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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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 the many hours she is spending studying and writing papers (which may or may not be a good idea). She decides to email her professor; however, before she hits SEND, she asks you, her friend, to take a look at the email.
Reading the email, you note a lack of civility, polarizing language, and other unethical language (given the context). Help Susan rewrite her email, so she can express her concerns over her poor grade politely and ask for help from the professor.
(No greeting) I want to know why my grade was so bad. I spent hours finding sources and writing that paper and it was graded unfair. My friend wrote her paper the night before it was due and got a better grade. I know most professors grade hard but this is ridiculous. I felt good when I submitted the paper but now I feel like crap. I guess I am going to fail. (No closing)
Don is worried about passing his college class due to some low grades. He wants to ask his professor for help to pass the class. He decides to email his professor; however, before he hits SEND, he decides to ask you, his friend, to take a look at the email.
Reading the email, you note a lack of civility, poor manners, and poor grammar in Don’s email. Help Don rewrite the email, so he can express his concerns and appropriately seek help from the professor.
(No greeting) Yo teach. I dunno no way to pass this class. What I gotta do to pass? (No closing)
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
MARKING GUIDE BSBMGT615 Contribute to organisation development © 2017Eduworks Resources Eduworks Resources is a division of RTO Advice Group Pty Ltd. If you have any enquiries please contact us at [email protected] or on 1300 761 141. Visit www.eduworks.com.au to view our product range. Cover images © Bigstock www.bigstockphoto.com The copyright of any adaptations and/or modifications to this material remains with Eduworks Resources. Adapted and/or modified materials must not display the Eduworks Resources logo. The following attribution must be made on this page: ‘This is a modified document based on materials prepared by Eduworks Resources.’ Material that has been modified by the RTO after purchase and that has received a non-compliant audit outcome is not covered by our Customer Guarantee. Assessment information 4 Definitions 7 Assessment Task 1: Written questions 10 Assessment Task 2: Project 1 16 Part A – Develop an orgnanisation plan 19 Part B – Consult on and finalise orgnaisational plan 19 Part C – Develop acommunciation and education plan 21 Part D – Implement a consultation process 22 Assessment Task 3: Project 2 24 Part A – Prepare a leadership development framework 26 Part B – Prepare to implement aDeliver training of the leadership development feramework 28 Part C – Finalise approach to leadership skill development 29 Part D – Undertake a training activity 30 Assessment Task 4: Project 3 31 Part A – Develop a staff survey 33 Part B – Analyse and discuss feedback 33 Part C – Evaluate, and update, and secure ongoing support for organisation development plan 36 Unit mapping – BSBMGT615 Contribute to organisation development 37 Assessment information About this marking guide This document is to be used as a guide to marking the assessment tasks required for this unit. 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 This unit is assessed in the following ways: Assessment Task Overview Assessment Task 1: Written questions Students must correctly answer all questions in this task to show that they understand the knowledge required of this unit. Assessment Task 2: Project 1 There are three parts to this task: Part A: Students must review information, conduct research and develop an organisational development plan. Part B: Students are required to participate in a consultative meeting to discuss the organisational development plan. Part C: Students must reflect on feedback provided and develop a communication/education plan. Part D: Students must undertake a consultation process. Assessment Task 3: Project 2 There are three parts to this task: Part A: Students are required to research leadership frameworks and develop a consultation paper. Part B: Students must develop a PowerPoint presentation on a leadership development framework and deliver the presentation in a meeting. Part C: Students are required to write a report reflecting on the resistance to the introduction of the leadership framework. Part D: Students must undertake a training activity. Assessment Task 4: Project 3 There are three parts to this task: Part A: Students must develop a survey to seek input on the leadership framework. Part B: Students are required to review information and discuss key findings. Part C: Students must evaluate the implementation of the organisation development plan and update the plan based on feedback. Assessment plan 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 We have developed a range of comprehensive assessment documents for assessment of this unit. 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). Students will need to receive: 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 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. 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. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information. Assessment outcomes 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). 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. 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 Assessors must ensure that students have completed the Assessment Task Cover Sheet for each assessment task. Assessment appeals 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 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. All assessors should be provided with a copy of the relevant Training and Assessment Strategy for the courses they deliver. 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 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 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). Definitions Assessment 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 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 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 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. 