BSBLDR521 Development of Diverse Workforces :
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| Assessment Details | |||||
| Qualification Code/Title | BSB50420 Diploma of Leadership and Management | ||||
| Assessment Type | Assessment -01 (Project) | Time allowed | |||
| Due Date | Location | AHIC | Term / Year | ||
| Unit of Competency | |
| National Code/Title | BSBLDR521 Lead the Development of Diverse Workforces |
| Student Details | |||
| Student Name | Student ID | ||
| Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. | Signature: ____________________________ Date: _____/______/__________ |
| Assessor Details | ||
| Assessor’s Name | ||
| RESULTS (Please Circle) | SATISFACTORY | NOT SATISFACTORY |
| Feedback to student: |
| Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. | Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. | ||
| Signature | Signature | ||
| Date | Date | ||
| Instructions to the Candidates This assessment is to be completed according to the instructions given below in this document.Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. Please refer to the College re-submission and re-sit policy for more information. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.Please read the Tasks carefully then complete all Tasks.To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. |
Reasonable adjustments
- Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
- Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
- The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
- Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
- Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
- All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
| Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) | ||
| Category | Possible Issue | Reasonable Adjustment Strategy (select as applicable) |
| ¨ LLN | ¨ Speaking ¨ Reading ¨ Writing ¨ Confidence | ¨ Verbal assessment ¨ Presentations ¨ Demonstration of a skill ¨ Use of diagrams ¨ Use of supporting documents such as wordlists |
| ¨ Non-English-Speaking Background | ¨ Speaking ¨ Reading ¨ Writing ¨Cultural background ¨ Confidence | ¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process ¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role ¨ Use short sentences that do not contain large amounts of information ¨ Clarify information by rephrasing, confirm understanding ¨ Read any printed information to the student ¨ Use graphics, pictures and colour coding instead of, or to support, text ¨ Offer to write down, or have someone else write, oral responses given by the student ¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs |
| ¨ Indigenous | ¨ Knowledge and understanding ¨ Flexibility ¨ Services ¨ Inappropriate training and assessment | ¨ Culturally appropriate training ¨ Explore understanding of concepts and practical application through oral assessment ¨ Flexible delivery ¨ Using group rather than individual assessments ¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. |
| ¨ Age | ¨ Educational background ¨ Limited study skills | ¨ Make sure font size is not too small ¨ Trainer/Assessor should refer to the student’s experience ¨ Ensure that the time available to complete the assessment takes account of the student’s needs ¨ Provision of information or course materials in accessible format. ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift |
| ¨ Educational background | ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies | ¨ Discuss with the Student previous learning experience ¨ Ensure learning and assessment methods meet the student’s individual need |
| ¨ Disability | ¨ Speaking ¨ Reading ¨ Writing ¨ Numeracy ¨ Limited study skills and/or learning strategies | ¨ Identify the issues ¨ Create a climate of support ¨ Ensure access to support that the student has agreed to ¨ Appropriately structure the assessment ¨ Provide information or course materials in accessible format, e.g. a textbook in braille ¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures ¨ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write ¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue ¨ Changes to course design, e.g. substituting an assessment task ¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift |
| Explanation of reasonable adjustments strategy used (If required) |
What if you disagree on the assessment outcome?BSBLDR521 Development of Diverse Workforces
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
- Undertake studies and research responsibly and with honesty and integrity
- Ensure that academic work is in no way falsified
- Seek permission to use the work of others, where required
- Acknowledge the work of others appropriately
- Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
- Paraphrasing and presenting work or ideas without a reference
- Copying work either in whole or in part
- Presenting designs, codes or images as your own work
- Using phrases and passages verbatim without quotation marks or referencing the author or web page
- Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
- Work with one or more people to prepare and produce work
- Allow others to copy your work or share your answer to an assessment task
- Allow someone else to write or edit your work (without rto approval)
- Write or edit work for another student
- Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:
Your submitted document must follow the given criteria:
- Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
- Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
- The Assessment file name for electronic copy should follow :
Student Id_Assessment_No ( Example AHI000014_Assessment 1
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
Assessment Task 1: Project Portfolio
Task summary
In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a project portfolio.
