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Assagment

[Your Name]

[Instructor Name]

[Course Number]

[Date]

Assagment

John Rawls claims that the tax system is fair in which the position of the least advantaged would be maximized by redistributing some wealth from the wealthiest and most favored, provided they worked. He further claims that the rich is getting richer, while the poor remains poor. Hence he states that the tax system in which rich makes payment for the wellness and betterment of poor is considered as fair. Beyond that, Rawls says that we should agree to progressive taxation so that the community would be leading towards progress.

John Rawls attempt to prove that his calaimed tax is fair by proving that it would empower the poor ones while the rich would be getting richer instead.

The claim of Rawls can be critized in a way that paying tax in every citizens’ responsibility and each citizen should contribute. But, he claims that only richer and working groups should pay tax instead of all. In addition, every ctizen should pay tax which may be through direct taxation or indirect taxation but they must pay taxes. As well as states set tax rates which perfectly meets the affordability of people, so that everyone can pay his or her taxes that might be someone rich or poor.

Subject: Business and Management

Pages: 2 Words: 600

Assagment

Your Name

Instructor Name

Course Number

Date

Title: Course Critique

Writing a course critique is a very rewarding opportunity to share ideas, thoughts, and perspectives on a course. The course comprised of some lectures, case studies, and discussions. The course content inculcated all necessary major points that I believe are vital for a business management student to learn as part of management studies. It has also involved all the necessary managerial and leadership theories crucial to give orientation to a business student about the professional-managerial role and responsibilities. The course content was neither too short nor too long to make it boring for the students and it enabled us to learn subject-specific knowledge in terms of business organizations, markets, customers, operations, changing role of technology, business strategies, etc. in addition, different activities in the course such as writing research-based essays and papers

The goal of business and management class is to prepare a student for the necessary managerial and leadership role in the corporate and business world. I believe a great way to teach these skills, in addition to studies the books and literature is to study the real-time examples of managers, analyzing hurdles they faced and the ways they employed to overcome it. As part of course content, a significant portion must be dedicated to Professional development seminars, Industrial visits, having met and greet with managers, watching videos and documentaries and other ways of interactive learning. In my opinion, this is a great way to promote practical learning among students. Different course learning outcomes can be linked with these elements of course. Another addition that can be made to the course content is the inclusion of role plays and similar activities, which is again a way to demonstrate practical learning of theoretical concepts.

The instructor was very well informed of the content and he successfully incorporated the learning objectives in the delivery of content. The presentations, lecture notes and class discussions were a very effective way and it ensured that most of the students learned the course concepts (Classroom Discussions | University of Maryland - Teaching and Learning Transformation Center, n.p). The examples shared during the content delivery also provoked thinking learning style and enabled students to absorb content.

I believe class discussions are a great way to enhance the learning abilities of students and they must be one of the major element in the delivery of course content. In addition, it improves the oral communication skills which are immensely required in the business world that involves dealing with people every single day. Employers these days put much emphasis on written as well as oral communication skills of employees. Employers expect employees to display excellent written and oral communication skills (Stevens). Discussions also enable one to learn listening skills and give importance to other’s opinions.

Regular feedback from the instructor to the individual student regarding their competence and course progress can also help most of the students to know where they stand and what standard of effort is required to meet the course objective. This will make a student a reflective learner. In addition, after every chapter, a discussion session that could reflect each student’s individual learning can improve the content delivery according to the understanding and competency of students. This is what I missed during the class and I expect it to be included in further classes so that most of the students can benefit from it. I also love interactive sessions regarding different course topics and different fun ways of learning each chapter which should be the part of content delivery.

Overall, the class also had all the available sources, materials, facilities and equipment that maintained the effectiveness of this course and delivery of its content.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Classroom Discussions | University of Maryland - Teaching and Learning Transformation Center. https://tltc.umd.edu/classroom-discussions. Accessed 30 May 2019.

Stevens, Betsy. “What Communication Skills Do Employers Want? Silicon Valley Recruiters Respond.” Journal of Employment Counseling, vol. 42, no. 1, 2005, pp. 2–9.

Subject: Business and Management

Pages: 2 Words: 600

Assagment

Student’s Name

Professor’ Name

Course Code

Date

LA County restaurant grading ordinance

The ordination inspection indicates that Canoe is exceptionally clean and it has kept most of the LA county restaurant grading ordination. The kitchen is spotlessly clean and it can pass the standard ordination inspection. However, there are few areas, which require to be relooked. First, the fridge and refrigerator is spotlessly clean and all items are sealed as required by LA County restaurant grading. But it is difficult to tell the kind of item inside the sealed containers. The LA or ordination grading system required that all sealed containers inside the fridge should be properly labeled.

Though the kitchen is kept clean and all the staffs in the kitchen have maintained their cleanliness, it is noticed that employees in kitchen failed to put on caps as required by the ordination grading. The temperature in the kitchen is highly regulated as required by the grading system but the thermometers being used do no function well. It makes it difficult to predict the right temperature and therefore, most food staffs stay outside the fridge for a longer period. This is against LA County ordination and grading system. And the fact that the hotel has not met some of the critical path, It is therefore, likely that the inspection would not go through. However, the usage of instruments in the kitchen is not observed as required by the standard set by the LA ordination grading system. At the kitchen I observed that chefs are using chopping board and other instruments without treatment as require. This would make it impossible for the hotel to pass the inspection stage.

In conclusion, a lot of improvement is required from the staffs to improve the grading of the hotel. It would be advisable to ensure that all the items are sealed and labeled when stored. The instrument should be treated before being used and temperature kept as required.

Subject: Business and Management

Pages: 2 Words: 600

Assagment

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Assignment

I am tasked with the work where I have to act on the behalf of the happy place amusement parks’ CEO. According to my own designation as the vice president of operations, it is my duty to overview the meeting and provide the possible solution to the dilemma. The meeting highlighted the facts that the overall reputation is good for the company. The company was making a profit, however, recently the profit growth is decreased while there is an increase in operating cost. According to the business strategy consultant Alex, the company should target rich families. Alex introduced the strategy of "preferred guest" card. The card will provide the preference to the customers which will save their time. Alex point is valid as most of the rich people do not visit these places due to the shortage of time. By offering them preference through preferred guest card will attract these people to visit the place. However, the consequences of the strategy can be negative. By giving the preference to the cardholders means we have to make other customers wait for more than usual. Even we make an extra queue for the cardholder, it will impact the waiting time for the non-card holders. It can lead to aggression and dissatisfaction into the customers which is bad for the company reputation. Hence, even I appreciated the idea of Alex to attract the rich customer though it is difficult for me to take the risk of dissatisfaction of the other customers. Company aim is to maintain customer satisfaction and customer loyalty without using the strategy which may result in inequality in customer preference.

There are three ways to increase the revenue that increases the average spending per visit, increase visits per customer, and attract new customers. The strategy of the preferred guest card can be used but not by providing them preference on other customers instead we can provide them discounts or make them feel special to enhance their satisfaction ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"4KJuvB35","properties":{"formattedCitation":"(Cohen and Leuschner)","plainCitation":"(Cohen and Leuschner)","noteIndex":0},"citationItems":[{"id":489,"uris":["http://zotero.org/users/local/mlRB1JqV/items/RJ9FX4RF"],"uri":["http://zotero.org/users/local/mlRB1JqV/items/RJ9FX4RF"],"itemData":{"id":489,"type":"webpage","title":"How Can Neighborhood Parks Be Used to Increase Physical Activity?","genre":"Product Page","abstract":"Public neighborhood parks play an important role in providing venues for physical activity in urban areas. But they tend to be underutilized, especially for moderate to vigorous exercise.","URL":"https://www.rand.org/pubs/research_reports/RR2490.html","language":"en","author":[{"family":"Cohen","given":"Deborah A."},{"family":"Leuschner","given":"Kristin J."}],"issued":{"date-parts":[["2018"]]},"accessed":{"date-parts":[["2019",5,31]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Cohen and Leuschner). For instance, 20% of souvenir shops are already turned into gift boutiques. We can offer some discount to the cardholder when they buy a gift from these shops. Therefore there will be more chances that the customer will buy the preferred guest card by witnessing the appealing displays. In addition, we can offer a separate dining area or discount on food item with quality food service facilities after setting our total costs. The aim will be to increase the profit by decreasing the price of the food item but keeping it high from the total cost. Discount always attract customers whether rich or poor, especially on the food items. It is not possible for the family visit to such a place without having the snacks to enjoy. The discount strategy by purchasing the preferred guest card will not only increase the visits per customers but it will also attract the new customers.

We can promote this strategy through promotions or advertisement in which present customer’s response and their satisfactory statements can be used to target the new customers. Furthermore, customer service will handle the queries of the customers and will collect the reviews from them ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"x8BL5hUQ","properties":{"formattedCitation":"({\\i{}The Basics of Strategic Planning, Strategic Management and Strategy Execution})","plainCitation":"(The Basics of Strategic Planning, Strategic Management and Strategy Execution)","noteIndex":0},"citationItems":[{"id":487,"uris":["http://zotero.org/users/local/mlRB1JqV/items/SEGFI62S"],"uri":["http://zotero.org/users/local/mlRB1JqV/items/SEGFI62S"],"itemData":{"id":487,"type":"webpage","title":"The Basics of Strategic Planning, Strategic Management and Strategy Execution","URL":"https://www.balancedscorecard.org/BSC-Basics/Strategic-Planning-Basics","accessed":{"date-parts":[["2019",5,31]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (The Basics of Strategic Planning, Strategic Management and Strategy Execution). These strategies will not only satisfy the customers but it will also maintain the equality among the customers as it will be the choice of the customers to avail the discount which will eliminate the risk of aggression over the people using our guest preferred card. Alex idea for preferring rich customer is useful for the short term as in the long term there will be the concern of dissatisfaction from the customers who did not use our cards while using the same card for gift boutiques and dining will be beneficial in long term as it will increase the customer satisfaction and their positive reviews will attract more customers in future.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Cohen, Deborah A., and Kristin J. Leuschner. How Can Neighborhood Parks Be Used to Increase Physical Activity? 2018, https://www.rand.org/pubs/research_reports/RR2490.html.

The Basics of Strategic Planning, Strategic Management and Strategy Execution. https://www.balancedscorecard.org/BSC-Basics/Strategic-Planning-Basics. Accessed 31 May 2019.

Subject: Business and Management

Pages: 2 Words: 600

Assagment

Your Name

Instructor Name

Course Number

Date

Assignment

Moore’s documentary film, Sicko, is an examination and exposure of the US healthcare system which is hugely profit-oriented and nearly dysfunctional CITATION Ben15 \l 1033 (Benson).

The scenes featuring Michael Diane, Laurel and Maria, and their medical insurance companies, are stories of grim horror. After denial of deserved diagnostic treatments by their insurance companies, Diane died from tumor which was identified as non-life threatening by her insurance company Horizon BlueCross. Laurel’s cancer is now spread throughout her body because she was refused chemotherapy by the insurance company, BCS, which claimed to compensate her completely. Maria’s health insurance company, BlueShield in California told her that she didn’t have a tumor but she got severely ill during her vacations in Japan. Maria finally got the MRI from Japan which she was refused by her own healthcare insurance.

These scenes center the viewer’s attention on the shortcomings in the healthcare system of North America, sharing stories of the unfortunate people who battled with their respective insurance companies without much success in their struggles.

The scene featuring Julie Pierce and her husband Tracy, the couple asks for a meeting with their healthcare plan’s board of trustees who refused a bone-marrow transplant when he was diagnosed with the most common type of kidney cancer, renal cell carcinoma. The transplant was refused by Julie’s employer, St. Joseph Medical Center, where she was a dedicated employee in the intensive unit, on the grounds of being ‘experimental.' The couple appealed thrice and all three of these times, they were rejected. After her husband's unfortunate death, Julie testified before the congress claiming that she paid out of her paycheck for the insurance for 12 years but when they needed it, the insurance company simply refused. Julie's son, Tracy Junior has a 50% chance of having the gene and knowing that his father was denied the necessary treatment perturbs him about not having a chance just like his father.

As a consequence of doing a handstand while videotaping himself on Abbey Road in London, Eric Turnbow ended up in the hospital and made a place in Moore's documentary, Sicko. He only had to pay for his medication and pain management in London which led to Moore going all the way to the British hospital and survey about their pricing system.

Without insurance, the proper diagnosis and timely treatment of a dislocated shoulder can cost up to $400-$1000. The lower range would not include the doctor’s fee and the cost of anesthesia. Adding to this, a typical doctor fee could range from $250 to $950 for the procedure, according to Carolina Orthopedic Surgery Associates CITATION Lac15 \l 1033 (Lacy). This scene tells the viewers about the ratio of spending in the health sector both in the US and the UK. The verdict is that services in the UK healthcare cost half as much as they do in the US. The reason is that the public health system in the UK is entirely paid for by the broad taxation base, whereas, in the US, citizens have to largely rely on private insurance as health insurance is primarily dependent on an individual's income.

Bernie Sanders' speech draws attention toward dismal facts regarding healthcare in America. Even though the spending is largest in the US, the outcomes are strikingly bleak. In 2013, 2014, 2015 and 2016, the US spent $8,616, $9,036, $9,507 and $9,892 respectively which makes up a major chunk of the GDP. In stark contrast, France spent $4,431, $4,464, $4,530 and $4,600 in the four years which amounts to half of America's health expenditure. Statistics show the least spending in the UK, disbursing $3,845, $3,989, $4,125 and $4,192 in these four years. All these numbers are the per capita health expenditure in the three countries. Studies conducted also show the inequalities and marked disparities in the allocation of funds and the outcomes in the US CITATION Kim13 \l 1033 (Kim).

In spite of allocating a significant budget to the healthcare, US stands last in the healthcare ranking when compared with other industrialized nations based on equity and efficiency, quality of the services, and access to care. The other countries have achieved universal health care by adopting the single-payer system where only the government pays for the needs of every citizen.

Works Cited

BIBLIOGRAPHY Benson, T. W., & Snee, B. J. (Eds.). "Michael Moore and the rhetoric of documentary." SIU Press (2015).

Kim, Tae Kuen, and Shannon R. Lane. "Government health expenditure and public health outcomes: A comparative study among 17 countries and implications for US health care reform." ." American International Journal of Contemporary Research (2013): 8-13.

Lacy, K., Cooke, C., Cooke, P., Schupbach, J., & Vaidya, R. "Low-cost alternative external rotation shoulder brace and review of treatment in acute shoulder dislocations." Western Journal of Emergency Medicine (2015): 114.

Subject: Business and Management

Pages: 2 Words: 600

Assagment

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Business and Management

I am writing this letter to inform you that I recently bought some equipment from your company for a business presentation. A few days ago I ordered equipment from your website, but unfortunately, some of the equipment is damaged. The first issue which I faced that I received your order after eight days. However, according to your site orders don't take more than 5 days to reach the customer. I had to set up the office for a business presentation and for that I required equipment on time but received the equipment after three days according to the due date.

The second issue which I face was that some of the equipment was damaged and put me in a really worst situation. I had only a few days left to launch my business, and I never thought that your company would deliver such bad quality equipment. The office tables you delivered had defects, and they were not properly shaped as they were in the display on your website. I ordered executive chairs for my office, but all the chairs you send were petite chairs.

I trusted your company blindly because I have seen some excellent reviews about your company on the internet. I never thought that your company would deliver products like this to me. I paid you a lot of money but in the end I didn't receive the products which I ordered, and many of the products defected. Already I have to delayed inauguration of my new business due to the late delivery of your products, but when I received the equipment from your company after viewing them, I become more disappointed. I am not satisfied at all from your company and want a full refund as soon as possible. I expect a positive response from your company and want my money back so that I can buy office equipment from any other company.

Subject: Business and Management

Pages: 1 Words: 300

Assesment 2

ACTION

TIMEFRAME

PERSON’S RESPONSIBLE

DESCRIPTION

RESOURCES

HR meeting with manager (rental)

2 hours

HR business partner

Negotiations between the "camps" are emotionally intense. Sometimes it turns out that it is much easier to negotiate with external contractors of the company than with the departments of the organization.

HR meeting with supervisors of the departments

2 hours

HR business partner

The company may decide on these differences by itself or invite consultants. Often their role is to mediate between the conflicting parties, help them find a compromise and agree on the rules of the game.

Supervisors

HR meeting with the leader of teams

2 hours

HR business partner

The solution to this conflict is in the hands of the employees themselves. And the one who can manage them constructively wins. The management of the company and HR managers are connected to the resolution of the dispute only when it begins to negatively affect the result of the enterprise’s activities.

HR meeting with the Unions of the employees

1 hours

HR business partner

Meetings for all team members are also often held to align goals. It is advisable to use this tool in situations where most employees need to see the full picture of what is happening: what other participants will do, what is the ultimate goal of the project, etc. For example, employees are generally aware of why this project was initiated, but they do not fully understand the role of their colleagues in it.

Meeting with the employees through union

Appendix: Networking plan

Networking activity

Person

Schedule

description

Communication staff in the organization:

communication between management and executors

Twice in a week

Communication in a team is necessary in order to establish communication between management and executors, to build effective interaction with colleagues and thereby ensure efficient and clear data exchange without informational and temporal losses.

overcoming communicative discontinuities

Communication between the supervisors and employees

Once in a week

both horizontally and vertically. This will help achieve mutual understanding at all levels.

Staff training and development strategy

Training of the staff

Once in a month

Training measures are aimed at creating a professional, dedicated company team, increasing the return on the work of each employee. This helps to solve the problem of personnel "routine", save on training new employees. The productivity of labor and with it the company's profit is growing.

Retraining and staff development

The leader who looks to the future understands this and therefore tries to improve the qualifications of the staff: this is the only way to keep the company afloat and outrun the competitors.

Once in a month

Giving employees professional skills is only half the battle: they need to be constantly updated. In conditions of rapid technological progress, knowledge quickly becomes obsolete.

Subject: Business and Management

Pages: 2 Words: 600

Assesment 2



Course title

Student name

Institution affiliation

Workers Co-op

The social issue is any problems that affect a considerable number of people in the society and in this case the social problem that will be discussed is the issue of underemployment which affects a great number of people in the society. Technology has changed over the years, and with the technological changes there are a number of advantages and disadvantages that come with it and underemployment is as a result of technological change. Underemployment is caused by a situation where the workers are not in a position to apply all the skills to the greater goal of the organization.

There are two different types of underemployment, and this includes worker that perform part-time jobs, but they are in a position to do full-time jobs, so they end up doing more than two jobs in different organizations, and this is known as the visible underemployment, and there are those that are full time employed but cannot apply all their skills in the jobs and sometimes the workers don't even realize that their skills can be utilized elsewhere (Rahman, Nasrin and Akter, 2017). This kind of unemployment is difficult to measure because it is invisible, and therefore, it requires extensive surveying. Underemployment is majorly caused by a recession that occurs as a decline in economic activity in a society.

There are also situations when the supply of the workers is higher than the demand and this can be due to the technological change where the machines are being used to replace the employee's labor making the employer to lay off some staff because the labor needed is reduced to a certain level and this as much as it causes unemployment it also causes underemployment because the staff left behind will not be able to apply all their skill at the job even though they work full time.

The effects of underemployment are the same as those of unemployment because they both cause high levels of poverty in the society and families with limited income cannot buy much leading to a drop in the consumer demand and this, in turn, the growth of businesses resulting in a reduction of the gross domestic product and this affects the entire society (Tang and Tang, 2017). Underemployment makes the workers lose the ability to update their skills because they are not fully challenged in their current jobs. In the long run, this causes structural unemployment. This trend can make graduates to lack better jobs that can help them kick off their careers, and therefore they end up doing jobs that are below their skills, and this affects them later in life as they will not be able to rise up the career ladder.

Workers cooperatives is a business that is value driven, and members of the workers cooperative come up with a business idea that benefits the community, and this can help in curbing the social problem of underemployment. All the members of this group participate in the financial success of the business (Mikulskiene and Zileniene, 2013). Worker cooperatives are a model that empowers the workers to contribute majorly to the business with an increased principle sharing and democratic control that helps them enjoy the influences over the business decisions as well as more equitable share in the business.

Stakeholder theory indicates that it includes everyone in the company that is affected by the company's performance and this can also include the employees as well as the shareholders, in the case of the worker's cooperatives everyone has a say in the business because they contribute to the economic development of the company (Flak, Nordheim and Munkvold, 2008). Coming up with a business is never easy, and before the cooperative is formed, the members need to do a number of things regarding the market research to come up with the best business suitable for the region. The feasibility study should be conducted to determine what a community needs and then come up with a business plan that is in line with the business to be opened. After completing all these procedures, the doors should be open and the business should be up and running.

Worker cooperative involves a number of people, who are stakeholders in the company, and everyone has different ideas concerning different views, and this can lead to constant conflict between the stakeholders (Chung and Crawford, 2016). Managing projects within the business can sometimes become complex because the shareholder's views should be regarded first in any decision-making process in a company due to the virtue of the business traditions and norms. This kind of perception can lead to the downfall of the business as there are chief executive officers who can take over the process of decision making because they understand the business well.

The idea of the worker's cooperatives are workers coming together to invest in a business in order to equally share the profits, and ultimately they have common goals and common ownership, but as the business begins to thrive, the dynamics of conflicts begin to arise as the shareholders start having diverse ideas regarding the company (Douglas and Lubbe, 2006). The stakeholders tend to have different interests in the business, for example, cutting on jobs to reduce costs will definitely be supported by the shareholders but will be greatly opposed by the employees as they are the ones that will be affected most. Another issue that can have varied ideas is to increase the prices of goods and services to maximize on profits, and this will be opposed by the customers who are the backbone of every organization, and therefore the interests must be put into an account for the growth of the business.

In conclusion workers co-op has a number of benefits to both individuals and the society at large as it helps to deal with social problems by building the local wealth because the profits from this business help in building the local economy, the cooperatives create quality jobs to the local leading to meaningful change for underserved populations. The issue of underemployment can be well solved by the introduction of the worker's cooperatives.

References

Chung, K. and Crawford, L. (2016). The Role of Social Networks Theory and Methodology for Project Stakeholder Management. Procedia - Social and Behavioral Sciences, 226, pp.372-380.

Douglas, A. and Lubbe, B. (2006). Identifying value conflicts between stakeholders in corporate travel management by applying the soft value management model: A survey in South Africa. Tourism Management, 27(6), pp.1130-1140.

Flak, Nordheim, and Munkvold (2008). Analyzing Stakeholder Diversity in G2G Efforts: Combining Descriptive Stakeholder Theory and Dialectic Process Theory. e-Service Journal, 6(2), p.3.

Mikulskiene, B. and Zileniene, B. (2013). From stakeholders' competition to the balance of interests: system dynamics model of participatory policy. International Journal of Technology, Policy, and Management, 13(3), p.294.

Rahman, M., Nasrin, S. and Akter, M. (2017). Illustrating Conflicts among Project Stakeholders in Sustainable Project Management. Business and Management Horizons, 5(1), p.30.

Tang, Z. and Tang, J. (2017). Stakeholder Corporate Social Responsibility Orientation Congruence, Entrepreneurial Orientation and Environmental Performance of Chinese Small and Medium-sized Enterprises. British Journal of Management, 29(4), pp.634-651.

Subject: Business and Management

Pages: 3 Words: 900

Assesment 3

ACTION

TIMEFRAME

PERSON’S RESPONSIBLE

DESCRIPTION

RESOURCES

HR meeting with Director

2 hrs.

HR business partner

A company director or an employee of an HR department can take on the role of an intermediary, that is, a person who helps the parties to express their claims without emotional intensity, find common ground and take possible steps towards each other. Sometimes you have to admit that the dispute has gone so far that it is necessary to raise the question squarely and part with the “instigator” of the conflict.

Through proper channel

HR meeting with manager (rental)

2 hours

HR business partner

Tell about the issues going through the company and employees and how to solve them.

HR meeting with expert assistance

1 hour

HR business partner

despite the discussion, clarity regarding the priority did not come, or during the moderation session the participants intellectually “rested” and could not find possible solutions to the problems facing the project, in these cases “expert assistance” . In this situation, the manager, who is an expert in the field of the planned project, may suggest certain nuances or help to correct plans. But, this tool is not advisable to apply in case all previous methods were not used. For example, employees held one meeting and, faced with difficulties, immediately turned to management.

Through experts

Handling on social networking

Once in a week

HR business partner

The social network helps to train and inform employees about innovations in the company, it allows for online conferences and seminars, i.e. solves the problem of conducting trainings and training events for a new employee. In it, you can monitor the activity of any of the employees, including tracking the individual dialogue between the manager and the newcomer, by setting up the RSS feed function. The corporate social network gives you the opportunity to exchange messages with any of your colleagues, get acquainted with them, share information and ask questions - both about work and for personal needs, which creates a single information space and strengthens the corporate culture of the company.

Subject: Business and Management

Pages: 2 Words: 600

Assessing Your Strategic Leadership Capacity And Potential

Assessing Your Strategic Leadership Capacity and Potential

[Name]

[Institute]

Author Note

Assessing Your Strategic Leadership Capacity and Potential

Part 1

Leadership Development Plan (MBA 610)

Long-Term Career Goal

In 3 to 5 years, my long-term career goal is to firstly develop a clear and precise understanding of social entrepreneurship. Since I plan to launch a company that works as a network for entrepreneurs and rural micro-enterprises. The people collaborating with this company will be none other than agents of change, innovators, and hunger fighters that are all driven by the common need to bring change at all levels of society, from the grassroot to the global level and be key at implementing effective global change. Here, I am hoping that developing my understanding in the aspect will be useful. Thus, a number of resources can be seen as helpful in this regard. It includes peer academic peer review, social meeting, social gathering, and most of all, from the personal experiences of the people in the field ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"PV7KGXyC","properties":{"formattedCitation":"(Kim, 2018)","plainCitation":"(Kim, 2018)","noteIndex":0},"citationItems":[{"id":880,"uris":["http://zotero.org/users/local/5VyEEXyp/items/4B8DRHNS"],"uri":["http://zotero.org/users/local/5VyEEXyp/items/4B8DRHNS"],"itemData":{"id":880,"type":"webpage","title":"Entrepreneurship Doesn't Begin When You Start A Business -- It Begins Long Before That","container-title":"Forbes","abstract":"You have to grind for a long time before you find success as an entrepreneur.","URL":"https://www.forbes.com/sites/kimjay/2018/03/28/entrepreneurship-doesnt-begin-when-you-start-a-business-it-begins-well-before-that/","language":"en","author":[{"family":"Kim","given":"Jay"}],"issued":{"date-parts":[["2018",3,28]]},"accessed":{"date-parts":[["2019",9,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kim, 2018).

Another aspect that would clearly help with my careers goals is putting in an effort to gather the resources required for starting a startup. In my opinion, this will be the most significant and costly step in this endeavor since all the resources will be collected at this stage, including laying down the basis of a necessary foundation of the startup. The cost of these resources will be covered by personal funds and outsourced funding like different financial institutions. Here, the availability and the proper usage of the resources can be seen in the form of the execution of the business or the startup I am planning to start ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UAOoJ1uD","properties":{"formattedCitation":"(Kim, 2018)","plainCitation":"(Kim, 2018)","noteIndex":0},"citationItems":[{"id":880,"uris":["http://zotero.org/users/local/5VyEEXyp/items/4B8DRHNS"],"uri":["http://zotero.org/users/local/5VyEEXyp/items/4B8DRHNS"],"itemData":{"id":880,"type":"webpage","title":"Entrepreneurship Doesn't Begin When You Start A Business -- It Begins Long Before That","container-title":"Forbes","abstract":"You have to grind for a long time before you find success as an entrepreneur.","URL":"https://www.forbes.com/sites/kimjay/2018/03/28/entrepreneurship-doesnt-begin-when-you-start-a-business-it-begins-well-before-that/","language":"en","author":[{"family":"Kim","given":"Jay"}],"issued":{"date-parts":[["2018",3,28]]},"accessed":{"date-parts":[["2019",9,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kim, 2018).

A focus of my career goals would also be to try and understand the market for my entrepreneurial project and look for all the positive and negative aspects of the business. A thorough, detailed, and well-research analysis of the area can be seen as a form of the successful execution of the startup plan that is being planned to be started.

Short-Term Skills Development Needs

My leadership skills training and development goals for the next 1 to 2 years are to ensure that I read that book I have so been looking forward to reading by David Fick, called A study of success. The book is about successful entrepreneurship, which is something that I look forward to making a career in. I also look forward to attending multiple conferences and forums of entrepreneurship. I would also like to get to know about the various levels of economy and cultures on a deeper level and eventually also get to study the economy and culture of most developing countries ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"di1tKS7O","properties":{"formattedCitation":"(Harroch, 2018)","plainCitation":"(Harroch, 2018)","noteIndex":0},"citationItems":[{"id":883,"uris":["http://zotero.org/users/local/5VyEEXyp/items/7HFMQH8A"],"uri":["http://zotero.org/users/local/5VyEEXyp/items/7HFMQH8A"],"itemData":{"id":883,"type":"webpage","title":"The Complete 35-Step Guide For Entrepreneurs Starting A Business","container-title":"Forbes","abstract":"Starting your own business can be thrilling and exciting, but also daunting. If you are considering launching a startup, these 35 invaluable tips covering all areas of business should be required reading.","URL":"https://www.forbes.com/sites/allbusiness/2018/07/15/35-step-guide-entrepreneurs-starting-a-business/","language":"en","author":[{"family":"Harroch","given":"Richard"}],"issued":{"date-parts":[["2018",7,15]]},"accessed":{"date-parts":[["2019",9,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Harroch, 2018).

Another aspect that I am rather keen on is becoming a member of a project management institute. This would definitely open up my prospects in life and help me do my job in a much better manner than before. Additionally, I also plan on assisting and performing training in leadership, cultural integration and team work at the project management institute. I can efficiently perform it by spending more time at the job place or oversees and thinking out of the box. Furthermore, I also plan on enhancing my own leadership skills through conferences and forums. For this purpose, I will not only be assisting in, but also actively participating in World Bank and United Nations conferences, so that I can use various leaders around the globe as sources of inspiration to live a motivated life ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"gcELNL2B","properties":{"formattedCitation":"(Harroch, 2018)","plainCitation":"(Harroch, 2018)","noteIndex":0},"citationItems":[{"id":883,"uris":["http://zotero.org/users/local/5VyEEXyp/items/7HFMQH8A"],"uri":["http://zotero.org/users/local/5VyEEXyp/items/7HFMQH8A"],"itemData":{"id":883,"type":"webpage","title":"The Complete 35-Step Guide For Entrepreneurs Starting A Business","container-title":"Forbes","abstract":"Starting your own business can be thrilling and exciting, but also daunting. If you are considering launching a startup, these 35 invaluable tips covering all areas of business should be required reading.","URL":"https://www.forbes.com/sites/allbusiness/2018/07/15/35-step-guide-entrepreneurs-starting-a-business/","language":"en","author":[{"family":"Harroch","given":"Richard"}],"issued":{"date-parts":[["2018",7,15]]},"accessed":{"date-parts":[["2019",9,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Harroch, 2018).

I also believe that I lag behind in terms of my speaking skills and that my speaking skills need to be more effective if I am to inspire people for the better. I can do this by practicing speaking skills, listening to more motivational speakers, and even get my hand on various motivational quotes by various great personalities to motivate myself. I can quickly grab these through various books, internet, blogs, and motivational speeches. Finally, I also look forward to enhancing my knowledge in various fields and learn the act of dealing with people of different kinds. In my opinion, I can get this knowledge by learning about different types of personalities and how to tackle them. I will learn this art through practice and experience. Moreover, it can be learned through listening to various experiences of my mentors and various other famous leaders of the world, which is also something that I look forward to.

Part 2

MBA 610 LDP - Final LDP Reflection Summary

The first step towards any successful and smart entrepreneurship program is to find that one industry or the niche of business that makes it possible for you to bring about positive change in society ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1kKRLMnW","properties":{"formattedCitation":"(Oppong, 2014)","plainCitation":"(Oppong, 2014)","noteIndex":0},"citationItems":[{"id":885,"uris":["http://zotero.org/users/local/5VyEEXyp/items/V5RNNFQW"],"uri":["http://zotero.org/users/local/5VyEEXyp/items/V5RNNFQW"],"itemData":{"id":885,"type":"webpage","title":"9 Things Exceptionally Smart Entrepreneurs Do to Be Successful","container-title":"Entrepreneur","abstract":"The difference between success and failure often comes down to these actions.","URL":"https://www.entrepreneur.com/article/235655","language":"en","author":[{"family":"Oppong","given":"Thomas"}],"issued":{"date-parts":[["2014",7,21]]},"accessed":{"date-parts":[["2019",9,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Oppong, 2014). I believe I found my true calling when I decided to begin working on my business and started with an aim to finance like-minded individuals that would prefer to invest their time searching for innovative means to achieve dreams that can change this planet for the better. Based of the reviews of my GAP analysis and the leadership developmental plan that I learned through this course, I am a complete believer of the fact that the sky is the limit to achieving my goals.

