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right976630 BSBCRT512 Originate and develop concepts

00 BSBCRT512 Originate and develop concepts

center452565SELF STUDY GUIDE

00SELF STUDY GUIDE

1. Scope issue

1.1 Select issue to be explored in consultation with relevant personnel

Website Title: Identifying current issues

Website Link: https://www.lokavasoftware.com/identifying-business-issues/

1.2 Assess possible solutions to business issue and identify restrictions according to job role and organisational policy

Website Title: 10 Step Process for Effective Business Problem Solving

Website Link: https://www.liveplan.com/blog/the-best-ways-to-approach-problem-solving-in-business/

1.3 Research information on possible solutions to identified issue

Website Title: How to Identify & Solve Your Business Problems Using Market Research

Website Link: https://blog.marketresearch.com/how-to-identify-solve-your-business-problems-using-market-research

1.4 Assess factors affecting viability of possible solutions

Website Title: 3 Tips for Evaluating the Commercial Potential of Your New Startup Idea

Website Link: https://www.allbusiness.com/new-startup-idea-commercial-potential-tips-118725-1.html

2. Generate and present solutions

2.1 Brainstorm ideas for addressing issue

Video Title: Six Creative Ways To Brainstorm Ideas

Video Link: https://www.youtube.com/watch?v=yAidvTKX6xM

2.2 Evaluate ideas against identified factors affecting viability

Video Title: Concept Evaluation (Preview)

Video Link: https://www.youtube.com/watch?v=K0g0psxmscE

2.3 Compare ideas with best practice examples of similar products or programs or processes or services

Website Title: Why Concepts Should Be Compared to Concepts, Not Products

Website Link: https://www.nielsen.com/us/en/insights/article/2017/perspectives-why-concepts-should-be-compared-to-concepts-not-products/

2.4 Select and present a solution in relevant format to stakeholders

Website Title: How to Write a Concept Statement

Website Link: https://smallbusiness.chron.com/write-concept-statement-57283.html

3. Refine solutions for implementation

3.1 Seek feedback on ideas from stakeholders

Website Title: 5 Smart Channels for Gathering Feedback from Internal Stakeholders

Website Link: https://community.uservoice.com/blog/5-smart-channels-for-gathering-feedback-from-internal-stakeholders/

3.2 Respond to questions with substantiated answers

Video Title: Feedback-and-Response Mechanisms

Video Link: https://mealdprostarter.org/i-feedback-and-response-mechanisms/

3.3 Document feedback according to organisational requirements

Website Title: How to Document Employee Performance

Website Link: https://www.thebalancecareers.com/how-to-document-employee-performance-1917911

3.4 Refine and finalise solution according to task requirements

Website Title: Concept Refinement

Website Link: https://deseng.ryerson.ca/dokuwiki/design:concept_refinement

VOCATIONAL EDUCATION & TRAINING (VET)

UNIT ASSESSMENT PACK (UAP)

COVERSHEET

Student and Trainer/Assessor Details

Student ID Student name Contact number Email address Trainer/Assessor name Course and Unit Details

Course code/Course name ICT50220 Diploma of Information Technology (Front End and Back End Web Development)

Subject code/Subject name Unit code/Unit name BSBCRT512 - Originate and develop concepts(Release 1)

Assessment Submission Method

Online submission via Kent Learning Management System (LMS) (Moodle)

Submitted by any other method ________________________________________________

(Please mention here)

Student Declaration

I _______________________________________________ certify that by ticking the boxes below I have read and accept the statements below as being true and correct:

I certify that the work submitted for this Unit Assessment Pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of student misconduct and I am familiar with the Kent Academic Misconduct Policy & Procedures (Kent Website MyKent Student Link> Student Policies and Forms > POLICY Academic Misconduct Policy & Procedures Student Login Required) ;

I have kept a copy of this Unit Assessment Pack and all relevant notes, attachments, and reference material that I used in the production of the Unit Assessment Pack;

For the purposes of assessment, I give the Trainer/Assessor of this assessment the permission to:

Reproduce this assessment and provide a copy to another member of staff; and

Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Refer to all details regarding Plagiarism and misconduct detailed in the Kent Academic Misconduct Policy & Procedures (access link above).

Student Declaration is accepted by ticking this box to indicate statements above are accepted.

Date: _______/_______/________

ASSESSMENT PLAN

To demonstrate Competence (C) in this Unit, a student must be assessed as Satisfactory (s) in each of the following assessment tasks.

