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Assessment Resource Summary
Unit Details	BSBLDR601 Lead and manage organisational change
Assessment Methods	Project/Role Play	Assessment Task 1
Project/Role Play	Assessment Task 2

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Unit Summary

This unit describes the skills and knowledge required to lead and manage organisational change. The unit applies to managers with responsibilities that extend across the organisation or across significant parts of a large organisation. They may have a dedicated role in human resources management, workforce development, or work in a strategic policy or planning area. No licensing, legislative or certification requirements apply to this unit at the time of publication.

 

Prerequisite Units

There are no mandatory recommended pre-requisite units for this competency.

 

Co-requisite Units

There are no recommended co-requisite units for this competency.

 

All products purchased remain the intellectual property of St Peter Institute. All rights reserved; no part of any publication provided by St Peter Institute may be reproduced by any means for use outside the purchasing organisation, without the prior written permission of St Peter Institute.

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The Assessment Process and Student Rights & Responsibilities
Submitting your Assessment Tasks:
 When you have completed your assessment, you will need to submit them, according to the instructions
provided to you by your trainer/ assessor. This may either be through TURNITIN or email or by hand to
the assigned trainer/assessor.

	You will be provided with a due date and you must make sure you submit your assessments in accordance with it. You may be required to apply for an extension if you require extra time, according to your SPI policies and procedures. Make sure you keep a copy of your tasks before you submit them. SPI will need to keep them as evidence and may not be able to return them to you. Task specific instructions can be found further in this document.
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Assessment Attempts and Resubmissions: You have up to three attempts to complete each assessment
tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will
have to mark your result for the unit as ‘Not Yet Competent’ (NYC).
You will then have to discuss alternative arrangements for re-assessment with the intervention team. The
alternative arrangement may even include the student re-enrolling in the unit, participating in additional training
or attempting the task again at a later date, so that skills and knowledge can be consolidated. These
arrangements will be in accordance with SPI policies and procedures.
When you are required to resubmit, you may be required to:

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resubmit incorrect answers to questions (such as for written tasks and case studies) resubmit all or part of a project, depending on how the error affects the overall outcome of the task redo a role-play after being provided with appropriate feedback about their original performance be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback.

When you are required to resubmit, you’ll be given a due date for your resubmission. All re-submissions will
be conducted in accordance with the SPI policies and procedures.
Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or Not Yet
Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of
Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent, students will be given an
overall outcome for the unit of Not Yet Competent (NYC).
Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not acceptable.
Any incidence of this is considered academic misconduct. The definitions of each of these are below.

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cheating – seeking to obtain an unfair advantage in the assessment of any piece of work plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished collusion – unauthorised collaboration between students.

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Where your assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, this will be addressed in line with the SPI policies and procedures which may
ultimately lead to an academic misconduct warning and you needing to complete the whole unit again.
Assessment Appeals: If you don’t agree with an assessment decision made, you have the right to appeal it.
You may need to lodge your request for an appeal within a certain amount of time from the original decision
being made. You will need to make your appeal in writing and follow SPI process for appeals. Refer to your
Student Handbook for more information about our appeals process.
Reasonable Adjustments: These can be made to ensure equity in assessment for people with disabilities.
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take steps
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to ensure that learners with recognised disabilities have the same learning opportunities and opportunities to
perform and complete assessments as learners without disabilities.
Adjustments include any changes to the assessment process or context that meet the individual needs of the
person with a disability, but do not change competency outcomes. Sometimes reasonable adjustments are
made to the learning environment, training delivery, learning resources and/or assessment tasks to
accommodate the particular needs of a student with a disability. Your trainer/ assessor may also provide
assistance / intervention during the assessments in the event that there is a risk of injury to the student or to
the other members of the class.
An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into
account factors such as:

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the views of the student the potential effect of the adjustment on the student and others the costs and benefits of making the adjustment.

Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption,
it is not likely to be reasonable.1
Thus, if students are considered to have special needs, trainer/ assessors are allowed to provide reasonable
adjustment in accordance with SPI Policies and Procedures which means there may be modification to the
way in which evidence is gathered. This could include alternative methods of assessment. However, it will not
change the standards or outcomes the student achieves.
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability. Reasonable adjustments made for you will be recorded
in the space provided in the checklist for the relevant task and in the Unit Assessment Record sheet.
Information about Assessment
Assessment: Assessment is ‘the process of collecting evidence and making judgements on whether
competency has been achieved, to confirm that an individual can perform to the standard required in the
workplace, as specified in a training package or VET accredited course’.2
Dimensions of Competency: To be competent, a person must show their ability to perform effectively in a
broad capacity. The dimensions of competency ensure that the person being assessed has the skills to
perform competently in a variety of different circumstances. To be competent, a person must demonstrate the
following:

	Task skills – These are the skills that are needed to perform a task at an acceptable level. They are usually described in the performance criteria and include knowledge and practical skills. Task management skills – These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities as part of a job. Contingency skills – These are the skills that are needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently. Job role/environment skills – These are the skills that are needed to perform as expected in a
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particular job, position and location, and with others. These skills may be described in a range of
variables and in the underpinning skills and knowledge.
1
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved
from https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
2 Source: Australian Skills Quality Authority. (2019). Users’ guide to the Standards for registered training organisations (RTOs) 2015. Retrieved from
https://www.asqa.gov.au/sites/default/files/2020-01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. ©
Australian Skills Quality Authority; www.asqa.gov.au.
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Principles of Assessment and Rules of Evidence: Assessment must be conducted in accordance with the
rules of evidence and principles of assessment. The following definitions of these terms are taken from the
Australian Skills Quality Authority’s Users’ guide: standards for registered training organisations (RTOs) 2015.
Principles of Assessment –

	Validity: ‘Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires:
–	assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance

– assessment of knowledge and skills is integrated with their practical application
– assessment to be based on evidence that demonstrates that a learner could demonstrate these
skills and knowledge in other similar situations

–	judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.’
	Reliability: ‘Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.’ Flexibility: ‘Assessment is flexible to the individual learner by:
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– reflecting the learner’s needs
– assessing competencies held by the learner no matter how or where they have been acquired
– drawing from a range of assessment methods and using those that are appropriate to the context,
the unit of competency and associated assessment requirements, and the individual.’
 Fairness: ‘The individual learner’s needs are considered in the assessment process. Where
appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs. The RTO informs the learner about the assessment process and provides the learner
with the opportunity to challenge the result of the assessment and be reassessed if necessary.’
Students are required to sign the declaration in this Student Assessment booklet and ensure that they have
advised the trainers/assessors if they have any special needs or considerations that may affect their ability to
complete the assessments. Any reasonable adjustments to these assessments must be noted in the
Assessment Record Tool for this unit &/ or in the checklist for the relevant task.
Students are provided with information about the appeals process in the Student Handbook as well as on the
SPI Website.
Rules of Evidence –

	Validity: ‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.’ Sufficiency: ‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.’ Currency: ‘The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.’ Authenticity: ‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’3
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Students are required to sign the declaration section in the Unit Assessment Record sheet and indicate that
the work that they have submitted for assessment is their own.
Practical tasks, observations and confirmation of skills by the assessor ensure that the assessor sees the
student applying the skills and knowledge required for this unit.
Third-party reports (where applicable) require third-party persons to confirm that they have observed the
student undertake the tasks detailed in the checklist.
3
All italicised quotations in this section from Australian Skills Quality Authority. (2019). Users’ guide to the Standards for registered training organisations
(RTOs) 2015. Retrieved from https://www.asqa.gov.au/sites/default/files/2020-
01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality Authority; www.asqa.gov.au.
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Glossary of Instructional Task Words: The assessment tasks use a range of instructional words, such as
‘compare’ and ‘list’. These terms will guide the student and trainer/ assessor regarding the level of detail that
must be provided in students’ answers. Some questions will also tell the trainer/ assessor as to how many
answers students need to give – for example, ‘Describe three strategies…’. Use the following glossary as a
guide to interpret the words in the tasks:

	Analyse – This means the students should break an issue down into its component parts, identify them and explain how they relate. The issue has to be discussed in detail and methodically. Define: This means that the student should explain, in their own words, the meaning or interpretation of a term or concept, including any qualities that are essential to understanding. Describe – This means that the student should outline the most noticeable qualities or features of an idea, topic or the focus of the question. Discuss – This means that the student must point out the important issues, features, key points and possible interpretations of the question, and debate these through argument, providing reasons for and against them. Evaluate – This means that the student must judge or calculate the quality, importance, amount, or value of something. An in-depth answer must be provided with as much detail as possible. Explain – This means that the student needs to make something clear or show their understanding
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by describing or providing information about a topic. They will need to make clear how or why
something happened or why something is the way it is.