I am sure that as long as I stick to my path and keep my eyes on the prize, I will be able to accomplish all of my dreams in a fairly reasonable amount of time. All I have to do is keep working towards accomplishing my own objectives, put in the work necessary wherever it is needed and ensure that I will not only be able to apply myself and figure out how to operate as a pioneer ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Qvzy0uoj","properties":{"formattedCitation":"(Monosoff, 2019)","plainCitation":"(Monosoff, 2019)","noteIndex":0},"citationItems":[{"id":879,"uris":["http://zotero.org/users/local/5VyEEXyp/items/LSFGMV8T"],"uri":["http://zotero.org/users/local/5VyEEXyp/items/LSFGMV8T"],"itemData":{"id":879,"type":"webpage","title":"8 Tips to Get Your Business Going, Even if You Don't Know Where to Start","container-title":"Entrepreneur","abstract":"Follow these tips if you want to start business but don't know where to start.","URL":"https://www.entrepreneur.com/article/207488","language":"en","author":[{"family":"Monosoff","given":"Tamara"}],"issued":{"date-parts":[["2019",5,15]]},"accessed":{"date-parts":[["2019",9,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Monosoff, 2019).

Additionally, in my situation, to have the capacity to accomplish these objectives, I should be an unbelievable entrepreneur with the goal that I can be in a position to impact as well as prepare the most extreme individuals I could to ensure things go the path as arranged. I am a firm believer in working hard as well as working smart to achieve my goals and I firmly believe that I will be able to do justice to my role in the company that I am planning to be a part of while also ensuring that my firm is capable of bringing about the positive change that I aim for it.

The initial stages of my plan itself comprised of believing in myself and ensuring that I am asking myself the questions necessary to ensure that what am I doing and is it worth the efforts at all times. I kept asking myself what I am building and who will I be serving as a result of all my efforts. I also made up my mind to repeatedly check on my promises that I am making to myself, my partners and my clients with regard to my company and also keep my strategies and goals in compliance with these promises ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"WKcFR64z","properties":{"formattedCitation":"(Oppong, 2014)","plainCitation":"(Oppong, 2014)","noteIndex":0},"citationItems":[{"id":885,"uris":["http://zotero.org/users/local/5VyEEXyp/items/V5RNNFQW"],"uri":["http://zotero.org/users/local/5VyEEXyp/items/V5RNNFQW"],"itemData":{"id":885,"type":"webpage","title":"9 Things Exceptionally Smart Entrepreneurs Do to Be Successful","container-title":"Entrepreneur","abstract":"The difference between success and failure often comes down to these actions.","URL":"https://www.entrepreneur.com/article/235655","language":"en","author":[{"family":"Oppong","given":"Thomas"}],"issued":{"date-parts":[["2014",7,21]]},"accessed":{"date-parts":[["2019",9,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Oppong, 2014).

My primary goal with all these efforts to improve the quality of life for individuals that call this planet their home and are happy to do what is necessary to ensure that the decay of this planet can be prevented by any and all means necessary. I chose to strive, strive hard and strive every single day to work for the betterment of each and every single individual in my life and the ones that make their homes on this planet for the rest of my life. I aim to be a hands-on and active leader and this is a commitment I make to myself.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Harroch, R. (2018, July 15). The Complete 35-Step Guide For Entrepreneurs Starting A Business. Retrieved September 14, 2019, from Forbes website: https://www.forbes.com/sites/allbusiness/2018/07/15/35-step-guide-entrepreneurs-starting-a-business/

Kim, J. (2018, March 28). Entrepreneurship Doesn’t Begin When You Start A Business—It Begins Long Before That. Retrieved September 14, 2019, from Forbes website: https://www.forbes.com/sites/kimjay/2018/03/28/entrepreneurship-doesnt-begin-when-you-start-a-business-it-begins-well-before-that/

Monosoff, T. (2019, May 15). 8 Tips to Get Your Business Going, Even if You Don’t Know Where to Start. Retrieved September 14, 2019, from Entrepreneur website: https://www.entrepreneur.com/article/207488

Oppong, T. (2014, July 21). 9 Things Exceptionally Smart Entrepreneurs Do to Be Successful. Retrieved September 14, 2019, from Entrepreneur website: https://www.entrepreneur.com/article/235655

Subject: Business and Management

Pages: 4 Words: 1200

Assessment

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Instructor Name

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Title: Should Wind Power Be Pursued as a Form of Alternative Energy in Canada?

Different forms of electricity creation have been the hot topic for debate and wind energy is considered as one of the most effective forms of energy production. Wind power or wind energy is the process which makes use of wind to generate electricity. The kinetic energy in wind is changed into mechanical power by the wind turbines and a generator is used to change mechanical power into electricity. The future of this form of energy production seems promising, at a glance. However, the controversial issue is, if wind power is one of the best ways to fight climate changes, why it is not supported by many people. Some argue that it is one of the best ways of producing energy while others discourage it because it causes noise pollution ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"6pV6ixv6","properties":{"formattedCitation":"(AMY CRAWFORD)","plainCitation":"(AMY CRAWFORD)","noteIndex":0},"citationItems":[{"id":742,"uris":["http://zotero.org/users/local/orkqtrjP/items/TQMAIGHG"],"uri":["http://zotero.org/users/local/orkqtrjP/items/TQMAIGHG"],"itemData":{"id":742,"type":"post-weblog","title":"Bad Vibes: Why Some People Are Against Wind Turbines","container-title":"Boston Magazine","abstract":"Find out why some say wind power is their worst nightmare. Learn about wind turbine syndrome, noise, and other issues that bother people about windmills.","URL":"https://www.bostonmagazine.com/news/2014/01/28/wind-turbines/","title-short":"Bad Vibes","language":"en-US","author":[{"family":"AMY CRAWFORD","given":""}],"issued":{"date-parts":[["2014",1,28]]},"accessed":{"date-parts":[["2019",7,29]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (CRAWFORD, 1). While others highly favour wind energy as a sustainable source of energy production ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"HjveE8u5","properties":{"formattedCitation":"(\\uc0\\u8220{}Social & Economic Benefits\\uc0\\u8221{})","plainCitation":"(“Social & Economic Benefits”)","noteIndex":0},"citationItems":[{"id":732,"uris":["http://zotero.org/users/local/orkqtrjP/items/IGB4HG3K"],"uri":["http://zotero.org/users/local/orkqtrjP/items/IGB4HG3K"],"itemData":{"id":732,"type":"post-weblog","title":"Social & Economic Benefits","container-title":"Canadian Wind Energy Association","abstract":"Wind energy developments are making positive and lasting economic contributions while helping to diversify communities across Canada Host communities are realizing significant economic and social benefits through new municipal tax revenues, plus stable income for farmers and landowners from land lease agreements. Wind energy is creating new high-value jobs, providing employment opportunities for local trades-people …","URL":"https://canwea.ca/wind-facts/social-economic-benefits/","language":"en-US","accessed":{"date-parts":[["2019",7,28]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Social & Economic Benefits”, n.p). The association of wind power with economic and social benefits indicates that it should be perused as an alternative source of energy in Canada.

Wind energy is one of the most appreciated sources of producing electricity and it is admired at a greater level. One primary reason for which wind energy should be considered as a potential alternative source of energy production is the economic benefit. Economic benefits of wind energy have been realized and understood by many experts. It has the potential to create a wide array of benefits to the nation and economy through tax income and stable income for the landlords from lease agreements. Countless economic benefits can be produced from the wind energy sector such as high-value jobs, modern employment opportunities for contractors and local trades-persons. Operational wind farms result in many full-time jobs as well. Also, wind energy projects bring direct investment from an infusion of dollars to retail businesses and local services and the contracts of raw materials as well. According to a report released on May 2019 by Clean Energy Canada, Missing the Bigger Picture, the clean energy sector of Canada employed about 298000 jobs in the year 2017 (“Canada’s Clean Energy Sector Is Big, Growing Fast—and Largely Unknown”, n.p). In addition, this sector is known to increase at a rate of 4.8% every year. Moreover, the renewable energy source is one of the largest sectors of Canada that accounts for contributing almost 40% of the GDP ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"LVbP0Rfy","properties":{"formattedCitation":"(\\uc0\\u8220{}Canada\\uc0\\u8217{}s Clean Energy Sector Is Big, Growing Fast\\uc0\\u8212{}and Largely Unknown\\uc0\\u8221{})","plainCitation":"(“Canada’s Clean Energy Sector Is Big, Growing Fast—and Largely Unknown”)","noteIndex":0},"citationItems":[{"id":735,"uris":["http://zotero.org/users/local/orkqtrjP/items/9T5GR7RW"],"uri":["http://zotero.org/users/local/orkqtrjP/items/9T5GR7RW"],"itemData":{"id":735,"type":"post-weblog","title":"Canada’s clean energy sector is big, growing fast—and largely unknown","container-title":"Clean Energy Canada","abstract":"VANCOUVER — A significant part of Canada’s energy sector has been booming in recent years—but has anybody noticed? Canada’s clean energy sector employed 298,000 Canadians as of 2017. What’s more, it’s growing in value by 4.8% every year—a third faster than Canada’s economy as a whole (3.6%). But while political fights over oil pipelines dominate …","URL":"https://cleanenergycanada.org/canadas-clean-energy-sector-is-big-growing-fast-and-largely-unknown/","language":"en-US","issued":{"date-parts":[["2019",5,23]]},"accessed":{"date-parts":[["2019",7,28]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Canada’s Clean Energy Sector Is Big, Growing Fast—and Largely Unknown”, n.p). Wind energy is providing high-quality jobs to the fresh graduates, and for every new job created in the industry, spin-off jobs in the other associated degrees are also created. Other results from the Compass Renewable Energy Consulting study of 2015, Ontario’s wind energy industry is expected to generate personal earnings of almost $4.6 billion and addition to $6.2 billion to the GDP of the province by the year 2030 ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"HjveE8u5","properties":{"formattedCitation":"(\\uc0\\u8220{}Social & Economic Benefits\\uc0\\u8221{})","plainCitation":"(“Social & Economic Benefits”)","noteIndex":0},"citationItems":[{"id":732,"uris":["http://zotero.org/users/local/orkqtrjP/items/IGB4HG3K"],"uri":["http://zotero.org/users/local/orkqtrjP/items/IGB4HG3K"],"itemData":{"id":732,"type":"post-weblog","title":"Social & Economic Benefits","container-title":"Canadian Wind Energy Association","abstract":"Wind energy developments are making positive and lasting economic contributions while helping to diversify communities across Canada Host communities are realizing significant economic and social benefits through new municipal tax revenues, plus stable income for farmers and landowners from land lease agreements. Wind energy is creating new high-value jobs, providing employment opportunities for local trades-people …","URL":"https://canwea.ca/wind-facts/social-economic-benefits/","language":"en-US","accessed":{"date-parts":[["2019",7,28]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Social & Economic Benefits”, n.p).

Wind energy is also associated with many environmental and social benefits. Creating wind energy is a great way to reduce the negative environmental impacts of generating electricity from other sources. The conventional sources of energy production make use of fossil fuels and result in devastating impacts on the environment. Wind energy needs no fuel and therefore produces no greenhouse gases and pollution. Canada can also obtain a wide range of social and environmental benefits from wind energy production. Geography of Canada makes it most suitable for wind energy production. Increase placement of wind energy will result in a decline in the greenhouse gases and air contaminants. For instance, it is estimated that a sole setting up of six 65 kW wind turbines will be able to produce about 1 million kWh of electricity in one year in Newfoundland. This will reduce the emission of carbon dioxide by approximately 750 tons ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Vcg4YUnz","properties":{"formattedCitation":"(Canada)","plainCitation":"(Canada)","noteIndex":0},"citationItems":[{"id":730,"uris":["http://zotero.org/users/local/orkqtrjP/items/CMNYK96S"],"uri":["http://zotero.org/users/local/orkqtrjP/items/CMNYK96S"],"itemData":{"id":730,"type":"webpage","title":"Wind Energy","abstract":"Site menu for NRCan internet website.","URL":"https://www.nrcan.gc.ca/energy/energy-sources-distribution/renewables/wind-energy/7299","language":"eng","author":[{"family":"Canada","given":"Natural Resources"}],"issued":{"date-parts":[["2009",8,14]]},"accessed":{"date-parts":[["2019",7,28]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Canada, n.p). The impacts of other sources of energy production are very devastating for the environment. The heavy utility bills and paid gasoline is merely the monetary cost of fossil fuels. Some of the externalities may not be obvious such as the cost of increasing diseases like cancer and asthma resulting from environmental pollution. Besides, fossil fuels extraction, underground mining and surface mining damage the surface of the earth, kills miners, stripes trees, and also effect the public health at a greater scale. Owing to the environmental cost, distributed energy sources is the need of the hour and wind energy is the most competitive of all ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"J3QtW57b","properties":{"formattedCitation":"(Akorede et al.)","plainCitation":"(Akorede et al.)","noteIndex":0},"citationItems":[{"id":741,"uris":["http://zotero.org/users/local/orkqtrjP/items/3ZCQ35NY"],"uri":["http://zotero.org/users/local/orkqtrjP/items/3ZCQ35NY"],"itemData":{"id":741,"type":"article-journal","title":"Distributed energy resources and benefits to the environment","container-title":"Renewable and sustainable energy reviews","page":"724-734","volume":"14","issue":"2","author":[{"family":"Akorede","given":"Mudathir Funsho"},{"family":"Hizam","given":"Hashim"},{"family":"Pouresmaeil","given":"Edris"}],"issued":{"date-parts":[["2010"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Akorede et al., 728). The cost that can be saved from this renewable and unlimited domestic source of energy can be used in other projects that can be beneficial for society. They can also be used to reduce the impact of pollution and revive the damaged environment through different programs that need investment. Being a clean fuel source, it is considered as one of the most suitable ways of electricity production. Also, it is a domestic and cheap source of energy that can take a nation away from all the dirty sources of energy production. It is a highly sustainable source because it depends on sunlight and wind which can never deplete. Wind energy can meet Canada’s power demands and its significance as the most reliable source of energy cannot be denied. The landscape of Canada and its gusty coastlines have high potential to set up wind power plants and turbines ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"uI1UnSqm","properties":{"formattedCitation":"({\\i{}Pros and Cons of Wind Power | Globalnews.Ca})","plainCitation":"(Pros and Cons of Wind Power | Globalnews.Ca)","noteIndex":0},"citationItems":[{"id":737,"uris":["http://zotero.org/users/local/orkqtrjP/items/ZSJKRE2N"],"uri":["http://zotero.org/users/local/orkqtrjP/items/ZSJKRE2N"],"itemData":{"id":737,"type":"webpage","title":"Pros and cons of wind power | Globalnews.ca","abstract":"<p>Wind has emerged as a natural super power as Canada continues to develop more environmentally friendly sources of energy but the increase in popularity has sparked a debate about the impact of wind as a reliable source of energy. </p>","URL":"https://globalnews.ca/news/165249/pros-and-cons-of-wind-power/","language":"en","issued":{"date-parts":[["2011",10,12]]},"accessed":{"date-parts":[["2019",7,29]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Pros and Cons of Wind Power | Globalnews.Ca, n.p).

Despite the numerous benefits of wind energy as the most admirable source of energy production, the opponents have various pints to discourage the wind power turbines and setting. One of many causes is that wind power turbines cause damage to the ecosystem. Wind turbines are highly rejected because migrating birds can be damaged due to their wings. However, a study indicates that the number of birds that are damaged due to the wind power turbines killed about 20,000 birds in the US but 330,000 birds got murdered due to fossil fuels and nuclear sources of energy production ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"e8pBak7a","properties":{"formattedCitation":"(Sovacool)","plainCitation":"(Sovacool)","noteIndex":0},"citationItems":[{"id":734,"uris":["http://zotero.org/users/local/orkqtrjP/items/6223HD6M"],"uri":["http://zotero.org/users/local/orkqtrjP/items/6223HD6M"],"itemData":{"id":734,"type":"article-journal","title":"The avian benefits of wind energy: A 2009 update","container-title":"Renewable Energy","page":"19-24","volume":"49","author":[{"family":"Sovacool","given":"Benjamin K."}],"issued":{"date-parts":[["2013"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Sovacool, 23). Global warming and other sources of energy production are going to cause more damage to wildlife and the ecosystem ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UWc6cSxk","properties":{"formattedCitation":"(Sovacool)","plainCitation":"(Sovacool)","noteIndex":0},"citationItems":[{"id":734,"uris":["http://zotero.org/users/local/orkqtrjP/items/6223HD6M"],"uri":["http://zotero.org/users/local/orkqtrjP/items/6223HD6M"],"itemData":{"id":734,"type":"article-journal","title":"The avian benefits of wind energy: A 2009 update","container-title":"Renewable Energy","page":"19-24","volume":"49","author":[{"family":"Sovacool","given":"Benjamin K."}],"issued":{"date-parts":[["2013"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Sovacool, 22). A few birds are a small price to pay for the clean renewable energy considering the benefits it can produce. Moreover, opponents are concerned that wind turbines cause noise pollution and disturb the aesthetics of the environment by blocking the serene view of the environment ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"6pV6ixv6","properties":{"formattedCitation":"(AMY CRAWFORD)","plainCitation":"(AMY CRAWFORD)","noteIndex":0},"citationItems":[{"id":742,"uris":["http://zotero.org/users/local/orkqtrjP/items/TQMAIGHG"],"uri":["http://zotero.org/users/local/orkqtrjP/items/TQMAIGHG"],"itemData":{"id":742,"type":"post-weblog","title":"Bad Vibes: Why Some People Are Against Wind Turbines","container-title":"Boston Magazine","abstract":"Find out why some say wind power is their worst nightmare. Learn about wind turbine syndrome, noise, and other issues that bother people about windmills.","URL":"https://www.bostonmagazine.com/news/2014/01/28/wind-turbines/","title-short":"Bad Vibes","language":"en-US","author":[{"family":"AMY CRAWFORD","given":""}],"issued":{"date-parts":[["2014",1,28]]},"accessed":{"date-parts":[["2019",7,29]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (CRAWFORD, 2). The facts prove that the nuclear forms of energy production are causing major damage to the beauty of the environment by damaging forests and earth surface.

To sum up the discussion, a detailed analysis of the economic and social benefits of wind energy has been conducted. The need of the hour is distributed sources of energy and mother earth cannot rely on nuclear forms of energy. Canada can obtain various advantages from the renewable and domestic sources of energy. Other social and environmental benefits are also countless. A few precautionary measures and little investment is needed to save the ecosystem. The analysis reveals that the advantages outweigh the disadvantages and the little cost of noise and damage to birds is nil in comparison with the externalities caused by the other sources of energy production.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Akorede, Mudathir Funsho, et al. “Distributed Energy Resources and Benefits to the Environment.” Renewable and Sustainable Energy Reviews, vol. 14, no. 2, 2010, pp. 724–34.

AMY CRAWFORD. “Bad Vibes: Why Some People Are Against Wind Turbines.” Boston Magazine, 28 Jan. 2014, https://www.bostonmagazine.com/news/2014/01/28/wind-turbines/.

Canada, Natural Resources. Wind Energy. 14 Aug. 2009, https://www.nrcan.gc.ca/energy/energy-sources-distribution/renewables/wind-energy/7299.

“Canada’s Clean Energy Sector Is Big, Growing Fast—and Largely Unknown.” Clean Energy Canada, 23 May 2019, https://cleanenergycanada.org/canadas-clean-energy-sector-is-big-growing-fast-and-largely-unknown/.

Pros and Cons of Wind Power | Globalnews.Ca. 12 Oct. 2011, https://globalnews.ca/news/165249/pros-and-cons-of-wind-power/.

“Social & Economic Benefits.” Canadian Wind Energy Association, https://canwea.ca/wind-facts/social-economic-benefits/. Accessed 28 July 2019.

Sovacool, Benjamin K. “The Avian Benefits of Wind Energy: A 2009 Update.” Renewable Energy, vol. 49, 2013, pp. 19–24.

Subject: Business and Management

Pages: 4 Words: 1200

Assessment

Title page

Assessment

Assessment I

Brief summary

a. Regulatory and legislative outline

The legislative and regulatory framework of BBQfun emphasizes on adoption of environmentally sound business practices. The organization is operating in Australia and abide by all laws that comply with the legislation and influence business activities. The company fulfills the legal and ethical requirements that increase future opportunities for BBQfun. Company’s disengagement from related environmental issues and strong corporate social responsibility makes it strong among competitors. The company exhibits accurate financial information and fair prices reflecting the company's ethical concerns. Australian Consumer Law (ACL) 2011 is incorporated for consumer rights on goods and services, unfair contract term laws and product safety laws.

b. Policies and procedures

The sales and marketing policies focus on complying with the ethical and legal standards in advertising. It adheres with the Advertising Standard Bureau (ABS) code of conduct. Employee policies provide guidance about their duties and code of conduct. The procedures ensure that the management carries its operations fairly and transparently according to the organizational requirements. The Human Resource policy focus on adopting procedures for monitoring the performance of employees according to the designed metrics.

c. Operational plan

The company earned a gross profit of $6,67,000 in the year 2013. The sales of BBQfun recorded for the same year are $11,000,000 while the company spends $8,000 on marketing opportunities. The profits increased compared to the previous year’s indicating the improved condition of BBQfun in the retail business. Organizational profile and client’s response indicates the standing of the company. The company profile of BBQfun increased by 20% with enhanced client satisfaction of 25%. Increased sales and profits depict the capacity for increasing operations.

The company lacks an online presence that affects customers' trends and profitability. BBQfun can increase its online presence by investing in e-commerce facilities. E-commerce provides a practical solution to target new customers outside Queensland. The digital existence of BBQfun can target more customers in urban and suburban areas. E-commerce is also advisable for international expansion.

c. Setting goals

To adopt B2B for allowing the firm to manage operations and supplies more efficiently. The process minimizes the risks of ordering products of low-quality or raw materials. The overall efficiency of the firm improves through B2B.

investments in advertising across different platforms for increasing customer base. Competitors of retails lifestyle goods at Queensland spend huge amounts on advertising. Through online advertising, the firm increases its market share. Ad inserts and PR campaigns are important tools for deriving revenues.

Adopting telemarketing as a more influential tool for addressing customers at east Queensland. The household survey provides an idea about the potential customers that the company can use for targeting them for product sales.

The company aims at enhancing its digital media presence by creating an impressive website. The company can hire the services of digital businesses for representing amazing ideas. Digital website will influence the presence of the company by targeting online users. Youth interacts with social sites and sites regularly that provide increased the incentive to BBQQfun. The company will assess the digital capabilities of competitors in the field of a retail lifestyle product. The company reviews its online presence and impact of innovative strategy on the client-organizational relationship.

To build an innovative strategy that a company adopts for enhancing online selling.

The online existence of the company provides convenience and reduced cost to customers. Increased efficiency improves business operations.

E-commerce reduces direct and indirect costs involved in business operations. It also helps in establishing strong connections with suppliers.

Using e-commerce activities in the management of office space and making resources more efficiently.

Performance monitoring

The performance will be evaluated on the basis of growth and profits. Two marketing opportunities selected by BBQfun include the production of high-quality products and affordable pricing. The company attains many benefits through the chosen strategies. Marketing opportunities have a significant role in building customers loyalty. The company expects an increase in customer loyalty by 16,000 customers.

Effect on sales volume

Quality directly influence the purchase decisions of customers. BBQfun has loyal customers due to import quality. The sales comparing prices of BBQfun with competitors depicts customers to find them more favorable. Sales are expected to increase under the influence of marketing opportunities.

Offering reasonable prices and good quality at new marketplaces will encourage customers to buy products that increase revenues and profits of BBQfun. Marketing opportunities have direct relevance to the growth potential of the company. BBQfun experienced a growth rate of 7 percent due to the adoption of affordable pricing strategy.

Market share

Pricing and quality have a positive association with market share. Irrespective of the existence of competitors the company maintains dominance due to fair pricing policy. BBQfun's focus on offering differentiated products at an affordable price resulted in customers increase. The long-term impact of marketing opportunities involves an increase in market share by 7 percent.

Profitability

The profit analysis of BBQfun during the year 2013- 2014 depicts the significant impact of marketing opportunities. The company earned a profit of $667,000 indicating an increase of at least 5 percent from the previous year. Targeting new markets with the two opportunities will raise profits of the company.

Consultation roles

a. Sales and marketing manager

Sales and marketing manager will be responsible for the selling strategy by offering products in the online store. Stocks will be maintained without extra costs in existing stores. The aims will be to own sale brand, sell products through e-commerce and at bargaining prices.

b. Technology consultant

The technology consultant defines the technologies needed for the business such as database system, improved internet connections and assist in designing efficient software systems. Technology consultant will improve the online inventory control and develop an effective online system for customers.

The action plan of e-commerce

The implementation of the e-commerce strategy depends on physical and human resources.

a. Physical resources

Milestone: action/ objective

Date

Person responsible

Budget/ resources

Tangible resources

Buying computing devices such as a server, workstation, and mobile devices.

10-03-2019.

Investors, financial manager.

$10,000

Electronic media: transient media, cable-based medium, wireless medium.

15-03-2019

Investors, financial manager.

$10,000

Building network infrastructure: internet, extranet, intranet.

25-03-2019

Investors, financial manager.

$15,000

Intangible resources

Specification for storing documents on a persistent electronic medium.

10-04-2019

Investors, financial manager.

$10,000

Electronic payment method

20-04-2019

Investors, financial manager.

$15,000

License and intellectual property

15-05-2019

Investors, financial manager.

$10,000

Software for completing infrastructure system level.

25-05-2019

Investors, financial manager.

$5,000

Server operation system DBMS.

10-06-2019

Investors, financial manager.

$5,000

b. Human resources

It provides an abstraction of the people, employees and their roles. For the e-commerce activities, BBQfun will require employees that will be responsible for executing and electronically supporting the business process.

Milestone: action/ objective

Date

Person responsible

Budget/ resources

He will be responsible for installing and maintaining the information system.

10-03-2019

System administrator

$5,000

He must be capable of building an efficient database management system (DBMS).

15-03-2019

Database administrator

$5,000

Responsible for the installation and maintenance of a corporate network (LAN)

15-03-2019

Network administrator

$5,000

Responsible for developing, installing and maintaining business services.

Implement services that can be accessed through the internet.

20-04-2019

Developer

$5,000

Involved in trade of knowledge regarding procurement, distribution of services.

20-04-2019

Operational employee

$5,000

Planning and organizing tasks.

21-04-2019

Employee in administration

$5,000

Performance indicators

Balanced Scorecard

KRA (Key Result Area)

Target

KPI

Result

E-commerce for the provision of personalized services

Engaging customers through marketing.

Conducting surveys on customer satisfaction.

Improved performance and client satisfaction

Quality products/ services

Raising organizational profile Improving performance and client satisfaction

Determining market opportunities.

Growth and profitability

Sales

Marketing campaigns

Training to the marketing staff

Increase in sales

Cost minimization

Direct and indirect costs of operations

Reducing overstock

Minimization of product obsolesce

Contingency plan

Contingency plan

Company name: BBQfun

The developer of the plan: Mark Robert

Who was consulted in the plan?

Network administrator

Developer

System administrator

Operational administrator

Risk identified

Strategies to minimize risks

When

By whom

Network security threats, malicious activities.

When a company starts e-commerce.

Network administrator

Risks of connection failures

Developer

Threats of viruses, worm, and spyware.

System administrator

Employee’s incompetency, difficulty in performing tasks.

Operational administrator

Third party risks, illegal entity

Manager

Assessment II

Plan and implementation of physical resources

Review of physical resourcing activities

The physical resourcing activities are crucial for the e-commerce of BBQfun. Physical resources include tangible and intangible resources. The tangible items are essential for the conduction of business and are essential for operations. It includes facilities and materials such as computing devices including server, workstation, and mobile devices. These devices are required for building the online existence of BBQfun. It also includes electronic media: transient media, cable-based medium, wireless medium. Building network infrastructure: Internet, extranet, the intranet is also tangible physical resources.

The intangible assets are not visible; they include a specification for storing documents on a persistent electronic medium. It also includes licenses and intellectual property rights that will give the company exclusive rights for creating an online website and using it for the e-commerce activities. The license will ensure that the company is capable of conducting business legally. The company will buy all essential software for completing infrastructure system level. The persistent electronic media will be used for storing data and use devices like hard disk and medium speed DVDs. Electronic medium acts as a carrier of digital information. It performs the function of transmitting information from one device to another. The company can store medium scale information through workstations. The server provides immediate responses to changing conditions and is highly adaptive.

Strategies for acquiring resources

BBQfun will require an official website for the running of e-commerce activities. The recourses acquisition strategies include money bonds, credibility bonds, intellectual bonds and new market bonds CITATION Gha11 \l 1033 (GhasemZaefarian, C.Henneberg, & PeterNaude, 2011). The bonds will function as a loan between BBQfun and its investors.

Risk management strategy

The risk management strategy emphasizes on eliminating the possible threats faced by BBQfun in its e-commerce business. The network administrator will remove the network related threats such as network security threats and malicious activities. The employee administrator will eliminate the risks of employee incompetency by monitoring work performance. The manager will deal with the IP related risks such as ones arising from the illegal entity and third-party.

Plan and implementation of human resourcing

Review of human resourcing activities

BBQfun must invest in human resource planning for the recruitment of an efficient workforce. The company will hire a system administrator, database administrator, developer and employee administrator for the management of e-commerce activities. Employee administrator will be responsible for managing the organizational tasks and monitor the performance of employees. The operational administrator will perform activities related to the procurement and distribution of services. The web-developer builds new e-business supported processes. He provides e-business solutions and incorporates concepts of emerging technology.

Strategies for recruiting people

The strategies adopted for recruiting people include placing job ads for the e-commerce staff. The company will need to hire e-commerce manager, developer, network administrator, employee administrator, and operational employee. The HR will conduct job interviews for hiring the competent staff. The process will include a competency-based interview for determining the skills and capabilities of applicants. The recruitment team will ask different questions and engage applicants in different scenarios. This will reveal their ability to respond to stressful situations. The total duration of the interview will be of 30 minutes. Each question will be of 10 marks, and the applicants can score according to their competency. Qualifications and experiences will also be considered for the selection of employees. The responses of the applicants to the interview questions will be evaluated for identifying the best person.

Incorporation of IP requirements

Intellectual property is required by BBQfun for the creation of e-commerce. It is important for the company to protect its IP for preventing others from benefiting from it. "Having IP rights is similar to putting an electric fence around your property as this both protects your assets and deters others from trespassing." The company will start by choosing the most suitable IP for online business. IT will then register for the online website while the factors that affect the decision include market size, competitors reaction, and potential of profitability. The registered official website is a commercial asset and capable of growing in business. This will give BBQfun the exclusive rights of using the website and prevent others from copying it. The registration remains valid across Australia CITATION IPA12 \l 1033 (IPAus, 2012).

Preparing interview

Planning aspect

Description

Time

1. Type of interview

Competency-based interview

30 minutes

2. Objectives

To identify skills, abilities, and talent of the applicants.

30 minutes

3. Approach and style

Stress interview for hiring people on the positions that involve stress

15 minutes

4. Schedules

Flexible

5. Topics and suggestions

Assessing the ability of problem-solving. Assessing their ability to remain calm.

30 minutes

e. Recommendations on potential recruits

Questions

Ideal answers

Number of possible points

Score

How would you define innovative marketing?

Explains the significance and the need for innovation. Identify possible ways of innovation.

15

10

What strategies would you adopt for successful implementation of e-commerce?

Customer must regard innovation in the marketing field.

15

10

How would you respond to the negative feedback of customer on the product?

Is the client capable of dealing with negative press or not.

15

10

Your strategy of marketing a product successfully?

The candidate must be able to deal with the failure.

15

10

What would you do when you are assigned the task of creating a new branding campaign for the product?

The candidate must be able to change the course of the brand.

15

10

Assessment III

Plan for monitoring performance

a. Milestone/ action

Person responsible

Budget/ resources

b. Financial/ budgetary performance

The focus will be on generating revenues. The market share of BBQfun shows a growth rate of 7 percent. The company currently holds a market share of 52% in east Queensland market of retail outdoor lifestyle items. The growth rate of new dwellings and customer potential remains 10% according to estimation. The growth potential for renovations in the coming years remains 7%.

