BSBLDR602: Provide Leadership Across Organisation Assessment

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Instructions for students/learner

Before you commence your Assessment, ensure that you have good knowledge of the subject, have thoroughly read the Learner Resource, and clearly understand the Assessment requirements and the expectations of the Assessor.

You may be required to demonstrate knowledge and skills which may be difficult for the Assessor to witness. If so, an Evidence Record is supplied which will allow the knowledge or skill to be verified by at least one third party, and preferably two or more. These witnesses would usually be current or recent supervisors or your Assessor.

Explanations are given for each Task. If you have any questions, consult with your Assessor.

Any modifications/changes or amendments to this assessment should obtained in writing from your assessor. Your assessor may need to organise any additional documents or assessment in order to accommodate any given individual need and workplace requirements, if learners chose to work on his/her own simulated or real workplace based scenario. Any variation must be agreed by assessor in writing.

The assessment tasks may be answered using your business, the simulated business or a mixture of both as instructed by your Assessor.

Records must be kept of all aspects of the Assessment in your Learner Pack.

The record of assessment is a legal document and must be signed, dated, and a copy stored as required by Apeiro Institute.

Steps for Learners

1. Learners should be spending minimum of ten (10) hours a week other than classroom contact hours for self-directed studies. These hours can be used in forms of; completing assessments, studying learner’s manual PRESCRIBED BY Apeiro Institute, reading, researching and analysing information online, completing case study given by the trainer, studying for class test and to complete required research for classroom-based discussions/activities. These hours are designed to provide all learners with the opportunity to spend quality time developing their knowledge and skills to achieve satisfactory course progress.
2. Receive your Learner Assessment Pack and discuss with your Assessor the expectations of this Assessment. If working on your selected organisation not mentioned mentioned in the assessment, you may also need to supply contact details of one or two work referees who can confirm your skills in the industry. Discuss the requirements with the Assessor if you intend to undertake the tasks based on your employing organisation and not using the simulated business, Bounce Fitness.
3. Your Learner Assessment Pack is where you will get the Task information. Complete the Tasks as instructed, using either the simulated business, Bounce Fitness or the employing organisation.
4. After you complete your Assessment, gather and return your evidence documents, as detailed in the Task(s) in the timeframe agreed with your Assessor.
5. All short question must be answered with approx. 80 words (approx.). All Reports, case study or project; must be written with a word count of 700-900 words (approx.) and/or as per trainer’s instructions. Class test/presentation/role-play or classroom based practical activity to be completed as per the instruction by the assessor. Presentations, to be completed using MS PowerPoint software with minimum of 10 slides and/or as per trainer’s instructions.
6. Learner must complete this assessment in an electronic format and submit it in MS Word only and complete presentation in MS PowerPoint.
7. Style Guide, Leaners should follow standards font size, style and font colour format to complete their assessment.

• Standard Font Style – Calibri or Times New Roman
• Standards Font Colour – Black, except some circumstances where required blue or any decent colour are permitted.
• For any variation and any question, discuss that with your trainer.

• Standard Font Size – size 11 or size 12, except for heading where size should not exceed size 16/18.
• Standards Font Colour – Black, except some circumstances where required blue or any decent colour are permitted.
• For any variation and any question, discuss that with your trainer.

Learner Information

This Learner Assessment Pack is designed for you to complete the assessment for BSBLDR602 – Provide Leadership Across Organisation (Release 1). It may refer to your own workplace/organisation, or to a simulated business provided by your assessor.

The assessment tasks include Short Answer Questions where you need to demonstrate your knowledge and understanding of the unit, and the Practical Assessment (project work), where you need to demonstrate your skills required in the unit. It is recommended that you use the case study provided in the assessment where possible. If you are working on a different organisation, to discuss with the assessor first and obtain the written permission. Ensure to discuss this with your assessor prior to commencing with the assessment.