	Identify – This means that the student must recognise something and indicate the required information. The length of the answer should be guided by what it is that they are being asked to identify. List – This means that the student must record short pieces of information in the form of a numbered or bulleted list, with one or two words, phrases or sentences on each line. Outline – This means that the student must give a brief description of the main facts or sequence of
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events about something. The length of the response should be guided by what they are required to
outline. As long as the student includes the main facts or points, their response will be sufficient.

	Summarise – This means that the student must express the most important facts or points about something in a concise way.

Assessment Outline for BSBLDR601
The following outlines the assessment requirements for this unit. You are required to complete all assessment
requirements outlined below to achieve competency for this unit. Your assessor will provide you with the due
dates for each assessment task.

Assessment Tool	Type of Assessment	Place of Assessment
Assessment Task 1	Project/Role Play	SPI facilities
Assessment Task 2	Project/Role Play	SPI facilities

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Student Instructions
General instructions for all tasks:
• You must answer all questions and their parts correctly to achieve a Satisfactory outcome for all tasks to
be marked Competent for the unit.
• Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide you in
the level of response required in each question.
• Do not plagiarise. Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence
of this is considered academic misconduct.
• Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the
answer, he/she may be able to re-word the question for you.
• RPL. Recognition of prior learning is available. Please alert your assessor if you feel this applies to you.
• Feedback. Your assessor will provide feedback to students after the completion of the assessment. The
trainer assessor will explain the appeals process.
• Resources & Equipment required.
– Access to your learning materials
– Access to a computer, the Internet, and a web browser
– Access to Microsoft Word (or a similar program)
– Assessment tools
Specific Instructions for Project:

	The Project is designed to assess your understanding of the unit as well as your application of knowledge. To be deemed Satisfactory in this assessment you need to answer correctly ALL parts of the Project in your own words, clearly printed, word formatted and typed in English Your answers will form part of the evidence gathered for this unit. This activity will provide you with an opportunity to demonstrate the skills and knowledge you have obtained through the completion of this unit.
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Specific Instructions for Role Play:

	To be deemed Satisfactory in this assessment you will be required to do a Role Play with your fellow students. You will be assessed as you undertake the Role Play on your ability to:
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– Follow provided instructions
– Use persuasive communication skills
– Collect feedback from participants if required
– Your answers will form part of the evidence gathered for this unit
– This activity will provide you with an opportunity to demonstrate the skills and knowledge you have
obtained through the completion of this unit.
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Project/Role Play Assessment Task 1

The following assessment tasks use a simulated business called Complete Business Solutions Australia (CBSA). In order to complete the assessment tasks, you will need to access information, templates, policies and procedures associated with CBSA. This can be done in one of two ways: either your assessor will provide you with copies of the appropriate documents, or they will provide you with login details for CBSA’s website. Navigate to www.cbsa.com.au, select ‘Log in’ and enter your username and password prior to completing your assessment tasks. For this assessment you will play the role of Adrian Russo, CBSA Marketing Strategist. CBSA is a consultancy service providing assistance with compliance, finances, human resources, information technology and other business needs to ensure that businesses have the expertise and support they need to survive and prosper. You should familiarise yourself with what CBSA does, its services and history, the organisational structure of the business, its employees, and its mission, vision and business objectives.

This task consists of four parts:

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In Part A, you will be conducting and analysing research on change management. In Part B, you will be developing a change project management plan. In Part C, you will be submitting your change management plan for review. In Part D, you will be participating in a change management meeting seeking feedback and approval for your plan.

 

TASK INSTRUCTIONS

You must complete all parts of the task outlined below.