Financial officer

BBQfun

c. Productive performance

The company will emphasize on improving productivity. The company emphasizes on building new capacity for business expansion. Enhanced productivity is dependent on employees capacity to perform. It is also linked with growth.

Manager

BBQfun

d. Employee performance

The supervisor and manager will assess the performance of employees. They will deal with the policy and procedures of the e-commerce strategy.

Manager/ supervisor

BBQfun

e. Dates for monitoring activities

A timeline will be followed for ensuring the completion of tasks on time.

Project manager

BBQfun

f. Milestone achievements

Survey results of 2009 indicate that the outdoor lifestyle market reached $300. The growth in outdoor sales was 6% during the last few years. Increase in disposable incomes of households also indicates opportunities for the new market. Adorability and high-quality increase the customer base for upcoming years.

Investments in innovation and technology allow the company to create differentiated products. Improving product and new designs can influence customers that provides an edge to BBQfun. Diversification in areas of renovation and replacement provides a more effective solution.

Manager, employee administrator

BBQfun

g. Progress reporting

Surveys and financial reports will be used for evaluating the performance. The company sees wider opportunities for market expansion of South-east Queensland. Value creation and high-quality products provide more scope for growth. BBQfun finds more scope of expansion in new builds as the forecast shows increased demand by 225,000 customers. The forecast reveals that 125,000 customers demand renovators and 100,000 for replacements.

Project manager, analyst

BBQfun

h. Regular performance management

Set of processes will be adopted for improving the performance of employees.

Manager, employee administrator

BBQfun

Areas of employee underperformance

Position

Manager

Review period

Reference from the operational plan

Key result area

Indicator of success

Status report

Conflict among employees

Workplace disagreements, disputes

Understanding the factors of cause

Needs to be resolved

Low productivity

Inability to manage tasks within time

Need training

Needs to be resolved

Inefficiency

Difficulty in meeting deadlines.

Explaining the company's expectations

In progress

Negligence

Creating an information plan

Explaining what will happen if their performance doesn't improve

In progress

Manager comments: Creating and effective training plan that will explain the company's expectations and identify the issues. The manager will attempt to resolve the problems by understanding employees concerns. Feedbacks will be taken from employees.

Coaching plan

Employee:

Coach/ manager

Date of session: 30-03-2019

Questions

Goals

The goals will depend on the employee's strengths and weaknesses.

Employee underperformance will be improved by counseling/ coaching.

To build day-to-day interaction between the supervisor and employee.

To uncover the performance issues that affect the quality of work.

To resolve the issues that cause great distractions and affect productivity.

To identify the employees that need performance improvement plan.

To increase the level of productivity and attain organizational efficiency.

To provide a positive work environment to the employees.

To resolve conflicts arising between employees CITATION Sim16 \l 1033 (Grover & Furnham, 2016).

Employees will be asked questions;

Do you want to improve your performance?

What causes distractions at the workplace?

Do you comply will firm’s policies and procedures?

How can you improve performance?

Are you motivated towards your job and firm’s goals?

Reality

Do you know that your underperformance can affect a company's business?

Can you identify the issue or behavior that require improvement?

What would be the possible way of removing conflict from the workplace?

What are your ideas for dealing with the problem?

How do you think the barriers can be removed?

What are the possible causes of a lack of motivation?

Options

What solutions will you accept for resolving underperformance?

Counseling

Training

Action plan for encouraging employees

Will

The manager will assess the willingness of the employees for solving the problem.

Are you able to improve performance within the given deadline?

What strategy will you adopt for avoiding the conflicting situation?

How would you comply with policy procedures?

What steps will you take for timely completion of tasks?

Operational performance

Plan goal

Implement e-commerce strategy

Department

Operations

Objectives

Redeveloping website, acquiring physical resources

Recruit and train staff

Achieve profit targets

Adhere to budget

Adhere to timelines

Person responsible

Project officer

Key performance indicators

Current status

Comments

Desired outcome

Satisfactory

The process of innovation involves identification of potential markets and specifications of building a new product. Creativity emphasizes on building customer loyalty with existing clients and targeting new clients.

Increasing customer base

Satisfactory

The company can target aspires in different strata such as the rich and middle class. Creating a range of products for different customers with different price range and style can target more customers. Unique products for the rich can influence a company's sales. BBQfun focuses on traditional style while manufacturing goods with a modern and versatile appearance can also capture a wider audience.

To increase sales revenue by 5% in the first year

Satisfactory

The company will focus on targeting a wider audience. Advertising and marketing will be used for product awareness.

Increase in profits by at least 5%

Satisfactory

The common advertising platforms used for increased marketing include direct mail, magazine and television ads. Promotions influence the profits of the company. The profits will increase by at least 5 percent due to aggressive advertising. Marketing campaigns emphasize of raising revenue and profits.

The strong presence of BBQfun

Satisfactory

Digital website will influence the presence of the company by targeting online users. Youth interacts with social sites and sites regularly that provide increased the incentive to BBQQfun.

To attain high efficiency in operations

Satisfactory

Hiring competent staff having skills and experience will affect the business.

Attaining high employee performance

Satisfactory

Adopting adequate training materials will give guidance to the employees. They will be provided awareness about organizational expectations.

Employee motivation

Satisfactory

Adopting policies of reward and appreciation will improve employee morale and commitment towards the organization. Chances or growth is also positively associated with work performance.

Reference

BBQfun. (2014). Marketing opportunities. BBQfun.

GhasemZaefarian, C.Henneberg, S., & PeterNaude. (2011). Resource acquisition strategies in business relationships. Industrial Marketing Management, 40 (6).

Grover, S., & Furnham, A. (2016). Coaching as a Developmental Intervention in Organisations: A Systematic Review of Its Effectiveness and the Mechanisms Underlying It. PLoS ONE, 11 (7).

IPAus. (2012). Make Your Mark.

Subject: Business and Management

Pages: 11 Words: 3300

Assessment

CBD College Pty. Limited

Suite 1, Level 10, The Dymocks

Building, 428 George St, Sydney 2000

ACN 098 477 466

Phone: 1300 616 218

Fax: (02) 9235 2434

120015-99060

Candidate declaration

I declare that I have personally completed all activities as outlined in this assessment workbook. The only variation to this will be if CBD College has given express permission or direction to do so.

I understand that competency will not be given if I do not meet the assessment evidence and activity requirements or if it is discovered that I have not undertaken all expected tasks.

I understand that CBD College reserves the right to immediately withdraw a qualification if it is found that I provided false or misleading evidence, this includes any declaration, resource or tool I have submitted as being authored by me.

Full Name

Satrughan Thapa

Start date of course

24/06/2019

USI number *

(Unique student identifier)

YLSKCKBTZ2

Date of birth

(For the purpose of verifying your USI)

06/04/1984

* For information on USI, please see USI.gov.au

Table of Contents TOC \o "1-1"

Assessment 1 – Deliver a training session PAGEREF _Toc2684093 \h 7

Assessment 2 – TLIK2003 Apply keyboard skills PAGEREF _Toc2684094 \h 15

Assessment 3 – Deliver training and assessment PAGEREF _Toc2684095 \h 33

Assessment 4 – Train and assess in the workplace PAGEREF _Toc2684096 \h 50

Assessment 5 – Address language, literacy and numeracy skills PAGEREF _Toc2684097 \h 65

Assessment 6 – Recognition of prior learning PAGEREF _Toc2684100 \h 81

Assessment 7 – Plan training and assessment PAGEREF _Toc2684103 \h 115

Assessment 8 – Essential knowledge for trainers and assessors PAGEREF _Toc2684104 \h 144

General Information

Student support

Recognition of prior learning

Recognition of Prior Learning (RPL) acknowledges the full range of an individual’s skills and knowledge, irrespective of how it has been acquired. This includes competencies gained through formal study, work experience, employment and other life experiences.

CBD College ensures that an individual’s prior learning is recognised, irrespective of where and how the learning takes place. The opportunity to apply for RPL is offered to every student. Please contact CBD College if you think this may apply to you.

Access and equity

We do not discriminate against any individual on the basis of race, colour, sex, or religion. All students are treated equally. Our trainers will assist and support students where appropriate, including those students with language/literacy needs or physical disabilities, as long as the nature of the disability does not preclude them from completing the training and assessment.  We do not tolerate discriminatory behaviour from students in any of our classes.

Literacy and numeracy

Candidates will need to have sufficient numeracy and literacy skills to read and comprehend instruction for referencing legislation, preparing reports, searching the internet and completing assessments.

Please discuss any language, literacy or numeracy issues with us prior to attending. This will enable CBD College to organise appropriate support facilities. For example, we can arrange to conduct some parts of the assessments orally rather than in the written form, or arrange extra tuition, as appropriate.

Health issues

Please discuss any health issues which may affect your training and assessment with us prior to attending.

Complaints and appeals procedure

CBD College undertakes to deal with complaints and appeals promptly. There are a number of stages involved in resolving complaints and appeals. These are outlined in the Student Handbook.

Continuous Improvement

You will be asked to complete a Training Evaluation Survey at the end of the face to face component of your course. We encourage constructive and honest feedback. This feedback can be anonymous. CBD College warrants that the content of this survey will have absolutely no bearing on the marking of your assessment. You are given another opportunity to give feedback after gaining your qualification.

Assessment tasks

Level of performance expected in assessment tasks

Every assessment task will require satisfactory completion in order for candidates to be deemed Competent. This is a Certificate IV level course and candidates will need to adhere to any guidelines on length of answer required where stipulated. Please note, a paragraph is three or more sentences.

A range of assessment tasks will be utilised for this qualification. Any tasks not completed in the time allocated in class will need to be completed in your own time. Other tasks are designed to be completed in your own time. You are given 12 months from the first day of the face to face component of the course to submit your assessment tasks.

You will not qualify for your Certificate IV in Training and Assessment until all assessment tasks are completed, submitted to CBD College and you have been deemed competent in all tasks.

Due date of assessments

Due date is no later than 12 months from the first day of the face to face component of your course.

Your assessment tasks are to be submitted in one file and sent to:

Sydney students -  tae@certivsydney.com.au

Melbourne students - tae@certivmelbourne.com.au

Perth students - tae@certivperth.com.au

Please do not submit your file unless every assessment activity is complete. Once we have received your assessment file, you will be sent an acknowledgement email from CBD College. 

Marking of assessments

Assessment tasks will be marked by a qualified assessor. We will endeavour to mark your assessment within 15 business days of submission. Once marked, CBD College will send you a checklist where you will see our assessor’s assessment decision of S or NYS marked against each part of the assessment tasks. If you are deemed NYS in any part of the assessment tasks, you will be given an opportunity to resubmit your answer for reassessment. You will have 2 weeks to then resubmit any assessment tasks initially deemed NYS. Candidates who submit assessment tasks after this period will be deemed not competent unless there is a special need that CBD College are made aware of during this period.

Requirements for competency

To be deemed competent, you will need to provide evidence that shows competency against all aspects of each unit of competency in the qualification.

Assessment outcomes

If you are assessed as Not Yet Satisfactory (NYS) in any of the assessments, then the outcome on your checklist will be ‘further work required’ and you will be advised what evidence remains to be submitted.

Resubmissions

After the initial assessment, CBD College will allow a further two resubmissions before a $199 fee will be charged each time a student wishes to be given a further chance to resubmit their work.

Feedback

Oral feedback is available after any practical assessment completed in class. Your trainer is always available to provide verbal feedback during class time. Written feedback will be provided when assessment tasks are returned to you after marking.

Plagiarism

Please do not copy and paste from the internet to answer questions. We have software to detect plagiarism. We are interested in answers that are in your own words.

Please sign here to acknowledge that you have read and understand what is required of you in the assessment tasks for this qualification with CBD College:

Candidate full name

Satrughan Thapa

Date

24/06/2019

Assessment 1 – Deliver a training session

Units covered in this integrated assessment activity

TAE40116 Certificate IV in Training and Assessment units covered in Assessment 1 include:

TAEDES401 Design and develop learning programs

TAEDEL401 Plan, organise and deliver group-based learning

BSBCMM401 Make a presentation

Instructions to Candidates

There are three parts to Assessment 1

Activity

Activity type

Part 1

Plan a training session

Develop a session plan

Group

Part 2

Deliver a training session in a team teaching context

Group

Part 3

Review the training session

Individual

Structure a training session (Group activity)

The acronym, EARS (Explain, Activity, Relevance, Summary), can be used to help trainers deliver effective training sessions. EARS is one way of structuring the body of a training session.

In groups, you will plan and deliver a training session in a team training context. You will research and plan during class time with others in your group on the following topics:

Training packages - What does a training package include? What are the endorsed components? What are the non-endorsed components? What are the benefits of using training packages?

Australian Qualification Framework - Compare and contrast characteristics of learning outcomes between Certificate II and Certificate III level qualifications

Competency –based assessment - Compare and contrast competency-based assessment and norm-referenced assessment

Development and endorsement of training packages – What is the role of Australian Industry and Skills Committee, the Industry Reference Committees and the Skills Services Organisation in developing and endorsing training packages?

Contextualisation – What does contextualisation mean? Why do we contextualise? What can/can’t we do under the guise of contextualisation?

Reasonable adjustment – What is reasonable adjustment? What does it apply to? What can and can’t be done under the guise of reasonable adjustment?

Depending on the number of trainers in your group, your delivery will look something like this;

Trainer 1 - An introduction of the group and what the group will be presenting

Trainer 2 - Topic 1; Explain the topic, include an activity, make the content relevant to the learners, summarise (EARS)

Trainer 3 - Topic 2; EARS

Trainer 4 - Topic 3; EARS

Trainer 5 - Topic 4; EARS

Trainer 6 - Topic 5; EARS

Trainer 7 - Topic 6; EARS

Trainer 8 - Conclusion of the group’s delivery

Part 1 – Plan

As a group, you will research the topics and plan the delivery of your team training session. You will develop a session plan for your group’s training sessions. During planning, you will be assessed by your CBD College trainer/assessor against the planning criteria in the Observation Checklist 1 – Deliver a training session (Appendix 1)

Part 2 – Deliver

In groups, you will deliver a training session in a team training context. Each trainer should deliver for 6-8 minutes.

During delivery, you will be assessed by your CBD College trainer/assessor against the delivery criteria listed in the Observation Checklist 1 – Deliver a training session (Appendix 1).

Part 3 – Review

You will review your training and identify areas for improvement.

Assessment 1 – Delivering a training session

Part 1 – Plan

In groups, plan a training session in a team training context. Research and plan during class time with others in your group on the following topics:

Training packages - What does a training package include? What are the endorsed components? What are the non-endorsed components? What are the benefits of using training packages?

Australian Qualification Framework - Compare and contrast characteristics of learning outcomes between Certificate II and Certificate III level qualifications

Competency –based assessment - Compare and contrast competency-based assessment and norm-referenced assessment

Development and endorsement of training packages – What is the role of Australian Industry and Skills Commission, the Industry Reference Committees and the Skills Services Organisation in developing and endorsing training packages?

Contextualisation – What does contextualisation mean? Why do we contextualise? What can/can’t we do under the guise of contextualisation?

Reasonable adjustment – What is reasonable adjustment? What does it apply to? What can and can’t be done under the guise of reasonable adjustment?

(Relevant resources - TAE40116 Resources/VET sector and TAE40116 Resources/Assessment)

As a group, record your planning in the session plan below.

During planning, you will be assessed by your CBD College trainer/assessor usingObservation Checklist 1 – Deliver a training session (Appendix 1).

You will be assessed against the following criteria

Access and interpreted documentation necessary for planning

Confirm roles, responsibility and delivery arrangements for planning and delivery

Use listening and questioning techniques during planning phase

Finalise learning materials and organise facility, technology and equipment needs in time for delivery

1.1 Session plan

This is a group activity

Collaboratively develop a plan of your training sessions. You need to include the planning of the content, training activities, resources, the trainer responsible for each section and the timing.

Content

Training activities

Resources

Trainer responsible

Timing

Introduction

I

N

T

R

OA

S

Guessing game

This is an activity which is meant to show the different between open and close questions.

-Paper and other writing materials

-Grouped participants.

-

Providing guidance during the training. Assessing he participants

Organizing candidates in group.

6-8 min

Non – Verbal communication training

E

A

R

S

Guess the emotion

It is a fun competitive game that’s concerned with getting participants to become more aware of their feelings or emotions. Participants are split into teams and act out an emotion, such as disgust, affection, fear, anxiety, embarrassment, anger, determination.

-Paper and writing materials

- grouped candidates

- drawings or images

Organize participants

Providing guidance or instruction on what to be done

Assess the activities being done.

6-8 min

Non – verbal communication

E

A

R

S

Power of body language

Body language speaks louder than any words you can ever utter. Whether you’re telling people that you love them, you’re angry with them, or don’t care less about them, your body movements reveal your thoughts, moods, and attitudes. Both consciously and sub-consciously your body tells others what’s really going on with you. This is a great quick and fun activity that shows how powerful the effect of body language is in communicating with others.

-Pictures or images.

-Writing materials.

Help candidates to locate problems and signs or gesture.

Provide guidance on what do be done by each group.

6-8 min

Reading and speaking

E

A

R

S

Square Talk

This is a challenging activity where participants are all blindfolded and receive instructions from the trainer that should be strictly followed, the exercise enables participants to recognise the importance of communicating effectively, and understand the important aspects of communication

-recorder

-Writing materials

-reading materials

-computer

Organize participants

Providing guidance or instruction on what to be done

Assess the activities being done.

6-8 min

Speaking

E

A

R

S

Back to back communication

A classic communication skills activity that highlights the importance of asking questions for effective communication.

recorder

-Writing materials

-reading materials

-computer

Organize participants

Providing guidance or instruction on what to be done

Assess the activities being done.

6-8 min

Numeracy

E

AR

S

Name game

Instruct each participant to think of a famous person and write it secretly on a post it notes. Attach the post it to the head of their partner. A fun exercise that shows the importance of asking the right type of questions.

-Images

- computer

- writing materials

Organize participants

Providing guidance or instruction on what to be done

Assess the activities being done.

6-8 min

Reading and speaking

E

ARS

Paper shapes

A simple activity you can easily incorporate in any communication skills training intervention to show the importance of two way communication.

-Paper

-Recorder

-Writing materials

-Reading materials

Organize participants

Providing guidance or instruction on what to be done

Assess the activities being done.

6-8 min

Conclusion

O

F

F

6-8 min

1.2 Evaluating the effectiveness of training sessions

After the delivery of your training session, you will be asked to review and reflect on your training.

Identify two ways you could evaluate the effectiveness of your session. How could you check if your training session was effective?

1

Survey: Survey is one of the best techniques which I used to evaluate the effectiveness of the training. First, a survey will conduct after the end of a session to establish whether participants have understood the concept. Second, the survey will be conducted after end of the training to establish the depth of knowledge acquired by the participants regarding the training topics and the application in real life.

2

Test score during and after training will also be used as an evaluation method. Participants will be given test questions after the end of each training session and the performance of each person and the general performance would be used to determine the effectiveness of the training being provided.

Part 2 – Deliver

You will deliver your training session in a team teaching context. Each trainer should deliver for 6 - 8 minutes. During your delivery, you will be assessed by your CBD College trainer/assessor usingObservation Checklist 1 – Deliver a training session (Appendix 1).

You will be assessed against the following criteria

During delivery, did the candidate:

Explain intended outcomes of training

Use non-verbal and verbal communication(including persuasive communication techniques) appropriate to the learners

Include appropriate learner activities and/or a range of delivery methods

Use resources, presentation aids and examples to support understanding

Demonstrate effective facilitation skills to ensure effective participation and group management

Summarise key ideas

Part 3 - Review

3.1 Effective communication

Identify how at least three examples of effective communication were reflected or could have been reflected in your training.

Example of effective communication

Definition/description

How this effective communication was reflected or could have been reflected in your training

(Minimum 1 paragraph answer required for each example)

1

Active Listening

The most essential aspect of communication is to be understood and understand other people as well. Without active listening communication cannot be achieved. Therefore, active listening could have been reflected through practical work in class. The class participated in a discussion where group members are engage in an active where presentation is done and members are required to take notes.

2

Non-Verbal Communication

Non – verbal communication is the aspect of using gesture, words and body language. Non – verbal communication was reflected through the use of gesture during the training. A demonstration was done in class with two students communicating using gesture and body language. Later, participants were asked to illustrate what they have understood from the conversation. In order to get the point clear to the trainees,

3

Ask Questions

Questions were asked in random as after and before training to test the knowledge of participants.

3.2 Review of training

Reflection is a vital skill for any trainer. After delivery, you will debrief and reflect on your training session as a group. Use that discussion and your own self-reflection to reflect on your training session. Reflect on both the delivery as a group and on your individual delivery. Identify what worked well, what didn’t work well and how you would improve your training for next time.

Training reflection

What aspects of your training and your group’s training worked well? What aspect of the training did the learners respond to?

Reflection on your training

(Min 2 sentence answer required)

Training was majorly practically, with trainees being taken through non verbal practice, reading, and writing to ensure there is understanding of the concept. I used gesture, reading notes and scripts and recording of speeches or talks from trainees are replayed during the session to create a better understanding among the participants.

Reflection on your group’s training

(Min 2 sentence answer required)

Practical non-verbal training worked well for the training. Within the group trainees interacted to demonstrate the effectiveness of nonverbal communication. In the reading aspect, trainees practically read louder in sequence to show how each trainee is able to read.

What didn’t work well? What aspects of the training and your group’s training did the learners not respond well to?

Please ensure you are answering the question - this question is NOT asking you what you would do differently or how you would improve the training

Reflection on your training

(Min 2 sentence answer required)

The training generally went on well but the aspect of pronunciation and numeracy did not well work. Since some of the trainees were from countries where English is their second language. Getting acquitted with the right pronunciation did not work well as expected.

Reflection on your group’s training

(Min 2 sentence answer required)

Group training conducted in sequences using various materials. However, the training comprised of oral speaking, image identification, loud reading and gesture designed to help group participants build their communication skills and confidence as well.

If you were redelivering this training in another training session, what would you change to improve it?

(Min 1 paragraph answer required)

If I were to redeliver training, I would improve the practical work. More practical training would be included to help in improving the confidence of participants. First, I would grouped participants and then use more practical activities which can expose candidates to learn more communication skills.

Appendix 1

Observation Checklist 1 - Deliver a training session

This checklist is for reference only. It is completed by a CBD College assessor in the documentChecklist of competency and feedback to candidates

Observation Checklist 1 - Deliver a training session

Assessor:

Date:

During planning, did the candidate:

Yes

No

Access and interpreted documentation necessary for planning

X

Confirm roles, responsibility and delivery arrangements for planning and delivery

X

Use listening and questioning techniques during planning phase

X

Finalise learning materials and organise facility, technology and equipment needs in time for delivery

X

During delivery, did the candidate:

Yes

No

Explain intended outcomes of training

X

Use non-verbal and verbal communication (including persuasive communication techniques) appropriate to the learners

X

Include appropriate learner activities and/or a range of delivery methods

X

Use resources, presentation aids and examples to support understanding

X

Demonstrate effective facilitation skills to ensure effective participation and group management

X

Summarise key ideas

X

Comment:

OVERALL OUTCOME:

Candidates gained knowledge and skills in communication. The assessment establish high understanding of communication tips, confidence and speaking and reading.

Assessment 2 – TLIK2003 Apply keyboard skills

TAE40116 Certificate IV in Training and Assessment units covered in Assessment 2 include:

TAEASS402 Assess competence

TAEASS403 Participate in assessment validation

Instructions to Candidates

There are three parts to Assessment 2

Activity

Activity type

Part 1 - Validate an assessment tool against the principles of assessment

Group

Part 2 - Assess competence

Group

Part 3 – Review assessment process

Individual

This assessment is based on the unit TLIK2003 Apply keyboard skills.

Please note, some of the work you will be doing using this unit will be completed in your Classroom Workbook. Work completed in the Classroom Workbook is not part of your summative assessment.

The following activities are part of your summative assessment.

Part 1: VALIDATE

You will work as a group with other validators to review an assessment tool against the principles of assessment (validity, reliability, flexibility, fairness)

Part 2:ASSESS CANDIDATES

You will

conduct an assessment process to assess 4 candidates in the full unit using an assessment tool provided to you

make a judgement for each candidate

record the assessment decision, including giving feedback to each candidate

Part 3: REVIEW

You will

validate the evidence collected against the rules of evidence

review the assessment process

Assessment 2 – TLIK2003 Apply keyboard skills

This assessment is based on the following scenario:

You work for an RTO, Smart Learning, who has been employed to conduct and review assessment for Organics Supermarket. For further details on the scenario, see Classroom Workbook, Activity 1.

For details on relevant policies and procedures for Organics Supermarket and Smart Learning, see TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 2 and Workbook Activity 1

Part1 –VALIDATE AN ASSESSMENT TOOL

This is a group assessment.

In groups of three or four, you have been asked to conduct a validation meeting focusing on an assessment tool for TLIK2003 Apply keyboard skills to see whether it adheres to the principles of assessment. This assessment tool, Assessment 2 for TLIK2003 (Version 1) has been created by an external developerto cover the full unit however your manager has concerns it may not meet the principles of assessment.

In the template below, you are required to write a comment wherever you indicate a no response.

At the conclusion of the validation, write a recommendation for each aspect of the assessment tool where it did not meet the principles of assessment.

Recommendations must stipulate exactly how the tool can be improved, i.e.

What is your recommendation and where will it be included?

Will it involve adding to the existing instrument or

Will you create a new instrument?

If adding a new instrument, what type of instrument will that be?

Each group member may either record the outcomes and decisions of the assessment in their own assessment template or you may elect one person in the meeting to be a scribe.

If you decide the latter, please note:

at the conclusion of the meeting, the scribe will need to ensure all members of the meeting are given a copy of the completed validation meeting template

all members of the validation meeting group must agree on what is recorded

although this is a group activity, as part of your summative assessment, you may be asked to resubmit on some decisions and recommendations, if deemed necessary by your assessor

During the validation you will be assessed by your CBD College trainer/assessor using Observation Checklist 2 – Assessment validation (Appendix 2).

You will be assessed against the following criteria

Prepare for validation

Discuss and confirm the approach to validation

Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate competence

Arrange materials for validation activity

Contribute to validation process

Use validation documents – including mapping template, policies and procedures document

Demonstrate active participation in validation session using appropriate communication skills

Participate in validation session by applying the principles of assessment

Stays on task to ensure validation is completed within the timeframe

Contribute to validation outcomes

Collectively discuss validation findings to support improvements in the quality of assessment

Discuss, agree and record recommendations to improve assessment practice

Validation and the RTO

For details on policies and procedures, see Smart Learning Training and Assessment policies and procedure document.

Reason for validation

Why do RTOs need to conduct validation?

RTO need to conduct validation because, a valid assessment judgement is one that confirms a learner holds all of the knowledge and skills described in a training product

Frequency of validation

According to Smart Learning policies and procedures, how often will validation occur at this RTO?

A validation schedule is a five year plan; each training product must be reviewed at least once in that five-year period.

List three areas of focus for validation

When undertaking validation in an RTO, what are three critical aspects?

1

The assessment task and the assessment

Process.

2

Candidate Evidence; The Candidate performance and The rules of evidence

3

Assessor judgements; The assessment decision that has been made, and reporting and record keeping procedures.

Validation of an assessment tool

At Smart Learning, the following validation documents must be completed and then filed, according to workplace policies and procedures.

(Relevant resources on validation, TAE40116 Resources/Assessment)

Date of validation

11/7/19

Training package code

TLI

Training package name

Transport and Logistics.

Unit of competency code

TLIK2003.

Unit of competency name

Apply keyboard skills.

Focus of this validation

What is being validated? What part of assessment is being validated?

An assessment tool is being validated against one principle of assessment – validity.

Reason for this validation

Why does the client want the validation completed?

Created by an external developer and manager has concerns it may not be valid.

Time of validation

Is this occurring before, during or after assessment?

Before.

Documents used in validation

List two documents you will use

1

TLIK2003 Apply keyboards skills unit of competency

2

TLIK2003 Apply keyboards skills Assessment Tool

Documents appear to be accurate

Assessment tool, mapping template

Yes

Documents include version control

Yes

Assessors

Assessors

Include full names of all assessors involved in validation

Kevin Gibson

Satrughan Thapa

Marilyn Chand

Amir Khwaja

Qualifications and other requirements validators must collectively hold to validate this unit

1

TLIK2003 Apply keyboard skills

2

Cert IV - TAE40116

3

Current Industry Experience

4

Ongoing professional development in the industry and VET

Legal and ethical responsibilities when validating

Name legislation and ethical considerations that you should be mindful of when validating

1

ASQA

2

Standard for RTO 2105

3

Privacy act

Evaluation criteria (principles of assessment)

Yes (Y)

No (N)

If No, comment

VALIDITY

Elements and performance criteria are addressed

PC1.2: No evidence of implementing the knowledge related to accessing WHS policies, prior to starting the practical task.

PC1.3: No instruction to candidate related to resting period.

Performance evidence are addressed

PE1: No instructions on fatigue management

PE5 : No instruction given to the candidate in case of situation arises like contingency, risk, and environment.

PE6: No instruction about identifying the right keyboard and software prior to starting the task.

PE8: No instructions related to accessing manuals and using of keyboard in task 1 and 2.

Knowledge evidence are addressed

KE1: Knowledge Question missing related to use of keyboard and computer

KE2: Knowledge Question missing related to the procedures and guidelines relevant to WHS/OHS.

No instructions to candidate to refer Policy documents.

KE3: No question related to using keyboard and entering data and appropriate actions to prevent or solve problems.

 

Assessment conditions are addressed

AC: Instruction to refer applicable documentation, including workplace procedures, regulation, codes of practice and operation manuals, to provide to candidate is missing.

Level of difficulty is relevant to the AQF level

http://www.aqf.edu.au/aqf-levels

AC: Understanding instruction and keyboard usage

Assessment is based on realistic workplace activities and contexts

PE: Following correct instruction and understanding the procedures without much difficult.

RELIABILITY

Evidence criteria/marking guides/model answers and/or assessment checklists are available to assist the assessment decision

No model answer, marking guides

 

Instructions to assessors are clear, and include time allowed and level of performance required for competency

No time limit for Part 1

Assessment benchmark, appeals, RPL and reasonable adjustment missing

FLEXIBILITY

Instructions allow for reasonable adjustments

No instruction about reasonable adjustment missing

Instructions allow for recognition of existing competency/RPL

No instruction about RPL, existing competency missing

FAIRNESS

Instructions are clear, unambiguous and in plain English

Clear instruction to refer the company policy document and recourses missing

Instructions include an outline of benchmark or requirements for competency

No benchmark instruction mentioned

Reasonable adjustments, including adjustments for LLN needs, do not compromise the integrity of the assessment

No reasonable adjustment instructions mentioned

Opportunity for feedback and review is provided to candidate

No feedback instruction

Allows for appeals against assessment decisions

No appeals instruction

After completing the review, write a recommendation for each aspect which did not meet the principles of assessment. Recommendations must stipulate exactly how the tool can be improved i.e. what is your recommendation and where will it be included? Will it involve adding to the existing instrument or will you create a new instrument?

Recommendations to address issues identified above:

1

In Elements and performance criteria addressing the WHS/OHS guidelines on rest periods and exercises, and procedure for validating and correcting entered information needs to be added.

2

Knowledge Question on various subject need to be added such as; use of keyboard and computer, procedures and guidelines relevant to WHS/OHS, referring to Policy documents and entering data and appropriate actions to prevent or solve problems.

3

Need to include various information such as: model answer, marking guides, time limit for Part 1, Assessment benchmark, appeals, feedback, RPL and reasonable adjustment missing

4

Need to add methods to observe performance regarding various issues such as

- Fatigue management

- Situation arises like contingency, risk, and environment.

- Identifying the right keyboard and software prior to starting the task and accessing manuals and using of keyboard in task 1 and 2.

5

Including QUIZ so that enough evidence is adequately gained on specific knowledge and instructions on knowledge of rest period and exercises.

So that assessment conditions are addressed, adequately resources for relevant exercises, case studies and/or other simulations need to be assessed.

Assessor responsible for completing changes to assessment tool

Satrughan Thapa

Date for assessor to have completed changes by:

11/07/19

Part2- ASSESS COMPETENCE

Assessment of candidates

You will assess four employees from Organics Supermarket. Using assessment tool Assessment 2for TLIK2003 Apply keyboard skills (Version 2), you will assess four candidates in TLIK2003 Apply keyboard skills. This assessment tool is provided by CBD College.

Read through the assessment tool prior to the assessment. Ensure you have a thorough understanding of how to run the assessment.