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. Adjustments are not required if they could: cause the RTO unjustifiable hardship harm other learners. 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 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. Record any reasonable adjustments made in the space provided in the relevant task’s checklist in the Assessment Record Tool. Assessment Task 1: Written questions Information for the assessor Provide students with the date of submission for this task. This task requires students to answer a set of written questions to demonstrate that they understand the knowledge required of this unit. Students can be given the opportunity to answer questions verbally if appropriate. If students answer any questions in this task incorrectly, they will need to be given an appropriate time in which to resubmit. Students should only redo questions that are incorrect; however, they will need to resubmit the entire assessment. Provide the student with the date for resubmission. Benchmark responses for each question are provided below. Record the outcome of this assessment in the Assessment Record Tool. Instructions to students: Task summary 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 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 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 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 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 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 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 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 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 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 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 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. Assessment Task 2: Project 1 Information for the assessor The purpose of this project is for students to demonstrate that they can: Develop an organisation development plan. Consult with relevant people to discuss the organisational development plan. Determine and agree on objectives and strategies for the organisation development plan. Incorporate change management plans into organisation develop plan. Develop a communication and education plan to communicate problem solving and developmental activities. Implement a consultation process. Students are to complete all parts of this project satisfactorily. Provide students with the date of submission for this task. Provide instructions to the student on how to submit their assessment. If students complete any part of their project incorrectly, they will need to be given an appropriate time in which to resubmit. Provide the student with the date for resubmission. Benchmark responses are provided below. Record the outcomes of Part A, Part B, Part C,and Part D of this assessment in the Assessment Record Tool. Instructions to students: Task summary 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 Read the background information and complete Part A, B, C and D of this assessment task. Background information Boutique Build Australia was established in 2013 and is a boutique building company based in Sydney that specialises in the design and build of high-quality designer homes for the Sydney metropolitan and surrounding areas. The company has been operational for four years and employs approximately 50 staff including the CEO, Operations Manager, Human Resources Manager, Human Resources Officer, Marketing and Sales Manager, Customer Service Team Leaders (2), Customer Service Officers (6), Site Managers (3) and a large team of tradespersons some of whom are employed and some of whom are contractors. The company is in a period of expansion and is about to expand into the Brisbane and Sunshine Coast area, as well as the environmentally friendly build market. One of the company’s strategic objectives as documented in its strategic plan is to attract, engage and develop highly trained, competent and enthusiastic staff As the company is in a period of growth, this objective is also considered to be of key importance not only in relation to the existing workforce, but for new staff that need to be recruited. However, there are a number of riskscurrently impacting on the operations of the company that as theymay impact on the ability of the company to achieve its objective in regards to staffing.: In response to the above, the CEO has tasked you in the role of the Human Resources Manager to develop an organisation development plan to be implemented over the next 12 months to ensure current capability of the company, as well as build future capability. Part A – Develop an orgnanisation plan For this assessment task, you are required to prepare and develop an organisation development plan for Boutique Build Australia. Review the background information and Boutique Build’s strategic plan. Research sources of information on the Australian construction industry workforce to analyse the key trends and challenges that may impact Boutique Build Australia. 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. 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. Part B – Consult on and finalise orgnaisational plan Information for the assessor Provide students with the date on which the consultation sessionwill be held. The purpose of this task is for students to: Consult with relevant people to discuss organisational development plan including confirming actions and responsibilities Profile the organisations culture Determine and agree on objectives and strategies for the organisation development plan. Assessor instructions: Set up a quiet meeting space and participate in a short meeting (no more than10 minutes) with each student. During the meeting, you are required to play the role of the CEO of the company, with other students/assessor roleplaying a representation of the organisation’s workforce. Prior to the meeting, review the student’s plan and think of at least one suggestion for incorporation into the plan. Ask the student to discuss their draft organisation development plan, as well as their findings based on their research. Students must consult with stakeholders so an organisational culture can be profiled. Students must be able to clearly engage in conversation about their plan. This includes discussing the rationale for action items and how they developed performance indicators and timeframes. Discuss your suggestions for incorporation into the plan with the student. Where students do not correctly or adequately demonstrate the skills and knowledge required of this task, they will need to be given feedback. Record your observations of the student’s performance in the Assessment Record Tool. 