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome

Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)

S / NS (Second Attempt)

Unit Assessment Task 2 Unit Skills Test (UST) S / NS (First Attempt)

S / NS (Second Attempt)

Unit Assessment Task 3 Unit Project (UP) S / NS (First Attempt)

S / NS (Second Attempt)

Final result C/NYC Date assessed Trainer/Assessor Signature

ASSESSMENT CONDITIONS

Unit purpose/application

This unit describes the skills and knowledge required to originate and develop concepts for products, programs, processes, or services to an operational level.

The unit applies to individuals who develop concepts for any business or community activity or process. This may include marketing and advertising campaigns, staff development programs, information technology and communication systems, radio and television programs and entertainment events. These individuals operate with a high degree of autonomy and also collaborate with others to generate ideas and refine concepts for implementation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

What the student can expect to learn by studying this unit of competency

Scope issue

Generate and present solutions

Refine solutions for implementation

Training and assessment resources required for this unit of competency

The student will have access to the following:

Learner guide

PowerPoint presentation

Unit Assessment Pack (UAP)

Access to other learning materials such as textbooks

The resources required for these assessment tasks also include:

Access to a computer, the Internet and word-processing system such as MS Word.

An operational business environment to implement the learning plan

Computer technology and documentation as required

Codes of practice and standards issued by government regulators or industry groups

Submission instructions

Your trainer/assessor will confirm assessment submission details for each assessment task.

Academic integrity, plagiarism and collusion

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, Kent 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 Kent student or with individuals or students external to Kent. 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 Kent Academic Misconduct Policy & Procedure for details on the policy on academic integrity, plagiarism and collusion Kent Website Link (Documents> Student Policies and Forms > POLICY Academic Misconduct Policy & Procedure Student Login Required)

Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in Kents Academic Misconduct Policy & Procedure.

Proven involvement in plagiarism or collusion may be recorded on students academic file and could lead to disciplinary action.

Other Important unit specific Information

N/A

Unit outcome

This unit is not graded, and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent.

Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).

Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

Prerequisite/s

Nil

Co-requisite/s

Nil

Foundation Skills

The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Relevant Legislation

Australian Human Rights Commission Act 1986

Age Discrimination Act 2004

Disability Discrimination Act 1992

Racial Discrimination Act 1975

Sex Discrimination Act 1984

Code of ethics and codes of conduct

Ethical Principles in the Workplace

Codes of practice

The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)

Occupational Health and Safety Act 2004

Work Health and Safety Act 2011

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.

The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.

AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/Further Information

For further information about this unit go to: https://training.gov.au/Training/Details/BSBCRT512

Additional Information

This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.)

Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit.

Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT).

Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment.

Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.

Feedback to students

Feedback on students assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

Be provided for each Unit Assessment Task (UAT).

Guide students to adapt and adjust their learning strategies.

Guide trainers/assessors to adapt and adjust teaching to accommodate students learning needs.

Be a pivotal feature of learning and assessment design, not an add-on ritual.

Focus on course and unit learning outcomes.

Guide students to become independent and self-reflective learners and their own critics.

Acknowledge the developmental nature of learning.

If students have not received proper feedback, they must speak to the Kent Head of Vocational Education or VET Administration or the Kent Manager Risk & Compliance who is the Kent staff members responsible for looking after the quality and compliance services for Kent.

For more information, please refer to Kent Student Handbook.

Unit Pre-Assessment Checklist (UPAC)

Purpose of the Checklist

The Pre-assessment Checklist helps students determine if they are ready for assessment. The Trainer/Assessor must review the Checklist with the student before the student attempts the assessment task. If any items on the Checklist are incomplete or not clear to the student, the Trainer/Assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

Please make sure you have completed the necessary prior learning before attempting this assessment.

Please make sure your Trainer/Assessor clearly explained the assessment process and tasks to be completed.

Please make sure you understand what evidence is required to be collected and how.

Please make sure you know your rights and the Complaints and Appeal process. Refer to the Kent Complaints & Appeals Policy & Procedure (Documents> Student Policies and Forms > POLICY Complaints and Appeals Policy & Procedure Student Login Required)

Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix in this Unit Assessment Pack and negotiate these with your Trainer/Assessor).

Please make sure that you have access to a computer and the internet (if you prefer to type the answers).

Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).

Due date of this assessment task is according to your timetable.

In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the Trainer/Assessor.

Evidence and/or support documentation of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.

Please note, integrity 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.

Trainer/Assessor must notify the VET Department for any reasonable adjustments made.

All evidence and supplementary documentation must be submitted with the Unit Assessment Pack to the Kent Academic Unit (VET).