The assessment consists of two parts:

Written quiz

Direct observation of a practical task

Assess competence -Quiz

This written quiz will be completed by your four candidates, in their own time. In order to prepare your candidate, you are required to email each candidate to:

alert them to the assessment and where the quiz can be found (TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 2 and Workbook Activity 1/Assessment 2, Part 2 – Assess competence)

instruct them to save the assessment file as TLIK2003 Quiz [candidate’s name]

prepare them for the assessment by giving them clear instructions including

the assessment benchmark (i.e. what do they need to do to be deemed satisfactory in this part of the assessment)

any relevant assessment conditions (e.g. do they have access to any documents/resources, due date)

enquire about any particular learning need that the candidate may have that may affect their ability to complete this part of the assessment

invite them to email you with any questions or concerns about the assessment

instruct them to email you backwhen they have completed the quiz, attaching the completed assessment to the email, and cc: smartlearningassessments@gmail.com

TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 2 and Workbook Activity 1/ Assessment 2, Part 2 – Assess competence

Email correspondence

Copy and paste the email you send to your candidates here.

TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 2 and Workbook Activity 1/ Assessment 2, Part 2 – Assess competence

Assess competence –Practical assessment

2.2 Cultural sensitivities

When carrying out the practical assessment, list and explain cultural sensitivity that might need to be taken into account. If you had a candidate with a different cultural background, how could you ensure they were included in the assessment process in affair and equitable way?

(min. one paragraph required)

TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 2 and Workbook Activity 1/ Assessment 2, Part 2 – Assess competence

2.3Specialist support

When carrying out the practical assessment, assume that you were planning assessment for a candidate who is visually impaired. Think about the specialist support requirements that would be needed by this candidate. List at least one example of support you could arrange for this candidate for their assessment.

(Relevant resources - TAE40116 Resources/Assessment/Reasonable adjustment)

Hi, students

Please finish the quiz and email it to me and college admin on following address

smartlearningassessments@gmail.com before 9 a.m. tomorrow.

2.4Assess competence – direct observation of a practical task

During the assessment process, you must

explain, discuss and agree on the details of the planned assessment with your candidates

fully assess four candidates

use the assessment instruments to gather, organise and document the evidence

gather feedback from your candidates on the assessment process using the provided Assessment Evaluation Form (TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 2 and Workbook Activity 1/Assessment 2, Part 2 – Assess competence)

During the assessment process, you will be assessed by your CBD College trainer/assessor using Observation Checklist 3 – Assess competence (Appendix 3).

You will be assessed on the following criteria:

To prepare the learners for assessment, did the candidate:

Read through assessment documentation as part of preparation

Arrange all assessment materials needed

Explain emergency procedures

Explain assessment activities to candidate and confirm understanding

Use appropriate communication and interpersonal skills

To assess competence, did the candidate:

Ensure safety of the candidate at all times

Maintain control of the assessment process

Use instruments to gather evidence

Ensure authentic evidence is gathered

Gather feedback on the assessment process via an Assessment evaluation form

Post assessment

2.5Assessment reports

Mark or assess your candidates’ work. Make a decision on whether or not each candidate has demonstrated the relevant skills and knowledge for the unit TLIK2003 Apply keyboard skills. This will involve marking your candidate’s quiz and the practical checklist that was completed as part of Q2.4.

At Smart Learning, candidate reports must be completed and emailed to the candidate with a copy sent to the course coordinator (smartlearningcoordinator@gmail.com). The reports must be filed, according to workplace policies and procedures.

Using the assessment reports:

give clear and constructive feedback to each candidate regarding the assessment decision

you need to give feedback on each part of the assessment i.e. quiz and practical assessment

record the result for each part of the assessment (S/NYS)

record the overall assessment decision (C or NYC)

make suggestions regarding a follow-up plan as required i.e. in the case that candidates have been deemed NYC, what are the next steps

NB These reports provide feedback to the learner so ensure you address them directly e.g. Jillian, you demonstrated excellent skills in entering data into the laptop etc.

Assessment reports

Unit of competency:

TLIK2003 Apply keyboard skills

Assessment name:

Assessor:

Satrughan Thapa

Date:

11/07/19

Candidate 1

Email:

cc:

Candidate’s full name:

Amir Khwaja

Feedback to candidate on quiz(minimum 2 sentences)

Excellent performance and master of the use of keyboard.

Quiz result (Satisfactory/Not Yet Satisfactory)

Satisfactory

Feedback to candidate on practical assessment (minimum 2 sentences)

Excellent performance and master of keyboard skills. Improvement needed in some areas to perfect the skills.

Practical assessment result (Satisfactory/Not Yet Satisfactory)

Satisfactory

Overall result (Competent/Not Yet Competent):

Competent

Follow up action (if required):

Required

Candidate 2

Email:

cc:

Candidate’s full name:

Feedback to candidate on quiz(minimum 2 sentences)

Quiz result (Satisfactory/Not Yet Satisfactory)

Feedback to candidate on practical assessment(minimum 2 sentences)

Practical assessment result (Satisfactory/Not Yet Satisfactory)

Overall result (Competent/Not Yet Competent):

Follow up action (if required):

Candidate 3

Email:

cc:

Candidate’s full name:

Feedback to candidate on quiz(minimum 2 sentences)

Quiz result (Satisfactory/Not Yet Satisfactory)

Feedback to candidate on practical assessment(minimum 2 sentences)

Practical assessment result (Satisfactory/Not Yet Satisfactory)

Overall result (Competent/Not Yet Competent):

Follow up action (if required):

Candidate 4

Email:

cc:

Candidate’s full name:

Feedback to candidate on quiz(minimum 2 sentences)

Quiz result (Satisfactory/Not Yet Satisfactory)

Feedback to candidate on practical assessment(minimum 2 sentences)

Practical assessment result (Satisfactory/Not Yet Satisfactory)

Overall result (Competent/Not Yet Competent):

Follow up action (if required):

Part 3- REVIEW ASSESSMENT

3.1 Validate against the rules of evidence

Validate the evidence (quiz and practical assessment) you collected during the assessment of the 4 candidates in TLIK2003 Apply keyboard skills to see whether it adheres to the rules of evidence.

Please note, for this validation you are asked to write a comment to justify each decision. You need to explain why the evidence gathered does or does not meet the rules of evidence.

At the conclusion of the validation, write a recommendation for each criterion that was not covered.

Recommendations must stipulate exactly how the assessment can be improved, i.e.

What is your recommendation and where will it be included?

Will it involve adding to the existing instrument or

Will you create a new instrument?

If adding a new instrument, what type of instrument will that be?

At Smart Learning, the following validation documents must be completed and then filed according to workplace policies and procedures.

(Relevant resources on validation, TAE40116 Resources/Assessment)

Validation of an assessment tool:

Date of validation

11/07/19

Purpose of this validation

To ensure that trainees have achieved the knowledge and skills the training was intended to provide. It is also meant to certify the final result of the training.

Time of validation

Is this occurring before, during or after assessment?

Before

Student samples

Candidates

Include full names of the candidates whose evidence is being validated

Kevin Gibson

Marilyn Chand

Luke Eastman

Amir Khwaja

Evaluation criteria (rules of evidence)

Yes (Y)

No (N)

Justify your decision – please comment on each criteria and explain your decision

VALIDITY

Assessment produces evidence that relates directly to the unit of competency

Y

Efficient articulate on issues is a show of confidence or competency in language including reading and writing.

Evidence is based on realistic workplace activities

Y

Candidate showed high skills in using keyboard in

Assessment complexity produces evidence appropriate to the AQF level of the unit

Y

Excellent performance. More practice needed from candidates

AUTHENTICITY

Assessment produces evidence of the candidate’s own ability

Y

Assessment process/tool includes space for the assessor to document ID verification

Y

CURRENCY

Assessment gathers evidence of the candidate’s current knowledge and skills (from the present or recent past)

Y

Assessment reflects current industry practice

SUFFICIENCY

Assessment produces a sufficient quantity of evidence

Assessment evidence is gathered using a range of methods

After completing the validation, write a recommendation for each aspect which did not meet the principles or rules. Recommendations must stipulate exactly how the tool can be improved i.e. what is your recommendation and where will it be included?

Recommendations to address issues identified above:

1

Validity: The assessment established that candidate has developed competency in usage of keyboard hence could express themselves well. It is recommended of candidates to read full guidelines provided to improve the skills and also assist each other on areas they do not understand well.

2

Authenticity: It is also established that candidates ability to use keyboard at workplace has improve. However, it is recommended of candidates to continue practicing to improve their confidence.

3

Currency:

4

Sufficient

5

Date to complete changes

11/07/19

3.2 Review the assessment process

According to Smart Learning’s quality assurance processes, the assessment process must be reviewed regularly.

Based on the feedback from your candidates and your own self-reflection, reflect on the assessment process and the evidence gathered.

Consider whether

the assessment process went smoothly and as you expected

your assessment instructions were clear enough

there is an improvement that you can make to strengthen the assessment process

What aspect of the assessment process worked well?

(Min 1 paragraph answer required)

The two aspects of assessments, which worked well for the training, are formative and summative assessments. The formative assessment was applied to determine what to do next and also to provide suggestion of what should be done when providing teaching.

-Assessment was conducted in a simulated environment and students had access to a computer.

-Maintained good control of the assessment process and used instruments to gather authentic evidence.

-Students demonstrated their ability to apply keyboard skills safely and effectively by completing the practical demonstration.

- Candidates satisfactorily completed all criteria in the checklist.

- Candidates removed any hazards if present, adjusted the workstation to consider posture and ergonomic settings and selected the correct keyboard for the task as per SOPs.

What didn’t work well? What aspects of the assessment process did the candidates have difficulty with?

Please ensure you are answering the question - this question is NOT asking you what you would do differently or how you would improve your assessment

(Min 1 paragraph answer required)

Some of the candidates in the beginning had difficulties in understanding the given questions. On doing demonstration at the beginning, lack of confidence was observed. On speaking the answer in oral question voice pitch was not good. Assessor had to repeat the question and explain once again.

If you were delivering this assessment again, what would you change to improve it?

(Min 1 paragraph answer required)

On the start of the assessment the candidates would read the entire question and ask them if they have any doubts understanding the questions. Would make them speak louder with confidence while giving oral answer. On demonstrating the performance would make them not to hesitate and perform it boldly with confidence. To help in motivating self-confidence, would tell them it is not the end, it is just a step towards and no one fails in this exam it’s just a competent and not competent.

These checklists are for reference only. They are completed by a CBD College assessor in the document Checklist of competency and feedback to candidates

Appendix 2

Observation Checklist 2 – Group validation

Observation Checklist 2 – Group validation

Assessor:

Date:

Prepare for validation

Yes

No

Discuss and confirm the approach to validation

X

Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate competence

X

Arrange materials for validation activity

X

Contribute to validation process

Yes

No

Use validation documents; including mapping template, policies and procedure documents

X

Demonstrate active participation in validation session using appropriate communication skills

X

Participate in validation session by applying the principles of assessment

X

Stays on task to ensure validation is completed within the timeframe

X

Contribute to validation outcomes

Yes

No

Collectively discuss validation findings to support improvements in the quality of assessment

X

Discuss, agree and record recommendations to improve assessment practice

X

OVERALL OUTCOME:

Appendix 3

Observation Checklist 3 – Assess competence

Observation Checklist 3 – Assess competence

Assessor:

Date:

To prepare for assessment, did the candidate:

Yes

No

Read through assessment documentation as part of preparation

X

Arrange all assessment materials needed

X

Explain emergency procedures

X

Explain assessment activities to candidate and confirm understanding

X

Use appropriate communication and interpersonal skills

X

To assess competence, did the candidate

Yes

No

Ensure safety of the candidate at all times

X

Maintain control of the assessment process

X

Use instruments to gather evidence

X

Ensure authentic evidence is gathered

X

Gather feedback on the assessment process via an Assessment evaluation form

X

OVERALL OUTCOME:

Candidates observed the standard and procedures established throughout the sessions.

Assessment 3 – Deliver training and assessment

Units covered in this integrated assessment activity

TAE40116 Certificate IV in Training and Assessment units covered in Assessment 3 include:

TAEDES401 Design and develop learning programs

TAEDES402 Use training packages and accredited courses to meet client needs

TAEDEL401 Plan, organise and deliver group-based learning

TAEDEL402 Plan, organise and facilitate learning in the workplace

TAEASS401 Plan assessment activities and processes

TAEASS402 Assess competence

TAEASS502 Design and develop assessment tools

BSBCMM401 Make a presentation

TAELLN411 Address adult language, literacy and numeracy skills

Instructions to Candidates

There are four parts to Assessment 3

Activity

Activity type

Part 1 – Plan training and assessment of a unit

Individual

Part 2 – Conduct two consecutive training sessions to a group of learners

Group

Part 3 – Review training and assessment

Individual

Part 4 – Develop an assessment tool to assess the full unit

Individual

Part 1: Plan training and assessment of a unit

Based on a Certificate II qualification, including a unit of competency of your choice

You will

plan training of two consecutive sessions

plan assessment of the content delivered in the training sessions

Part 2: Conduct two consecutive training sessions

You will conduct two consecutive training sessions of 40 minutes duration each to a group of 8 learners. In Session 2, you will assess your candidates as part of the session.

Part 3: Review training and assessment

You will reflect on your training and assessment, identifying areas that worked well and areas to improve upon

Part 4: Develop an assessment tool

You will develop the rest of the assessment tool needed to assess your unit of competency

Assessment 3 – Training and Assessing

This assessment is based on the following scenario:

You have been asked by your RTO, Smart Learning, to plan training and assessment for one of their clients who needs work-based training for their employees.

You have been asked to package a Certificate II or III qualification. The client has asked when packaging the qualification to include as much variety in the training as possible and to cater the training to the learners’ needs and characteristics.

The Certificate II/III qualification will include a unit of competency from which you will deliver two consecutive training sessions (Session 1 and Session 2). The sessions will be 40 minutes duration. You will not be training the full unit, only what can be covered in the two sessions. Towards the end of Session 2, you will assess the performance criteria being trained in that session.

The client has requested classroom based training and assessment on their site. Although you are only delivering training and assessment for one part of the unit, your RTO has instructed you to design an assessment tool for the entire unit of competency.

The following information is important when selecting your unit of competency:

you will need to deliver training and assessment of part of the unit in a classroom context

you need to create an assessment tool for the full unit of competency

selected units of competency must have no more than 4 elements

For small units of competency ideas, see TAE40116 Resources/Resources for CBD College Assessments/Suggested (small) units of competency

Part 1 – PLAN TRAINING AND ASSESSMENT

At Smart Learning, the following training program documents must be completed, confirmed with stakeholders and then filed according to workplace policies and procedures.

1.1 Package the qualification

You have been asked to package a Certificate II or III qualification which includes your chosen unit of competency, taking into consideration the needs of your client.

Package the qualification and ensure you contextualise the qualification to meet the client’s needs. Add more rows to the template, if needed.

Qualification name:

Qualification code:

Entry requirements:

Licensing requirements

Total number of units:

Number of core units:

Number of elective units:

Link to packaging rules:

Unit code

Unit name

Reason for inclusion Core/elective

1.2 Plan for the unit of competency of your choice

Please note, this plan is for the unit of competency (not the whole qualification)

The Unit

Unit of competency name

Unit of competency code

Currency (current or superseded)

Link to unit of competency

Objective of unit of competency

What is the purpose of this unit of competency?

Justification of choice of this unit of competency

How does this unit of competency meet the needs of the client?

The Training Program

Objective of this particular trainingprogram

What are the objectives for this particular scenario/context/learner group? What is the purpose of this training program?

Objective of assessment

What is the purpose of the assessment?

Purpose of assessment tool

What is the purpose of the assessment tool? Why do we need the tool?

Key stakeholders

Who has an interest in this learning? Who will you confirm planning with?

The RTO

Training and assessment context

Classroom delivery, simulated work environment, work in industry/work placement

Mode of delivery

Face to face, online, blended, on the job

Risk associated with this training

Consider

WHS Risks e.g. fire, ergonomics, lighting/ventilation, tripping hazards etc

Organisational risks e.g. only 1 trainer, no backup etc

Risk Management

With the risks that you have identified on the left hand column, what actions have you taken to minimize those risks/hazards?

1

1

2

2

3

3

4

4

Legal and ethical considerations associated with this training and assessment

1

2

3

4

5

The Learners

Description of the group

e.g. age, educational background, LLN, working status

How learner characteristics (description of the group) will be taken into account in training

What specifically will you do to cater for the particular learners described above?

Learner style

e.g. visual/kinaesthetic etc.

How learner styles will be taken into account in training

What specifically will you do to cater for theparticular learner styles?

Contextualisation

How will you contextualise for this group of learners?

Checked training package advice on contextualization (yes/no)

Adult learning theories and principles

Identify and define one adult learning theory (e.g. cognitive learning theory) and one adult learning principle (e.g. adults have life experience and knowledge). Explain how each will be reflected in your training.

(Relevant resources on adult learning theories and principles, TAE40116 Resources/training)

Adult learning theory

Definition of one adult learning theory and how it is reflected in your training

Adult learning theory

Definition

Reflection in training

(min. one paragraph answer)

Adult learning principle

Definition of one adult learning principle and how it is reflected in your training

Adult learning principle

Definition

Reflection in training

(min. one paragraph answer)

Read through the entire unit of competency. Select the performance criteria which suits your client, their needs and the context of the training. You will be training two consecutive sessions of 40 minutes duration. Assessment of the performance criteria covered in Session 2 will occur towards the end of Session 2.

1.3 Session plans

Develop the session plans for one or more performance criteria in your chosen unit for delivery of two 40 minute sessions. You will use these session plans to deliver training in Part 2 of this assessment.

Unit code

Unit name

Session 1

Element/performance criteria

Training activities

Include strategies, activities and contentwhich will be covered, in the order it will be delivered

Resources

Time for training

Introduction

5

Insert element

30

Insert performance criteria being trained

Conclusion

5

Unit code

Unit name

Session 2

PC/element

Training activities

Include strategies, activities and contentwhich will be covered, in the order it will be delivered

Resources

Time for training

Introduction

5

Insert element

22

Insert performance criteria being trained

Conclusion

3

Assessment

10

Plan assessment

Read and analyse the assessment requirements of your unit of competency. Develop the plan for assessing the performance criteria being trained in your second session. Plan for assessment to occur in the last ten minutes of Session 2.

Your CBD College trainer is a stakeholder in the planning of this assessment. Ensure you show your initial plan to your trainer, ask for their input into the plan for assessment, if applicable, and gain approval that you are on right track.

1.4 Assessment method

Provide advise to the client regarding your choice of assessment.

Element

Performance criteria

Assessment method

Assessment instrument

Insert element/s being trained (include element number)

Insert performance criteria being trained

(include performance criteria number)

What is the reason for your choice of assessment method/s? Ensure you make reference to the PC being assessed and the context of the assessment. Think about what aspect of the PC is being assessed by the method/s you have chosen.

E.g. I chose direct observation as it was the best method of gathering evidence of the skills involved for adjusting“posture and ergonomic settings of chair and workstation”. I used a quiz also, to assess the candidate’s knowledge of “WHS/OHS guidelines”

What is an alternative assessment method/instrument to the recommended choice?

If the assessment was carried out in another context or with different learners, what other assessment method could be used? Please note, if you have more than one assessment method, you will need to identify an alternative for each method.

Alternative assessment method/s

Alternative assessment instrument/s

Development of assessment

1.5 Develop the assessment tool you will use to assess your learners at the end of Session 2.

The assessment tool must include:

Instructions to assessors

Assessment instruments, including instructions to candidates

Model answers

Reference to:

recognition of prior learning

reasonable adjustment for learner needs

appeals process

The tool must adhere to the principles of assessment and rules of evidence.

Use mapping marks in the tool to demonstrate coverage of the unit of competency (Performance Criteria, Foundation Skills (if applicable),Performance Evidence and Knowledge Evidence).

For examples of mapping marks, see CBD College Handouts, Assessment tool examples – Role play and Quiz

(Relevant resources on creating assessment tools, TAE40116 Resources/Assessment)

Please note, you do not need to submit/paste this tool here. In Assessment 3 Part 4, you will be asked to build on this assessment tool to cover the full unit of competency.

You will be required to submit this assessment tool to your assessor on Day 9 for review, just prior to using it in Session 2.

PART 2 DELIVER TRAINING AND ASSESSMENT

Now that you have planned the training and assessment of two consecutive 40 minute sessions, you will deliver the two sessions.

Before delivery of each session

You will need to develop/gather training session materials such as:

Handouts

Training Evaluation Forms

Props and equipment

Youtube videos for demonstration purposes

Music

PowerPoint presentations etc.

If you do not know how to use PowerPoint/Keynote you will be responsible for researching how to use this software.

Deliver your training and assessment sessions

Deliver your training and assessment sessions to 8 learners. Ensure the training is dynamic, varied and engaging.

Assessing your students

Towards the end of Session 2, carry out your planned formal assessment that covers the performance criteria that you have trained in Session 2. Document the results if you are using a checklist or collect the assessment tasks if your learners are completing a written task.

You will be assessed by your CBD College trainer/assessor using Observation checklist 4- Deliver training and assessment (see Appendix 4)

N.B. Your training and assessment sessions need to be 40 minutes and no longer.

Part 3 - Review

Review of Training

According to Smart Learning’s quality assurance policy and procedures, training and assessment processes must be reviewed regularly.

Monitoring learners

3.1 List two examples of behaviours that you observed or that you might observe in a learner who was experiencing difficulties with training or assessment.

(min. 2 sentence answer required for each example)

1

2

3.2 How did you monitor learner progress to ensure outcomes were being achieved and individual learner needs were being met? Ensure your answer includes reference to monitoring learner progress during the training session as well as through assessment.

(min. 1 paragraph required for each answer)

Training

Assessment

Managing learners

3.3 How did you manage inappropriate behaviour to ensure learning could take place? If you did not encounter any in your particular training session, assume that you had a candidate who repeatedly used inappropriate language and made racist remarks. How would you have managed this?

(min. 2 paragraph answer required)

Reasonable adjustment

3.4 Explain the principles of reasonable adjustment.

(Relevant resources - TAE40116 Resources/Assessment/Reasonable adjustment)

3.5 How did you make adjustments to the delivery sessions to reflect specific needsand circumstances. N.B. This is not referring to an LLN need.

If you did not need to make adjustments in your sessions, assume that you had a candidate who was in a wheelchair. Explain how you would make a reasonable adjustment to your training and assessment to cater to this special need.

Please note, answers must be a reflection on your training and assessment delivered. Answers should include specific adjustments to the training and assessment that occurred in Session 1 and Session 2.

Training

Assessment

3.6Training reflection

Based on the feedback from your assessor as well as your own self-reflection, reflect on your training. Identify what worked well, what didn’t work well and how you would improve your training for next time.

What aspects of your training worked well? What aspect of the training did the learners respond to?

(Min 1 paragraph answer required)

What didn’t work well? What aspects of the training did the learners not respond well to?

Please ensure you are answering the question - this question is NOT asking you what you would do differently or how you would improve the training

(Min 1 paragraph answer required)

If you were redelivering this training in another training session, what would you change to improve it?

(Min 1 paragraph answer required)

Review of Assessment

According to Smart Learning’s quality assurance processes, the assessment process must be reviewed regularly.

3.7 Assessment reflection

Based on the feedback from your assessor as well as your own self-reflection, reflect on your assessment instrument and the assessment process.

Consider whether

your assessment instructions were clear enough

the answers your candidates gave were the ones you were expecting

the evidence collected covered the performance criteria being assessed

there is an improvement that you can make to strengthen the instrument

What aspect of your assessment tool and/or the assessment process worked well?

(Min 1 paragraph answer required)

What didn’t work well? What aspects of the assessment process or the assessment tool did the candidateshave difficulty with?

Please ensure you are answering the question - this question is NOT asking you what you would do differently or how you would improve your assessment

(Min 1 paragraph answer required)

If you were using this assessment tool or delivering this assessment again, what would you change to improve it?

(Min 1 paragraph answer required)

Part 4 Develop an assessment tool

You created an assessment tool to assess your learners in Session 2. Build on that assessment tool to create an assessment that covers your full unit of competency. You need to create an assessment tool to assess all aspects of the unit.

(Relevant resources on creating assessment tools, TAE40116 Resources/Assessment)

The assessment tool must include:

Instructions to assessors

Assessment instruments, including instructions to candidates

Model answers

Reference to:

recognition of prior learning

reasonable adjustment for learner needs

appeals process

The tool must adhere to the principles of assessment and rules of evidence.

Use mapping marks in the tool to demonstrate coverage of the unit of competency (Performance Criteria, Foundation Skills (if applicable), Performance Evidence and Knowledge Evidence)

Relevant resources on creating assessment tools, including mapping marks

TAE40116 Resources/Assessment

TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 7/Assessment Tool template

CBD College Handouts

Place the full assessment tool template here



Appendix 4

Observation Checklist 4- Train and assess

This checklist is for reference only. It is completed by a CBD College assessor in the documentChecklist of competency and feedback to candidates

Observation Checklist 4 - Deliver training and assessment

Assessor:

Date:

Subject:

Prior to delivery

1

2

Arrange training equipment and materials

Check equipment is safe and in good working order

Confirm delivery arrangements with CBD College assessor and other relevant personnel

Access specialist support (CBD College assessor) for LLN learner, if required (Session 2 only)

Confirm with LLN learner their needs and the strategies planned to support them (Session 2 only)

Delivery

1

2

Comments

Introduce session

Cover WHS considerations (Session 1 only)

Outline objectives of session

Conduct each session according to session plan, modified where appropriate to meet learner needs

Show a sound grasp on subject matter of training session

Use appropriate interpersonal skills to develop a professional relationship with learners

Use persuasive communication techniques to ensure audience interest

Use appropriate vocabulary, adjusting language, tone and pace to maintain effective interactions and engagement

Deliver training which covers the benchmark

Employ a range of delivery methods and training aids to optimise learner experiences

Use two training strategies and two customised resources to support LLN requirements (Session 2 only)

Include appropriate learner activities

Use training materials which have been contextualised and are appropriate for specific needs of the learner group

Create linkages between materials and learners’ experiences

Demonstrate effective facilitation skills to ensure effective participation and group management

Use the diversity of the group as another resource to support learning

Monitor learner progress to ensure outcomes are being achieved and individual learner needs are being met

Motivate learners

Encourage two-way feedback

Organise and operate technology

Conclude session, including summarising key ideas and concepts

Explain assessment activities to learners and confirm understanding (Session 2 only)

Conduct assessment process appropriately (Session 2 only)

Use assessment materials and two assessment strategies to support LLN requirements (Session 2 only)

Distribute and collect Training Evaluation Form (Session 1) /Training and Assessment Evaluation Form (Session 2) for review purposes

Adhere to timelines

Post delivery

1

2

Seek and discuss feedback from CBD College assessor

Appropriately discuss LLN strategies used with CBD College Assessor (Session 2 only)

Comments:

OVERALL OUTCOME:

Assessment 4 – Train and assess in the workplace

Units covered in this integrated assessment activity

TAE40116 Certificate IV in Training and Assessment units covered in Assessment 4 include:

TAEDES401 Design and develop learning programs

TAEDES402 Use training packages and accredited courses to meet client needs

TAEDEL402 Plan, organise and facilitate learning in the workplace

TAEASS401 Plan assessment activities and processes

Instructions to Candidates

There are four parts to Assessment 4

Activity

Activity type

Part 1 – Plan training for an individual

Individual and pair role play

Part 2 – Plan assessment for an individual

Individual and pair role play

Part 3 – Review

Individual

Part 4 –Adjust an assessment instrument

Individual

This assessment is based on the unit MEM11011B Undertake manual handling.

Part 1: PLANTRAINING FOR AN INDIVIDUAL

You will

develop a workplace training plan for an individual

role play in a meeting with that individual to plan and discuss their learning pathway

Part 2: PLANASSESSMENT FOR AN INDIVIDUAL

You will

develop a workplace assessment plan for an individual

role play in a meeting with that individual to plan and discuss their assessment pathway

Part 3: REVIEW THE LEARNING/FACILITATION RELATIONSHIP

You will

reflect on what worked well and what could be improved upon in terms of the learning/facilitation relationship

Part 4: CUSTOMISE AN ASSESSMENT INSTRUMENT FOR AN INDIVIDUAL

adjust an existing assessment instrument to create a suitable instrument for the individual

Assessment 4 – Train and assess in the workplace

This assessment is based on the following scenario:

New employees working in the warehouse at Organics Supermarket are to be trained in MEM11011B Undertake manual handling. The supervisor/manager of these new employees is Jim Barnet. The in-house trainer of manual handling at Organics Supermarket is Gillian Armstrong.

Your RTO, Smart Learning, has been asked by Organics Supermarket to plan workplace training and assessment for an employee who has a particular learning need. This learner needs to be trained in Undertake manual handling however his pathway will be different to the main group.

Oliver Rickshaw, one of the new employees, has a hearing impairment. Oliver is deaf in one ear. This affects his ability to work and learn in the workplace e.g. he would have difficulty learning in a noisy warehouse environment. As a result, the main training program will need to be adjusted for this learner, given his particular need.

In addition, Smart Learning have been given the following information about Oliver;

full time employee

30 - 40 year old age bracket

is a kinaesthetic learner

has good LLN skills

You will begin by watching a clip of Oliver, who is sharing some information about himself with you. You will review the training and assessment plan which has been designed for the whole learning group and begin to plan for this particular learner’s needs. You will meet with the learner to discuss the individualised learning/assessment plan.

Organics Supermarket have also asked you to monitor the training plan and the program as it unfolds.

Introduction to learner

Watch the clip of Oliver Rickshaw introducing himself. As you watch, make notes of any strengths and areas that may be a weakness or difficulty for Oliver in a workplace training program.

Interview notes

Make notes here on Oliver’s skills and areas that will be difficult for him when planning work-based training and assessment.

Oliver needs assistant on hearing, but he is very enthusiastic, physically fit, and good eyesight.

Training on group could be some trouble, being left out , mis communication, or some members may not know his hearing problem. He has worked in past for long interval in warehouse and is interested in knowing how the work is done.

Part 1 – Plan the Training Program

After being introduced to Oliver, via the video clip, you need to review the training program which has been planned for the full group. Your task is to create an individualised learning plan based on Oliver’s needs.

At Smart Learning, the following training and assessment documents must be completed, confirmed with stakeholders and then filed according to workplace policies and procedures

Please note, you are adjusting an existing training program. You only need to complete the white cells in this plan, to make adjustments for the individual learner.

1.1 The Training Program

Purpose of training program

Why is this training program, including both training and assessment, necessary? What is the objective?

To train the employees of Organics Supermarket in lifting and moving materials manually and using basic manual handling equipment in an Organics Supermarket working environment. At the conclusion of the training, assessment will ensure employees have the skills and knowledge involved in manual handling. At the end the assessment will confirm that all trainees have qualified with the same skills and knowledge being trained.

Type of training program

Workplace learning – on the job

Purpose of individualised training program

Why is this individualised training program necessary? What is the objective for the learner, Oliver Rickshaw?

Oliver has hearing problem, he needs assistant on hearing and being part of the group. The target is to be in the same pace in learning as everyone while being trained.

The Unit

Unit of competency

MEM11011B Undertake manual handling

Checked for currency

Yes

Link to unit of competency

https://training.gov.au/Training/Details/mem11011b

Learning in the workplace

Skill needs analysis within the workplace

List two ways skill needs within the workplace could be identified. How could you identify what skills are needed within this workplace?

1

Discussions as available- Management, Jim Barnet

2

Observations,

Trainings

And analysis

WHS

After reading through the Organics Supermarket WHS Policy and Procedure document, consider the risks associated with this training which will occur in the workplace and identify the way these risks will be managed.

Source of WHS information

List at least one source of WHS information at Organics Supermarket

Organic Supermarket

Work Health and Safety Policies

Risk associated this training

Consider WHS Risks e.g. fire, ergonomics, manual handling, tripping hazards etc

Risk Management

With the risks that you have identified on the left hand column, what actions have you taken to minimize those risks/hazards?

1

Injury to self

1

Follow safety work practices , induction by trainer to make sure appropriate methods and procedures are followed

2

Machineries movement, eg- forklifts

2

Identify the safe zone, isolation so training is conducted well

Safe use and maintenance of equipment used in training/manual handling

How will you ensure this occurs? What materials will you need to check and maintain?

This can take place following the reference the organic supermarket standard policies and procedures regarding operations, WHS policies along with related manufacturing specifications, and also following fatigue management policy

Risk associated this training being at work

Consider what are the risks in terms of the learner not meeting contractual requirements or meeting usual responsibilities at work?

Risk Management

With the risks that you have identified on the left hand column, what actions have you taken to minimize those risks/hazards? How will the learner still meet contractual requirements and responsibilities at work?