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PART A: RESEARCH AND ANALYSIS

To begin this part, read the following email and its attachment, then complete the tasks that follow:

To:	Adrian Russo ([email protected])
From:	Gavin Stead ([email protected])
Date/time:	Monday 11:29 a.m.
Subject:	Strategic Changes
Attachment:	Strategic Plan.docx
Good morning Adrian, I have an important task that I would like you to undertake. Recently the CBSA board released its strategic objectives for the year. I have attached these with this email for your reference. You should also review the organisation’s Business Plan. While profit has kept stable over the last few years, it is hoped that the new strategies will increase profitability. The need to relocate to less expensive premises (saving $30,000 per annum), and to undertake increased recruitment to cope with the expected new business are major operational changes required by the organisation. These operational changes need to occur so that the organisation can remain viable in an ever-increasing competitive market. It is anticipated that while there will be some cost savings in making the change, there will also be costs involved including:  Adding new staff members – anticipated cost is $300,000  Upskilling existing staff – $100,000  Consulting with experts – $50,000  Communication throughout change with key stakeholders – $60,000  Office relocation – $50,000 – $60,000 I want you to manage these changes in a professional manner using a change management process. Kind Regards, Gavin Stead
Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au

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ATTACHMENT BELOW:
 Strategic Plan.docx

STRATEGIC PLAN

Mission statement: ‘Helping businesses to help themselves.’ Vision statement: ‘To become Australia’s largest business advocate.’ Core values Our commitment is to:  Implement innovation and excellence.  Provide ways to help customer grow so they are successful  Empower and inspire our customers  Behave honestly with respect for all individuals  Act professionally with our customers and each other  Continually pursue new knowledge and share this openly with others Strategic plan 20XX Strategic objectives for this year include:  Acquiring five new clients per month  Maintain 90% retention rate of our existing customers  Grow our business financially by 25%  Implement three new services for our clients  Increase workforce and introduce work efficiencies in line with new services and expected growth

TASK INSTRUCTIONS
Based on the email and its attachment, you are to complete the following task:
1. Review scenario and conduct research and analysis:
a) Review the information in the scenario interpret and analyse the company’s strategic objectives
and identify organisational objectives the operational change needs. Make notes on your analysis
for use in your plan as outlined below.
b) Review existing polices/practices at CBSA against strategic objectives and the need for change
and make notes identifying changes needed to use in your report. Policies and procedures are
accessible via the CBSA website. Identify if the change is required due to performance gaps,
business opportunities or threats, or management decisions.
c) Conduct research on change management – the issues and practices including barriers that can
impact on change and best practice change management strategies. Also, research trends in
Business to Business (B2B) service providers in Australia and analyse the impact on CBSA’s
organisational objectives as per the scenario information.
d) Consider and list major operational change requirements and recommended order of priority.
e) You will need to identify your sources of information to show that you have identified expert
guidance on change management so make notes on all the sources of information you identify and
use.
f) Identify the relevant stakeholders who you would need to consult with to prioritise and approve the
identified opportunities for change and the process chosen.
Note: you will not need to submit your research notes until you have completed Part B of this assessment
task.
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PART B: DEVELOP A CHANGE MANAGEMENT PROJECT PLAN

To begin this part, read the following email and its attachment, then complete the tasks that follow:

To:	Adrian Russo ([email protected])
From:	Gavin Stead ([email protected])
Date/time:	Tuesday 2:22 p.m.
Subject:	Change Management Project Plan
Attachment:	Change Management Project Plan Template.docx
Good afternoon Adrian, Now that you have completed your research and analysis, can you please develop a Change Management Plan for your major identified and prioritised operational changes? I have attached a template that I would like you to use for this purpose. Kind Regards, Gavin Stead
Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au

ATTACHMENT BELOW:
 Change Management Project Plan Template.docx

CHANGE MANAGEMENT PROJECT PLAN

Overview Change management <<Provide an overview of the change management process>> Current situation <<An overview of the current situation facing CBSA>> Analysis Policy review <<Provide a review of existing policies/practices at CBSA against strategic and operational objectives to identify change requirements>> External environment <<Provide an analysis of the external environment relevant to CBSA>>