This assessment is to be completed in the simulated work environment in the RTO.
Required
You will need access to:
- your learning resources and other information for reference
- Student Assessment Tasks
- Project Portfolio template
- Simulation Pack (if using the case study)
- policies and procedures related to diversity and interaction with diverse team members (if using your own business).
Ensure that you:
- review the advice to students regarding responding to written tasks in the Business Works Student User Guide
- comply with the due date for assessment which your assessor will provide
- adhere with your RTO’s submission guidelines
- answer all questions completely and correctly
- submit work which is original and, where necessary, properly referenced
- submit a completed cover sheet with your work
- avoid sharing your answers with other students.
Timing
Advise the student of the due date of these submissions.
Submit
- Complete all the activities
Assessment criteria
Students must complete all of the activities listed and will be assessed against the assessment criteria included in the checklist included with this task.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
Assessment Task 1 Instructions
Complete the following activities:
- Carefully read the following:
| This project requires you to lead the development of a diverse team in the workplace. To do this, you will establish the diversity within the team, embed diversity into the team processes and operations and support and promote diversity. | |
| Vocational education and training is all about gaining and developing practical skills that are industry relevant and that can help you to succeed in your chosen career. For this reason, we are giving you the choice to base this project on your own business, one you work in or a familiar with, or you can base it on the case study scenario provided in the Simulation Pack. This will mean that you are applying your knowledge and skills in a relevant, practical, and meaningful way to your own situation! | |
| If you are using the case study business, all relevant information for you to complete this assessment can be found in the Simulation Pack. You will assume the role of Call Centre Team leader. If you are basing this assessment on your own choice of business or work area, make sure you have access to all required information (read through the requirements in the green boxes below for further information). Choose a suitable role that you’ll assume for this assessment and identify an appropriate team (with at least four members including yourself). The individuals should represent a diverse group of people (e.g., different cultures, genders, languages, ages etc.). Speak to your assessor to get approval if you want to base this on your own business. You will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below. Before you begin, complete page 4 of your Project Portfolio. You are required to describe the business you are basing this assessment on, the role you will assume and the diverse team you will lead. | |
| Start working on Section 1 of your Project Portfolio. Steps 2 to 7 form part of Section 1. If you are basing this assessment on your own business, you need access to policies and procedures that address workplace diversity. If you do not have access to such policies and procedures, you may use those provided in the Simulation Pack if they are suitable for your business. | |
- Discuss diversity in business.
| Discuss diversity in business. To do this, you must: describe the different types of individuals and groups that may be found in a workplacelist the barriers to inclusive engagementidentify the benefits of diversity and the opportunities created by inclusive engagementdiscuss the potential impacts (positive and/or negative) of gender, race, age, disability, sexual orientation, form of work engagement and flexible work arrangements on workforce engagementidentify strategies that may be used when integrating and engaging a diverse workforceidentify tools and techniques that may assist with integrating and engaging a diverse workforceidentify the business benefits of incorporating diversity into planning and operations. |
- Establish legislative and regulatory requirements for diversity.
| Summarise current legislation and regulations regarding: age discriminationdisability discriminationracial discriminationsex discriminationhuman rights/equal opportunity. Also analyse how the legislation and/or regulations influences how you perform your role. | |
| The Simulation Pack provides examples of current legislation for you to consider. |
- Establish the organisational requirements related to diversity.
| Identify and summarise the current policies and procedures in your organisation that address diversity and analyse how these policies and procedures influence how you perform your role. | |
| Policies and procedures may include for example: Diversity Policy and ProceduresConflict Resolution Policy and ProceduresInternal and External Communications Policy and ProceduresWorkplace Health and Safety Policy and Procedures. |
- Review your team-based workforce.