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 Review the background information. 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 Part C – Develop acommunciation and education plan 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. 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. 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. 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 Audience Key message Delivery method Date/duration of session (if applicable) Location Staff New organisation development plan Meeting 15 May 20XX Head office Staff New organisation development plan Newsletter May 20XX newsletter Email Customers New organisation development plan Blog on website Publish in May 20XX Online Staff Leadership development framework Meetings Throughout June 20XX Head office Staff Leadership development framework Newsletter June 20XX newsletter Email Customers Leadership development framework Blog on web site Publish in June 20XX Online Part D – Implement a consultation process For this task, you are to undertake one of the consultation processes you have developed in the Communication/Education Plan in the previous Part. 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. Assessment Task 3: Project 2 Information for the assessor The purpose of this project is for students to demonstrate that they can: Implement consultative processes to maximise participation in development processes. Manage conflict between groups and individuals and achieve agreed outcomes. Brainstormalternative proposals and negotiate on agreed outcomes. Students are to complete all parts of this project satisfactorily. Provide students with the date of submission for this task. Provide instructions to the student on how to submit their assessment. If students complete any part of their project incorrectly, they will need to be given an appropriate time in which to resubmit. Provide the student with the date for resubmission. Benchmark responses are provided below. Record the outcome of Part A, Part B , Part C, and Part Dof this assessment in the Assessment Record Tool. Instructions to students: Task summary 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 Read the background information provided and complete Part A, Part B,Part C, and Part D of this assessment task. Background information One of the development activities included in the organisation development plan for Boutique Build Australia is to implement a leadership development framework. This will be developed for Boutique Build Australia staff to promote leadership behaviours across all staff irrespective of their experience and regardless of whether they are in a leadership role in their career stage. The leadership development framework is an outline of behaviours that are required to become an engaging leader within the company. The way that the leadership development framework works is that employees are asked to complete a series of reflective questions to encourage thinking around intentions and motivations and where behaviours are analysed and evaluated to modify future behaviours. Once completed a personalised leadership development action plan can be developed to assist in achieving leadership skills. Part A – Prepare a leadership development framework 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. 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. 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. Part B – Deliver training of the leadership development framework 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. Information for the assessor Set up a quiet space for thedevelopment activityand ensure that there is access to a computer and projector to set up each student’s PowerPoint presentation. Provide all students with the date and time of the development activity. Role play instructions: During each development activity, a student will deliver their presentation on their leadership development framework. At the end of the presentation, the assessor and other studentsrole-playing staff should express resistance to the change presenting during the development activity.. Say that you think this is just management’s way of getting the team to identify their weaknesses and will lead to team members losing their jobs. Development activityparticipants should appear annoyed and upset. Advise the students role-playing staff to share their own ideas during the development activityabout other ways of developing leadership skills. They will have ideas based on their own research. 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. 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. 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. 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. Part C – Finalise approach to leadership skill development 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. Include your recommendations on whether any of these additional approaches should be adopted. 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. Part D – Undertake a training activity 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. 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. 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. Information for the assessor Set up a quiet space for the training activity. Provide any additional students if appropriate with the date and time of the training activity. Role play instructions: During the training activity, the student should lead the participant(s) through the training activity providing knowledge to the participant(s) in the selected leadership behaviour/domain. 