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Potential barriers to change <<Provide details about any potential barriers to the changes>> Readiness for change <<Provide details about the organisation’s readiness for change>> Cost-benefit analysis of the change <<Provide a cost-benefit analysis of the changes>> Change Implementation Strategies for embedding change <<Provide details about the strategies for embedding the changes>> Prioritisation of the recommended changes <<Provide details about the priority for embedding the changes>> Change particulars <<Provide details about the particulars for the changes>> Implementation strategies <<Provide details about the implementation strategies>>

TASK INSTRUCTIONS
Based on the email, you are to complete the following task:
1. Using the Change Management Project Plan template provided, develop a Change Management Plan
where you have documented:
a) an overview of the change management process
b) an analysis of the internal environment using a SWOT analysis approach that includes; an
overview of the current situation facing CBSA including identification of the need for change and an
analysis of the situation that has brought about the change (performance gaps, business
opportunities or threats, or management decisions)
c) a review of existing policies/practices at CBSA against strategic and operational objectives to
identify change requirements.
d) an analysis of the external environment relevant to CBSA and its objectives, including
events/trends that impact on strategic and operational objectives, including trends in B2B service
offering, as well as competitors and possibly strategic partnerships. Your analysis should reflect a
PEST analysis approach, reviewing political, economic, social, and technological factors
e) a list of the potential barriers to the proposed changes and possible strategies to overcome or
address them
f) a detailed explanation of how an organisation can check their readiness for change. This should
include an examination of how organisational behaviour can impact change
g) strategies for embedding change into an organisation
h) prioritisation of the recommended changes including your reasoning
i) the particulars of the change. Ensure the following information is contained in your plan:
 the name of the change/project

   

the stakeholder revision history stakeholder approval/endorsement/consultation process type of change – policy/process/people/system

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 	resource requirements a Risk Assessment that includes your particular barriers to change and proposed mitigation strategies. In identifying risks and barriers to change, you must demonstrate high-level problem-solving skills and innovative approaches to risk mitigation
j)	cost-benefit analysis for your change

 

k)	implementation strategies that include:
 	the Action plan that details the activities, responsibility, resources and timeframe the Communication plan that includes strategies to inform stakeholders of the change. Ensure the strategies you develop are designed to promote the benefits of change to staff and to reduce the likelihood of a negative response/adverse outcomes the Training plan that identifies the training strategy, what training is required, who requires the training, the expected outcome, who will deliver the training, an estimation of the training cost proposed reporting protocols. What will you report, when and to whom? a bibliography that identifies your sources of information. You need to identify your sources of information to show that you have identified expert guidance on change management.
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Note: You must submit your research notes from Part A to your Assessor along with your Change
Management Plan.
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PART C: SUBMIT PLAN FOR REVIEW

To begin this part, read the phone message left on your work phone, and then complete the task that follows:
Gavin Stead – Managing Director
TASK INSTRUCTIONS
Based on the phone message draft an email using the organisation’s email template which:

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uses the Email Template specifies who the email is being delivered to specifies who the email is being sent from specifies the date and time the email was sent specifies a relevant subject for the email specifies the Change Management Plan as the attachment details in the body of the email why you are sending this email, including a brief overview of the purpose of the email and indicating that you are seeking feedback, confirmation of reporting lines and the assignment of resources and approval for the plan specifies in the email footer what the job position you are role playing.

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‘Hi Adrian. I’ve heard that you developed the
Change Management Project Plan. Can you
please email this through to me for review and
approval? Also include within the email a brief
overview of the purpose of the email and
indicate that you are seeking feedback,
confirmation of reporting lines and the
assignment of resources for the plan. Thanks.’
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PART D: PARTICIPATE IN A CHANGE MANAGEMENT PLAN MEETING

To begin this part, read the following email and then complete the tasks that follow:

To:	Adrian Russo ([email protected])
From:	Gavin Stead ([email protected])
Date/time:	Friday 8:22 a.m.
Subject:	Change Management Plan Meeting
Good morning Adrian, I have reviewed the Change Management Plan you have submitted and would like to meet to discuss this. I have also invited a Change Management expert to the meeting to get an expert opinion. Can you lead the meeting, providing an overview of your Change Management Plan? We will discuss its contents and make any appropriate changes prior to approval. Kind Regards, Gavin Stead
Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au

TASK INSTRUCTIONS
Based on the email, you are to undertake a meeting with Gavin and a change management expert.
The purpose of this role play meeting is to review your research and your Change Management Plan and to
seek feedback and approval for the next phase – the implementation of the plan. You must obtain this input
and approval before you commence Assessment Task 3.
You will be meeting with the two stakeholders, role-played by your Assessor and another assessor/fellow
student.
You must make modifications to your plan from the feedback given.