| Quantify and qualify the diversity found in the team you are leading. For each diverse individual: identify the specific opportunities and barriers to their inclusive engagement within your teamidentify communication strategies and behaviours that may be applied to build rapport and foster strong relationships with themestablish the benefits the diversity brings to your team and organisationidentify any biases or assumptions in communication and behaviour the individual may haveidentify any relevant diversity support services that may be of interest to the individual. | |
| Make sure you identify all the sources of diversity in your team. “Quantify” is to assign a numerical value to something (e.g., 3 men and 2 women). “Qualify” is to describe something by listing its qualities (e.g., 1 Aboriginal woman). |
- Review your own attitude towards diversity.
| Identify and analyse your interpersonal skills strengths and limitations. | |
| Complete this step in an honest and transparent manner. This question is about your personal assumptions and biases. There are many free online tools available to help you determine your interpersonal skills (such as https://testyourself.psychtests.com/testid/2151). | |
| Identify an area that would benefit from further development and source relevant YouTube videos that you could watch to help you address the area. | |
| For example, if you need to further develop your understanding of a foreign culture, you could source the following video: https://www.youtube.com/watch?v=ZDvLk7e2Irc |
- Develop a staff engagement survey that may inform any work plans you develop.
| Develop a survey for your team to complete that may be used to: help you identify any diversity issues (as well as potential solutions for the issues)seek their input regarding the work activities that must be done within the team over the next month (including required resources and timeframes). | |
| Use any appropriate digital tool (such as survey monkey) to create the survey. You will use this input to develop a work plan in Section 2 of the Project Portfolio. | |
| Draft an email to your team to share the survey with them. In your email, first promote the benefits of diversity within the workplace and then explain the contents of the survey. Also provide a general list of relevant support services (already identified in step 5) that the team may access. | |
| The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. | |
| Make sure you have answered all questions in Section 1. You are required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in Section 1 of the Project Portfolio. Submit Section 1 to your assessor. |
| Complete Section 2 of your Project Portfolio. Steps 8 to 11 forms part of Section 2. If you are basing this assessment on the case study, your assessor will have completed your survey in the role of two team members when they marked Section 1 of your Project Portfolio. Use the completed surveys to guide your work in the next steps. If you are using your own business, actual team members may complete the survey, or you may request that your assessor complete your survey in the role of the team members. |
- Evaluate diversity issues to provide support.
| First, summarise the diversity issues in your team (as per the survey results) and evaluate potential solutions to address the issues. Then, develop a fact sheet for your team to address the identified issues. The fact sheet should include: summary of diversity issues within the team relevant facts about the specific diversity issue links to YouTube video clips that support the diversity. | |
| For example, complaints that a pregnant woman is working from home can be supported by the fact that some pregnancies have complications and require bedrest as per the doctor’s orders. A supporting YouTube videoclips could be https://www.youtube.com/watch?v=vYXZc9ERqaA. |
- Design feedback and review processes that incorporate and maximise the benefits of diversity.
| Design continuous feedback and review processes that will be used in your team. Make sure these processes incorporate team activities to maximise the benefit of the diversity in your team. In your design, include the communication processes that should be followed. | |
| For example, you may design a process where documents are reviewed by three different diverse team members at different stages of the document’s lifecycle. Comments should be included on the document using the “Review” functionality of the software used to create the document (such as MS Word). |
- Develop a work plan for your team.
| Develop a work plan for your team. Make sure your plan: incorporates the input of the team members (as provided in their survey responses) includes the continuous feedback and review process (developed in step 9)accommodates and reflects diversity. | |
| Use specialised and detailed terms and language in your plan appropriate for the activities and operations of your team (e.g., if it’s a finance team, you may refer to “Identify key drivers and assumptions to be included in financial forecasts”). The work plan must be for one month. Use the template in your Project Portfolio to create your plan. |
- Share information with your team.