This Learner Assessment Pack is made up of two task:

Assessment Tasks

Assessment Tasks, including:

• Short Answer Questions
• Practical Assessment

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

• The same learning opportunities as learners without a disability, and
• The same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

• Customising resources and assessment activities within the training package or accredited course
• Modifying the presentation medium
• Learner support
• Use of assistive/adaptive technologies
• Making information accessible both before enrolment and during the course
• Monitoring the adjustments to ensure learners needs continue to be met

Assistive/Adaptive Technologies

Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note-takers.

IMPORTANT:

Reasonable adjustment made for collecting learner assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the learner’s competency in writing, allowing the learner to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

Assessment task environment 

This assessment task will be completed in a simulated environment prepared by your training organisation. 

The simulated environment will provide you with all the required resources (such as the equipment and participants, etc.) to complete the assessment task. The simulated environment is very much like a learning environment where a student is able to practice, use and operate appropriate industrial equipment, techniques, practices under realistic workplace conditions. 

Requirements for the simulated assessment environment

The trainer/assessor will ensure that the simulated assessment environment is sufficient to complete this assessment task.

The simulated environment consists of:

• The training organisation as the workplace where the student will be required to complete their job-related tasks and activities 
• The standard operating/workplace procedures related to the training organisation
• The trainer/assessor will provide the student with assistance throughout the assessment activity.

The simulated environment must meet the following criteria:

Opportunities for the student to:

Yes/No/NA

Follow standard operating/workplace procedures

Use up-to-date software and equipment

Work within stated timelines to meet deadlines

Gain experience in the challenges and complexities of dealing with multiple tasks

Experience prioritising competing tasks and dealing with contingencies

Simulated environment to work with others in a team

Simulated environment sufficient to communicate, contribute and participate in tasks and activities.

Simulated environment sufficient to work independently and manage workload

Resources, tools, and equipment requirements

The following resources, tools and equipment will be made available by the training organisation at the simulated workplace to complete this assessment task: 

• Workplace personnel/stakeholders to participate in the questioning session requires active participation in a range of creative thinking activities
  • Please refer to the roles and responsibilities section for more information
• legislation, regulation, standards and codes
• workplace documentation and resources required to make leadership decisions.

Simulated assessment scenario 

You are required to demonstrate senior leadership behaviour and personal and professional competence. You are required to read and understand a predetermined issue and/or situation and participate in a number of assessment activities.

The following are the goals and objectives to complete this assessment task:

• Communicate organisational mission and goals
• Confirm objectives, values and standards according to organisation’s strategic direction
• Establish links between organisational objectives, values and standards and the responsibilities of relevant groups and individuals
• Confirm that media and language used for communicating organisational mission and goals meets the needs of individuals and group
• State expectations of internal groups and individuals
• Investigate incidents and communicate results to relevant groups and individuals according to organisational policies and procedures
• Influence groups and individuals
• Make decisions according to organisational policies and procedures and work task timeframes
• Facilitate improvements to organisational and workplace policies and procedures
• Facilitate integration of global environment and new technology into work activities
• Represent organisation in the media and community
• Build and support teams
• Assign accountabilities and responsibilities to teams according to competencies and operational plans
• Resource teams to allow them to achieve their objectives
• Create and maintain a positive work environment
• Encourage teams and individuals to develop innovative approaches to work tasks
• Demonstrate personal and professional competence
• Model ethical conduct in own work and encourage others to adopt business ethics
• Adapt interpersonal and leadership styles to meet circumstances and situations
• Set and aim to achieve personal objectives and work program outcomes
• Engage in professional development activities and industry and professional networks and groups

A supervisor will be assigned to you by your training organisation. The supervisor can answer your questions related to understanding the requirements associated with the assessment task. The supervisor will act according to job role and responsibilities.

The supervisor can be your trainer or assessor or a different trainer or assessor or a staff member (including mentors) from the training organisation.