1

Fatigue Management

1

Breaks in interval as mentioned and training sessions time

2

Productivity

2

Making sure training sessions are effective and relevant to learning outcomes. Making sure they are realistic with productive result

Hazard reporting

What are the reporting requirements for hazards and incidents at Organic Supermarkets?

Completion of hazard id form, locating website within the safety tab or search hazard id form

Email coleted form to whs supervisor

Cc the department supervisor

Entering hazard incident form into company websites

Organicsupermarket.com.au on safety tab

Health and safety in the workplace

Who monitors health and safety in the workplace? How often does monitoring occur? What processes are used?

Who?

Why supervisor- monitoring WHS at organics supermarket

When?

Monitored yearly in 9th month every

How?

Evaluation and revise regular for WHS systems surveys of staffs med checks

The Learner

Description of the learner

e.g. age, educational background, LLN, working status

Full time new worker

Has good line skills

38yr

Enthusiastic learner

Warehouse work experience

Hearing impairment problem

Learner style

visual/kinaesthetic etc.

Kinaesthetic

Individualised training program

Personnel responsible

Julian Armstrong

Who is responsible for training this learner in the workplace? Who will monitor this program? How will the learner be monitored?

Training

Julian Armstrong

Monitoring

Satrughan Thapa is responsible

Self-reflection and taking responsibility for learning

How will the learner take responsibility for their learning? How/when will they self-reflect?

Regular feedback

Set some goals weekly basis

Video of recourse.

Practice in simulated environment

Demonstration

Research in use of equipment

Do online learning for heads up before class

Stakeholders

Who has an interest in this learning?

1

2

3

4

External learning activities

What other learning activities can be integrated with this program? What activities may be relevant for this learner?

Pre online learning for preparation of learning

Example- video, ppt, demonstration

Pre reading the slides

Pre viewing of information and instruction online

1.2 Plan an individualised training pathway

The following training plan has been provided for the all learners. Make adjustments to ensure this Oliver’s learning pathway is relevant and appropriate.

(Relevant resources on reasonable adjustment, TAE40116 Resources/Assessment)

Element 1 –Lift materials manually

Time for training element 1

4 hours

Performance criteria

Workplace training activities

Resources

Individualised learning pathway for Oliver

1.1 Material weight is determined correctly utilising most appropriate technique, and risks associated with lifting are assessed.

1.2 Lifting techniques are undertaken to National Occupational Health and Safety Commission (NOHSC) and standard operating procedures. Types of movement, methods, storage, height and position are considered.

Handouts and discussion in the warehouse on

introducing NOHSC

Organics Supermarket manual handling procedures

correctly determining material weight

Small group activity in the warehouse – given several lifting scenarios, has small groups identify the risks associated.

Demonstration by trainer

Correct lifting techniques for a number of scenarios.

correctly determining material weight

Small group practice of lifting scenarios, including determining risk, planning and using appropriate technique

Handouts

Goods in warehouse

-Setting the Oliver chair to the position where he can hear properly and take hearing advantage. Making sure the handouts cover topics more in depth. Notes, handouts

Using power points with highlights to important topics so he can comprehend visually

Asking questions to make sure he is in the pace

-Moving Oliver group to separate classroom so he has more advantage to follow the guidelines properly. (less other group noise.

Using demonstration with power points or subtitle in the presentation videos so he can figure out correctly and read and connect to the topic.

Element 2 – Move/shift materials manually

Time for training element 2

4 hours

Performance criteria

Workplace training activities

Resources

Individualised learning pathway for Oliver

2.1 Appropriate equipment is selected where required.

2.2 Material is placed safely and securely on moving equipment.

2.3 Material is relocated ensuring safety of personnel and security of material.

2.4 Material is unloaded from moving equipment and placed in a safe and secure manner.

Warehouse ‘stocktaking’ – identifying equipment available in warehouse

e.g. hand trolleys, motorised and hand pallet trucks, scissor lifts, hand carts etc.

Manual handling video

http://www.youtube.com/watch?v=DVmjiDyFPMk

Ppt

Organics Supermarket procedures for moving materials manually incl.

Placement of materials on moving equipment

Safety of personnel and material

Unloading material from moving equipment

Placing material on shelves

Pair activity - photos of various lifting and moving scenarios. In pairs, learners identify the risks and issues associated with lifting/moving.

Demonstration of moving/shifting materials in warehouse

Small group practise including working individually and in teams

Warehouse equipment including hand trolleys, motorised and hand pallet trucks, scissor lifts, hand carts

Ppt with video embedded

Photos

Subtitle use in the presentation of videos. Also Oliver can watch videos separately if he requires additional help. Frequent written questions to Oliver so he has comprehended the topic

Setting the Oliver chair to the position where he can hear properly and take hearing advantage.

Making aware about his hearing condition to his partner in group so he can make sure he speaks on the side of ear where he can hear.

Making sure the PPT is accompanied with more reading and picture demonstration so he can comprehend all the topics

Making aware about his hearing impairment condition to his partner in group so he can make sure he speaks on the side of ear where he can hear.

1.3 Role play 1

You will role play a planning meeting in pairs (one of the pair will role play as the Smart Learning trainer and the other as Oliver). As the trainer during the meeting, you will need to:

discuss the group planned training program to confirm its appropriateness for the learner

discuss the proposed individualised training pathway you have created

When you are role playing as the trainer, you will be assessed by your CBD College trainer/assessor using Observation checklist 5– Plan training/assessment in the workplace for an individual (Appendix 5).

You will be assessed on the following criteria

Did the candidate:

Confirm purpose and context of training/assessment with learner

Agree upon the objectives and scope of the training/assessment program with learner

Discuss individualised training/assessment plan with learner

Explain training strategies and techniques planned and the reason for inclusion in training/assessment program

Seek feedback from learner on the outcomes planned

Demonstrate respect, empathy and be considerate towards the learner

Use appropriate interpersonal and communication skills during entire meeting

Please note, after planning assessment in Part 2, you will conduct another role play where you will swap roles with your partner (one of the pair will role play as the Smart Learning assessor and other as Oliver).

Part 2 – Plan an individualised assessment

2.1 The following assessment plan has been provided for the all learners. Make adjustments to ensure this learner’s assessment journey is relevant and appropriate.

Element

Performance criteria

Assessment method

Assessment instrument

Individualised assessment plan for Oliver

1.Lift materials manually

1.1. Material weight is determined correctly utilising most appropriate technique, and risks associated with lifting are assessed.

1.2. Lifting techniques are undertaken to National Occupational Health and Safety Commission (NOHSC) and standard operating procedures. Types of movement, methods, storage, height and position are considered.

Direct observation – on the job

Practical task with assessor checklist

No change

For oral questioning, or written questions will be arranged for you. he needs to be moved to quite room so he can hear properly or handed a list of written questions so can read. Frequent written questions to Oliver so he has comprehended the topic.

Oral questioning

Questions with checklist

Element

Performance criteria

Assessment method

Assessment instrument

Individualised assessment plan for Oliver

2.Move/shift materials manually

2.1. Appropriate equipment is selected where required.

2.2. Material is placed safely and securely on moving equipment.

2.3. Material is relocated ensuring safety of personnel and security of material.

2.4. Material is unloaded from moving equipment and placed in a safe and secure manner.

Direct observation – on the job

Practical task with assessor checklist

No change

For oral questioning, or written questions will be arranged for you. He needs to be moved to quite room so he can hear properly, or handed a list of written questions so can read. Frequent written questions to Oliver so he has comprehended the topic

Oral questioning

Questions with checklist

Required skills

Assessment method

Assessment instrument

Individualised assessment plan for Oliver

Look for evidence that confirms skills in:

identifying relevant standards and lifting techniques

assessing weight of material

selecting lifting equipment

working and communicating in teams

assessing risks

planning

reading and interpreting routine information on written job instructions, specifications and standard operating procedures. May include drawings

following oral instructions

Direct observation – on the job

Practical task with assessor checklist

Making sure all his teams know about his hearing impairment conditions while maintaining Communication in the teams, so they make sure he is in the pace with the group

Making sure that the oral instruction is directed to his side of ear where he can hear properly

And he has a written handout

Required knowledge

Assessment method

Assessment instrument

Individualised assessment plan for Oliver

Look for evidence that confirms knowledge of:

manual handling techniques

hazards of incorrect procedures

NOHSC standards for manual handling

safe work practices and procedures

Oral questioning

Questions with checklist

Question in writing and moving to a quiet room. He needs to be moved to quite room so he can hear properly or handed a list of written questions so can read. Frequent written questions to Oliver so he can comprehend well.

Critical aspects of evidence

Assessment method

Assessment instrument

Individualised assessment plan for Oliver

Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts.

Direct observation

Practical task with checklist

No change

Question in writing and moving to a quiet room.

He needs to be moved to quite room so he can hear properly or handed a list of written questions so can read. Frequent written questions to Oliver so he can comprehend well.

Oral questioning

Questions with checklist

2.2 Role plays 2

You will swap roles with your partner (one of the pair will now role play as the Smart Learning assessor and the other as Oliver). You will role play an assessment planning meeting. As the assessor during the meeting, you will need to:

discuss the group assessment program to confirm its appropriateness for the learner

discuss the proposed individualised assessment pathway you have created

Part 3 – Review

Learner and facilitator relationship

Think about the meeting you had with Oliver Rickshaw. Reflect on the effectiveness of the learning/facilitation relationship.

Please note, this is a reflection about the relationship between yourself (as the facilitator) and Oliver. It is NOT a reflection about Oliver’s training and assessment.

What aspects of your meeting worked well?

Reflect on the positive aspects of your working relationship with Oliver at this point.

Very friendly, and went well, he confirmed everything went well. He consented to the arrangements we have made for him.

He liked all the methods being used. He had a good understanding of what was going on.

What didn’t work well? What areas could you improve upon in terms of the learner/facilitator relationship?

Include specific steps you will take to maintain or improve the working relationship.

Instead of oral questioning written questioning would have worked better in assessments. Frequent quiz for him on checking his understanding if oral teaching was involved would be better

Proposed date of follow-up meeting with learner

9/07/19

After the first meeting to follow up on the methods and plan is working or not a week time is suggested.

Part 4–Adjust an assessment instrument

The following assessment instrument has been created to assess part of MEM11011B Undertake manual handling. It has been designed for the main learning group at Organics Supermarket. Use this assessment instrument and adjust it to create a suitable instrument for Oliver Rickshaw. You will need to take into account his particular learning needs.

Make adjustments to the instrument. Ensure:

the version control procedures are followed as part of this update

changes are obvious by using purple font

you adjust the instructions to candidate, so they are appropriate for Oliver

Assessment instrument for

MEM11011B Undertake manual handling

Assessment instrument 1 – Writtenquiz

Candidate name:

Assessor name:

Assessment benchmark: Each question will require a satisfactory answer for candidates to be deemed S.

Date of assessment:

Time Allowed: 10 minutes

Instructions for candidate:

This is an individual writtenquiz. This assessment involves your assessor giving you quiz paper and you can answer each question correctly to get S.

Questions

Answer true or false for the following:

True

False

[1] A task involving a worker stretching, over-reaching or bending to the floor has a manual handling risk.

[2] Actions and movements should be done smoothly and without pain or discomfort.

[3] Tasks that require repetition or speed of movement have no link to manual handling injuries.

[4] The only personal factor that influences the risk of manual handling injury is age.

[5] According to the National Occupational Health and Safety Commission, there are no prescribed weight limits for lifting, because this is affected by many risk factors.

Answer the following questions:

S

NYS

[6] When lifting, name three techniques which are considered safe and which will help minimise injury.

a)

b)

c)

[7] The physical environment can have a serious impact on the way in which manual handling is carried out in the workplace. Choose one of the following and describe the impact it might have on the way manual handling is carried out?

Option 1 – Poor lighting

Ans)-

Option 2 – Rough or uneven surfaces

Ans)-

Candidate’s underpinning knowledge was: Satisfactory Not Yet Satisfactory

Feedback to candidate:

Candidate’s signature: ……………………………………………………………. Date:

Assessor’s signature:……………………………………………………………. Date:

V:1, Smart Learning, 24/5/16

Appendix 5

Observation Checklist 5 – Train and assess in the workplace

This checklist is for reference only. It is completed by a CBD College assessor in the documentChecklist of competency and feedback to candidates

Observation Checklist 5 – Train and assess in the workplace

Assessor:

Date:

Did the candidate:

Yes

No

Confirm purpose and context of training/assessment with learner

Agree upon the objectives and scope of the training/assessment program with learner

Discuss individualised training/assessment plan with learner

Explain training strategies and techniques planned and the reason for inclusion in training/assessment program

Seek feedback from learner on the outcomes planned

Demonstrate respect, empathy and be considerate towards the learner

Use appropriate interpersonal and communication skills during entire meeting

OVERALL OUTCOME:

Assessment 5 – Address language, literacy and numeracy skills

Units covered in this integrated assessment activity

TAE40116 Certificate IV in Training and Assessment units covered in Assessment 5 include:

TAEDES401 Design and develop learning programs

TAEDES402 Use training packages to meet client needs

TAEDEL401 Plan, organise and deliver group-based learning

TAEDEL402 Plan, organise and facilitate learning in the workplace

TAEASS401 Plan assessment activities and processes

TAEASS402 Assess competence

TAELLN411 Address adult language, literacy and numeracy skills

Instructions to Candidates

There are four parts to Assessment 5

Activity

Activity type

Part 1 – Determine the LLN requirements of the training and the learner

Individual

Part 2 – Plan support for the learner with LLN needs during training and assessment

Individual

Delivery of training session (Assessment 3, Session 2) which includes supporting a learner with LLN needs

Part 4– Reflect and review the support given

Individual

This assessment is based on a unit of competency of your choice.

As part of Assessment 3, you will deliver two training sessions. Within your learner group in Session 2, you will have a learner who has low language, literacy and/or numeracy skills. This assessment involves analysing and planning for this learner so you can support them during training and assessment in Session 2.

Part 1 – DETERMINE THE LLN REQUIREMENTS OF THE TRAINING AND THE LEARNER

You will

determine the LLN requirements of the training specification and the workplace performance (the performance criteria you intend training in Assessment 3, Session 2)

determine the LLN requirements of the learner, to identify where they are likely to need support

Part 2 – PLAN THE WAY YOU WILL SUPPORT THE LEARNER DURING TRAINING AND ASSESSMENT

You will

adjust Assessment 3, Session 2 session plan to support the LLN learner during training and assessment

customise or redesign two resources and your assessment instrument/s to make them appropriate for a learner with LLN needs

Part 3 - Delivery of training and assessment that addresses adult language, literacy and numeracy needs

You will put your planning into practise during your Assessment 3, Session 2 delivery. You will be assessed by your CBD College trainer/assessor using Observation Checklist 4 – Deliver training and assessment.

You will be assessed on your ability to support the learner with LLN needs, against the following criteria:

Use two training strategies and two customised resources to support LLN requirements

Use assessment materials and two assessment strategies to support LLN requirements

Distribute and collect Training Evaluation Forms for review purposes

Part 4 – REVIEW SUPPORT PROVIDED

After delivering your training session (Assessment 3, Session 2), you will

review and evaluate the effectiveness of the support provided for the learner with LLN needs

Assessment 5 – Address language, literacy and numeracy skills

This assessment is based on the following scenario:

One of the learners in your training session (Assessment 3, Session 2) has low language, literacy and/or numeracy skills. As part of your session, you will support this learner during both training and assessment.

This assessment involves you determining core skills this learner needs support in. You will plan ways to support the learner during training and assessment by creating an individualised learning pathway. You will then reflect on your training and assessment in terms of the support given to the learner.

You will be responsible for training and monitoring the progress of this learner.

Relevant resources

TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 5

CBD College Handouts

CBD College online module: LLN – Address adult language, literacy and numeracy

Part 1 – Determine the LLN requirements of the training and the learner

1.1 Training plan

The Unit

Unit of competency name

Language, literacy and numeracy practice

Unit of competency code

Language, literacy and numeracy practice

Individualised training program

Purpose of individualised training program

Why is this individualised training program necessary? What is the objective for the learner?

Language, literacy and numeracy training is needed to improve interaction level of employees. It is designed to build language and literacy confidence of individuals. This would be able to allow individuals to interact without difficulty and therefore, improve performance of individuals. The key objectives of learners are to gain skills and knowledge in language and literacy and to become confidence in communication.

Context for training

What is the context for this learning? Will the learner be learning on their own or as part of a group?

Core context of learning include reading, writing and oral communication. The learners will also be taken through numeracy skills, which are required to participate in work and a variety of community activities. Most of these learning activities will be done on a group and at personal level. Group learning shall include oral communication practice, and reading to build confidence of learners in communication. Personal or own learning include writing practice.

Personnel responsible

Who is responsible for training this learner? Who will monitor this program?

Training

Certificate IV in Training and Assessment

Monitoring

Supervisor

Evaluating effectiveness of program

How will you evaluate your own training and assessment practise? How will you evaluate the effectiveness of the training and assessment support and strategies provided to the learner?

Training will be evaluated using survey and questionnaires to determine the effectiveness of the training. The effectiveness of the training will be based on impact created by the training. Improve confidence and communication skills will mean that the training is effective. The negative feedback of the survey would be a clear indication of the effectiveness of the training provided.

1.2 Analyse and determine LLN requirements of the training specification (UoC) and the workplace

Think about the LLN skills needed within the unit of competency and for successful performance of the jobs/tasks the learner will be performing in the workplace as a result of this training.

For all relevant core skill, identify the trigger words, skills and/or tasks. You need to identify at least one example for each relevant core skill. Then estimate the Australian Core Skills Framework (ACSF) level of each example.

(Relevant resources on LLN, TAE40116 Resources/Training and CBD College LLN online learning)

Core skills

Trigger words/skills identified in the

unit of competency (PC) and the workplace

Estimate of ACSF level

Level 1/2/3/4/5

e.g. reading and interpreting routine information on WHS policy documents

e.g. level 3

Reading

3.1 Identify relevant procedures and formats for written information

Level 2

Writing

3.3 Ensure written information meets required standards of style, format and detail

Level 2

Oral communication

1.3 Seek advice on the communication method/equipment most appropriate for the task

Level 2

Numeracy

N/A

N/A

Learning

3.4 Seek assistance and/or feedback to aid communication skills development

Level 2

1.3 Determine LLN skills of the learner

You are going to use three sources of information to assist you to identify the level of the learner’s core skills:

An information from the LLN learner has completed

Information from an LLN specialist

An interview with the LLN learner

Source 1 – Information form – this form has been completed by the LLN learner.

Fill out an information form

Target core skills

This task covers ASCF:

Reading and Writing at Level 1

Reading and Writing at Level 2.

Target audience

This task is a generic task suitable to any context.

Content coverage

This task covers skills to complete a simple form, typical of those found in many contexts. The task is graded in that the first six fields are at Reading and Writing Level 1 and then the fields request more complex information and may be less familiar to the candidate, so the skill level moves to Level 2.

The task could be contextualised to add fields suitable to the context in which it will be delivered.

Please note: on its own this task is not sufficient to assess an ACSF level. To allow the candidate to demonstrate more comprehensive evidence provides them with another task at the appropriate level and context.

Instructions to assessor

The task requires the candidate to:

Read the headings on the left of the form

Write responses to provide information about them.

Ensure the candidate understands the task before commencing. Provide the appropriate support for the level and conclude when you think the candidate has reached their highest level of performance.

This short task should be used in conjunction with other tasks to make a judgement about Reading and Writing skill levels.

ACSF mapping

Question

ACSF skill level indicator

Domains of Communication

Fields 1 - 5

1.03 1.04 1.05 1.06

Personal and communityWorkplace and employment and/orEducation and training

Fields 6 - 12

2.03 2.04 2.03 2.04

Field 14

1.03 1.04 1.05 1.06

Source 2 – Information from an LLN specialist

An LLN specialist has undertaken some pre-training assessment on the learner. Read through the following information about the learner, given to you by the LLN specialist.

Information from an LLN specialist

The learner:

gets on well with her work colleagues. She communicates with them in an informal way. In more formal contexts, such as meetings, the learner is not confident and does not take an active role

uses key words and search engine to find basic and familiar information only

reads simple texts only e.g. her pay slips, most staff memos etc.

uses only familiar computer technology to calculate data. The learner struggles with unfamiliar computer technology

prefers not to answer the telephone

participates in face to face oral communication in familiar contexts

prefers not to write, particularly long and involved written texts

enters simple data into a computer system, particularly using routine content

works well within a team when supported by a mentor

approaches colleagues for help when necessary

Source 3 - Interview with the learner

In the clip you will watch, a learner with LLN needs is being interviewed by a trainer. The trainer is gathering information about the learner’s core skills.

Watch the interview with the LLN learner and take notes on the learner’s skill level. When thinking about core skills, note down:

what are the learner’s strengths?

what are the areas of weakness?

Interview notes

Skills

-basic calculator

No manuals reading

Basic email

Basic internet e.g. Facebook

Basic computer entering name and no.

Basic calculation

Basic reading

Visual learner

The learner

Description of the learner

e.g. Age, educational background, sex, working status

Charlene Halbert

Age- 47

Education background-10

Sex- female

Working status- not employed

Learner style

visual/kinaesthetic etc.

Visual

Identify LLN skills of the learner

Using the three pieces of information you have on the learner (the form completed by the learner, the information from the LLN specialist and your notes from the interview) and the Australian Core Skills Framework, identify the LLN skill level you think the learner may be working at.

Core skills

Estimate of ACSF level

Reading

Level 1

Writing

Level 2

Oral communication

Level 2 or 3

Numeracy

Level 1

Learning

Level 1

Support Requirements

Identify support requirements

1.4 Using the information above completes the following table to identify if your learner requires support during your training session.

Core skills

Estimate of ACSF level of the training specification/workplace performance

See Q1.2

Estimate of ACSF level of the learner

See Q1.3

Does the learner require support?

Yes or No

Reading

Level 2

Level 1

Yes

Writing

Level 2

Level 2

No

Oral communication

Level 2

Level 2 or 3

No

Numeracy

N/A

Level 1

No

Learning

Level 2

Level 1

Yes

1.5 List two sources of support for this learner within or external to the RTO which could compliment the training program. Explain how you would go about accessing such support. Please note, this is not identifying support that you will give the learner in your session. You need to think about other sources of support.

Sources of support

How to access

e.g. Adult Migrant English Program (AMEP) tutor/tuition

I would email the AMEP to organise this tuition https://www.education.gov.au/adult-migrant-english-program

1

English Learning Centre (ELC)

2

1.6 Identify two resources which could support this learner’s LLN skill development. Explain how you would go about accessing these resources. Please note, this is not identifying resources you will use in your training, such as PowerPoint or handouts. These are resources that will help the learner’s skill development.

Resources

How to access

e.g. Ideas that work video – Develop your learners’ reading skills

Ideasthatwork.com.au

1

2

1.7 Cultural and social sensitivities

What are the cultural or social issues that you may need to be sensitive to when interacting with learners who require LLN support?

List and explain two that may cause you to have to communicate with some sensitivity when dealing with these learners.

(Min 2 sentence answer required for each point)

1

2

Part 2 - Plan an Individualised Program

During this planning stage, if necessary you will consult with a LLN specialist (your CBD college trainer) regarding your ideas and planning of support for your LLN learner. You will then incorporate these ideas into your planning.

Name of LLN Specialist consulted:

2.1 Individualised session plan

In the first column, paste the training and assessment activities you have planned for Assessment 3, session 2.

Create an individualised learning pathway for your LLN learner by recording adjustments you will make or support you will give during the training and assessment. In addition, identify any specialist support you will access for your LLN learner during the assessment, if required.

You will need to carry out this support during your training session (Assessment 3, Session 2). You will also need to be ready to discuss these modifications with your CBD College assessor after Session 2, as part of your post-delivery discussion.

NB You must identify at least two ways you will support the learner during training and two ways you will support the learner during assessment

Session 2 – Individualised Training Plan

Training activities

Adjustments for learner with LLN needs

You must identify a minimum of two strategies or adjustments of training

Time for training

Introduction

Paste your introduction from Assessment 3, Session 2 Session plan

Body

Paste your training activities from Assessment 3, Session 2 Session plan

Conclusion

Paste your conclusion from Assessment 3, Session 2 Session plan

Assessment activities

Adjustments for learner with LLN needs

You must identify a minimum of two strategies or adjustments for assessment

Identify the specialist support you will access, if required

Time for assessment

Assessment

Describe your assessment activities or process from Assessment 3, Session 2

2.2 Self-reflection and responsibility

Encouraging learners to take responsibility for their learning and to self-reflect is a vital step. How will you do this with your LLN learner?

2.3 Learning Resources

Choose two learning resources you plan on using during your Assessment 3, Session 2 training session. Identify how you will customize or redesign the resources for use during your training session to make them more accessible for a student with LLN needs.

Learning resources

e.g. Powerpoint, handouts, poster

1.

2.

How will these resources be customised?

Explain how you will design/customise these resources so they are more accessible to the learner with LLN needs

Part 3 - DELIVER TRAINING AND ASSESSMENT THAT SUPPORTS YOUR LEARNER WITH LLN NEEDS

Now that you have planned the way you will support your learner during training and assessment, you will be delivering the training and assessment as part of Assessment 3, Session 2.

Deliver training and assessment that addresses adult language, literacy and numeracy needs

During your training and assessment session (Assessment 3, Session 2), support your learner with LLN needs using:

your planned training and assessment strategies

your customised resources

Gathering feedback

Gather feedback on the support given to your LLN learner by asking them to complete a Training Evaluation Form.

You will be assessed by your CBD College trainer/assessor using Observation Checklist 4 – Deliver training and assessment.

You will be assessed on your ability to support the learner with LLN needs, against the following criteria:

Use two training strategies and two customised resources to support LLN requirements

Use assessment materials and two assessment strategies to support LLN requirements

Distribute and collect Training Evaluation Forms for review purposes

Part 4 - Review of Support for LLN Learner

Based on the feedback from your assessor, the LLN learner and your own self-reflection, reflect on the training and assessment strategies you used and support you gave the learner who had LLN needs.

4.1 Training reflection

What aspect of the support given to the LLN learner during training worked well? What did the learner respond to?

(Min 1 paragraph answer required)

What didn’t work well?

What aspects of the training did the LLN learner not respond well to?

Please ensure you are answering the question - this question is NOT asking you what you would do differently or how you would improve the training

(Min 1 paragraph answer required)

If you were using this strategy/support in another training session, what would you change to improve it?

Or

How else could you support a learner with this particular LLN need during training?

(Min 1 paragraph answer required)

4.2 Assessment reflection

What aspect of the support given to the LLN learner worked well during the assessment process? What aspect did the learner respond to?

(Min 1 paragraph answer required)

What didn’t work well?What aspects of the assessment did the LLN learner find difficult or not respond well to?

Please ensure you are answering the question - this question is NOT asking you what you would do differently or how you would improve the assessment

(Min 1 paragraph answer required)

If you were using this strategy/support in another assessment session, what would you change to improve it?

Or

How else could you support a candidate with this particular LLN need during assessment?

(Min 1 paragraph answer required)

Assessment 6 – Recognition of prior learning

Units covered in this integrated assessment activity

TAE40116 Certificate IV in Training and Assessment units covered in Assessment 6include:

TAEDES402 Use training packages to meet client needs

TAEASS401 Plan assessment activities and processes

TAEASS502 Design and develop assessment tools

TAEASS402 Assess competence

Instructions to Candidates

There are two parts to Assessment 6.

Activity

Activity type

Part 1 – Plan, implement and review an RPL assessment

Individual

Part 2 – Plan and develop an RPL assessment process

Individual and pair

Part 1: PLAN, IMPLEMENT AND REVIEW RPL ASSESSMENT

This assessment is based on the unit TLIK2003 Apply keyboard skills

Using the Unit of CompetencyTLIK2003 Apply keyboard skills

You will

develop an RPL assessment plan

create instructions for assessors and candidates

implement the plan, gathering and reviewing candidate evidence

customise and use evidence gathering tools

make a judgment of candidate competency and document the outcome

review the assessment process

Part 2: PLANNING AND DEVELOPING AN RPL ASSESSMENT PROCESS

This assessment is based on the unit PSPGEN007 Use technology in the workplace

You will

develop an RPL assessment plan

create instructions for assessors and candidates

design and develop RPL evidence gathering tools

seek peer feedback on your assessment plan and tool, recording the comments and identified amendments

Assessment 6- Recognition of Prior Learning Assessment

(Part 1)

This assessment is based on the following scenario:

Your manager at Smart Learning has been impressed with your recent work. She has asked you to take on a special project, which involves designing and implementing an RPL assessment process for the unit TLIK2003 Apply keyboard skills.

Smart Learning already have a candidatewho is seeking RPL in TLIK2003 Apply keyboard skillsand would like you to trial your design on this candidate.

The candidate, Ajit Reddy:

- has been working for over 10 years in an industry where keyboard skills are required and often in use

- is currently working in the warehouse at Books Alive where he uses the in-house computer system to process and pack orders

- has a high level of language, literacy and numeracy skills

- believes he has adequate evidence of the skills and knowledge relating to Apply keyboard skills

You have been asked to create a RPL assessment plan for Ajit. You will also need to develop assessor and candidate instructions. The RPL assessment process must be designed and conducted in accordance with the principles of assessment (valid, reliable, flexible, fair).

You will need to review the candidate’s evidence portfolio. In accordance with Smart Learning’s Training and Assessment policies and the RPL assessor instructions, accurately document and map the evidence against the unit TLIK2003 Apply keyboard skillsto determine the candidate’s progress towards competency.

Your manager has suggested, if the candidate presents insufficient evidence, a written competency interview would be a good way to fill any evidence gaps and has given you a standard template to customise. Once all evidence has been reviewed, you will need to make a judgment of competency documenting the outcome and feedback in accordance with your RTO’s policies and procedures.

Note: Templates are provided to support you in this activity, helping you to plan and structure your process. Hints in italicized text are included in the templates to guide you along the way.

(Relevant resources on RPL, TAE40116 Resources/Assessment and CBD College Handouts)

Part 1 -PLANNING, IMPLEMENTING AND REVIEWING RPL ASSESSMENT

At Smart Learning, the following RPL plan must be completed, confirmed with stakeholders and then filed according to workplace policies and procedures.

Before beginning planning:

thoroughly read the unit TLIK2003 Apply keyboard skillsand Smart Learning Training and Assessment Policies and Procedures

access the provided assessment resources and information

(See TAE40116 Resources/Resources for CBD College Assessment tasks/Assessment 6 and Workbook Activity 2and CBD College Handouts)

Note, TAE40116 Classroom Workbook Activity 2 will assist you with completing this assessment task

1.1 Development of an RPL plan

For the unit TLIK2003 Apply keyboard skillsand for the candidate, Ajit Reddy, you will need to prepare a recognition plan. The plan needs to include:

details of the unit of competency

context and legal requirements

details of the recognition process

details of how evidence may be presented for recognition

instructions for assessor and candidate

In developing your plan, you will need to consider what RPL is and isn’t, who is eligible to apply and the steps involved in the process. Once you have examined the unit you can begin to think about possible evidence that could be used to demonstrate candidate competence for each criterion. Lastly consider the information assessors and candidates would need to know about the process.

Please complete the following template to aid you in planning and developing your RPL process.

Recognition of Prior Learning (RPL) Plan

Unit of competency code

Unit of competency name

Unit description/application

Licensing/Regulatory

Prerequisites

Eligibility for this recognition process

For this particular unit, explain what sort of candidate is eligible for RPL

Objective of this assessment

What is the purpose of this assessment?

Contextualisation

Consider how the assessment will be contextualised for this candidate

Assessor requirements

Consider minimum legal assessor requirements

1

2

3

4

Legal and ethical requirements associated with this RPL process

Consider relevant legislation, WHS, codes of conduct

1

2

3

RPL Assessor

Full name

Outline the steps involved in the RPL process

Instructions to guide assessors and candidates

Smart Learning Training and Assessment Policies and Procedures will assist you with writing some of the details of these instructions

Instructions for RPL Assessors and Candidates

TLIK2003 Apply keyboard skills

Submission requirements

When and where evidence should be submitted

Number of attempts/submissions allowed

Assessment timeframes

Time taken to assess student’s submission

Reasonable adjustments

Appeals

Evidence requirements

What evidence can be submitted (provide examples)

Evidence gaps

What will the process be if insufficient evidence is supplied

Documenting evidence, outcomes and providing feedback

What, how and when does evidence need to be documented and feedback/outcomes communicated

RTO

RPL developer full name

Version control

1.2 Gather and implement an RPL assessment

You have been informed that Ajit Reddy has paid his enrolment fee and has been enrolled as an RPL student.