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 course requirements, takes account of the students 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 studentsexperience

Ensure that the time available to complete the assessment takes account of the students 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 students individual needs

Disability Speaking

Hearing

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 is available

Structure the assessment appropriately

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)

Name of Trainer/Assessor: ____________________________________________________

Signature of Trainer/Assessor: _________________________________________________

Date:_______/________/__________

Unit Assessment Task (UAT) 1 Unit Knowledge Test (UKT)

Unit Pre-Assessment Checklist (UPAC)

Assessment type:

Knowledge Test

Assessment task description:

This is the first (1) unit of assessment task student has to successfully complete to be deemed competent in this unit of competency.

The Unit Knowledge Test is comprised of written questions.

Student must respond correctly to all the question and submit them to the Trainer/Assessor.

Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.

Trainer/Assessor is required to provide the feedback within two weeks and notify students when results are available

Applicable conditions:

All knowledge tests are untimed and are conducted as open book tests (this means a student can refer to textbooks during the test).

A student must read and respond to all questions.

A student may handwrite/use computers to answer the questions.

A student must complete the task independently.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

The Trainer/Assessor must assess a students written skills and knowledge as the student completes this assessment task.

The Trainer/Assessor may ask a student relevant questions on this assessment task to ensure that this is the students own work.

Resubmissions and reattempts:

Where a students answers are deemed not satisfactory after the first attempt, a re-submission attempt will be allowed.

A student may speak to their Trainer/Assessor if the student is having any difficulty in completing this task and requires reasonable adjustments (e.g. can be given as an oral assessment)

For more information, please refer to Kent Student Handbook (VET) via Kent Website Link ( HYPERLINK "https://kentinstituteaustralia.sharepoint.com/sites/Policies%26Forms/SitePages/Home.aspx?RootFolder=%2Fsites%2FPolicies%26Forms%2FPolicies%20and%20Forms%2FStudent&FolderCTID=0x012000E6C01ECDB12ACE448B94EB84A9F93758&View=%7B148054E0%2D0936%2D4517%2D8B3E%2DD0CCDC7CD88F%7D" MyKent Student Link> Student Policies and Forms > DOC Kent Student Handbook (VET) Student Login Required)

Location:

This assessment task may be completed in a classroom, on the Kent Learning Management System (i.e., Moodle), workplace, or independent learning environment.

The Trainer/Assessor will provide a student with further information regarding the location for completing this assessment task.

Instructions for answering written questions:

A student must complete a written assessment consisting of a series of questions.

It is expected that students will correctly answer all the questions.

Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.

A student must be concise and to the point and write answers according to the given word-limit to each question and do not provide irrelevant information.

A student must not use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.

The Trainer/Assessor should not accept answers copied directly from texts without acknowledgement of the text.

How trainer/assessor will assess the work?

This assessment task requires the student to answer all the questions.

Answers must demonstrate the students understanding and knowledge of the unit.

If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).

If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).

Once all assessment tasks allocated to this Unit of Competency have been undertaken, the Trainer/Assessor will complete an Assessment Plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).

The Assessment Plan is available with the Unit Assessment Pack (UAP) Coversheet.

Purpose of the assessment

This assessment task is designed to evaluate students knowledge essential to originate and develop concepts in a range of contexts and industry settings and knowledge regarding the following:

Knowledge of the creative thinking techniques to generate innovative solutions to issues

Knowledge of the existing products, programs, processes, or services to address selected issue

Knowledge of the factors affecting viability of possible solutions

Knowledge of the issues and requirements to commercialise the concept

Knowledge of the practical and operational issues to be considered in specific work or community context

Knowledge of the practical and operational issues that determine whether a concept can be implemented

Knowledge of the techniques for generating creative ideas and solutions, and for translating them into workable concepts.

Assessment Task 1 - Unit Knowledge Test (UKT)

Instructions:

This is an individual assessment.

The purpose of this assessment task is to assess the students knowledge essential to originate and develop concepts in a range of contexts and industry settings.

To make full and satisfactory responses a student should consult a range of learning resources, other information such as handouts and textbooks, learners resources and slides.

All questions must be answered in order to gain competency for this assessment.

A student may attach a separate sheet if required.

A student must include the following particulars in the footer section of each page of the attached sheets:

Student ID or Student Name

Unit ID or Unit Code

Course ID or Course Code

Trainer and assessor name

Page numbers

A student must staple the loose sheets together along with the cover page.

A student must attach the loose sheets chronologically as per the page numbers.

Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

Computer

Internet

MS Word

Printer or e-printer

Adobe acrobat/reader

Kent Learning Management System (Moodle)

Assessment Task 1 - Unit Knowledge Test (UKT)

Provide your response to each question in the box below:

Q1: How can you use the following creative thinking techniques to generate innovative solutions to issues?

Mind mapping

Edward De Bonos Six Thinking Hats

Write 100-150 words for each.