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. Assessment Task 4: Project 3 Information for the assessor The purpose of this project is for students to demonstrate that they can: Maintain organisational development plans and activities. Evaluate and modify activities outlined in organisation development plans. Consult with management regarding development plans and activities. Evaluate the costs and benefits of organisational development plans. Students are to complete all parts of this project satisfactorily. Provide students with the date of submission for this task. Provide instructions to the student on how to submit their assessment. If students complete any part of their project incorrectly, they will need to be given an appropriate time in which to resubmit. Provide the student with the date for resubmission. Benchmark responses are provided below. Record the outcome of Part A, Part B and Part C of this assessment in the Assessment Record Tool. Instructions to students: Task summary 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 Review the background information and complete Part A, Part B and Part C. Background information It is 12 months later at Boutique Build Australia. Due to enhanced communication and consultation mechanisms, the leadership development framework has finally been implemented and has been in place for approximately 3 months.You are now required to seek feedback from staff about the implementation of the leadership development framework as one of the organisational development programs and activities that has been implemented. Part A – Develop a staff survey Develop a staff survey using Survey Monkey (or similar) to seek input from Boutique Build staff about the leadership development framework. The survey must include a statement explaining the purpose of the survey. Your survey must include at least ten questions and your questions must seek to assess staff support requirements for the leadership development framework. 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. 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. Part B – Analyse and discuss feedback Background information As part of Boutique Build’s ongoing continuous improvement, a representative group of staff conducted a focus group to discuss the leadership development framework. Focus group questions and findings are as follows: How important are leadership skills for you? They are crucial as it helps me to manage staff better. Very important. A modern-day manager cannot do without them. Developing these skills means that I can do my job to the best of my ability Describe the leadership skills that you consider most important? Emotional intelligence Ability to motivate others Ability to delegate Inspiring Creative What causes you the most stress or frustration at work? Disorganised processes, not consistent with managerial decisions. Too much work. Not always clear what my role is. Not enough training to do my job. What gets in the way of teamwork and/or cooperation in this organisation? People who do not make the effort to find out about the company and its services and procedures. Procedures that are set up for very good reasons, but not followed. Managers that are not available when you really need them because they are often in meetings.Meetings are important, but so is supporting your team in every way that you can. There is an “us versus them” mentality between trades staff and head office staff. Lack of leadership skills. What could be done to improve teamwork and cooperation? People need to be trained properly and by a manager, so that they can learn the proper procedures and be encouraged to take notes for future reference. This will also allow the manager to see the employees’ progress (or lack thereof). Need more leadership training. The three-month probation period to determine whether or not the person will fit in with the team and be able to grow with the company. The three-month probation is not being used. Better communication and cooperation throughout the whole company. Better communication. What could be done to improve the implementation of the new leadership framework? More information, it’s very complicated. Mentoring by an experienced person. Mentoring would really help. Regular meetings. Information for the assessor Set up a quiet space for a meeting. Provide all students with the date and time of the meeting The student should report on the focus group findings and address all of the required points. For example, key findings from the focus group is 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. Assessor instructions: Discuss the findings in detail with the student. Ask the student questions at the meeting e.g. when will the mentoring arrangements be implemented; do they need to be approved first? Who will conduct the mentoring sessions? How often will meeting be held? Review the scenario information provided. Make notes on the overall success or otherwise based on findings. 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. Part C – Evaluate, update, and secure ongoing support for organisation development plan Background information The costs of implementing the organisation development plan to date have been $20,000. At the time of implementing the plan, a quote for external professional development in leadership skills was received and considered. This was $30,000. The budget required for the implementation of the framework meant that a planned new reward and recognition program was postponed for a further 12 months. Feedback obtained through performance appraisals show improved leadership skills across all staff based on the implementation of the leadership development framework. Staff surveys show that the reward and recognition program is of importance to staff. 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: 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. Update your organisation plan to take account of feedback provided. 