Ajit’s evidence portfolio can be found -

TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 6 and Workbook Activity 2/Ajit Reddy’s RPL Evidence

Once you have Ajit’s evidence opened, identify the candidate’s application form in the evidence portfolio. Transcribe the details in the Candidate RPL Application below.

Candidate RPL Application

Candidate name

Full name

Contact details

Unique Student Identifier (USI)

Submission date

Today’s date:

Submission Agreement signed

yes/no

Authenticity Statement signed

yes/no

Payment received

Yes/no

$ amount

Specific learning need or circumstances

Reasonable adjustments to be made as a result of specific need

Explain any adjustments you will make to the assessment process, if applicable

1.3 Review the candidate’s portfolio of evidence.

As you look at each piece of evidence, decide which aspect/s of the unit it addresses (performance criteria, performance evidence, knowledge evidence).

Below in the Evidence Review template (evidence provided section), describe the evidence and how it relates to each criterion.

You may notice there are some areas of the unit, which are not covered by evidence. Document these in the assessor notes section.

Assessor notes section should be used to indicate strength of evidence and any other relevant information.

Decide for each criterion whether it is sufficiently covered by appropriate, authentic, and current evidence. Insert an outcome (Yes/No) for each criterion. This will help you identify the evidence gaps.

Evidence must be documented accurately, promptly and in accordance with Smart Learning’s Training and Assessment policies and RPL assessor instructions.

Note one piece of evidence may cover more than one part of the unit.

Evidence Review Template

TLIK2003 Apply keyboard skills

Elements of competency

Evidence provided

Assessor notes

Outcome Y/N

1. Apply WHS/OHS principles

1.1 Information on WHS/OHS requirements when using keyboard/keypad devices is accessed and interpreted

1.2 Posture and ergonomic settings of chair and workstation are adjusted following WHS/OHS guidelines

1.3 WHS/OHS guidelines on rest periods and exercise are followed when using computer keyboards, calculators or other data entry devices

2. Enter data

2.1 Text and numeric data are entered into a computer, calculator or other data entry device using a keyboard or keypad as part of workplace tasks

2.2 Entered information is checked and corrected using a keyboard or keypad

Performance evidence

Evidence provided

Assessor notes

Outcome Y/N

Evidence of the ability to:

applying fatigue management knowledge and techniques

applying precautions and required action to minimise, control or eliminate hazards that exist when using keyboards to enter data

applying relevant legislation and workplace procedures

interpreting and following operational instructions and prioritising work

modifying activities depending on operational contingencies, risk situations and environments

operating and adapting to differences in keyboards, software and computer equipment in accordance with standard operating procedures

operating electronic infotechnology and computer equipment to required protocol

reading and interpreting instructions, procedures, information and manuals relevant to using keyboards to enter data

working systematically with required attention to detail without injury to self

Knowledge evidence

Evidence provided

Assessor notes

Outcome Y/N

procedures for the use of keyboards and computer equipment in the workplace

relevant WHS/OHS procedures and guidelines concerning the use of computer equipment in the workplace, including recommended posture, ergonomic settings of chair and work station, and the use of rest periods and exercise

typical problems that can occur when using keyboards to enter data and related appropriate action that can be taken to prevent or solve these problems

work health and safety(WHS)/occupational health and safety (OHS) hazards and risks when using computer equipment for work tasks, and ways of controlling the risks involved.

V1.EvidenceReview template.18.2.19 JG: TLIK2003

1.4 Customise an assessment instrument

You may notice there are some areas of the unit, which are not covered by evidence. To help fill these gaps, develop some questions to ask the candidate.

Document your questions in the Competency Interview template below (question section).

Review your questions to ensure they will gather useful and relevant information to fill the evidence gaps.

This assessment instrument should be designed and used in accordance with the principles of assessment and rules of evidence.

The right-hand column of the template will be completed as part of question 1.5.

Note: It is not enough for the candidate to say they can do something, they need to describe what, how, when, where. Use open questions. Ask for specific examples.

Competency Email

Candidate full name:

Competency email

List the questions you will ask your candidate or the evidence you will request:

Question or evidence request

Candidate’s evidence provided in response to email request

(NB This will be completed as part of Q1.5)

1

2

3

4

5

Insert or delete rows as needed

Overall comment regarding the assessment of competency interview evidence

Include comments regarding strength of evidence provided, coverage of gaps etc.

N.B. This will be completed as part of Q1.5

Assessor full name

Date

Version control

1.5 Correspondence activity

RPL written competency interview with Ajit Reddy

This activity is to be done individually.

Step 1

As the RPL assessor, write an email to the candidate thanking them for their submission. Briefly outline areas that have been covered, providing positive feedback on their progress. Explain there are some gaps in their submission and you would like to gather further evidence. Copy and paste your competency questions or evidence request into the email. Send your email to reddyajit186@gmail.com

Step 2

The candidate will email you back with his answers. Document the candidate’s responses in the Competency Interview template above. Consider what areas have now been fully addressed with sufficient evidence. Are there any remaining evidence gaps? Make a note of your thoughts in the additionalcomments section of the template.

1.6 Making a judgment of competency

Complete the Evidence Matrix and Assessment Report.

Consider whether you have gathered sufficient, valid, authentic and current evidence of learner competence against the unit requirements

Record your judgment in the template

Insert a Yes (Y) in each cellin the portfolio of evidence and competency interview columns where evidence demonstrates competence

Provide feedback to the RPL candidate in the Assessment Report at the bottom of the matrix

The matrix and report should be completed and submitted in accordance with Smart Learning’s Training and Assessment policies and procedures

Note: For the candidate to be deemed competent and awarded RPL, you must have a ‘Y’ in at least one of the two categories of evidence for each aspect of the unit.

Evidence Matrix

Unit of competency:

Candidate name:

Date:

Elements of competency

Portfolio of evidence

Competency interview

1. Apply WHS/OHS principles

1.1 Information on WHS/OHS requirements when using keyboard/keypad devices is accessed and interpreted

1.2 Posture and ergonomic settings of chair and workstation are adjusted following WHS/OHS guidelines

1.3 WHS/OHS guidelines on rest periods and exercise are followed when using computer keyboards, calculators or other data entry devices

2. .Enter data

2.1 Text and numeric data are entered into a computer, calculator or other data entry device using a keyboard or keypad as part of workplace tasks

2.2 Entered information is checked and corrected using a keyboard or keypad

Assessment requirements

Portfolio of evidence

Competency interview

Performance evidence

Evidence of the ability to:

applying fatigue management knowledge and techniques

applying precautions and required action to minimise, control or eliminate hazards that exist when using keyboards to enter data

applying relevant legislation and workplace procedures

interpreting and following operational instructions and prioritising work

modifying activities depending on operational contingencies, risk situations and environments

operating and adapting to differences in keyboards, software and computer equipment in accordance with standard operating procedures

operating electronic infotechnology and computer equipment to required protocol

reading and interpreting instructions, procedures, information and manuals relevant to using keyboards to enter data

working systematically with required attention to detail without injury to self

Knowledge evidence

procedures for the use of keyboards and computer equipment in the workplace

relevant WHS/OHS procedures and guidelines concerning the use of computer equipment in the workplace, including recommended posture, ergonomic settings of chair and work station, and the use of rest periods and exercise

typical problems that can occur when using keyboards to enter data and related appropriate action that can be taken to prevent or solve these problems

work health and safety(WHS)/occupational health and safety (OHS) hazards and risks when using computer equipment for work tasks, and ways of controlling the risks involved.

RPL Assessment Report

Competency decision

For the candidate to be deemed competent and awarded RPL, you must have a ‘Y’ in at least one of the two categories of evidence for each aspect of the unit.

□Competent

□Not yet competent

Assessor feedback to the candidate

Give specific feedback

(Min 1 paragraph answer required)

Assessor full name

Version control

1.7Review the assessment process

Based on your own self-reflection, how could you improve the RPL process and evidence gathering tools? What specific amendments will you make to improve the tool design?

Critique of process and tools

(Min 1 paragraphanswer required)

Consider:

Were your instructions for the candidate and assessor clear enough?

Did the candidate provide the evidence you were expecting?

Did your design gather sufficient, valid, authentic and current evidence?

Is your process and design reliable, flexible, fair and valid?

How you could strengthen and streamline the process and tools?

Amendments to improve the tool design

(Identify at least 2 amendments,Min 1 paragraphrequired for each amendment)

1

2

Assessment 6- Recognition of Prior Learning Assessment

(Part 2)

This assessment is based on the following scenario:

Your previous RPL design and development work with Smart Learning was well received, with your manager nominating you for employee of the month. You have now been asked to design and develop a second RPL assessment process, this time for the unit PSPGEN007 Use technology in the workplace.

Your manager explains you only need to develop the RPL assessment plan and corresponding evidence gathering tools for PSPGEN007 Use technology in the workplace. Smart Learning stakeholders, including a CBD assessor, will review the design and tools. You do not need to implement the process or assess a candidate.

Your manager reminds you as part of assessment tool development, you will also need to create assessor and candidate instructions, which this time she would like written as separate instructions for assessors and instructions for candidates.

The RPL assessment process must be designed in accordance with Smart Learning’s Training and Assessment policies and the principles of assessment (valid, reliable, flexible, fair). The RPL tools must be designed to gather valid, reliable, sufficient and authentic evidence of the unit PSPGEN007 Use technology in the workplace.

Note: The templates below will support you in this activity, helping you structure your process. Hints in italicized text are included in the template to guide you along the way.

Part 2 - PLANNING AND DEVELOPING AN RPL ASSESSMENT PROCESS

At Smart Learning, the following RPL plan must be completed, confirmed with stakeholders and then filed according to workplace policies and procedures. Your manager has made several assessment resources for the unit PSPGEN007 Use technology in the workplace available to you. Before beginning planning:

thoroughly read the unit PSPGEN007 Use technology in the workplace

access the provided assessment resources and information

Using and maintaining technology

Sample RPL assessor instructions

Sample RPL candidate instructions

Sample third party report

Sample evidence matrix and assessment report

Smart Learning Training and Assessment policies and procedures

(See TAE40116 Resources/Resources for CBD College Assessment tasks/Assessment 6 and Workbook Activity 2/Assessment 6and CBD College handouts)

2.1Development of an RPL plan

Prepare a recognition planfor the unit PSPGEN007 Use technology in the workplace. The plan needs to include:

details of the unit of competency

context and legal requirements

details of how evidence may be presented for recognition

instructions for candidates

instructions for assessors

In developing your plan, you will need to consider what RPL is and isn’t, who is eligible to apply and the steps involved in the process. Once you have examined the unit you can begin to think about possible evidence that could be used to demonstrate candidate competence for each criterion. Lastly consider the information assessors and candidates would need to know about the process.

Please note, this is not an RPL plan written for a specific candidate. It is a general plan, written for any future candidates who are applying for RPL, and their assessors.

Please complete the following template to aid you in planning and developing your RPL process.

Recognition of Prior Learning (RPL) Plan

Unit of competency code

Unit of competency name

Unit description/application

Licensing/Regulatory information

Prerequisites

Yes/No

Description of candidates

E.g. typical industry, experience, education background, level of LLN etc.

Context

Consider how the assessment will be contextualised for the candidates

Assessor requirements

Consider minimum legal assessor requirements

1

2

3

4

Legal and ethical requirements associated with this RPL process

Consider relevant legislation, WHS, codes of conduct

1

2

3

Principles of assessment

As a designer of an RPL assessment, consider how you will meet the principles of assessment

validity

reliability

flexibility

fairness

Validity

Reliability

Flexibility

Fairness

Instructions to guide assessors and candidates

Please note, for this assessment plan and tool, you are required to create separate instructions to assessors and instructions to candidates.

PSPGEN007 Use technology in the workplace -Instructions for RPL Assessors

Please note, these instructions should be written clearly for ASSESSORS -

they should differ from instructions to candidates

Assessment timeframes

Submission and marking

Interpreting evidence to make a judgement

Consider how assessors must apply each rule of evidence when reviewing submissions and making the final judgement

Valid

Current

Sufficient

Authentic

Reasonable adjustments

Evidence gaps

What should assessors do if insufficient evidence is supplied

Documenting evidence, outcomes and providing feedback

What, how and when does evidence need to be document and feedback/outcomes communicated

PSPGEN007 Use technology in the workplace -Instructions for RPL Candidates

Please note, these instructions should be written clearly for CANDIDATES –

they should differ from instructions to assessors

Submission requirements

When and where evidence should be submitted

How and to whom evidence should be submitted

Number of attempts/submissions allowed

Evidence requirements

What evidence can be submitted specific to PSPGEN007 (provide examples)

E.g. third party report

Submitting evidence that meets the rules of evidence

What are the requirements in terms of submitting evidence that is valid, current, sufficient and authentic

Valid

Current

Sufficient

Authentic

Assessment of evidence

How evidence will be assessed

Marking timeframes

Evidence gaps

What happens if there are gaps?

Feedback and outcome

How judgement of competency will be made

How and when outcome and feedback will be provided

Reasonable adjustments

Appeals

RTO

RPL developer full name

Version control

2.2 Developing an RPL assessment tool

Develop in full a RPL Third Party Report for the unit PSPGEN007 Use technology in the workplace. The evidence gathering tool should include the following:

clear assessor instructions

clear candidate instructions

evidence gathering/assessment instrument key features (space for names, signatures, date, version control etc)

instructions in the instrument to guide the third party in completing the report

customised unit criteria (elements, performance criteria, performance evidence, knowledge evidence)

To get you started, a basic framework for the RPL assessment tool has been provided below. Consider informationthe candidate and third party would need to know about RPLand howto complete the report.

Note: The tool must be designed to record evidence that is valid, sufficient, current and authentic. It must adhere to the principles of assessment (valid, reliable, flexible and fair).

See Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 6 and Workbook Activity 2/Sample third party report for ideas. You may use the sample report as a guide, however you may not copy and paste large chunks of the report. Your design should be appropriately adjusted for the unit and context.

Assessor Instructions

Third Party Report

Please note, these instructions should be written clearly for ASSESSORS -

they should differ from instructions to candidates

Unit of competency code

Unit of competency name

Purpose and use

Provide clear instructions for assessors. Explain:

what a TPR is

how assessors can use the report

Third Party Report

Use

Appropriate persons

Explain from whom reports can be accepted e.g.: supervisor, manager

Value of the report in the overall judgement of competency

Can reports be the sole piece of evidence? Why/why not?

Authenticity issues

Candidate Instructions

Third Party Report

Please note, these instructions should be written clearly for CANDIDATES-

they should differ from instructions to assessors

Unit of competency code

Unit of competency name

Purpose

Explain how third party reports can be used to support a claim for competency

Instructions for use

Provide clear instructions for candidates. Explain:

what candidates should do with the report template

who can and can’t provide a report

Use

Suitable persons

Assessment and verification

Explain:

what the assessor will do with the completed report

verification actions assessor may take

Assessment

Verification

Third Party Report

Unit code

Unit name

Candidate and Third Party Details

Complete the following white section of the template to gather basic contact details. Consider space to record candidate name, third party name, position, nature and length of relationship to candidate, contact details…etc.

<Insert details>

Instructions to the third party

Provide information outlining the purpose of the report, appropriate persons, and authenticity issues

Provide instructions to guide the third party in completing the report.

(e.g.: how should the ‘yes/no and comments’ boxes be completed)

Unit Elements and Performance Criteria

For each element insert the PC. Customise the language so it is relevant and easy for the third party to understand. Note PC should not be copied and pasted directly from the unit- customisation is necessary.

EG: PC may be written as a statement or question. E.g.: does the candidate…...?

Yes

No

Comments

Element 1

Insert Element

Performance Criteria

Insert Performance Criteria in the white space below (customising the PC is necessary)

Please provide specifics examples describing how the candidate has performed these activities.

Insert extra rows as needed

Element 2:

Insert Element

Performance Criteria

Insert Performance Criteria in the white space below (customising is necessary)

Please provide specifics examples describing how the candidate has performed these activities.

Insert extra rows as needed

Assessment Requirements

Performance Evidence

Insert performance evidence in the white space below (customising is necessary)

Please provide specifics examples describing how the candidate has done these activities.

<Insert details>

Knowledge Evidence

Insert knowledge evidence in the white space below (customising is necessary)

Please provide specifics examples describing how the candidate has done these activities.

<Insert details>

RTO Assessor Section:

Complete the following white section to guide the third party and assessors in filling the template in and documenting verification details. Consider space to record names, signatures, dates, verification etc.

<Insert details>

Version Control

<Insert version control details>

2.3 Developing an RPL assessment matrix and report

Develop in full an RPL assessment matrix and report for the unit PSPGEN007 Use technology in the workplace. The instrument should include the following:

key features (space for names, signatures, date, version control etc.)

clear instructions for use

reference to the unit (you may copy and paste elements, performance criteria, performance evidence, knowledge evidence directly from the unit)

The instrument must adhere to the principles of assessment and rules of evidence.

See TAE40116 Resources/Resources for CBD College Assessment tasks and Workbook Activities/Assessment 6 and Workbook Activity 2/Sample Evidence Matrix and Assessment Report for ideas

Evidence Matrix

Instructions to assessors:

<Insert instructions for assessors, instructing them on how to complete this matrix>

Unit of Competency: <Insert unit name and code>

Candidate Name:

Date:

Elements of competency

Evidence 1

Evidence 2

1.

<Insert element>

<Insert performance criteria>

2.

<Insert element>

<Insert performance criteria>

Foundation skills

Evidence 1

Evidence 2

<Insert foundation skills>

Assessment Requirements

Evidence 1

Evidence 2

Performance evidence

<Insert performance evidence>

Knowledge evidence

<Insert knowledge evidence>

RPL Assessment Report

<Ensure your report includes the necessary features for an RPL assessor to record the competency decision e.g. competency decision, space feedback to the candidate, assessor name, version control etc.>

2.4 Review of assessment tool

This activity is to be done with a colleague or peer, who will review your RPL assessment plan and tool – ideally the person has some experience in training and assessment.

Ask your reviewer for feedback on your RPL plan and assessment tool. Ask them to think about the clarity of instructions and the evidence gathering instruments. They need to critically review the design, highlight positive aspects and areas for further development. Use the box below to record feedback from your peer.

Consider:

suitability of planned approach

clarity of instructions

evidence gathering instruments

other relevant feedback

Name of reviewer (your peer or colleague):

Position or experience in training and assessment:

Date:

Positive aspects about the RPL plan and tool

Areas for improvement in the RPL plan and tool

2.5 Critical reflection and amendments

This is an individual activity.

Based on feedback received from others (e.g.: peers, reviewer, CBD College trainer accessed on Help Days) and your own self-reflection, how could you improve the RPL plan and evidence gathering tools? What specific amendments will you make to improve the tool design?

Critique of process and tools

(Min 1 paragraph answer required)

Consider:

Were your instructions for the candidate and assessor clear enough?

Will your design gather sufficient, valid, authentic and current evidence?

Is your process and design reliable, flexible, fair and valid?

How you could strengthen and streamline the and tools?

Amendments to improve the tool design

(Identify at least 2 amendments, Min 1 paragraph required for each amendment)

1

2

Assessment 7 – Train and assess

Units covered in this integrated assessment activity

TAE40116 Certificate IV in Training and Assessment units covered in Assessment 7 include:

TAEDES401 Design and develop learning programs

TAEDES402 Use training packages to meet client needs

TAEDEL401 Plan, organise and deliver group-based learning

TAEASS401 Plan assessment activities and processes

TAEASS403 Participate in assessment validation

TAEASS502 Design and develop assessment tools

Instructions to Candidates

There are five parts to Assessment 7

Activity

Activity type

Part 1 – Plan training and assessment of a unit of competency

Individual

Part 2– Develop an assessment tool

Individual

Part 3 – Trial the assessment tool

Pair

Part 4– Validate assessment evidence against the principles of assessment and rules of evidence

Individual

Part 5–Review the tool

Individual

This assessment is based on the unit CUAACD101 Use basic drawing techniques

Part 1: PLANTRAINING AND ASSESSMENT

Based on the qualification CUA20215 Certificate II in Creative Industries and the unit CUAACD101 Use basic drawing techniques

You will

package the qualification

develop a training plan for the full unit, CUAACD101 Use basic drawing techniques

develop an assessment plan for the full unit

Part 2: DEVELOP AN ASSESSMENT TOOL

You will

develop an assessment tool to assess CUAACD101 Use basic drawing techniques

use mapping marks to demonstrate coverage of the unit

Part 3: TRIAL ASSESSMENT

You will

ask a peer to trial the assessment and gather feedback from them

Part 4: VALIDATE THE TOOL AGAINST THE PRINCIPLES OF ASSESSMENT AND RULES OF EVIDENCE

You will review the assessment tool against the principles of assessment (validity, reliability, flexibility, fairness) and the evidence collected against therules of evidence (validity, sufficiency, authenticity, currency)

Part 5: REVIEW ASSESSMENT

You will

review the tool to ensure it incorporates the dimensions of competency

reflect on your assessment tool and the assessment process

make changes to improve the assessment tool to ensure this final version meets the principles of assessment and rules of evidence

Assessment 7 – Training and assessment

This assessment is based on the following scenario:

You work for an RTO, Smart Learning, who has been employed to design training and assessment for Staging FX. For details on relevant Smart Learning policies and procedures, see Smart Learning Training and Assessment policies and procedure document.

Staging FX’s main business is creating costume, props and sets for professional and amateur productions. Staging FX has a number of employees including skilled set designers, costume designers, set constructors, seamstresses, lighting technicians and sound technicians. Staging FX traditionally work with small sets and stages. They do not work on what would be considered construction sites.

The design team are the first point of contact with Staging FX clients. These employees create quick sketches and concept drawings, based on the client’s brief, of costume, set and prop requirements. These sketches and drawings are then used as the starting point for the design and creation process to create costumes, sets and props.

Staging FXare wanting to train their new employees in CUA20215 Certificate II in Creative Industries. They would like their new employees to be trained in sketching and drawing techniques as a priority.

You are told the current new employees

are full time employees

have a high level of language, literacy and numeracy skills

are mainly kinesthetic and visual learners

are in the 18-30-year age bracket

The first unit you need to plan training and assessment for is CUAACD101 Use basic drawing techniques. When planning, Staging FX have asked for the training program to be as efficient in delivery as possible. This planning of training and assessment will be shown to all stakeholders for approval prior to delivery.

Apart from yourself, the stakeholders in this training are

Staging FX design team

the employees involved in the training

Smart Learning training manager

Documents referred to in this scenario - TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 7

Part 1 – PLAN TRAINING AND ASSESSMENT

At Smart Learning, the following training and assessment documents must be completed, confirmed with stakeholders and then filed, according to workplace policies and procedures. Your training manager has made several learning resources for CUAACD101 Use basic drawing techniques available to you.

Before beginning planning

thoroughly read through the qualification, CUA20215 Certificate II in Creative Industries, and the unit of competency, CUAACD101 Use basic drawing techniques

Access and review

An introduction to Staging FX and Staging FX WHS Policy document

Documents relating to drawing

Basic Drawing Techniques

Drawing Materials and Tools

Safety Instructions – drawing tools and materials

(See TAE40116 Resources/Resources for CBD College Assessment tasks and Workbook Activities/Assessment 7)

Note, TAE40116 Classroom Workbook Activity 1 will assist you with completing this assessment task

1.1 Package the qualification CUA20215 Certificate II in Creative Industries

You have been asked to package the qualification CUA20215 Certificate II in Creative Industries.

Staging FX have indicated they would like the following content areas covered through unit inclusion, if possible:

prop construction skills

following a design process

creative and critical thinking

basic drawing techniques

develop drawing skills to communicate ideas

As they work with many indigenous groups, they would also like to include the unit AHCILM305 Work with an Aboriginal Community or organisation.

Package the qualification and ensure you contextualise the qualification to meet the client’s needs.

Qualification code

Qualification name

Entry requirements

Licensing requirements

Total number of units

Number of core units

Number of elective units

Link to packaging rules

Paste the link to the packaging rules for this qualification

Unit code

Unit name

Reason for inclusion (core/elective)

1.2 Plan for CUAACD101 Use basic drawing techniques

Please note, this plan is for the unit of competency (not the whole qualification)

Smart Learning Training and Assessment Policies and Procedures will assist you with writing some of the details of these instructions

The Unit

Unit of competency code

Unit of competency name

Currency (current or superseded)

Link to unit of competency

Objective of unit of competency

What is the purpose of this unit of competency?

Justification of choice of this unit of competency

How does this unit of competency meet the needs of the client?

The Training Program

Objective of this particular trainingprogram

Given the context and the candidates,why is this training program necessary? What is the purpose of this training program?

Objective of assessment

What is the purpose of the assessment

Purpose of assessment tool

What is the purpose of the assessment tool

Key stakeholders

Who has an interest in this learning? Who will you confirm planning with?

1

2

3

4

Existing resources utilised

List two resources or documents you will access and use in the development of your session plans

e.g. unit of competency, specific documents supplied by CBD College, specific resources sourced elsewhere

1

2

Assessment

Existing assessment resources utilised

List two resources or documents you will access and use in the development of your assessment tool

1

2

Storage and access to assessment tool

Once designed, where will the assessment tool be stored? Who will have access to retrieve it, as needed?

Storage

Access

The RTO

For details on policies and procedures, see Smart Learning Training and Assessment policies and procedure document.

Training and assessment context

Classroom delivery, simulated work environment, work in industry/work placement

Mode of delivery

Face to face, online, blended, on the job

Learner records

Where will they be stored?

How will they be stored i.e. in what condition will they be stored?

Where?

How?

Access to learner records

Who will have access?

1

2

3

Legal and ethical considerations associated with this training and assessment

1

2

3

4

5

WHS

After reading through the Staging FX WHS Policy document, consider the risks associated with this training which will occur in the workplace and identify the way these risks will be managed.

Source of WHS information

List at least one source of WHS information at Staging FX

Risk associated with this training and assessment

Consider

WHS Risks e.g. fire, ergonomics, lighting/ventilation, tripping hazards etc

Organisational risks e.g. only 1 trainer, no backup etc

Risk management

With the risks that you have identified on the left hand column, what actions have you taken to minimize those risks/hazards?

1

1

2

2

3

3

4

4

Hazard reporting

According to Staging FX WHS Policy, what are the reporting requirements for hazards and incidents at Staging FX?

1

2

3

4

Safe use and maintenance of equipment used in training

How will you ensure this occurs? What materials will you need to check and maintain?

Personal Protective Equipment (PPE)

According to Staging FX WHS Policy, what PPE should be worn?

Language Literacy and Numeracy Requirements

Core skills needed by learners in this training program

Identify which core skills are needed by learners during the training and assessment of this unit(yes/no)

Reading

Writing

Oral Communication

Numeracy

Learning

Education and Support Services

Support should include:

identifying particular requirements such as literacy, numeracy, English language or physical capabilities

and

developing strategies to make support available where gaps are identified.

This may include providing:

Language, Literacy & Numeracy (LLN) support

assistive technology

additional tutorials, and/or

other mechanisms, such as assistance in using technology for online delivery components

Support available to learners during training

Give specific examples of support

Support available to learners during assessment

Give specific examples of support

Processes applied for students considered to be “at risk”

Refer to Smart Learning Training and Assessment Policy and Procedures

The Learners

Description of the group

e.g. age, educational background, level of English, religion, working status

How the learner characteristics (description of group) will be taken into account in planning and delivering training

What specifically will you do to cater for the particular learners described above?

Resources to identify learner styles

List two resources you could utilise to identify learner style

(See TAE40116 Resources/Training)

1

2

Learner style

e.g. visual/kinaesthetic

How learner styles will be taken into account in planning and delivering training

What specifically will you do to cater for the particular learner styles?

Contextualisation advice from Creative Arts and Culture Training Package Implementation Guide

To access this guide, click on the link above

Once there, selectCreative Arts and Culture Training Package

Open CUA v4.1 Implementation Guide.pdf

Page 56

List three relevantpieces of advice

1

2

3

Contextualisation

Using this advice and your knowledge of the context/learners, how will you contextualise for this group of learners?

(See TAE40116 Resources/Assessment)

1.3 Plan training

Develop the plan for training CUAACD101 Use basic drawing techniques. This is an overall training plan, identifying how each performance criteria will be trained. It is not a session plani.e. introduction, conclusion and order of activities are not relevant here.

Record what strategies, training activities and content will be used to train each performance criteria in the unit.

NB Some resources have been provided to you. Review these and include them in your planning, if applicable.

(see TAE40116 Resources/Resources for CBD College Assessment and Workbook Activities/Assessment 7)

Element 1 –Prepare for drawing

Performance criteria

Clarify purpose of drawings with appropriate people

Identify tools and materials required for basic drawing techniques

Select appropriate tools and materials for basic drawing techniques

Training Plan

Include strategies, activities and content being used to cover each Performance Criteria

Resources required to train Element 1

Element 2–Produce basic drawings

Performance criteria

2.1 Apply a limited range of techniques to represent objects of ideas

2.2 Follow safety instructions when handling tools and materials

2.3 Seek feedback on drawings from relevant people and refine drawings as required

Training Plan

Include strategies, activities and content being used to cover each Performance Criteria

Resources required to train Element 2

Time for training

It has been agreed with Smart Learning and Staging FX that the time for training of the full unit of competency, Use basic drawing techniques, will be 35 hours.

Allocate an appropriate time for training for each element you have planned above.

Time for training Element 1

Time for training Element 2

1.4 Plan assessment

Develop the plan for assessing CUAACD101 Use basic drawing techniques. When planning, take into account the context in which the assessment will take place.

Identify the assessment methods and corresponding instruments you will use to assess each part of the unit.

Element

Performance criteria

Assessment methods

Assessment instruments

1. Prepare for drawing

1.1 Clarify purpose of drawings with appropriate people

1.2 Identify tools and materials required for basic drawing techniques

1.3 Select appropriate tools and materials for basic drawing techniques

Element

Performance criteria

Assessment methods

Assessment instruments

2. Produce basic drawings

2.1 Apply a limited range of techniques to represent objects or ideas

2.2 Follow safety instructions when handling tools and materials

2.3 Seek feedback on drawings from relevant people and refine drawings as required

Foundation skills

Description

Assessment methods

Assessment instruments

Reading

Comprehends safe handling instructions for tools and materials

Oral communication

Uses questioning and active listening techniques to confirm task purpose and seek feedback

Navigate the world of work

Follows defined safety procedures when handling tools and materials

Get the work done

Decides on tools, materials and techniques required to complete tasks, with the assistance of others

Performance evidence

Assessment methods

Assessment instruments

Evidence of the ability to:

identify tools, materials and techniques required to produce drawings

use a range of basic drawing techniques to produce and refine drawings that represent objects or ideas

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge evidence

Assessment methods

Assessment instruments

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

list materials and tools commonly used for drawing and explain how to use them safely

describe different types of drawing techniques

Assessment conditions

List the minimum qualifications/requirements assessors need to satisfy NVR/AQTF.

Indicate how the following conditions will be met in assessment

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments.

The assessment environment must include access to materials and tools used in drawing work.

RTO:

Assessment developer full name:

Version control:

Part 2 - Develop an assessment tool

2.1 You have been asked to create an assessment tool to assess the entire unit CUAACD101 Use basic drawing techniques

The assessment tool must include:

Instructions to assessors

Assessment instruments, including instructions to candidates

Model answers

Reference to:

recognition of prior learning

reasonable adjustment for learner needs

appeals process

The tool must adhere to the principles of assessment and rules of evidence.

Use mapping marks in the tool to demonstrate coverage of the unit of competency (Performance Criteria, Foundation Skills, Performance Evidence and Knowledge Evidence).

Relevant resources on creating assessment tools, including mapping marks

TAE40116 Resources/Assessment

TAE40116 Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 7/Assessment Tool template

CBD College Handouts

Copy the assessment tool template here



2.2 Assessment integration

Staging FX are interested in integrating CUAACD101 Use basic drawing techniqueswithCUAACD201 Develop drawing skills to communicate ideas. Compare the two units of competency and identify how an integrated assessment would be different to the assessment you are planning just for the unit CUAACD101 Use basic drawing techniques.

Advise Staging FX on two changes you would make to the assessment if these two units were trained and assessed together. List and explain the reason for the changes you would make.

(min. 1 paragraph required for each answer)

1

2

2.3Evaluating the effectiveness of the assessment tool

Smart Learning ensure their assessment tools are trialled and reviewed before being used in an assessment context with candidates. As part of a trial and review process, list one way you could evaluate the effectiveness of your assessment tool.

Part 3 – Trial assessment tool and gather feedback

You will trial your assessment tool on a peer to validate the robustness and suitability of the design. Your peer will be role playing as a candidate being assessed in CUAACD101 Use basic drawing techniques.You will need to conduct the full assessment process with your peer/candidate in order to trial your tool.