During the meeting, your Assessor will be looking to see that you can:  verbally summarise the contents of the Change Management Plan and the prioritisation of the changes.  discuss and seek information using appropriate structure and language for the particular audience  use inclusive and collaborative techniques to seek feedback, negotiate and consult with the meeting attendees  use active listening and questioning techniques to ensure meeting attendee understanding  discuss the outline and development of the communication plan or the training plan with stakeholders  seek approval for the plan, the allocation of resources and reporting protocols.

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Project/Role Play Assessment Task 2

PART A: PREPARE FOR PRESENTATION

To begin this part, read the following email and then complete the tasks that follow:

To:	Adrian Russo ([email protected])
From:	Gavin Stead ([email protected])
Date/time:	Monday 10:07 a.m.
Subject:	Change Management Presentation
Good morning Adrian, I want you to deliver a presentation to a representation of our staff on your planned changes. The purpose of this presentation is two-fold:  to inform them of the change  to get their feedback in relation to the proposed change Can you please begin preparing for this presentation? I will inform you later of when it is to take place. Kind Regards, Gavin Stead
Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au

TASK INSTRUCTIONS
Based on the email, you are to complete the following tasks:
1. Prepare for presentation. Your Assessor will provide details of the date, time and location of the
presentation, and invite other students to play the part of the staff.
For the purpose of this task, assume that one of your communication and education strategies (in your
Communication Plan) was to invite staff to an information session on the planned changes. As part of
this communication, staff will have the opportunity to complete an online survey regarding their feelings
about the change in general and how they think CBSA has communicated change previously.
To prepare for the presentation, you must:
a) Prepare staff communication. Prepare the communication to staff, ensuring that it includes the
arrangements for the information session (time and place, etc.) and enough information to entice
them to come along. This communication should be in the form of an email using the
organisation’s Email template.
b) Prepare survey questions. Document five questions that can be used to gather the attendee’s
thoughts and feelings about change in general, the changes you have proposed, and how they
think CBSA has communicated change previously. This will be completed by the attendees at the
conclusion of the presentation.
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c) Prepare the presentation. The presentation should be in PowerPoint or similar presentation
software and you will have 15–20 minutes to deliver the presentation.

PART B: CONDUCT PRESENTATION

To begin this part, read the following email and then complete the tasks that follow:

To:	Adrian Russo ([email protected])
From:	Gavin Stead ([email protected])
Date/time:	Wednesday 11:18 a.m.
Subject:	Presentation
Good morning Adrian, Just letting you know I won’t be attending the presentation later today as I have a prior engagement. Hopefully, the staff will be on board with the changes you have proposed. Please send through a report on how it went. Kind Regards, Gavin Stead
Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au

TASK INSTRUCTIONS
Based on the email, you are to complete the following tasks:
1. Conduct the presentation in the designated timeframe
a) Your Assessor will play the part of a staff member as will the other students.
b) You must provide the opportunity for input and feedback and seek ideas or suggestions on the
change process from the group.
c) You will be required to demonstrate effective communication skills and appropriate language to
respond to issues and questions raised by employees.
d) Bear in mind that there will be some sensitivities, as the changes will require some changes in the
workplace that some staff members may be resistant to. One of the staff members will be upset,
and you will need to handle this. You will need to do this by using your problem-solving skills to
work out how to handle this situation and apply effective negotiation and consultation skills.

During the meeting, your Assessor will be looking to see that you can:  verbally lead the presentation  prepared for the presentation  discuss and seek information using appropriate structure and language for the particular audience

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 use inclusive and collaborative techniques to seek feedback, negotiate and consult with the meeting attendees  were able to respond to any questions or feedback to any barriers that were raised to the change, including risk management and organisational objectives?  use active listening and questioning techniques to ensure meeting attendee understanding.