Satisfactory response

Yes No Feedback:

Q2: Scenario

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.

Online Media Solutions has been in operation for 2 years and have worked extensively on a wide range of contracts.

Online Media Solutions currently promote their services via their website and social media channels, including Facebook, Twitter, and Instagram. They also advertise in selected design magazines and on selected radio stations.

Online Media Solutions works with a large number of other businesses and sub-contractors when undertaking website development and delivering other services.

Online Media Solutions is using Excel spreadsheets for tracking the outcomes of their marketing, customer contacts and sales. Staff are complaining that keeping this updated is impossible and the figures never balance or make any sense.

You have recently joined Online Media Solutions as a Business Manager. Your role includes:

Review existing process and make a suggestion to improve the process

Overlook the IT, Business, and sales department

Provide mentoring to the staff and contractors

Manage projects

Question

Explain the practical and operational issues Online Media Solutions is facing and outline the solutions for resolving the problems.

Write your answer using 100 150 words.

Satisfactory response

Yes No Feedback:

Q3: How can you assess the following factors affecting the viability of possible solutions?

Commercial potential

Suitability for the target audience or purpose

Feasibility of implementing the solution

Write 100-150 words for each.

Satisfactory response

Yes No Feedback:

Q4: Explain three (3) broad practical or operational issues that will determine if a new concept can be implemented and brought to a market.

Write your answer using 200 250 words.

Satisfactory response

Yes No Feedback:

Q5: Answer the following questions:

5.1. What is commercialisation? Write your answer in 20-30 words.

5.2. What are the three (3) issues that need to be satisfied before the commercialisation of a product? Write your answer in 100-150 words.

5.3. What are the different steps in the commercialisation of a product? Write your answer in 50-100 words.

5.4. What is the Intellectual property (IP) requirements to commercialise the concept?

Write your answer in 50-100 words.

Satisfactory response

Yes No Feedback:

Q6: Answer the following question:

6.1. What is concept evaluation? How do you conduct a concept evaluation? Write your answer in 100-150 words.

6.2. How can you use the following techniques for generating creative ideas and concepts, and for translating them into workable concepts?

Storyboarding

SWOT Analysis

Write 70-120 words for each.

Satisfactory response

Yes No Feedback:

Q7: Answer the following questions:

7.1. Explain the purpose of brainstorming in addressing the issues in 50-70 words.

7.2. What the advantages of brainstorming.

Write your answer in 30-50 words.

Satisfactory response

Yes No Feedback:

Q8: How should you write a concept statement?

Write your answer in 50-100 words Satisfactory response

Yes No Feedback:

Q9: Why is it important to gather feedback on product ideas from the internal stakeholders?

Write your answer in 50-70 words.

Satisfactory response

Yes No Feedback:

Q10: Explain the purpose and importance of Feedback-and-response mechanisms (FRM) in 100-150 words.

Satisfactory response

Yes No Feedback:

Q11: How should you document stakeholders feedback?

Write your answer in 50-100 words.

Satisfactory response

Yes No Feedback:

Q12: Why is it important to refine design concepts?

Write your answer in a single sentence.

Satisfactory response

Yes No Feedback:

Assessment Task 1 Unit Knowledge Test (UKT)

Performance criteria checklist for unit assessment task:

(Trainer/Assessor to complete)

Assessment activities to be completed Knowledge Test

Resources required for the unit assessment task Unit assessment guide template

Access to live or simulated working environment

Interaction with others

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of: Yes No Trainer/Assessor Comments

creative thinking techniques to generate innovative solutions to issues existing products, programs, processes or services to address selected issue factors affecting viability of possible solutions including: commercial potential suitability for the target audience or purpose feasibility of implementing solution issues and requirements to commercialise the concept practical and operational issues to be considered in specific work or community context practical and operational issues that determine whether a concept can be implemented techniques for generating creative ideas and solutions, and for translating them into workable concepts. The students performance was: Not yet Satisfactory

Satisfactory

Feedback to student:

Student Signature Observer Signature Date:

UNIT ASSESSMENT RESULT SHEET (UARS)

Assessment Task 1 Unit Knowledge Test (UKT)

(Student and Trainer/Assessor Details)

Unit code BSBCRT512

Unit name Originate and develop concepts(Release 1)

Outcome of Unit Assessment Task (UAT) First attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student First attempt:

Second attempt:

Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own.

I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

All appeal options have been explained to me.

Student Signature Student Declaration above is accepted by ticking this box to indicate statements above have been read and are accepted as true and correct.

Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable.

I declare that I have conducted a fair, valid, reliable, and flexible assessment.

I have provided feedback to the above-named candidate.

Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Kent Learning Management System (Moodle)

on _________________ (insert date)

by (insert Staff Member Name) _______________________________________________

Unit Assessment Task (UAT) 2 Unit Skills Test (UST)

Unit Pre-Assessment Checklist (UPAC)

Assessment type:

Unit Skills Test

Assessment task description:

This is the second (2) unit of assessment task student has to successfully complete to be deemed competent in this unit of competency.

Student must respond correctly to all the question and submit them to the Trainer/Assessor.

Student must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.

Trainer/Assessor is required to provide the feedback within two weeks and notify students when results are available

Applicable conditions:

All knowledge tests are untimed and are conducted as open book tests (this means a student can refer to textbooks during the test).

A student must read and respond to all questions.

A student may handwrite/use computers to answer the questions.

A student must complete the task independently.

No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.

The Trainer/Assessor must assess a students written skills and knowledge as the student completes this assessment task.

The Trainer/Assessor may ask a student relevant questions on this assessment task to ensure that this is the students own work.

Resubmissions and reattempts:

Where a students answers are deemed not satisfactory after the first attempt, a re-submission attempt will be allowed.

A student may speak to their Trainer/Assessor if the student is having any difficulty in completing this task and requires reasonable adjustments (e.g., can be given as an oral assessment)

Location:

This assessment task may be completed in a classroom, on the Kent Learning Management System (i.e., Moodle), workplace, or independent learning environment.

The Trainer/Assessor will provide a student with further information regarding the location for completing this assessment task.

Instructions for answering written questions:

A student must complete a written assessment consisting of a series of questions.

It is expected that students will correctly answer all the questions.

Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.

A student must be concise and to the point and write answers according to the given word-limit to each question and do not provide irrelevant information.

The Trainer/Assessor should not accept answers copied directly from texts without acknowledgement of the text.

How trainer/assessor will assess the work?

This assessment task requires the student to answer all the questions.

Answers must demonstrate the students understanding and knowledge of the unit.

If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).

If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).

The Assessment Plan is available with the Unit Assessment Pack (UAP) Coversheet.

Purpose of the assessment

The purpose of this assessment task is to assess the students knowledge and skills essential to develop, refine and implement a solution to address a workplace issue in a range of contexts and industry settings.

Skill to consult with stakeholders to identify workplace issue to be addressed within scope of job role and organisational policy

Skill to generate potential ideas that provide innovative solutions to identified issues

Skill to evaluate viability of ideas

Skill to present ideas and information to others and reflect on responses

Skill to Refine chosen solution in response to feedback.

Assessment Task 2 - Unit Skills Test (UST)

Instructions:

This is an individual assessment.

The purpose of this assessment task is to assess the students skills essential to Originate and develop concepts.

To make full and satisfactory responses a student should consult a range of learning resources, other information such as handouts and textbooks, learners resources and slides.

All questions must be answered in order to gain competency for this assessment.

A student may attach a separate sheet if required.

A student must include the following particulars in the footer section of each page of the attached sheets:

Student ID or Student Name

Unit ID or Unit Code

Course ID or Course Code

Trainer and assessor name

Page numbers

A student must staple the loose sheets together along with the cover page.

A student must attach the loose sheets chronologically as per the page numbers.

Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

Computer

Internet

MS Word

Printer or e-printer

Adobe acrobat/reader

Kent Learning Management System (Moodle)

Assessment Task 2

Unit Skills Test (UST)

Case study

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 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 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

Web design

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 direction

Increase brand awareness/presence by at least 20%

Establishing a reputation for exceptional customer service and end to end solutions and achieve 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

Supporting staff performance by offering ongoing training and professional development

Current issues

The organisation has recently faced two IT issues that have significantly costed the organisation. These issues are as follow:

Issue 1: Data breaches due to lack of employee (internal) security measures

Issue 2: Data loss

Issue 1: Data breaches due to lack of employee (internal) security measures

The organisation has faced a number of data breaches in the past six months. Most of the data breached were because of negligent employees. Employees of the organisation have access to sensitive data and lost data to:

Phishing attacks

Weak passwords

Unauthorised access to information

The organisation does not have employee (internal) security measures to prevent these issues.

To mitigate this risk, the organisation wants to create a map of who has access to sensitive information within the companys computer network and restrict access when necessary.

To tackle weak passwords and phishing attacks, the organisation wants to educate employees and implement policies such as BYOD (Bring Your Own Device Policy).

Issues 2: Data loss

The organisation has faced the risk of data loss regularly. In the six months, 40-50 files were lost due to a number of events. These events are as follow:

Power outage

Cyberattack

Equipment malfunction

Human error

The organisation wants to have a disaster recovery plan that incorporates a cloud-based data backup to prevent data loss. A disaster recovery plan should include:

Backup, disaster, and business continuity plan

IT support contacts

Backup servers

Cloud services

External storage

Your role and responsibilities

The management wants you to develop, refine and implement a concept development process to address the workplace issues.