Roles and responsibilities

As part of your job role, you have the following job responsibilities:

• Seeks ways to maintain and improve own skills and knowledge
• Identifies systems, devices and applications with potential to meet current and/or future needs
• Evaluates and integrates facts and ideas to construct meaning from a range of text types
• Researches, plans and prepares documentation using format and language appropriate to the audience
• Works autonomously making high level decisions related to the achievement of organisational goals
• Identifies designation of roles and responsibilities and their contribution to broader organisational goals
• Identifies implications of ethical and other organisational responsibilities in carrying out own role
• Identifies strengths and limitations of own interpersonal skills and addresses areas that would benefit from further development
• Collaborates and cooperates with others, playing an active role in leading and facilitating effective group interaction and influencing direction
• Facilitates a work environment in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes
• Accepts responsibility for planning and sequencing complex tasks and workload of self and others, negotiating key aspects with others taking into account capabilities, efficiencies and effectiveness
• Applies problem solving processes to identify risks, evaluate options and determine solutions

Task requirements

This assessment task requires you to demonstrate senior leadership behaviour and personal and professional competence. The assessment activities are mentioned within the assessment task.

Case study

Online Media Solutions is a marketing and web development business based in Melbourne, Australia. From idea to design, development and marketing, we achieve results for our clients and grow their business.

We have ventured into the web service industry to offer our superior and unique services to small businesses and organisations. Our experience and expertise in web sales and e-commerce give us the backing to provide solutions that are currently lacking in the market.

There is an all-time high demand for web development and marketing for small businesses with signs of rising further. Interestingly, few web developers have taken advantage of this opportunity, leaving the industry with no dominant provider.

The high costs of the projects and the focus on more prominent companies and organisations could be the contributing factor as to why this market remains untapped. We have a system that will reduce the project costs dramatically, giving us the opportunity to offer quality services at reduced prices.

Mission

Our professional team of specialists with industry expertise deliver solutions not only for leading brands but also for non-profit organisations and innovative start-up businesses. We aim to reach success by providing unique yet creative solutions to our customers that will elevate their online presence.

Our vision

Quality web solutions with a sound technical foundation that enable our clients to impress their customers and improve their online image worldwide. We want to make our customers stand out in the online environment and become the leading provider of online services for small and medium-sized businesses.

Keys to success

• We will offer quality web services to small businesses and organisations at affordable prices.
• Customised and tailored services.
• Establishment of alliances and partnerships with internet service providers and organisations involved in computer consultancy

Services offered

We offer the following services to our clients:

• Interface and Web Design Services 
  • E-commerce 
  • Web development 
  • Responsive web design 
• WordPress Development Solutions
• HTML and CMS Development Services
• Coding
• Graphic Design
• Application development
• Online marketing
  • Search Engine Optimisation
  • Pay Per Click (PPC) Marketing
  • Content marketing
  • Social media marketing
  • Online Email Marketing
• Copyrighting
  • Content and Production Copyright
• Web hosting and support

Values

• Quality service to our clients
• Integrity and accountability
• Reliability
• Quality
• Innovation
• Respect

Strategic directions

The strategic direction of ONLINE MEDIA SOLUTIONS is to achieve its mission and vision is through:

• Increasing operational efficiency
• Engaging with customers through quality research and understanding supported by marketing techniques
• Establishing a reputation for exceptional customer service and end to end solutions
• Supporting people to perform via training and performance management
• Controlling costs through operational efficiency

Organisational hierarchy

Strategic objectives

The strategic objectives of Online Media Solutions are as follow:

• Increase brand awareness/presence by at least 20%
• Establishing a reputation for exceptional customer service and end to end solutions and achieve a customer satisfaction rate of 90%. 
• To target net profit margins of 30% in the first year and 40% in the second year by improving operational efficiency
• Decrease operating expenses by 5% per year by implementing innovative practices and minimising rework.
• To minimise and achieve less than 0.5% incident rate per financial year

Brief Summary of Assessment Requirements

The BSBLDR602 – Provide Leadership Across Organisation assessment requires learners to demonstrate senior leadership behaviour and personal and professional competence in a simulated or real workplace environment. The key objectives of this assessment are:

1. Understanding Organisational Contexts and Strategic Directions:

   • Communicate the organisational mission, vision, and strategic objectives.

   • Align team responsibilities and roles with organisational goals.