Before trialling

Ensure you have gathered and organised:

a copy of your assessment tool which assesses the full unit of competency – you could name this copy as CUAACD101 Use basic drawing techniques Candidate Trial v1

Smart Learning Assessment Evaluation form (TAE40116 Resources/Resources/Resources for CBD College Assessment Tasks and Workbook Activities/Assessment 7)

any resources required to complete the assessment e.g. drawing materials, pens etc.

Trialling the assessment tool

To trial the assessment tool, ensure you:

explain to your peer the purpose of the assessment tool and the purpose of the trial

use your assessment tool to formally conduct the assessment

document the candidate’s evidence on the assessment instruments you have designed

retain all candidate evidence and the completed assessment instruments

gather feedback on the trial from your peer (the candidate) using the Assessment Evaluation Form

On completion of the trial, insert photographs or scans of your candidate’s where indicated below:

completed trial tool

completed and signed Smart Learning Assessment Evaluation Form

3.1 Trial the tool

Paste evidence of the trial heree.g.: scanned or photograph of completed candidate quiz, completed observation checklist



3.2Gather feedback on the trial

Paste the completed and signed assessment evaluation form here

Please note, the evaluation form needs to be signed by the person completing it



Part 4 - Validate the assessment tool against the principles of assessment and rules of evidence

This is an individual assessment.

Use your assessment tool and the evidence you gathered during your trial (Part 3). Validate your assessment tool and evidence against the principles of assessment and rules of evidence. Use the template below to ensure all principles of assessment are addressed in your designand the evidence that was collected in your trial meets the rules of evidence. Write a comment wherever you indicate no as a response.

If all items are marked yes, consider how application of the principles and/ or rules could be strengthened in your design.

At least 3 comments and related recommendations must be included in the validation below.

A mapping document is available for use during this validation TAE40116 Resources/Resources for CBD College assessments/Assessment 7

Validationof assessment tool

Date of validation

Training package code

Training package name

Unit of competency code

Unit of competency name

Reviewer name

Documents used in validation

List two documents you will use

1

2

Evaluation criteria (principles of assessment)

Yes (Y)

No (N)

If No, comment

VALIDITY

Elements and performance criteria are addressed

Foundation skills are addressed

Performance evidence are addressed

Knowledge evidence are addressed

Assessment conditions are addressed

Level of difficulty is relevant to the AQF level

http://www.aqf.edu.au/aqf-levels

Assessment is based on realistic workplace activities and contexts

RELIABILITY

Evidence criteria/marking guides/model answers and/or assessment checklists are available to assist the assessment decision

Instructions to assessors are clear and include time allowed and level of performance required for competency

FLEXIBILITY

Instructions allow for reasonable adjustments

Instructions allow for recognition of existing competency/RPL

FAIRNESS

Instructions are clear, unambiguous and in plain English

Instructions include an outline of benchmark or requirements for competency

Reasonable adjustments, including adjustments for LLN needs, do not compromise the integrity of the assessment

Opportunity for feedback and review is provided to candidate

Allows for appeals against assessment decisions

Evaluation criteria (rules of evidence)

Use the evidence collected in your trial to evaluate against this criteria

Yes (Y)

No (N)

If NO, comment

VALIDITY

Assessment produces evidence that relates directly to the unit of competency

Evidence is based on realistic workplace activities

Assessment complexity produces evidence appropriate to the AQF level of the unit

AUTHENTICITY

Assessment produces evidence of the candidate’s own ability

Assessment process/tool includes space for the assessor to document ID verification

CURRENCY

Assessment gathers evidence of the candidate’s current knowledge and skills (from the present or recent past)

Assessment reflects current industry practice

SUFFICIENCY

Assessment produces a sufficient quantity of evidence

Assessment evidence is gathered using a range of methods

After completing the review, write a recommendation for each aspect which did not meet the principles or rules. Recommendations must stipulate exactly how the tool can be improved i.e. what is your recommendation and where will it be included? Will it involve adding to the existing instrument or will you create a new instrument?

Recommendations to address issues identified above:

1

2

3

4

5

Insert or delete rows as needed

Part 5 - REVIEW THE ASSESSMENT TOOL

5.1 Review the assessment tool against the dimensions of competency

Review your assessment tool for CUAACD101 Use basic drawing techniques to see whether the dimensions of competency have been incorporated. You need to explain why your tool does or does not assess each dimension of competency.

At the conclusion, write a recommendation for each issue identified. Recommendations must stipulate exactly how the tool can be improved i.e. what is your recommendation and where will it be included? Will it involve adding to the existing instrument or will you create a new instrument?

Review Criteria

Have the following dimensions been assessed?

Yes

No

Justify your decision –comment on each dimension and explain your decision

Does the assessment gather evidence of

TASK SKILLS?

Does it assess the candidate’s ability to undertake specific task/s required to complete a work activity to the required standard. This means being able to perform the individual actions as well as the whole task.

Does the assessment gather evidence of

TASK MANAGEMENT SKILLS?

Does it assess the candidate’s ability to manage a number of different tasks to complete a whole work activity. This means working efficiently to meet deadlines, handle a sequence of interrelated tasks, and progress smoothly between tasks.

Does the assessment gather evidence of CONTINGENCY MANAGEMENT SKILLS?

Does it assess the candidate’s ability to respond to problems and irregularities when undertaking a work activity, such as:

breakdowns

changes in routine

unexpected or atypical results or outcomes

difficult or dissatisfied clients.

Does the assessment gather evidence of JOB/ROLE ENVIRONMENT SKILLS?

Does it assess the candidate’s ability to deal with the responsibilities and expectations of the work environment when undertaking a work activity, such as:

working with others

interacting with clients and suppliers

complying with standard operating procedures

observing enterprise policy and procedures.

Recommendations to address issues identified above:

1

2

3

4

5

Insert or delete rows as needed

Date to complete changes

5.2Review the assessment process and tool

In line with Smart Learning’s continuous improvement policies, review your assessment tool and the assessment process based on

your own self-reflection of the trial and review processes

feedback from yourpeer via the Assessment Evaluation Form

According to your peer and your own self-reflection, what aspect of your assessment tool and/or the assessment process worked well?

(Min 1 paragraph answer required)

What didn’t work well?

(Min 1 paragraph answer required)

5.3 Amend assessment tool

List the adjustments you will maketo the assessment tool in order to further improve it. You must identify all amendments based oneach part of the trial and review

Amendments based on:

Validation against the principles of assessment and rules of evidence

(Part 4)

Review against the dimensions of competency (Part 5)

Self-reflection and feedback from trial (Part 5)

5.4 UPDATED ASSESSMENT TOOL

Adjust your assessment tool accordingly. Ensure:

you follow the version control procedures as part of this update

you make your changes obvious by using purple font

Please note, this final assessment tool should include adjustments you have made as a result of:

validation against the principles of assessment and rules of evidence (Part 4)

review against the dimensions of competency (Part 5)

Smart Learning has requested you file the updated assessment tool templates here



Assessment 8 – Essential knowledge for trainers and assessors

Units covered in this integrated assessment activity

TAE40116 Certificate IV in Training and Assessment units covered in Assessment 8 include:

TAEDES401 Design and develop learning programs

TAEDES402 Use training packages and accredited courses to meet client needs

TAEDEL401 Plan, organise and deliver group-based learning

TAEASS401 Plan assessment activities and processes

TAEASS402 Assess competence

TAEASS502 Design and develop assessment tools

Instructions to Candidates

There is one part to Assessment 8

Activity

Activity type

Part 1 – Demonstrate knowledge of training and assessing in the VET sector

Individual

Provide responses in your own words to these short answer questions regarding training and assessing in the VET sector.

Assessment 8 – Essential knowledge for trainers and assessors

This is an individual assessment.

Complete the following template after thoroughly researching each question.

N.B. Answers must be in your own words. Do not copy and paste answers from the internet or your resource material.

(Relevant resources, TAE40116 Resources and CBD College online learning modules)

Training and assessing in the VET sector

AQF

1. What is the AQF and what is its purpose?

AQF

Purpose

2. What is the difference between a Certificate II qualification and a Certificate III qualification? Make reference to three characteristics and features of learning outcomes for each qualification.

Certificate II

1

2

3

Certificate III

1

2

3

Training packages and accredited courses

3. What is a training package?

4. Where can you access online information on training packages?

5 List and explain three benefits of using training packages?

1

2

3

6. List and explain three endorsed components of a training package

What is the purpose and role of each endorsed component?

1

2

3

7. List two non-endorsed components of a training package

1

2

8. What is an accredited course? How does it differ to a training package? Who accredits these courses?

Definition

How it differs

Accreditation agency

9. What role do the following have in developing and endorsing training packages?

Australian Industry and Skills committee (AISC)

Industry Reference Committees (IRC)

Skills Service Organisations (SSO)

AISC

IRC

SSO

10. Using www.training.gov.au, provide an example of a current training package

code and name

Code

Name

11. From any training package you can find on www.training.gov.au, provide an example of a current qualificationcode and name

Code

Name

12. From the qualification you have referred to above, provide an example of a currentunit of competency

code and name

Code

Name

13. As an assessor and/or assessment developer of a streamlined unit of competency, what are five key parts of any unit that you look at to determine competence?

1

2

3

4

5

Contextualisation

14. What is contextualisation?

15. What can and can’t be done to a Unit of Competency under the guise of contextualisation?

Permitted

Not permitted

Training and Assessment

16. What is a training and assessment strategy (TAS)?

17. What is a learning plan?

18. Define and explain RPL?

19. The assessments used in the VET sector arecompetency-based. List and explain three main features of competency-based assessment.

Minimum 2 sentence answer per feature

1

2

3

20. How does competency-based assessment differ from norm-referenced assessment?

21. What is the Code of Practice for assessors?

Define the Code of Practice for assessors

22. List three responsibilities an assessor has when working under the Code of Practice.

1

2

3

23. You have been asked to make adjustments to the packaging of the Certificate IV in Training and Assessment so that it meets the packaging rules of the new training package. Make the necessary changes to TAE40110 to ensure TAE40116 meets the packaging rules. Include BSBCMM401 Make a presentation as an elective.

TAE40110

TAE40116

TAEDEL401A Plan, organise and deliver group-based learning

TAEDEL402A Plan, organise and facilitate learning in the workplace

TAEASS401B Plan assessment activities and processes

TAEASS402B Assess competence

TAEASS403B Participate in assessment validation

TAEDES401A Design and develop learning programs

TAEDES402A Use training packages and accredited courses to meet client needs

BSBCMM401 Make a presentation

TAELLN411 Address adult language, literacy and numeracy skills

TAEASS502 Design and develop assessment tools

24. When conducting training in the workplace, identify two workplace health and safety (WHS) implications. Think about what impact workplace training may have on stakeholders.Explain how you will you manage these potential risks.

Risk or implication

Risk management

1

1

2

2

25. Research the Business Services trainingpackage. Fill in the blanks and interpret the code numbers for the training package, a qualification and a UoC from this package (see next page).

See next page – insert names and codes where indicated

Business Services Training package

Code:

Name:

Qualification

Code:

Name:

Identifies the training package:

Identifies the AQF level of qualification:

Identifies the listing number:

Identifies the year endorsed:

Unit of Competency

Code:

Name:

Identifies the training package:

Submitting assessment tasks

Due date of assessments

Due date is no later than 12 months from the first day of the face to face component of your course. 

On completion of all of assessment tasks, please email this file only to:

Sydney students - tae@certivsydney.com.au

Melbourne students - tae@certivmelbourne.com.au

Perth students - tae@certivperth.com.au

N.B. Only ONE file is accepted, please do not send other attachments.

Please ensure

all assessment activities are complete, including names/dates and all details on all templates

answers are in your own words. Do not copy and paste from the internet on short answer questions. We have software to detect plagiarism.

answers are comprehensive. This is a Certificate IV level course and one-word answers will not be accepted.

Please do not submit your file until you have ensured that all activities meet these requirements and are complete.

Marking procedure

Once we have received your assessment file, you will be sent an acknowledgement email from CBD College

Assessment

Timing of marking/delivery

Assessment tasks

15 business days

Delivery of certification

TAE Academic Transcript and TAE Certificate

Within 10 business days of being deemed as competent. These are posted to the address listed on your student portal

Resubmissions

You may be required to resubmit certain tasks if your answers are too brief or deficient in some way.

You will be notified by email if you need to resubmit your work.

After the initial assessment, CBD College will allow a further two resubmissions before a $199 fee will be charged each time a student wishes to be given a further chance to resubmit their work.

If you have any questions, please do not hesitate to email the course coordinator at the above email addresses or phone 02 808 125 19.

Subject: Business and Management

Pages: 17 Words: 5100

Assessment

Assessment

Tafari Dancy

[Institutional Affiliation(s)]

Author Note

Three Questions (200+75+75 words)

Assessment

Question 1

Choose one method by which enterprise systems add value to the business. Name the specific business processes and the functional areas affected. Explain your responses.

Answer

An enterprise system is a software that is used in offices to coordinate activities relating to the daily workings of inventory, human resources, accounting, sales, finance and manufacturing in a business CITATION Gia10 \l 1033 (Giachetti, 2010). This is very helpful in the daily affairs of a company as it helps to check anomalies such as over-stocking, the condition of the inventory, problems with deliveries as it keeps real-time tracking of the situation. This also helps a company to restrict hiring unnecessary labor in a company. There are numerous advantages to the implementation of this system. One of these is the fact that it easily manages the whole process of the supply chain of a business. Using this software, the company can focus directly on the needs of its various departments simultaneously, Also, it can help to get discounts from purchasing materials in bulk as it is always up to date regarding the needs of the company. It can also help the company in the process of sorting out numerous suppliers had had the best track records regarding their various dealings with the business. In short, the implementation of the enterprise system helps a company to retain its focus on the core activates of a business rather than on various and diverse problems. (209 Words)

Question 2

What is social CRM? Why are some organizations hesitant to implement this advanced information system technology?

Answer

Social CRM, or customer relationship management, is the use of social media to engage a wide customer base for the sake of business. There are numerous reasons why many organizations are hesitant in the implementation of this advanced information system technology. Some of these reasons are lack of adequately trained employees in the use of social media for business purposes, more focus of the employees on the generated negative comments during business interactions, and compliance with third-party contracts with social media websites. (82 words)

Question 3

Recall the e-commerce Internet business model in the unit readings discussed in class. Identify three different businesses that use this model and their successful descriptions for solutions to information systems.

Answer

Many businesses utilize the platform of E-commerce. One of the major ones is a content provider. He generates revenue through the creation of digital content, such as music and games. He uses the platform of YouTube, iTunes as well as numerous others that vary according to his needs. Another one such business is that of an E-tailer that uses the medium of Amazon to sell its products. Lastly, there is the business of community providers that is done by numerous companies like Facebook, Twitter, and Google, to name a few. (90 words)

References

BIBLIOGRAPHY Giachetti, R. E. (2010). Design of enterprise systems: Theory, architecture, and methods. Boca Raton: Taylor & Francis Group. Retrieved from https://doc1.bibliothek.li/acb/FLMF037944.pdf

Subject: Business and Management

Pages: 2 Words: 600

Assessment

Assessment

[Author Name(s), First M. Last, Omit Titles and Degrees]

[Institutional Affiliation(s)]

Author Note

[Include any grant/funding information and a complete correspondence address.]

Assessment

Enterprise-Wide Knowledge Management Systems

There are three major types of Knowledge Management Systems (KMS) that are used by different businesses and organizations for different purposes. But, the one that can be found used more than others by the companies, organizations, and businesses is Enterprise-Wide Knowledge Management Systems. This type of Knowledge Management system uses an array of different technologies to store structured and unstructured documents, locate employees’ expertise, search information, and disseminate knowledge (Park, & Kim, 2016).

Enterprise-Wide Knowledge Management Systems provide value to an organization through the benefits it provides such as;

Better organizational agility

Better decision and problem-solving practices.

Higher innovation and employee development.

Sharing of expertise and better communication and business processes.

Balanced Scorecard

A Balanced scorecard is a performance metric that is utilized for the identification and improvement of different internal practices and functions and better outcomes. It is used by the strategic management for measurement and giving feedback as well (Huang, 2009).

Information Systems are used in a way where progress is monitored and success is determined in realization to support the balanced scorecard.

Major League Baseball and Analytics

Major League Baseball is a professional the oldest of the most and major sports league and baseball organization of the U.S. MLB uses Predictive Analytics for any purpose but they use it for Scouting the most. To predict future of scouting, MLB uses historical data for such predictions where the data is used and as a result, a mathematical model is created which captures trends of/in scouting (Elitzur, 2020).

References

Elitzur, R. (2020). Data analytics effects in major league baseball. Omega, 90, 102001.

Huang, H. C. (2009). Designing a knowledge-based system for strategic planning: A balanced scorecard perspective. Expert Systems with Applications, 36(1), 209-218.

Park, Y., & Kim, S. (2016). Knowledge management system for fourth generation R&D: KNOWVATION. Technovation, 26(5-6), 595-602.

Subject: Business and Management

Pages: 1 Words: 300

Assessment

Contents

TOC \o "1-3" \h \z \u Executive Summary PAGEREF _Toc17389654 \h 2

Introduction PAGEREF _Toc17389655 \h 2

Discussion PAGEREF _Toc17389656 \h 3

GROW Model and Leadership PAGEREF _Toc17389657 \h 4

Goal PAGEREF _Toc17389658 \h 5

Goals and leadership PAGEREF _Toc17389659 \h 6

Reality PAGEREF _Toc17389660 \h 6

Reality and Leadership PAGEREF _Toc17389661 \h 7

Opportunity PAGEREF _Toc17389662 \h 7

Opportunities and Leadership PAGEREF _Toc17389663 \h 8

Will or Way Forward PAGEREF _Toc17389664 \h 9

Will and Leadership PAGEREF _Toc17389665 \h 10

Conclusion PAGEREF _Toc17389666 \h 10

References PAGEREF _Toc17389667 \h 12

Appendices PAGEREF _Toc17389668 \h 13

Executive Summary

Taking into account the feedback that was received from the assigned partner as well as the trusted sources, this report will evaluate leadership style. This evaluation will deal with different potentials and effectiveness of chosen leadership style which will be used for self-development as a leader. Taking into account the necessity of development of leadership and organizational skills that can help me achieve my goals in the long run, this leadership development plan is based on GROW model because the objectives and features of GROW model can help me address my skills and abilities as recorded as per psychometric results. This model will not only prove effective for me in achieving my goals but it will act as a guideline to become a prominent and effective leader in future as well because none of the businesses in the world can achieve the heights of success without strong and adequate leadership.

Introduction

Leadership is defined as the essence of developing habits and attributes that can bring positive opportunities or the courage to face the challenges of life with more courage and passion. It would not be wrong to say that leadership is termed as an attribute that is both, a product of experience as well as a gifted attribute that refers to nexus of skills that can help to attain distinction in life, addressing both professional and personal life. It is a common observation that leadership is something that can be attained after a specific age. Research asserts that the majority of the CEOs of the famous companies are having the age between 50 and 59(Peláez, et al. 2019). Moreover, entrepreneur leaders are found to be considerably younger, where half of them are younger than 35 (Peláez, et al. 2019). These assertions associate leadership with age, but in terms of current facts and figures, researchers think that there is no connection between age and leadership because leadership is both natural and learned. This leadership plan is related to my development as a leader, would be of five years. This period is chosen because leadership is both abstraction as well as the management and regulation of different traits and objectives that can be used to achieve the required goals (Peláez, et al. 2019). It is obvious that there is always a need for improvement and a long-term leadership plan offers more avenues of improvement that can help to promote certain skills and abilities that are necessary to achieve the required goals. Taking into account that leadership of current leaders, it is asserted that leadership is a byproduct of aspiration and inspiration which is the reason that most of the leaders and successful personalities are beyond forty years of age (Peláez, et al. 2019). Moreover, it is asserted that within five years, there would be much analysis and regulation of abilities, traits, experiences and competencies that can make a leader good and effective. Taking into account the role of age, it is evident that there are few abilities and skills that can only be learned over the course of time (Peláez, et al. 2019). The adequate synchronization of age and improvement plan can play a central role in achieving the desired goals. It is asserted that I am going to choose five-year leadership plan because within five years, I will be reaching the prime time of my age and it is the best time in which there is a great reinforcement of systematic potentials. Moreover, it would be a time period in which I would be able to incorporate my goals and future objective on some practical basis.

Discussion

In order to develop my leadership plan, I will be using Whitman GROW Model. The GROW model was proposed by Sir John Whitman where it is the part of the book, "Coaching of Performance”. This coaching model is an exegetical analysis of skills and attributes that can cast a direct impact on my both interpersonal and intrapersonal skills the underlying philosophy of this model is to engage people and inspire them to perform well by embedding a structural framework to meetings and different conversations. It is one of the best models that is used for goal settings and problem-solving taking into account its validity in improving performance. GROW model is one of the most common frameworks of coaching that is used to impart leadership attributes and act as a coaching guide for the people in the organizational framework who are willing to become leaders. GROW itself stands for an acronym, Goal, Current Reality, Option and the Will or Way. This model is one of the most effective comprehensive approaches that can help an individual to get in touch with the most trendy and effective approach towards work. In a simplified form, this model provides a tested and tried framework for the improvement of performance and development of people. The principles of this model are so strong that it is one of the most simple and effective means of transformation.

GROW Model and Leadership

GROW Model is one of the most widely utilized platforms of goal setting and problem-solving not only in United Kingdom but the world. It is one of the simple and methodical and powerful frameworks that comprises of four main stages of a mentoring session (Malinga, et al. 2019). It would not be wrong to say that the acronym is itself a clear description of adequate leadership attributes, taking into account that leadership revolves around goal, reality of the situation and the current condition of an individual who is going to practice leadership (Malinga, et al. 2019). The ratio of opportunities is also important because a leader always needs an opportunity that could help him get an in-depth insight into future and prepare strategies according to it. It is more like the stance or the urge towards reaching a particular goal that plays a significant role in directing individual towards goals. In accordance with the GROW Model following is the detailed analysis of leadership attributes and the approaches that are required of me to become an effective leader (Malinga, et al. 2019).

Goal

Goal is the first stage of the GROW Model that is termed as “priority”. It is more like a baseline that can help me polish my abilities according to my aim. The goal will formulate or design my both short term and long-term objectives taking into account that skills and attributes that I need to work upon (Malinga, et al. 2019). It would not be wrong to say that there are certain aspects directed by Whitman that are necessary to be considered while planning my goals. These goals would adhere to the framework of SMART goals, taking into account that my goals should be specific in nature (Malinga, et al. 2019). I have to be straight forward and positive in terms of my goal achievement because if my goals would not be specific I would not be able to achieve them. Secondly, my goals have to be measurable, taking into account that a measurable goal is the only goal that is achievable. If goals would not be measurable I would not be able to measure the competencies required for the completion of my goals. Goals need to be attainable taking into account that attainable goal is the only goal that can cast a positive impact on the leader and help me progress because searching for unattainable goal usually ends up in stress and devastation. goals need to be realistic because if I would opt for some unrealistic goal I may end up in failure. my goal would be realistic if they would be in accordance with my future and the initiatives that I am taking to achieve them. Goals need to be timely, taking into account that if goals would not be time oriented then they might end up in failure or distress because the timely goal is the only productive goal. In a nutshell, if my goals would be “appropriate”, I would be able to achieve them in the given and desired timeframe adhering to both external and internal conditions. In a simplified form, there are some major points to address while setting my goals, such as,

What is actually want?

What is the underlying approach to my goals?

What is the potential of my goals, in accordance with the situation and surrounding?

Are my goals different or they are in follow up to the set organizational objectives?

Goals and leadership

Taking into account the context of goals and the information that forms the subject matter of goals, this model would help me to analyse my current capabilities and how I can use them to achieve my goals, provided these goals would be dependent on my current achievements as well as the abilities that I have and they are equally supportive in making me achieve my goal. So, adhering to my abilities of communication skills, giving empathy and giving feedback I would be setting my goals. Taking into consideration my evaluation and encouragement as a leader, I would be able to able to help others set their goals because there are a lot of people who suffer in their life because of the incorrect choices and the gaps in a clear understanding of goals. Under the impact of GROW model, I would be able to help others in setting their goals by observing their skills capabilities and the attributes that are extraordinary to attain long term benefits and achieve long term goals.

Reality

The second step in GROW model is reality, taking into account that it is not only a second stage of the process, in fact, it is the platform that directs and redirects the sincerity and accuracy of my plan by using different methods and techniques (Northrup & G. H, 2019). It is asserted that goals need to be in synchronization with the reality of the situation and relative features (Northrup & G. H, 2019). I would be looking into my situation from time to time and analyse the productivity and potential of the situation to affect my goals. Reality will also guide me to stay adhered to a positive side rather than the problems and negative side. Moreover, the reality is also connected with the assumptions that will empower me while planning for my future steps. It is an analysis of the magnitude and underlying context of the situation by considering available resources, platforms and steps that could empower my skills and abilities. A simple explanation of reality will direct me to analyze the following

What is happening at the present hour?

What are the major gaps between me and the ideal situation?

What is my attitude towards the current situation and what impact can it cast in me and my life?

What are the major barriers in the passage of the achievement of my goals?

Reality and Leadership

In accordance with the comprehensive explanation of the reality of the situation, I would be using this model as a guideline to help me analyze my current situations that I would be having during that time and analyse the flexibility and severity of situation as well as the significance of the situation in directing me to my goals. Moreover, under the stance of leadership and as a growing leader I would be able to use my skills in helping others to use their skills. In accordance with the current research, it is found that there are a lot of people who get distressed by the reality of the situation. On the same platform, there are numerous legends and most motivated leaders who have taken the biggest and wonderful steps of their lives in the most critical and hard situation. Jack Ma and Walt Disney are the most extraordinary example of this fact because they opted for the most powerful and long term paying aims when they were not having anything in fact they used their skills to overcome the pressure of the situation.

Opportunity

It is the third step or more like the third stage that will help me to get in touch with the set goals and get a flashback to the past (Northrup & G. H, 2019). It is the platform that is ensured and provided by the evaluation of goals and current reality because opportunities are the product of realization. In a simplified form, after I will be clear about my goals and I would have understood my current situation in terms of obstacles and gaps, I would be able to discard "pseudo obstacle" that will help me realize opportunities by overcoming prevalent issues that are causing hurdles in my passage of success. In order to make effective use of opportunities, I would analyze all opportunities in terms of strength and the benefit it can cast. After analysis of opportunities, I will be grading these opportunities in terms of their productivity and effectiveness. The choice of these opportunities would be made by analyzing the following aspects

What are the major ideas I have?

What are the actions that would help me in the long run?

What are the resources that are already available to reach the goals and what is the magnitude of resources that are required for the achievement of my future goals?

What kind of information I have and what is the more information that is required to achieve the set goals?

Opportunities and Leadership

Adhering to this explanation of opportunities, I would be using available opportunities in synchronization with my abilities to make use of skills to achieve my goal, taking into account that it would be a practical step in the achievement of my goals. Moreover, I will not only be adhering to the visible opportunities but also on possible opportunities because business and management are redirected by different resources and emerging trends with increased interference of technology. However, under the impact of GROW model, I would be able to let others make effective use of opportunities by doing an exegetical analysis of the situations that can cast both direct and indirect impact on the use of opportunities. According to psychology, it is revealed that the success of a lot of businessmen reveal that they have never found a straight opportunity, in fact, their life is the product of "Need of hour" that is fulfilled by the capacity to do it just to fill the “Need of Hour”. In accordance with this aspect, the analysis of opportunities can be flourished and polished by guidance in terms of facts and figures because a great leader is the one who knows how to make an individual the product of circumstances by adhering to some positive facts and figures and an appealing approach to self-confidence. Moreover, it would not be wrong to say that opportunities are created by the incorporation of a positive approach towards available resources.

Will or Way Forward

It is termed as the final stage of leadership development taking into account the significance of actions under this step. It is the final and practical approach towards the achievement of goals taking into account that a plan can be drawn that could incorporate specific guidelines and timings so that goals can be made achievable (Northrup & G. H, 2019). Moreover, this stage also helps to encounter the obstacles in the passage of achieving goals by certain identified and subsequent solutions (Baker & T, 2019). It would not be wrong to say that this step is more like an outline of the overall goal achievement plan that could facilitate strategies of application. In this step, I would be checking about the overall framework of goals along with an investigation of the strategies that could help to achieve this goal and what are the situational ideologies that are to formulated in order to achieve the set goals. In this step, the following are the aspects to be considered

The procedure of getting the goals?

Sun-things to address and formation of strategies with respect to those features?

Likelihood of success of the plan?

Identification of obstacles in the fulfilment of goals?

Scaling of the outline of goals in terms of objectives and set patterns.

Will and Leadership

Taking into account the significance of the GROW model, it can be observed that there is a direct relationship between leadership and will. A leader cannot achieve his goals without strong will. Under the impact of the GROW model, I would be able to achieve my goals in terms of my future. In accordance with the impact of GROW model and the information shared I would be able to guide other members to make an outline towards their goals and make initiatives to achieve it. In accordance with the information provided by the GROW model, I can help my fellows and other people in an organization to arrange their abilities and competencies in a way that can prove beneficial in the long run.

Conclusion

Taking into account the use of GROW Model in the development of leadership, it can be asserted that the GROW model is one of the best guides that I can use to develop a practical approach towards leadership. It would bot be wrong to say that the choice of GROW model also synchronizes with the abilities and skills that are found as a result of the psychometric test. This model will be applicable in the tenure of five years because within the time of five years I would be at that stage of my life where I would be clearer about my goals and the opportunities that can help me achieve my goals. Moreover, this model will help me grow in both dimension, in my organizational vision as well as, it will widen my horizon to understand the facts and figures that can help other fellows to take those steps that can appear to be effective and productive in the long run (Baker & T, 2019). Adhering to the synchronization of the GROW model and my career objectives, I would be able to achieve my future goals in a more productive way. In a nutshell, it is asserted that I chose this model because it comprises of all those initiatives and guidelines that can be productive in my self-leadership plan because success can only be achieved by a practical approach towards it. This essence of the practical approach is directly related to the choice of options that may appear to be minor but they can be significant in near future because all the businesses that are at the heights of success are in one way or other, a product of effective leadership.

References

Baker, T. (2019). Using GROW for a Better Coaching Conversation. In Bringing the Human Being Back to Work (pp. 71-78). Palgrave Macmillan, Cham.

Malinga, K. S., Stander, M., & Nell, W. (2019). Positive leadership: Moving towards an integrated definition and interventions. In Theoretical Approaches to Multi-Cultural Positive Psychological Interventions (pp. 201-228). Springer, Cham.

Northrup, G. H. (2019). DISCUSSION OF DAVID SHADDOCK’S “A UNIVERSE BETWEEN MY HAT AND BOOTS: WHITMAN’S SELF AS A MODEL FOR EMPATHIC CONNECTION”. Psychoanalysis, Self and Context, 14(3), 334-342.

Peláez, M. J., Coo, C., & Salanova, M. (2019). Facilitating Work Engagement and Performance Through Strengths-Based Micro-coaching: A Controlled Trial Study. Journal of Happiness Studies, 1-20.

Appendices

Subject: Business and Management

Pages: 10 Words: 3000

Assessment 1

Action / Activity

Timeframe

Person (s) Responsible

Description of Strategy/Tactic/Rationale for Action

Resources (If Required)

HR meeting with manager (rental)

2-3 hours

HR Manager and HR consultant

A formal meeting will be held between the stakeholders and the Manager discussing the concerns of the rental employees. The minutes of Meetings will be priory discussed and a brief action plan for the future will be decided.

None

Identifying/Discussing the Employee Problems and Issues

2-3 hours

HR Managers and Executive Managers in collaboration with line managers

The options for employee problem resolution will be discussed and their feasibility analysis will be conducted. In this analysis various solutions and alternative approaches will be discussed that can be efficiently implemented for the satisfaction and convincing the employees. The major goals and agenda of this analysis will be employee satisfaction and retention of skilled employees while saving financial costs on the training and recruitment of new potential employees.

Employees and union leaders

Reviewing the Organizational Culture for Conflict Management Policies and Practices

1 week

Supervisors, Line Managers and HR Managers

A detailed internal analysis of the organization will be conducted. In this internal analysis various factors will be analysed because of which the company has developed a culture of conflict. The main focus of this phase will be on how a conflict resolution approach can be instilled within the organization. Some of the proposals for this proposal will be developing a moderating committee or negotiation party. It will be important to ensure that a win-win culture will be established with the organization.