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

Consult with the senior management and select business issue to be explored

Assess possible solutions to the selected business issue, identify and assess restrictions considering job role and organisational policy

Conduct research and gather information on possible solutions to identified issues

Assess the factors affecting the viability of possible solutions

Present ideas and information to others and brainstorm ideas for addressing the issue, and evaluate them against identified factors affecting the viability

Conduct a comparison of ideas for addressing issues against best practice examples of similar products or programs or processes or services.

Evaluate the operational factors that will affect the implementation of concepts

Select the solution based on the comparison and evaluation conducted and present a solution in a relevant format to stakeholders

Seek feedback on ideas from stakeholders and respond to the questions of the stakeholders with substantiated answers

Document feedback according to organisational requirements and refine the chosen solution in response to feedback.

Restrictions

Based on your job role and organisational policy, you have the following restrictions:

Each possible solution to the business issue must be discussed with the General Manager before further research is carried out.

General Manager and other relevant stakeholders need to be consulted, and feedback must be gathered on different ideas before finalising the solution.

Skills Test

This assessment task requires you to develop, refine and implement a solution to address a workplace issue. In the course of the above, you must complete the following activities:

Activity 1: Consult with General Manager and select issue to be explored

Activity 2: Generate potential ideas that provide innovative solutions to identified issues and identify restrictions

Activity 3: Assess factors affecting the viability of possible solutions

Activity 4: Brainstorm ideas for addressing the issue and evaluate them against identified factors affecting the viability

Activity 5: Compare ideas for addressing the issue and select and present an appropriate solution

Activity 6: Refine solutions for implementation

During the completion of the activities given above, you are required to demonstrate the following skills:

Reflect on and evaluate methods to develop concepts to address issues

Use active listening and questioning skills to elicit the views and opinions from the stakeholders to develop and refine ideas

Use verbal and non-verbal features to express thoughtful and challenging opinions

Research and evaluate complex information related to the issue to be explored and document findings and ideas using language and structure to suit the purpose

Prepares proposal and plans for relevant stakeholders incorporating appropriate vocabulary and grammatical structures

Facilitate effective group interaction and in influencing direction while collaborating with the stakeholders

Use appropriate conventions and protocols when communicating with internal and external stakeholders

Use analytical skills to gather and evaluate possible concepts and select the most appropriate concept

Monitor outcomes, considering results from a range of perspectives and identifying key concepts and principles that may be adaptable to future situations.

The roles and their responsibilities: Relationships with stakeholders such as team members and General manager

The assessment task requires you to communicate with a number of organisational stakeholders. The main roles applicable to the assessment task includes:

Role number 1: General Manager: The General Manager is the individual who supervises or is in charge of the organisation. They belong to a higher rank or status. Their job role and responsibilities are:

Assign a team to you to complete the project

Select an issue to be explored for each student

Assist you in understanding the task requirements

Provide you information about job roles and responsibilities

Supervise you completing the assessment task and requirements

Role number 2: Team members: The team members are students co-workers or workfellow. They are associates that the candidate works with. Their job role and responsibilities are:

Assist you in completing the project on time

Help you to research and identifying relevant information

Provide insights into the issue to be explored and possible solutions/ideas to address the issue.

Participate in a healthy and open discussion

Communicate and collaborate with you for each assessment activity

Note

The trainer/assessor will take on the role of General Manager.

The trainer/assessor will assign the roles of team members for each activity.

Each student will be assessed individually for all assessment activities.

Timeframe to complete the project

Two weeks (You have two weeks to complete the project)

Task requirements

You will be assessed on your technical knowledge and skills to complete this project

You will be assessed on working in a team environment and meeting your job role and responsibilities

You must follow the instructions provided by the General Manager.

All individuals must complete their role and assigned responsibilities and meet the specified deadlines.

The task must be completed in the specified timeframe.

Assessment activities

Activity 1: Consult with General Manager and select issue to be explored

Description of the activity

This activity requires you to arrange a meeting with the General Manager of the organisation and select the issue to be explored, considering the operations of the organisation and the existing processes.

Note

The trainer/assessor will take on the role of General Manager

The trainer/assessor must allocate one issue to the student from the issues gives in the case study that the student needs to explore.

The purpose of the meeting is to consult the General Manager and select the issue to be explored.

Before the meeting, you are required to develop a meeting agenda and send an e-mail to the team members to invite them to the meeting.

