the organisation plan including points from the student’s own research and points from the information provided.

• Areas requiring organisation development, for example, marketing and recruitment, employee engagement, management and leadership training and so on.

• Actions items and responsibility, budget implications, performance indicators and target dates.

For this task, you are required to participate in a consultative meeting with stakeholders to discuss the organisation development plan that you developed based on your research and analysis. Your assessor will play the role of the CEO of Boutique Build Australia, with other assessors/students providing a representative of other staff members/contractors

1. 1. Review the background information.

   2. Participate in the consultative meeting with the stakeholders

• Provide a printed copy of your organisation development plan.

• Discuss the organisation development plan that you have developed. The discussion should focus on the timing of each organisation development strategy/activity as well as staff who will take on the key roles in the development process as set out in your plan. You should ensure that stakeholders approve of the actions and those staff assigned for those actions.

• Discuss the research that you have conducted on best practice change management strategies and how you believe this this should inform the implementation of the organisation development activities.

• Consult with the stakeholders to determine the organisation’s culture and how it may affect organisation development and explain how these barriers could be addressed when planning and implementing the organisation development plan.

• Throughout the meeting, the stakeholders will discuss the organisational culture at Boutique Build Australia and their readiness to embrace organisation development activities.

• The stakeholders will provide you with feedback and suggestions for your organisation development plan.

• You will be assessed on your ability to demonstrate effective communication skills, explain key ideas and concepts, respond to questions and use active listening techniques.

• Your assessor will advise you of the date and time of this meeting.

The assessor should use the following information to discuss the organisations culture. The student should ask for insights into the culture so that this information can be shared.

The culture within the company is generally positive with a good team spirit amongst staff based at head office. There is probably less loyalty to the company amongst the trade’s staff with some of them being contractors.

Many of the senior managers are those who have grown into the positions from the outset of the business. They are doers but employee feedback has indicated that many of the managers don’t have sufficient leadership skills to guide the workforce.

Some feedback from staff indicates they would like the opportunity to input more into business-decision making.

On the whole, there is a willingness to embrace organisational change to ensure current and future objectives of the business are met

1. For this task, you are required to develop a communication and education plan to maximise support for the organisation development activities outlined in your plan.

   1. Reflect on the feedback provided to you by your assessor during your meeting and the research that you conducted on change management techniques in Part A of this assessment task.

   2. Develop a communication and education plan for Boutique Build for the upcoming 12 months. Develop your own template or use one that you are familiar with.

Your plan must set out the process and timing of how the company’s staff will be informed about the activities as documented in the organisation development plan.

1. 1. Submit your communication and education plan. Your assessor will advise as to whether you must email them your completed assessment, submit the file on a USB drive or hand in a hard copy.

Students must submit a communication and education plan that includes all required information. Templates and formats used may vary. Student responses will vary depending on the organisation development activities identified. The organisation development activities identified in the organisation development plan would need to be communicated to staff over the 12-month period.

An example plan has been provided for guidance to assessing this task.

Communication/Education Plan

1. For this task, you are to undertake one of the consultation processes you have developed in the Communication/Education Plan in the previous Part.

2. Based on the consultation process you have selected, you will need to co-ordinate with your assessor on how this will be deliveredto ensure that the evidence will be satisfactory. For example, a consultation meeting with staff members will need to be organised with appropriate stakeholders who can be role played. Or if the consultation method is a survey then the survey would need to be developed and have some responses to it from stakeholders.The process you select must ensure that consultation takes place. That is, you present something and have feedback from stakeholders.

Students must select one of the consultation processes in their Communication/Education Plan and implement it. Depending on what processes are in their plan, and which one they have selected, the student should submit evidence of undertaking the process. This could include undertaking delivering a consultation process in person, or developing electronic/paper means of consultation (such as a newsletter, survey, etc). The student must satisfy the consultation part of the implementation ensuring that they are receiving feedback in verbal or written manner.

Instructions to students:

Task summary

1. For this task, you are required to implement organisation development plan activities.This will require you to develop a leadership development framework to present to staff at a develop activity. At the development activity, you will also be required to manage resistance to the planned program, as well as brainstorm alternative approaches to leadership development.Finally, you will be delivering a training session based on your educational plan.

Resources and equipment required to complete this task

• Access to textbooks and other learning materials.

• Computer and Microsoft Office with PowerPoint or similar program.