Organizational policy documents

Reviewing the PayScale, Perks and Incentive Policies of the company for Rental Employees

1 week

Supervisors, Line Managers and HR Managers

This phase will involved internal and financial analysis of the company. The feasibility of current payment policies, salary criteria and criteria’s for perks and incentives will be reviewed. It will be the ultimate focus of this phase to develop policies that will ensure employee retention and satisfaction as well as promote company revenue and profits. This is the most important phase of this internal analysis as the future efficiency, productivity and retention of the skills for the company will be significantly dependant on the outcomes of this phase.

Organizational policy documents, financial analysis

Convincing the Employees for Decided Changes

1 week

Supervisors, Line Managers and HR Managers

Once the policies and procedures have been confirmed and finalized, next phase will be to convince the employees to accept them. This will involve positive reinforcement, formal and informal communication between the employees and the managers, feedback analysis, etc. Horizontal and Vertical communication will help in persuading the employees and managers in a better manner.

Employees and union leaders

Bringing in the Change for Employee Satisfaction and Retention

4 weeks

Supervisors, Line Managers and HR Managers

Finally, the new policies and procedures will be positively integrated within the organizational culture using the eight steps of change by Kotter.

Employees and Managers

References

Kotter, J. P., & Cohen, D. S. (2008). The heart of change.

Farrugia, C. (2017). Bringing business intelligence to bear on long-term HR planning (Bachelor's thesis, University of Malta).

Brewster, C., & Hegewisch, A. (Eds.). (2017). Policy and practice in European human resource management: The Price Waterhouse Cranfield survey. Taylor & Francis.

Cascio, W. F., & Boudreau, J. W. (2016). The search for global competence: From international HR to talent management. Journal of World Business, 51(1), 103-114.

Kayl, I. I., Zudina, E. V., Epinina, V. S., Bakhracheva, Y. S., & Velikanov, V. V. (2017). Effective HR Management as the Most Important Condition of Successful Business Administration. In Integration and Clustering for Sustainable Economic Growth(pp. 23-30). Springer, Cham.

Subject: Business and Management

Pages: 2 Words: 600

Assessment 1

Assessment 1

Author Name(s), First M. Last, Omit Titles and Degrees

Assessment 1

Response 1

Technology has become an indispensable part of our life. As modern spins around the elements of technology, e-business trend is elevating tremendously. Many companies have decided to use technology incorporated with traditional methods to spread their business overseas.

E-business has greatly influenced leadership styles as managing and supervising employees in an e-business environment is very different from managing employees face to face. Also, the communication barrier is another reason due to which managing employees in an e-business structure are difficult.

Several things are there that a manager must consider while doing business in any other country such as Australia or Africa. The first and foremost important thing is to understand and have a great knowledge of the culture of countries in which they want to expand their business. Additionally, in foreign countries, the language barrier is another factor that hinders the expansion of a business. It is, therefore, necessary that companies modify their products and its advertisement that may be suitable for the people living in different countries.

Response 2

To be an effective global leader it is necessary to have a global mindset that is having complete knowledge of the culture and preferences of people all around the world. Global leaders are aware of how to operate in multiple environments to attain their goals. They achieve experience with every new venture and have the ability to adapt to the environment where they want to expand their business (Caligiuri, 2006).

Managers on international assignment must be able to effectively manage customer relationship on an operational level by having a good interpersonal, communication and numeracy skills They must also have commercial awareness as they are responsible for outsourcing service of the overall management.

While comparing a South American country Brazil with the European country France, several differences can be seen. The main difference between the two countries is their culture. Also, the language spoken in the countries are different. Due to the difference in culture the advertisement and product preferences are also different. Thus, to expand business in both countries global leaders must be aware of the demographics of both countries while also know the culture of each country.

Response 3

Several factors are there that needed to be catered to while doing business in other countries. Although, doing business in foreign countries helps in the expansion of business while giving exposure and experience yet there may have negative outcomes as well. Cultural diversity comprehends ideas that are transferred through various languages and styles of communication. Due to a difference in the way of communication, diversity may lead to a conflict among the members of a global team. Owing to the cultural and language barrier messages regarding a product can be misinterpreted that may cause a company to lose reputation.

While discussing the role of managing a corporation in Asia, Europe, Africa, and Australia, there are many factors such as cultural diversity, language and political issues that needed to be considered. In Asia and South America, the individuals focus more on the dynamics of family and therefore a global leader must have an idea of managing his team in functional diversity to achieve his or her goals.

Response 4

Owing to the difference in cultures conflicts may arise among a team that has members from different cultures. Diversity can result in a normative pattern that suggests a series of tolerable actions that encourages self-interest among different team members. To gain an employee interest different approaches can be used while considering cultural, religious and political differences.

For instance, in India, people often are motivated by out of fear or respect for the leader. However, it is recommended that a leader must not be extremely authoritative as employees might quit working under pressure. In contrast employees in African countries such as South Africa like to work in an environment where there is no discrimination based on color, religion, and sexuality of an individual. However, in the US employees are motivated by the friendly behavior from their leader rather than authoritative behavior (Ajang, 2007). People in the US like to work in an environment where they can freely share their ideas that may benefit the company.

References

Ajang, P. E. (2007). Assessing the role of work Motivation on Employee Performance.

Caligiuri, P. (2006). Developing global leaders. Human Resource Management Review, 16(2), 219-228.

Subject: Business and Management

Pages: 2 Words: 600

Assessment 2

Y bjbj 9 9 3Ir r 86tD

NtlZpppKKKPMRMRMRMRMRMRMO7RvMQKKKKKvMppMKppPMKPMHxJpP@yvJMM0

NJR RHJJRJXKKKKKKKvMvMKKK

NKKKKRKKKKKKKKKr

Assessment 2

Your Name (First and Last)

Institution or School name

Coco Heaven

Introduction

Coco Heaven

Goodbye to sadness, Hello to happiness

Coco Heaven is a new developing company that wanted to bring natural comfort to the consumers. The company emerged with the idea of providing consumers with natural drinks for both the seasons. The best thing about the company is that the ingredients used to make the products are all organic. Our efforts to keep our customers happy has always given us a positive response that is the trigger behind the launch of our product. Our product is an energy drink named Coconut Refresher. Unlike other energy drinks, it does not contain caffeine and drugs. Rather it is free from these things it is pure and refreshing as it is said in our tagline Refreshing your day.

We are stepped in the world of business by launching an energy drink as our first product because it is the need of present age. People heavily rely on energy drinks to keep themselves active and healthy. According to our survey, it was concluded that students and the working individuals are in favour of energy drinks, but not the households. This is because they need to be more active, as they have to concentrate on their work every day.

The feedback of customers towards the idea of energy drink encouraged us to launch our product, which is pure and is in two different textures. For winters its texture is a little thick with nuts, whereas, for summers we have a lighter texture.

Background

We believe in quality and maintaining the standard, and we believe in giving our consumers quality products. Coco Heaven has always been that company whose primary focus is on families. The company is looking forward to stepping into the world of energy drinks. The morals are way up, and expectations are quite high because the company is a new entrant.

Vision Statement

To provide organic drinks to our customers, optimising resources and delivering maintainable development. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa26tcdoffis,propertiesformattedCitation(Kopaneva Sias, 2015),plainCitation(Kopaneva Sias, 2015),citationItemsid122,urishttp//zotero.org/users/local/zTPHp9Do/items/7IZSMY5W,urihttp//zotero.org/users/local/zTPHp9Do/items/7IZSMY5W,itemDataid122,typearticle-journal,titleLost in translation Employee and organizational constructions of mission and vision,container-titleManagement Communication Quarterly,page358-384,volume29,issue3,authorfamilyKopaneva,givenIrina,familySias,givenPatricia M.,issueddate-parts2015,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Kopaneva Sias, 2015)

Goals and Purpose

To attain a good place in the market by making better products.

Objectives

Primary Objective

Our primary objective is to sustain the confidence of our consumers.

To give our best and maintain our standard and quality

To understand the needs of consumers

To produce healthy and clean products

Secondary objective

Our secondary objective is to maximise our profit

To maximise long term return to shareholders.

Our objective is to progress valuable and equally manageable dealings with dealers, stakeholders and customers. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa24e885enr7,propertiesformattedCitation(Gurley, Peters, Collins, Fifolt, 2015),plainCitation(Gurley, Peters, Collins, Fifolt, 2015),citationItemsid123,urishttp//zotero.org/users/local/zTPHp9Do/items/ZYZ23FN6,urihttp//zotero.org/users/local/zTPHp9Do/items/ZYZ23FN6,itemDataid123,typearticle-journal,titleMission, vision, values, and goals An exploration of key organizational statements and daily practice in schools,container-titleJournal of Educational Change,page217-242,volume16,issue2,authorfamilyGurley,givenD. Keith,familyPeters,givenGary B.,familyCollins,givenLoucrecia,familyFifolt,givenMatthew,issueddate-parts2015,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Gurley, Peters, Collins, Fifolt, 2015)

Mission statement

Be a tremendously competent and operative organisation.

To organise a team of fervent and dedicated people, there goals should be intertwined with the company objectives.

A portfolio should be created, which will be responsible to meet the consumers anticipations, through the deliverance of natural and nutritious products.

Cost-effectively provide high-quality products.

Try to be an accountable business entity by assisting to shape maintainable communities.

Develop mutually beneficial partners. ADDIN ZOTERO_ITEM CSL_CITATION citationIDagh0kg9vcq,propertiesformattedCitation(Burlingame, Carr, Gingras, 2018),plainCitation(Burlingame, Carr, Gingras, 2018),citationItemsid126,urishttp//zotero.org/users/local/zTPHp9Do/items/936KRWJB,urihttp//zotero.org/users/local/zTPHp9Do/items/936KRWJB,itemDataid126,typearticle-journal,titleEditorial focus on the current MCP Mission Statement and Scope,container-titleMolecular Cellular Proteomics,page397,volume17,authorfamilyBurlingame,givenAl,familyCarr,givenSteve,familyGingras,givenAnne-Claude,issueddate-parts2018,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Burlingame, Carr, Gingras, 2018)

Try to maximise the stockholder return in the long run, while being morally accountable.

To provide a natural drink which is healthy and gives a refreshing effect.

To let people, enjoy the moments of happiness.

To give a different product. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa1hvafcqenl,propertiesformattedCitation(Gordon, 2017),plainCitation(Gordon, 2017),citationItemsid121,urishttp//zotero.org/users/local/zTPHp9Do/items/QB879IV4,urihttp//zotero.org/users/local/zTPHp9Do/items/QB879IV4,itemDataid121,typechapter,titleCommunication, Vision, and Mission,container-titleLeadership through Trust,publisherSpringer,page63-69,authorfamilyGordon,givenGus,issueddate-parts2017,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Gordon, 2017)

Product names

Coconut Refresher and Coconut

Refreshing your day

Market Description

We are focusing on regular ordinary people, who sometimes like having colour to their taste buds. Looking at our competitors, they are quite strong no doubt. Red Bull and Monster beverage cooperation, they are both intense competitors. Our motto is to impress and attract the common man from around the world, and the focus is not on how heavy their pockets are. The customer can be the CEO of a company or a housewife it wont make a difference in providing what we promised the customer. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa2ik7jsh53h,propertiesformattedCitation(Goffee Scase, 2015),plainCitation(Goffee Scase, 2015),citationItemsid118,urishttp//zotero.org/users/local/zTPHp9Do/items/P7JS92H2,urihttp//zotero.org/users/local/zTPHp9Do/items/P7JS92H2,itemDataid118,typebook,titleCorporate Realities (Routledge Revivals) The Dynamics of Large and Small Organisations,publisherRoutledge,ISBN1-317-49664-7,authorfamilyGoffee,givenRobert,familyScase,givenRichard,issueddate-parts2015,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Goffee Scase, 2015)

Strategies to Maximize Value Creation

Marketing Strategy

What people lately want is an energy drink that tastes good, is healthy, can be availed both in summers and winters, and is affordable. So, we came up with the idea of an affordable coconut drink which is organic, healthy, affordable and is in 2 flavours one for summers, the other for winters. The drink tastes better than the beverages created by competitors, and the best part is that there is no age limit. Usually, people target the youth, but our strategy is to create a drink that is for all age groups. So our basic tactic is giving our consumer a healthy family drink. ADDIN ZOTERO_ITEM CSL_CITATION citationIDaucjvrdjs8,propertiesformattedCitation(Maria, 2018),plainCitation(Maria, 2018),citationItemsid113,urishttp//zotero.org/users/local/zTPHp9Do/items/EU8666UH,urihttp//zotero.org/users/local/zTPHp9Do/items/EU8666UH,itemDataid113,typearticle-journal,titleImplementation of managerial strategies principles at the enterprises from agro-food sector,container-titleTotal quality management,authorfamilyMaria,givenOleiniuc,issueddate-parts2018,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Maria, 2018)

Remarkable Difference

To provide something different which can be availed by the whole family, no boundaries of seasons, can be used in any weather condition, and is affordable for all.

Methodology

Our methodology is pretty simple and quite effective we have designed every plan regarding our product, concerning the projection of our past analysis and surveys. According to our surveys, it was have discovered, that we need to provide something different which can be availed by the whole family. No limitations of seasons, the product can be used in any weather condition and is affordable for all. So, our methodology is based on our surveys and our observation of different markets and competitors over the years. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa1vntqiajmj,propertiesformattedCitation(Williams Jr, Pieper, Kellermanns, Astrachan, 2018),plainCitation(Williams Jr, Pieper, Kellermanns, Astrachan, 2018),citationItemsid124,urishttp//zotero.org/users/local/zTPHp9Do/items/INDANY75,urihttp//zotero.org/users/local/zTPHp9Do/items/INDANY75,itemDataid124,typearticle-journal,titleFamily firm goals and their effects on strategy, family and organization behavior A review and research agenda,container-titleInternational Journal of Management Reviews,pageS63-S82,volume20,authorfamilyWilliams Jr,givenRalph I.,familyPieper,givenTorsten M.,familyKellermanns,givenFranz W.,familyAstrachan,givenJoseph H.,issueddate-parts2018,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Williams Jr, Pieper, Kellermanns, Astrachan, 2018)

Proposed Segmentation, Target Market and Positioning

Coco Heavens products are not bounded by age or gender.

We are focusing on the group of people who are looking for variety in energy drinks.

Coco heaven is also focusing on the benefits that consumers seek in an energy drink.

We are targeting universities, colleges, and school students. People who work in banks and families. (we can also call Coconut Refresher a family drink)

Anyone can afford it wages, salary or pocket money, its cheap and healthy.

The brand has been positioned as an organic energy drink which is suitable for all ages. The product is placed as instant energy, quenching thirst and a healthy replacement for soft drinks.

Positioning Statement

Coco heaven is also focusing on the benefits that consumers seek in an energy drink.

The brand has been positioned as a natural energy drink appropriate for all ages. The product is positioned for prompt vigour, satisfying thirstiness and a healthy replacement for all those carbon dioxide based drinks in the market.

Marketing Logistics and Supply chain Management

We have a full proof plan when it comes to our product coco heaven and coconut. Our plan requires that we do proper distribution of our product geographically and in regards to the target market. The company has also kept track of the flow of product, and what its position will be in the market. One of our managers is always keeping track of the raw material that is required to make our product, so the management of the supply of the raw material is organised and very strategic. Affective management is the key to a perfect supply chain.

Branding and Brand Consistent Behavior

Our branding strategy is that we have given our product a different packaging and apart from that we have given it a tropical name Coconut Refresher differentiates it from the rest of the products.

Employees Brand consistent behaviour is highly promoted in the organisation. Managerial strategies play a significant role in instilling brand consistent behaviour in employees. However, some studies suggest that a lot of managerial strategies affects branding behaviour. At Coco heaven, we rely on enable oriented strategies, rather than communication oriented strategies. This step ensures that the employee brand roles are sustained. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa2fld52sd8f,propertiesformattedCitation(Quaratino Mazzei, 2018),plainCitation(Quaratino Mazzei, 2018),citationItemsid112,urishttp//zotero.org/users/local/zTPHp9Do/items/7CVI3FQB,urihttp//zotero.org/users/local/zTPHp9Do/items/7CVI3FQB,itemDataid112,typearticle-journal,titleManagerial strategies to promote employee brand consistent behavior The new frontier for brand building strategies,container-titleEuroMed Journal of Business,authorfamilyQuaratino,givenLuca,familyMazzei,givenAlessandra,issueddate-parts2018,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Quaratino Mazzei, 2018)

Managerial Strategies

At Coco Heaven we give training to the employees and managers to assure maximum quality work from them. 360 degree reviews are given to the employees, so they can work on their weaknesses and strengthen their strengths. We also set Key performance indicators, which can assist in managing employee engagement. This will be further discussed as well.

Employee Engagement

One of the most important steps to maximise value is engaging the employees in their work. All the above steps can only be done if the employee is working well. For that, the company keeps it very simple. Coco heaven follows Maslows Hierarchy to get the employees motivated to work. By full filling, the safety, physiological, love, esteem and self-actualisation needs, Coco Heaven engages its employees in work. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa10sainpgc6,propertiesformattedCitation(Alcala, 2017),plainCitation(Alcala, 2017),citationItemsid111,urishttp//zotero.org/users/local/zTPHp9Do/items/RNR4QEMF,urihttp//zotero.org/users/local/zTPHp9Do/items/RNR4QEMF,itemDataid111,typearticle-journal,titleManagerial Strategies for Improving Employee Engagement A Single Case Study,authorfamilyAlcala,givenAnn-Marie,issueddate-parts2017,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Alcala, 2017)

Leadership

The most useful role is played by the leadership for shaping the essentials of the organisation. No matter what the scheme of play is, leadership plays a vital role in almost all parts of our life. Organisations, businesses, governments all revolve around leadership qualities. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa250ha3v8t2,propertiesformattedCitation(Macdonald, Burke, Stewart, 2017),plainCitation(Macdonald, Burke, Stewart, 2017),citationItemsid119,urishttp//zotero.org/users/local/zTPHp9Do/items/UATU3BZV,urihttp//zotero.org/users/local/zTPHp9Do/items/UATU3BZV,itemDataid119,typebook,titleSystems leadership Creating positive organisations,publisherRoutledge,ISBN1-351-89645-8,authorfamilyMacdonald,givenIan,familyBurke,givenCatherine,familyStewart,givenKarl,issueddate-parts2017,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Macdonald, Burke, Stewart, 2017)

Leadership is a capacity which is essential at all dimensions of life, be it any work. At the top brass meetings and gatherings, leadership is imperative to receiving support in the description of arrangements and tactics. In the centre and lower level, it is obligated to clarify things and execute projects and strategies being midst finest management. Authority is practised via direction and supervisory of assistants, so plans and processes can be executed accurately and timely. ADDIN ZOTERO_ITEM CSL_CITATION citationIDamsnqbn835,propertiesformattedCitation(Storey, 2016),plainCitation(Storey, 2016),citationItemsid115,urishttp//zotero.org/users/local/zTPHp9Do/items/AD2EBBT5,urihttp//zotero.org/users/local/zTPHp9Do/items/AD2EBBT5,itemDataid115,typechapter,titleChanging theories of leadership and leadership development,container-titleLeadership in Organizations,publisherRoutledge,page33-58,authorfamilyStorey,givenJohn,issueddate-parts2016,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Storey, 2016)

Through administrative characteristics, a leader assists in helping and combining a workers objectives with the hierarchical motto. A leader is trying to coordinate endeavours of employees to a common motive and then achieve endpoints. This would be conceivable through the occasion that one can influence, and acquire inclined support and longing to achieve targets. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa1chjfj6o3m,propertiesformattedCitation(Higgs Dulewicz, 2016),plainCitation(Higgs Dulewicz, 2016),citationItemsid116,urishttp//zotero.org/users/local/zTPHp9Do/items/8RMI5BH6,urihttp//zotero.org/users/local/zTPHp9Do/items/8RMI5BH6,itemDataid116,typechapter,titleDevelopments in leadership thinking,container-titleLeading with Emotional Intelligence,publisherSpringer,page75-103,authorfamilyHiggs,givenMalcolm,familyDulewicz,givenVictor,issueddate-parts2016,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Higgs Dulewicz, 2016)

Leadership Styles used in Coco Heaven

There is not just one, but two leadership styles used in Coco Heaven Strategic Leadership and Cross-cultural Leadership. These two styles together will make sure that the company is evolving now and then. The basic needs and requirements are met by everyone at the time given. Just as every organisation needs a leader, our organisation will be following a leader who is ready and can take our company to higher grounds. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa2hsvn2v5u,propertiesformattedCitation(Graham, Ziegert, Capitano, 2015),plainCitation(Graham, Ziegert, Capitano, 2015),citationItemsid128,urishttp//zotero.org/users/local/zTPHp9Do/items/S4S8IJZM,urihttp//zotero.org/users/local/zTPHp9Do/items/S4S8IJZM,itemDataid128,typearticle-journal,titleThe effect of leadership style, framing, and promotion regulatory focus on unethical pro-organizational behavior,container-titleJournal of business ethics,page423-436,volume126,issue3,authorfamilyGraham,givenKatrina A.,familyZiegert,givenJonathan C.,familyCapitano,givenJohnna,issueddate-parts2015,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Graham, Ziegert, Capitano, 2015)

At Coco Heaven, strategic leadership will ensure that all goals are met. However, strategic leadership is not restricted to the top management alone. It spreads itself in a broader platform, with many spectators. These people are present at all levels of the organisation and work on improving the performance of the organisation as a whole, as teams, and as singular people as well. The fact that Coco Heaven is a company that needs to work on its strategies nonstop to ensure innovation makes this leadership style fit for it. It is a given a lot of strategic thinking will aid to make it work. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa1svefdgrob,propertiesformattedCitationrtf (Renko, El Tarabishy, Carsrud, Bruc0u228nnback, 2015),plainCitation(Renko, El Tarabishy, Carsrud, Brnnback, 2015),citationItemsid127,urishttp//zotero.org/users/local/zTPHp9Do/items/RQHP625M,urihttp//zotero.org/users/local/zTPHp9Do/items/RQHP625M,itemDataid127,typearticle-journal,titleUnderstanding and measuring entrepreneurial leadership style,container-titleJournal of Small Business Management,page54-74,volume53,issue1,authorfamilyRenko,givenMaija,familyEl Tarabishy,givenAyman,familyCarsrud,givenAlan L.,familyBrnnback,givenMalin,issueddate-parts2015,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Renko, El Tarabishy, Carsrud, Brnnback, 2015)

Cross-cultural leadership is the need of Coco Heaven. Both the leadership styles are required to run the company. People from different ethnicities work in the company. It is crucial that they are communicated and dealt with in accordance with their likings. One can never offend a worker. Majority of the companies in America follow cross-cultural leadership style. This leadership style does not just help within the company but also proves to be essential externally. It helps the company understand the opponents and come up with a more innovative way to tackle them in light of their cultural values. ADDIN ZOTERO_ITEM CSL_CITATION citationIDaksmetdbmh,propertiesformattedCitation(Anderson Sun, 2017),plainCitation(Anderson Sun, 2017),citationItemsid114,urishttp//zotero.org/users/local/zTPHp9Do/items/UBCHVC3V,urihttp//zotero.org/users/local/zTPHp9Do/items/UBCHVC3V,itemDataid114,typearticle-journal,titleReviewing leadership styles Overlaps and the need for a new full rangetheory,container-titleInternational Journal of Management Reviews,page76-96,volume19,issue1,authorfamilyAnderson,givenMarc H.,familySun,givenPeter YT,issueddate-parts2017,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Anderson Sun, 2017)

Leadership and Management

The two terms are considered the same, i.e. leadership and management. It is easily understood administration is a rudimentary part of power management. By way of a pivotal segment of the management, powerful and starter conducts emphasises later constructing a situation through which single representative surpasses and generates prospects. On the other hand, leadership is characterized as a notion which can influence and initiate shared activities linking to the accomplishment of goals. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa21om9d6kaq,propertiesformattedCitation(Bolden, 2016),plainCitation(Bolden, 2016),citationItemsid117,urishttp//zotero.org/users/local/zTPHp9Do/items/IIYS2RY7,urihttp//zotero.org/users/local/zTPHp9Do/items/IIYS2RY7,itemDataid117,typechapter,titleLeadership, management and organisational development,container-titleGower handbook of leadership and management development,publisherRoutledge,page143-158,authorfamilyBolden,givenRichard,issueddate-parts2016,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Bolden, 2016)

Leadership and management will have different roles in our company

The structural working and managing of authority will be practised by the management, leaders, however, will influence the workers of our company to move forward and achieve the goals the company has set for them.

Management will be handling the company by arranging, sorting out, staffing, coordinating and controlling. Leaders will be centring around tuning in, building connections, cooperation, rousing, propelling and influencing the supporters workers and everyone else who is a part of our company.

The workforce will be following the leader if they have full confidence and trust over him and that is what our company will be looking forward to as to how well will employees will react to the actions taken by the leader.

The managerial role follows the rules it is basic and standard. Managerial roles are not unique as managers are following the steps defined by the company. Contrary to that, leaders apply the power of thinking and make decision derived from their instincts.

Managers will be making it possible that the workflow is smooth and sound. The overall burden of the work is very well divided and that each worker has a sense of comfort in the company during working hours. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa2phlk2mq3u,propertiesformattedCitation(Hou, Gao, Nicholson, 2018),plainCitation(Hou, Gao, Nicholson, 2018),citationItemsid125,urishttp//zotero.org/users/local/zTPHp9Do/items/RTYGM737,urihttp//zotero.org/users/local/zTPHp9Do/items/RTYGM737,itemDataid125,typearticle-journal,titleUnderstanding organisational responses to regulative pressures in information security management The case of a Chinese hospital,container-titleTechnological Forecasting and Social Change,page64-75,volume126,authorfamilyHou,givenYe,familyGao,givenPing,familyNicholson,givenBrian,issueddate-parts2018,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Hou, Gao, Nicholson, 2018)

Administration and management will be assessing workers or employees by their work, data and different evaluations. While leadership must know the potential of the workforce and make sure that everyone performs according to the potential they have.

Leadership will be responsible for regular and proper communication with the company employees and listen to their needs and problems if they are facing any. ADDIN ZOTERO_ITEM CSL_CITATION citationIDaq9vj09d9s,propertiesformattedCitation(Amabile Pratt, 2016),plainCitation(Amabile Pratt, 2016),citationItemsid130,urishttp//zotero.org/users/local/zTPHp9Do/items/9AB7DGYJ,urihttp//zotero.org/users/local/zTPHp9Do/items/9AB7DGYJ,itemDataid130,typearticle-journal,titleThe dynamic componential model of creativity and innovation in organizations Making progress, making meaning,container-titleResearch in Organizational Behavior,page157-183,volume36,authorfamilyAmabile,givenTeresa M.,familyPratt,givenMichael G.,issueddate-parts2016,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Amabile Pratt, 2016)

Strong leadership will allow the working of our company to its maximum. The evolution and new ideas are always welcomed by strong and positive leadership. Many minds are working for a specific company, and their voices and ideas should be given importance. If the workforce is strong and happy then through a positive leadership which is giving can lead our company to more innovations and evolutions. As we all know Sky Is The Limit, so we will be aiming for the sky. Some proper meetings and gatherings of leadership with employees every month will sustain innovation and may cause the company to take some new innovative steps. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa16oq5cc4ml,propertiesformattedCitation(Holten Brenner, 2015),plainCitation(Holten Brenner, 2015),citationItemsid129,urishttp//zotero.org/users/local/zTPHp9Do/items/2DTH4LGB,urihttp//zotero.org/users/local/zTPHp9Do/items/2DTH4LGB,itemDataid129,typearticle-journal,titleLeadership style and the process of organizational change,container-titleLeadership Organization Development Journal,page2-16,volume36,issue1,authorfamilyHolten,givenAnn-Louise,familyBrenner,givenSten Olof,issueddate-parts2015,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Holten Brenner, 2015)

Cultural Needs of Organization

Organisations work under specific rules and terms, shaping the needs and goals, organisations follow them to reach their end goal or to achieve their tasks. This unique and specific type of working by the organisations is termed as a culture. Employees act accordingly to the culture of the organisation. The behaviour of the employees and the actions taken by the employees against a particular scenario is all controlled by the culture of the organisation. Without a specified culture, workers cannot perform correctly at their workplace, and this can lead to some severe consequences for the workers and also for the organisation.

Our company is based on simple rules and principles. Making the culture complex will ultimately cause the working of our company complex and difficult as well. Our company is fairly a new one. The simpler and easier the work environment is, the happier and more satisfied our workers will be. So, we will be following the approach of simplicity and friendly. The basic concept of respect will be made important for all. Only the concept of respect will make our company culturally strong.

A strong culture means that employees will work according to their full potential and that they will enjoy the environment of the workplace and work with a positive attitude.

A weak culture means that employees will work without any interest and there will be negative feedback from the workforce and from the organisation as well. Employees will only work under pressure and will not be able to perform their duties well.

We as a company will strive for making the general public informed about our policies and principles as this will impact the companys working capability positively. Making the general public happy and satisfying them according to their demands is the ultimate goal of our company and this can only be achieved if our company is culturally strong. ADDIN ZOTERO_ITEM CSL_CITATION citationIDa2dflrpm5a2,propertiesformattedCitationrtf (Vuc0u228yrynen, 2018),plainCitation(Vyrynen, 2018),citationItemsid120,urishttp//zotero.org/users/local/zTPHp9Do/items/YAU6TF6U,urihttp//zotero.org/users/local/zTPHp9Do/items/YAU6TF6U,itemDataid120,typearticle-journal,titleCulture and international conflict resolution A critical analysis of the work of John Burton,authorfamilyVyrynen,givenTarja,issueddate-parts2018,schemahttps//github.com/citation-style-language/schema/raw/master/csl-citation.json (Vyrynen, 2018)

References

Alcala, A. M. (2017). Managerial Strategies for Improving Employee Engagement A Single Case Study.

Quaratino, L., Mazzei, A. (2018). Managerial strategies to promote employee brand consistent behavior The new frontier for brand building strategies.EuroMed Journal of Business.

Maria, O. (2018). Implementation of managerial strategies principles at the enterprises from the agro-food sector. Total quality management.

Anderson, M. H., Sun, P. Y. (2017). Reviewing leadership styles Overlaps and the need for a new full range theory.International Journal of Management Reviews,19(1), 76-96.

Storey, J. (2016). Changing theories of leadership and leadership development. InLeadership in Organizations(pp. 33-58). Routledge.

Higgs, M., Dulewicz, V. (2016). Developments in leadership thinking. InLeading with Emotional Intelligence(pp. 75-103). Palgrave Macmillan, Cham.

Bolden, R. (2016). Leadership, management, and organizational development. In Gower handbook of leadership and management development(pp. 143-158). Routledge.

Goffee, R., Scase, R. (2015).Corporate Realities (Routledge Revivals) The Dynamics of Large and Small Organisations. Routledge.

Macdonald, I., Burke, C., Stewart, K. (2017).Systems leadership Creating positive organizations. Routledge.

Vyrynen, T. (2018). Culture and international conflict resolution A critical analysis of the work of John Burton.

Gordon, G. (2017). Communication, Vision, and Mission. InLeadership through Trust(pp. 63-69). Palgrave Macmillan, Cham.

Kopaneva, I., Sias, P. M. (2015). Lost in translation Employee and organizational constructions of mission and vision.Management Communication Quarterly,29(3), 358-384.

Gurley, D. K., Peters, G. B., Collins, L., Fifolt, M. (2015). Mission, vision, values, and goals An exploration of key organizational statements and daily practice in schools.Journal of Educational Change,16(2), 217-242.

Williams Jr, R. I., Pieper, T. M., Kellermanns, F. W., Astrachan, J. H. (2018). Family firm goals and their effects on strategy, family and organization behavior A review and research agenda.International Journal of Management Reviews,20, S63-S82.

Hou, Y., Gao, P., Nicholson, B. (2018). Understanding organizational responses to regulative pressures in information security management The case of a Chinese hospital. Technological Forecasting and Social Change,126, 64-75.

Burlingame, A., Carr, S., Gingras, A. C. (2018). Editorial focus on the current MCP Mission Statement and Scope.Molecular Cellular Proteomics,17, 397.

Renko, M., El Tarabishy, A., Carsrud, A. L., Brnnback, M. (2015). Understanding and measuring entrepreneurial leadership style.Journal of Small Business Management,53(1), 54-74.

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Holten, A. L., Brenner, S. O. (2015). Leadership style and the process of organizational change.Leadership Organization Development Journal,36(1), 2-16.

Amabile, T. M., Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations Making progress, making meaning.Research in Organizational Behavior,36, 157-183.

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Subject: Business and Management

Pages: 7 Words: 2100

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