BSBOPS502 Manage Business Operational Plans :
|Qualification Code/Title||BSB50420Diploma of Leadership and Management|
|Assessment Type||Assessment -01(Written Questions)||Time allowed|
|Due Date||Location||AHIC||Term / Year|
|Unit of Competency|
|National Code/Title||BSBOPS502 Manage Business Operational Plans|
|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: _____/______/__________|
|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.|
|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.|
- Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. 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. atextbook 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?
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 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, youare 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 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 arebeing used, which includes:
- Paraphrasingand presenting work or ideas without a reference
- Copyingworkeither in whole or in part
- Presenting designs, codes or images as yourownwork
- Using phrasesand passages verbatim without quotationmarks or referencing the author or web page
- Reproducinglecturenotes without proper acknowledgement.
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 youwork without the authorisation of the teaching staff to:
- Workwithone or more peopletoprepareandproducework
- Allowothersto copy yourwork or share youranswertoan assessment task
- Allowsomeoneelsetowrite or edityourwork (without rtoapproval)
- Write or edit work for another student
- Offer to complete work or seekpaymentforcompletingacademicworkforotherstudents.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in groupwork 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)
Include a reference list at the end of your work on a separate page or as footnotes. You shouldreference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
BSBOPS502 Manage Business Operational Plans Task summary
- This is an open book test.
- Students need to answer all of the written questions correctly.
- Answers must be word processed
- Access to textbooks/other learning materials
- Computer and Microsoft Office
- Access to the internet
Your assessor will advise you of the due date of this assessment.
- Answers to all questions
BSBOPS502 Manage Business Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.
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.
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.
Note that the following guidance is the minimum level of response required.
Analyse – when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long.
Contrast – when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long.
Discuss – when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long.
Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long.
Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long.
Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long.
Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long.
List – when a question asks you to list something, this means that you are asked to briefly state information in a list format.
Outline – when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long.
Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.
Assessment Task 1 Instructions
Provide answers to all of the questions below:
|Information source||Description||Examples (provide 1)|
|rules for fair trade Act on WHS Corporations and Confidentiality|
|agencies that protect the environment|
|Resource Type||Description of the resources and 2 examples:||How to acquire the resource:|
Abeysiriwardana, P. C., & Jayasinghe-Mudalige, U. K. (2021). Role of key performance indicators on agile transformation of performance management in research institutes towards innovative commercial agriculture.
Journal of Science and Technology Policy Management. Johnstone, R. (2014). Engaging expert contractors: The work health and safety obligations of the business or undertaking.
Australian Journal of Labour Law, 27(1), 57-85. Macpherson, C. C. (2004). To strengthen consensus, consult the stakeholders. Bioethics, 18(3), 283-292.
Thomas, R. S., Paules, R. S., Simeonov, A., Fitzpatrick, S. C., Crofton, K. M., Casey, W. M., & Mendrick, D. L. (2018). The US Federal Tox21 Program: A strategic and operational plan for continued leadership. Altex, 35(2), 163.
Assessment Task 1 Checklist
|Did the student provide a sufficient and clear answer that addresses the suggested answer for the following?||Completed Successfully||Comments|
|Task Outcome:||Satisfactory ¨||Not Satisfactory¨|