• Access to the internet for research.

• Space for meeting.

• Projector

• Role-play participants (your assessor and two other students).

When and where should the task be completed?

• This task may be done in your own time as homework or you may be given time to do this task in class (where applicable such as in role play tasks).

• Your assessor will provide you with the due date for this assessment.

What needs to be submitted?

• Consultation paper

• Leadership development framework PowerPoint presentation

• Report.

Instructions

1. Read the background information provided and complete Part A, Part B,Part C, and Part D of this assessment task.

1. 1. Research at least three different methods that an organisation can use to develop leadership skills in managers, including the use of leadership frameworks. Make notes of your findings.

   2. Prepare a consultation paper on the purpose and application of leadership development frameworks to present to staff prior to implementing the leadership development framework.

The proposed leadership development framework should be based on the organisation’s values as identified in the Strategic Plan and take into account construction workforce trends and challenges. Based on this, identify at least four key behaviours that would be expected of managers at Boutique Build Australia and develop a leadership development framework based on these key behaviours.

As a minimum, your consultation paper should address:

• The purpose of a leadership development framework

• Proposed leadership development framework for Boutique Build Australia (what it is, who it is for and why it is needed).

• Application of the leadership development framework within Boutique Build Australia (how to use the leadership development framework).

• At least four key leadership behaviours/domains (why the leadership behaviour is important and the rating scale).

The consultation paper must be developed using Microsoft Word (or similar program) and be written professionally and clearly to be understood by a diverse range of staff.

1. 1. Submit your consultation paper. Your assessor will advise as to whether you must email them your completed assessment, submit the file on a USB drive or hand in a hard copy.

Students must demonstrate the ability to conduct constructive research and the knowledge of different types of leadership frameworks. Students must identify at least four leadership behaviours/domains.

Consultation papers will vary among students as there are many examples of leadership development frameworks, which students could identify and discuss.

1. For this task, you are required to prepare a series of PowerPoints and deliver a development activity ofthe leadership development framework to your team explaining how it will work.

1. 1. Prepare a PowerPoint presentation.

The PowerPoints you develop should clearly explain the purpose of the framework and guide staff members though the use of the framework. The information you present should reflect the information from your consultation paper.

1. 1. Prepare for the development activity.

Research techniques for managing potential conflict in case this occurs during the development activity.

Develop a short report outlining the techniques that you have researched for managing conflict. Remember to reference your work.

1. 1. Submit your PowerPoint presentation and report. Your assessor will advise as to whether you must email them your completed assessment, submit the file on a USB drive or hand in a hard copy.

   2. Deliver your PowerPoint presentation during the development activity.

Your assessor will advise you of the date and time of the development activityand will organise 2 other students to role-play staff members.

• At the development activity, you will be required to explain the leadership development framework to staff using the PowerPoints you have developed. Advise staff that they will be able to ask questions and provide feedback on the framework.

• During the presentation, you will be required to demonstrate effective communication skills, including speaking clearly and concisely and using active listening techniques to confirm and clarify information.

• After the presentation, a staff member (this will be your assessor) will raise concerns about the use of the framework. You will need to use the skills you researched to manage this conflict.

• As part of the conflict management approach, you should also offer the opportunity to discuss other ways of developing leadership skills. Discuss the methods you identified in the first part of this assessment and encourage them to share their own ideas on developing leadership skills. Use this opportunity to brainstorm ideas. Make notes on ideas for use in the final activity.

Students must submit a PowerPoint presentation addressing the required information about their leadership development framework.

Students must submit their research report outlining a variety of different conflict management techniques. Students must demonstrate the use of appropriate conflict management techniques throughout the meeting, such asusing active listening skills and being empathetic and seeking to find a solution.

1. For this task, you are required to report on the resistance to the introduction of the leadership and development framework and outline additional or alternative approaches to developing leadership skills discussed at the meeting.

2. Include your recommendations on whether any of these additional approaches should be adopted.

3. Address your report to the CEO of Boutique Build Australia.

Submit your report. Your assessor will advise as to whether you must email them your completed assessment, submit the file on a USB drive or hand in a hard copy.

Students must submit a report outlining the resistance to the leadership and development framework experienced during the meeting.

Students must include the alternative approaches discussed during the meeting.

The students may advise for or against these approaches, there is no right or wrong answer, they must clearly explain ideas and provide a clear rationale.