 

PART C: PREPARE REPORT AND UPDATE YOUR PLAN

To begin this part, read the following email and then complete the tasks that follow:

To:	Adrian Russo ([email protected])
From:	Gavin Stead ([email protected])
Date/time:	Thursday 12:28 p.m.
Subject:	Presentation Report and Updates to Plan
Good afternoon Adrian, As mentioned previously, please send through a report on how the presentation went. Please include the reactions and feedback from the staff, and whether any changes should be implemented into the plan. Kind Regards, Gavin Stead
Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au

TASK INSTRUCTIONS
Based on the email, complete the following tasks:
1. Evaluate the presentation and the staff survey comments in a brief report
a) Outline how your presentation was received. Evaluate how you responded to the barriers of the
change and how effective your strategies to embed the change are going to be over the lifetime of
the change management plan based on feedback from staff. Recommend at least one modification
to your plan.
b) Discuss the ideas and suggestions made by the staff and whether or not you will include them in
your plan.
c) Evaluate the survey comments (provided by your Assessor) and make at least one
recommendation for a modification to your Change Management Plan.
d) Update your project plan to incorporate your recommendations as well as the changes to the
Action plan, the Communication or Training plans to include the activities and timeframes for this
assessment (the information session and staff survey).
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Role Play Checklist

Unit Code and name	BSBLDR601 Lead and manage organisational change
Instructions for the Assessor
During the assessment task did the student satisfactorily demonstrate the following?	Yes	No	Assessor’s Notes
1.Consult with stakeholders to confirm the change management process and opportunities for change that support organisational objectives		
2. Discuss process and seek information from others using appropriate structure and language for the audience		
3.Use questioning and active listening to clarify or confirm understanding		
4. Use inclusive and collaborative techniques to seek feedback, negotiate and consult with a range of stakeholders		
Assessment Result	 Satisfactory	 Not Satisfactory
Assessor comments
Assessor signature
Student signature

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UNIT ASSESSMENT RECORD

This section is to be completed by the Student
Student Name:
Student ID No:
Unit Start Date
Unit End Date:
Unit Code:	BSBLDR601
Unit Title:	Lead and manage organisational change
Student Declaration
 I confirm all assessment instructions have been read & understood.  I have been provided with and have reviewed the Student Handbook for all RTO policies & procedures pertaining to assessments & reassessments.  My responsibilities and requirements for this assessment have been explained to me by my trainer/assessor.  I understand my rights to appeal the decisions regarding the assessment outcomes according to the RTO policies & procedures.  I have advised my assessor of any special needs considerations (if any) & I understand when the reasonable adjustments will be applied.  I agreed to comply with all the requirement and conditions applicable to all assessments.  I declare that all answers and responses to the tasks are my own work & none of this work has been completed by any other person.  I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.  I have correctly referenced all resources and reference texts throughout these assessment tasks.  I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me.  I permit the RTO to use my assessment submissions for moderation/validation purposes.
Student Signature: _______________________________________________ Date: _______________

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This section is to be completed by the Assessor
Please attach the following documentation to this form	S = Satisfactory Result NS = Not Satisfactory	Reassessment S = Satisfactory NS = Not Satisfactory
Assessment Task 1	 Research notes  Change Management Plan  Email  Modified Management Plan	 S |  NS	 S |  NS
Assessment Task 2	 Presentation (Part A)  Survey questions  Email  Presentation (Part B)  Report  Modified Change Management Plan	 S |  NS	 S |  NS
Final Assessment Result for this unit	 Competent	 Not Yet Competent

Assessor Notes: (inclusive of reasonable adjustment, reassessment, reasonable adjustment, further opportunities
for gap training etc):
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Assessor Signature: ___________________________
Assessor / Trainer Name: ___________________________
Date: ___________________
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Student Assessment Receipt

Student Name	Student ID
Unit Name	Lead and manage organisational change	Unit Code	BSBLDR601

 

Summary of Assessments	Submission Date
Assessment Task 1
Assessment Task 2

Assessor / Trainer Name: ___________________________
Assessor / Trainer Signature: ___________________________
Date: ___________________