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. Unit mapping – BSBMGT615 Contribute to organisation development Application This unit describes the skills and knowledge required to contribute to the creation of an organisation development plan which ensures that the organisation will become more effective over time in achieving its goals. It applies to individuals with organisation wide responsibilities who are critically involved in shaping and focussing the organisation so that it can adapt to new technologies, challenges and markets. Licensing requirements NA Prerequisites NA Element Performance criteria Assessment Tasks AT1 AT2 AT3 AT4 Develop organisation development plan Analyse strategic plans to determine organisation development needs and objectives Consult with relevant groups and individuals to profile the organisation’s culture and readiness for organisational development Determine who will take key roles in the organisational development process and confirm their commitment A, B Collect and analyse data on areas of the business experiencing problems or that need realignment Determine and agree on objectives and strategies for organisational development Consider change management techniques required to achieve the workplace culture outcomes and build them into the organisation development plan B, C Develop communication/education plans to achieve communication objectives in relation to the desired work environment and desired approach to problem solving and developmental activities Implement organisation development activities Identify and implement consultative processes to maximise participation in the organisation development process C, D A, B Undertake team development and training activities to develop collaborative approaches to problem solving and development A, B, D Facilitate groups to articulate problems and to propose means for resolving the problems Manage conflict between individuals and/or groups to achieve consensus or agreement A, B Undertake interventions in accordance with the organisation development plan B, C Brainstorm alternative proposals and negotiate and agree on outcomes B, C Maintain organisation development program Undertake surveys to identify any loss of support for organisational development programs and activities A, B A, B Maintain regular team meetings and individual feedback in accordance with communication plan Set out activities and interventions in the organisation development plan and maintain, evaluate and modify them as required Ensure senior management reinforces organisation development program by ongoing messages of support and appropriate resource allocation Evaluate organisation development plans in terms of costs and benefits, including opportunity costs Foundation skills Description Assessment Tasks AT1 AT2 AT3 AT4 Learning Participates in team development and training activities to develop skills and knowledge A, B, C, D A, B, C, D A, B Reading Evaluates and integrates facts and ideas while reviewing and interpreting organisational development processes A, B, C Writing Researches, plans and prepares documentation using vocabulary, grammatical structure and conventions appropriate to context and audience A, B, C A, C A, C Oral Communication Applies appropriate strategies to extract main ideas from oral texts across a range of contexts in an effort to improve organisational development C, D B, D Numeracy Selects and interprets a range of mathematical information to analyse performance, determine objectives and calculate cost-benefits of organisational development Interact with others Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate, with whom, why and how A, C, D B, D Recognises the importance of supportive interaction and building rapport in order to establish positive and effective working relationships B, D B, D Collaborates with others to achieve joint outcomes, playing an active role in encouraging innovation and facilitating effective group interaction, influencing direction and taking a leadership role B, D B, D Manages conflict in the workplace through the recognition of contributing factors and by implementing resolution strategies Get the work done Develops flexible plans for complex, high impact activities with strategic implications that involve multiple stakeholders with potentially competing demands A, C A, C Systematically gathers and analyses all relevant information and evaluates options to make decisions about organisational development A, C A, B Considers whether others should be involved in decision making and, if so, uses collaborative processes B, D A, B, C Uses analytical and lateral thinking to review current practices and develop new ideas A, B, C B, C Actively identifies systems, devices and applications with potential to meet current and or future needs with the help of specialists A, C B, C C, B Performance Evidence Assessment Tasks AT1 AT2 AT3 AT4 Evidence of the ability to: analyseinformation and data about the organisation and develop an organisation development plan including: agreed objectives change management and communications strategies A, B, C identified roles A, B, C implement the development plan including: developing the team B, D managing conflict A, B solving problems B, C consult and communicate effectively with relevant stakeholders to: determine agreed objectives and outcomes manage conflict monitor and promote participation in and support for the development activities A, B evaluate the development plan and make adjustments as appropriate. Knowledge Evidence Assessment Tasks AT1 AT2 AT3 AT4 To complete the unit requirements safely and effectively, the individual must: explain how to maximise participation in and support for organisation development including strategies or techniques for: change management consultation 1, 2 evaluating the process and outcomes 2, 4 generating ideas and options 2, 3 managing conflict and resolving problems outline theories of organisationalbehaviour and dynamics relevant to planning and implementing organisational development 6,7,8,9 explain the impact of legislation on organisational development and change 10 list aspects of organisation culture that can affect organisation development and explain how to address them in planning and implementation. 11 Assessment Conditions Assessment Tasks AT1 AT2 AT3 AT4 Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to: relevant legislation and regulation workplace documentation and resources case studies and, where possible, real situations interaction with others. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. RTO to ensure 1 From the Users’ Guide:Standards for Registered Training Organisations (RTOs) 2015 2 From https://www.ibsa.org.au/sites/default/files/media/BSBv1.1_Business_Services_Implementation_Guide.pdf
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