1. For this task, you are to undertake atraining activitythat addresses one of the four key leadership behaviours/domains you have developed in the leadership development framework in Part B of this assessment task. This can be conducted in person or via video conferencing and should be between 5 and 10 minutes in length, and be delivered to at least one participant.

2. Based on the leadership behaviour/domainyou have selected, you will need to co-ordinate with your assessor on how this will be delivered to ensure that the evidence will be satisfactory. You should prepare the training activity as appropriate such as developing PowerPoint slides or handouts, and then deliver the training.

3. This training activity can be conducted to a single person such as the assessor who will role play a staff member, or to multiple staff members who will role played by an assessor and fellow students.

Students must select and deliver a training activity that addresses one of the four key leadership behaviours/domains in the leadership development framework they have developed. The student must deliver the training activity to at least one person, and it must provide sufficient training to cover the topic ensuring that that participant(s) have an understanding of the topic they are being taught at its conclusion. For example, if the training is to cover how to manage staff conflict, at the very least the training must cover a process and techniques inhow to resolve team member conflict.

Instructions to students:

Task summary

1. For this task, you are required to monitor and evaluate organisation development plan activities. This will require you to seek staff input through a survey about the leadership development framework, report on focus group results about the leadership development framework to staff, as well as report to the CEO and provide an updated organisation development plan.

Resources and equipment required to complete this task

• Access to textbooks and other learning materials.

• Computer and Microsoft Office.

• Access to the Internet for research.

• Organisation development plan (from Assessment Task 2).

• Background information (provided).

• Meeting space.

When and where should the task be completed?

• This task may be done in your own time as homework or you may be given time to do this task in class (where applicablesuch as in role play tasks).

• Your assessor will provide you with the due date for this assessment.

What needs to be submitted?

• Email with link to completed survey.

• Updated organisation development plan.

• Evaluation report.

Instructions

1. Review the background information and complete Part A, Part B and Part C.

Develop a staff survey using Survey Monkey (or similar) to seek input from Boutique Build staff about the leadership development framework.

1. The survey must include a statement explaining the purpose of the survey.

2. Your survey must include at least ten questions and your questions must seek to assess staff support requirements for the leadership development framework.

3. Refer to the organisation development plan and leadership development framework developed in assessment tasks two and three to assist you with your questions for the survey.

4. Send the link to the survey via email to all staff (your assessor) outlining the purpose of the survey, as well as an appropriate timeframe for completion.

1. 1. Review the scenario information provided.

Make notes on the overall success or otherwise based on findings.

1. 1. Meet with staff (role played by your assessor) to discuss the key findings.

• Identify and report on activities/interventions that need to be implemented based on the findings.

• Indicate how the organisation development plan will be updated to reflect this.

During the meeting, you must demonstrate effective communication skills, including speaking clearly and concisely, responding to questions and active listening.

Your assessor will advise you of the date and time of the meeting.

You need to secure ongoing support from senior management to ensure that they are providing necessary resources to support the plans continued implementation and that they are providing reinforcing messages to staff on its importance. To gain this support, senior management have asked you to provide a report on the development plan. You need to review the organisational development plan that you developed in assessment task two and the background information provided above. Then you are to:

1. 1. Write a report addressed to the senior management team to report on your evaluation of the organisation development plan. As a minimum, your report must include the following:

• An evaluation of the costs and benefits of the organisation development plan as per the scenario information and your overall evaluation of the benefits of the organisation development activities.

• The findings of the focus group results and the outcomes of the meeting with staff to discuss this, including feedback provided.

1. 1. Update your organisation plan to take account of feedback provided.

   2. Submit your report and updated organisation development plan. Your assessor will advise as to whether you must email them your completed assessment, submit the file on a USB drive or hand in a hard copy.

Students must submit a report that provides information on the key findings from the focus group, for example, that more assistance is required with understanding and applying the framework and that mentoring arrangements should be incorporated as part of the organisation development plan.

Students must also include an evaluation,for example:

The leadership development framework appears on a cost basis to have been more economical than alternatives. However, the reward and recognition has had to be postponed due to resource constraints. This represents an opportunity cost, also due to staff valuing this program. The leadership development framework appears to be beneficial eg leadership skills are improving. Students could encourage senior management to nevertheless provide this budget for the reward and recognition program, also as part of organisation development.