The meeting agenda must be prepared, considering the objectives of the meeting, and using the template provided. The meeting agenda must discuss the purpose of the meeting and provide details regarding the meetings place, date, and time.

After preparing the meeting agenda, you are then required to send an e-mail to the staff members to invite them to the meeting.

Guidelines for writing the e-mail

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

The text must provide a summary of the attachment.

Attach meeting agenda to the e-mail.

After e-mailing the meeting agenda to the participants of the meeting, you are then required to conduct a meeting with them.

When conducting the meeting, you must demonstrate effective and communication skills at all times:

Use formal communication style, encouraging and respectful tone

Ask questions to clarify and confirm understanding

Listen actively

Understand the information needs of others

Adapt communication to suit the audience

Answer questions clearly and concisely

Use non-verbal communication skills that encourage discussion and feedback: nodding, smiling, eye contact

During the meeting, you must:

Welcome the General Manager

Introduce the meetings purpose

Discuss:

Both the issues specified in the workplace/simulated scenario given in the assessment task.

The existing systems and processes in place for the specified issues

The priority of both the issues considering the operations of the organisation

Provide an opportunity for discussion.

Listen and comprehend information from a variety of spoken exchanges with the participants of the meeting

Provide an opportunity for the audience to ask questions

Respond to questions.

Acknowledge and respond to differences in opinions.

Select an issue in consultation with the General Manager

Gather background information required to evaluate the operational factors that will affect the implementation of concepts relevant to the issue selected

General Manager will:

Decide on the issues to be explored and communicate the same.

Close the meeting:

Summarise the agreed outcomes

After the meeting, you must provide summary outcomes of the meeting using the meeting minutes template provided.

After preparing the meeting minutes, send an e-mail to the attendees of the meeting.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

The text must provide a summary of the attachment.

Attach meeting minutes to the e-mail.

Meeting agenda template

Date/Time: Location: Chairperson: Meeting Attendees:

Full names and roles Agenda Item/Topic Discussion/Outcomes Action Officer Due Date

Welcome (Agenda item 1)

Topic? (Agenda item 2)

Topic? (Agenda item 3)

Topic? Summary Overall Summary

Decision/s

Action/s if any

Next Meeting Time/date Meeting closed at: Minutes are a true and accurate record of the meeting Approved/confirmed by whom? Meeting minutes template

Minutes of Meeting

Meeting Objective:

Attendees:

Venue:

Date:

No. Points Discussed Actions Suggested Target Date

Signature of attendee 1: Signature of attendee 2:

Signature of attendee 3: Signature of attendee 4:

Assessment Task 2 Unit Skills Test (UST)

Performance criteria checklist for unit assessment task Activity 1

(Trainer/Assessor to complete)

Assessment activities to be completed Scope issue

Generate and present solutions

Refine solutions for implementation

Resources required for the unit assessment task Unit assessment guide template

Access to live or simulated working environment

Interaction with others

Your task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete

(Comment and feedback to students)

Communication guidelines were followed Issues were prioritised considering the operations of the organisation The issue was selected in consensus with the stakeholders Background information to evaluate the operational factors was identified Used non-verbal communication skills that encourage discussion and feedback: nodding, smiling, eye contact Presentation prepared included visual aids and the contents specified. Submitted the required evidence E-mail texts were grammatically correct and free of errors. Used appropriate style when writing e-mails. Required attachments were present in the e-mail. Text provided a summary of attachment. Meeting agenda prepared took the purpose of meeting into consideration. Used formal communication style, encouraging and respectful tone Asked questions to clarify and confirm understanding Listened actively Understood the information needs of others Adapted communication to suit the audience Answered questions clearly and concisely. Used non-verbal communication skills that encourage discussion and feedback: nodding, smiling, eye contact Took audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how. Selected and used appropriate conventions and protocols when communicating with diverse stakeholders The students performance was: Not yet Satisfactory

Satisfactory

Feedback to student:

Student Signature Observer Signature Date: Activity 2: Generate potential ideas that provide innovative solutions to the identified issue and identify restrictions

Description of the activity

This activity requires you to generate potential ideas that provide innovative solutions to the identified issue and identify restrictions. To do so, you need to:

Review existing information. This will be the base that informs the new concept developments

Identify areas for improvements, consider the issue and use this information as a catalyst for the new ideas or concepts that will need to be developed.

Research and explore opportunities that may not initially seem obvious to expand the potential of new ideas

Research the issue and come up with at least two different solutions

Identify restrictions considering your job role and organisational policy.