| Draft an email to your team to share the workplan with them and provide workplace support for the diversity issues identified. In your email: thank the team for providing input regarding diversity issues and the workplanconfirm that you have taken the survey responses into account when developing the workplanoutline the diversity issues that were identified as part of the surveysummarise the contents of your fact sheet and request that the team reads it. | |
| You may assume the work plan and fact sheet are attached to the email. The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. | |
| Make sure you have answered all questions in Section 2. You are required to attach certain documents as part of your evidence – review the documents you need to attach as outlined in Section 2 of the Project Portfolio. Submit Section 2 to your assessor. |
| Complete Section 3 of your Project Portfolio. Steps 12 forms part of Section 3. Assume that there is a changed circumstance in your team that requires your work plan to be adjusted. Your assessor will have assigned a changed circumstance when marking Section 2 of your Project Portfolio. |
- Adjust your workplan and communicate the adjustment.
| Adjust your workplan to accommodate the changed circumstance. Align the plan to adhere to diversity legislation and organisational policies and procedures. | |
| Seek feedback on the changes you’ve made by following the review and feedback process you designed in step 9. | |
| If the communication process you designed requires face-to-face interaction, speak to your assessor to arrange a role-play scenario or video record your communication with actual team members for your assessor to view later. |
- Submit your completed Project Portfolio.
| Make sure you have completed all sections of your Project Portfolio, answered all questions, provided enough detail as indicated and proofread for spelling and grammar as necessary. Remember to submit all necessary attachments as indicated. |
| Did the student: | Completed successfully? | Comments | |||
| Yes | No | ||||
| Discuss diversity in business to: describe the different types of individuals and groups that may be found in a workplacelist the barriers to inclusive engagementidentify the benefits of diversity and the opportunities created by inclusive engagementdiscuss the potential impacts (positive and/or negative) of gender, race, age, disability, sexual orientation, form of work engagement and flexible work arrangements on workforce engagementidentify strategies that may be used when integrating and engaging a diverse workforceidentify tools and techniques that may assist with integrating and engaging a diverse workforceidentify the business benefits of incorporating diversity into planning and operations? | |||||
| Summarise current legislation and regulations and analyse how the legislation and/or regulations influences how they perform their role? | |||||
| Identify and summarise the current policies and procedures in the organisation that address diversity and analyse how these policies and procedures influence how they perform their role? | |||||
| Quantify and qualify the diversity found in the team they are leading and for each diverse individual: identify the specific opportunities and barriers to their inclusive engagement within the teamidentify communication strategies and behaviours that may be applied to build rapport and foster strong relationships with themestablish the benefits the diversity brings to the team and organisationidentify any biases or assumptions in communication and behaviour the individual may haveidentify any relevant diversity support services that may be of interest to the individual? | |||||
| Identify and analyse their interpersonal skills strengths and limitations. Then, identify an area that would benefit from further development and source relevant YouTube videos that they could watch to help address the area? | |||||
| Develop a survey for their team to complete that may be used to: help identify any diversity issues (as well as potential solutions for the issues)seek input regarding the work activities that must be done within the team over the next month (including required resources and timeframes)? | |||||
| Draft an email to their team to share the survey with them and seek input for the workplan? | |||||
| Summarise the diversity issues in their team and evaluate potential solutions to address the issues? | |||||
| Develop a fact sheet for the team to address the identified issues? | |||||
| Design continuous feedback and review processes that will be used in the team? | |||||
| Develop a workplan for their team? | |||||
| Draft an email to their team to share the workplan with them and provide workplace support for the diversity issues identified? | |||||
| Adjust their workplan to accommodate the changed circumstance and align the plan to adhere to diversity legislation and organisational policies and procedures? | |||||
| Seek feedback on the changes to the workplan following the review and feedback process they designed? | |||||
| Task outcome: | Satisfactory | Not satisfactory | |||
| Assessor signature: | |||||
| Assessor name: | |||||
| Date: | |||||
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