   • Ensure media, language, and communication approaches meet group needs.

2. Operational Leadership and Decision-Making:

   • Investigate incidents and communicate findings according to organisational policies.

   • Facilitate improvements in workplace policies and procedures.

   • Integrate new technology and global environmental factors into operations.

3. Team Management and Engagement:

   • Build and support teams, assign accountabilities, and resource them to achieve objectives.

   • Encourage innovation and maintain a positive work environment.

4. Personal and Professional Competence:

   • Model ethical behaviour and encourage others to adopt business ethics.

   • Adapt interpersonal and leadership styles to suit situations.

   • Engage in professional development and industry networks.

Case Study Focus:
Learners apply these competencies to the Online Media Solutions scenario, a web development and marketing business, demonstrating their ability to align operational tasks with strategic objectives such as increasing brand awareness, improving customer satisfaction, and achieving financial targets.

Approach Guided by the Academic Mentor

The academic mentor guided the student through the assessment using a structured, stepwise process:

1. Initial Briefing and Understanding of Requirements:

   • Mentor explained the purpose of the assessment, highlighting the need to demonstrate leadership, decision-making, and professional competence.

   • Learner was advised to review the Online Media Solutions case study thoroughly, noting strategic objectives, services, values, and operational hierarchy.

2. Mapping Organisational Context and Strategic Objectives:

   • Mentor guided the learner to analyse the company’s mission, vision, values, and strategic direction.

   • Key points were identified: operational efficiency, customer engagement, cost control, and performance management.

   • Learner mapped these objectives against team responsibilities and individual accountabilities.

3. Incident Investigation and Policy Alignment:

   • Learner was instructed to simulate an incident investigation scenario.

   • Mentor emphasized documenting findings and communicating outcomes according to organisational procedures.

4. Team Management and Task Delegation:

   • The mentor demonstrated how to assign roles and responsibilities according to competencies.

   • Learner practiced allocating resources and setting clear expectations for teams to achieve strategic objectives.

5. Integration of Technology and Global Contexts:

   • Mentor discussed the incorporation of digital tools, online marketing technologies, and operational systems.

   • Learner explored how web solutions, social media, and SEO strategies align with organisational goals.

6. Professional Competence and Ethical Modelling:

   • Learner was guided to reflect on personal leadership style, adaptability, and ethics.

   • Mentor encouraged inclusion of professional development activities and industry networking as evidence of ongoing competence.

7. Final Documentation and Presentation:

   • Mentor advised the learner to prepare the assessment in MS Word for reports and MS PowerPoint for presentations.

   • Reports were structured using headings such as: Introduction, Organisational Context, Strategic Analysis, Team Management, Incident Review, Recommendations, and Personal Professional Competence.

Outcome and Achievement of Learning Objectives

Following the mentor’s guidance, the learner successfully completed the assessment by:

• Aligning Leadership Actions with Strategic Goals: Clearly demonstrating understanding of mission, vision, values, and operational priorities of Online Media Solutions.

• Applying Problem-Solving and Decision-Making Skills: Effectively simulated incident investigations, policy improvements, and task prioritization.

• Demonstrating Team Leadership and Resource Management: Allocated responsibilities, fostered innovation, and encouraged positive team culture.

• Showcasing Personal and Professional Competence: Modeled ethical behaviour, adapted leadership style, and documented professional development pathways.

• Integrating Technology and Global Considerations: Highlighted the use of web services, online marketing, and digital solutions to enhance business operations.

Learning Objectives Covered:

1. Leadership alignment with organisational strategy.

2. Effective communication and team management.

3. Decision-making in operational and strategic contexts.

4. Professional competence, ethical modelling, and adaptability.

5. Application of strategic direction to real-world or simulated business scenarios.

Conclusion

The assessment allowed the learner to demonstrate a comprehensive understanding of leadership across an organisation, combining strategic awareness, operational management, team leadership, and personal professional development. The structured guidance of the academic mentor ensured that each component of the assessment was approached methodically, resulting in a well-rounded and evidence-based submission.

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