Identify and list positive and negative factors that can affect the solutions

Identify the advantages and disadvantages of the new solutions

Generate preliminary ideas for addressing the issue you have identified. You should aim to develop four to six creative ideas.Template: Research and documentation of the process

Research and documentation of the process

Organisation Background

Name of the organisation

Stakeholder

Review of existing information that will inform new concept development, use 150 200 words.

List of three (3) opportunities, including information about the research conducted and reasons why these opportunities may have potential, use 200 250 words.

Issue identified and explanation of two different solutions for each issue.

Identification of two (2) positive and two (2) negative factors that can affect the solutions proposed above.

Identification of two (2) advantages and two (2) disadvantages of the solutions proposed above.

List of four to six creative ideas that will address the needs and opportunities.

Assessment Task 2 Unit Skills Test (UST)

Performance criteria checklist for unit assessment task Activity 2

(Trainer/Assessor to complete)

Assessment activities to be completed Scope issue

Generate and present solutions

Refine solutions for implementation

Resources required for the unit assessment task Unit assessment guide template

Access to live or simulated working environment

Interaction with others

Your task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete

(Comment and feedback to students)

Used language and structure to suit the purpose Used appropriate vocabulary and grammatical structures Included the details specified in the activity. Review was conducted considering the issue specified. Identified areas of improvement aligned with the issue specified Solutions documented had the ability to address the issue identified Positive factors and negative factors for each solution was documented Advantages and disadvantages were documented. Generated preliminary ideas demonstrated the capacity to address the issue. The students performance was: Not yet Satisfactory

Satisfactory

Feedback to student:

Student Signature Observer Signature Date: Activity 3: Assess factors affecting the viability of possible solutions

Description of the activity

This activity is a continuation of Activity 2.

This activity requires you to assess the factors affecting the viability of possible solutions identified in Activity 1.

You must identify three (3) factors and explain how they affect the viability of possible solutions. You must document your response using the template provided.

Template

Factors How they affect the viability of possible solutions? (30-50 words each)

Assessment Task 2 Unit Skills Test (UST)

Performance criteria checklist for unit assessment task Activity 3

(Trainer/Assessor to complete)

Assessment activities to be completed Scope issue

Generate and present solutions

Refine solutions for implementation

Resources required for the unit assessment task Unit assessment guide template

Access to live or simulated working environment

Interaction with others

Your task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete

(Comment and feedback to students)

Used language and structure to suit the purpose Used appropriate vocabulary and grammatical structures Factors documented had the ability to affect the viability of possible solutions Review was conducted considering the issue specified. Explained the effect of each factor on the viability of possible solutions The students performance was: Not yet Satisfactory

Satisfactory

Feedback to student:

Student Signature Observer Signature Date: Activity 4: Brainstorm ideas for addressing the issue and evaluate them against identified factors affecting the viability

Description of the activity

This activity is a continuation of Activity 2 and Activity 3.

This activity requires you to arrange a meeting with your team members. The team members will be allocated to you by the trainer/assessor.

Note

For the issue to be explored by the student, the training assessor will allocate the following roles to the staff members/students.

IT Manager

Two (2) team members

The purpose of the meeting is to brainstorm ideas for addressing the issue and evaluate the ideas against the factors affecting viability identified in Activity 3.

Before the meeting, you are required to:

Prepare a presentation that includes the following details:

Issue identified

Possible solutions

Factors affecting the viability of possible solutions

Develop a meeting agenda and send an e-mail to the team members to invite them to the meeting.

After preparing the meeting agenda, you are then required to send an e-mail to the staff members to invite them to the meeting.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

The text must provide a summary of the attachment.

Attach meeting agenda to the e-mail.

After e-mailing the meeting agenda to the participants of the meeting, you are then required to conduct a meeting with them.

When conducting the meeting, you must demonstrate effective and communication skills at all times:

Use formal communication style, encouraging and respectful tone

Ask questions to clarify and confirm understanding

Listen actively

Understand the information needs of others

Adapt communication to suit the audience

Answer questions clearly and concisely

Use non-verbal communication skills that encourage discussion and feedback: nodding, smiling, eye contact

During the meeting, you must:

Welcome the participants

Introduce the brainstorming session

Deliver the presentation

Brainstorm ideas for addressing the issue. Provide an opportunity for discussion.

Listen and comprehend information from a variety of spoken exchanges with the participants of the meeting

Provide an opportunity for the audience to ask questions

Respond to questions.

Acknowledge and respond to differences in opinions.

Clarify and confirm the understanding of the issue, potential solutions and factors affecting the viability of possible solutions.

Agree on at least three (3) ideas and evaluate ideas against identified factors affecting viability in consultation with the team members.

During the meeting, the team members will:

Present their insights into the issue and ideas to address the issues.

Close the meeting:

Summarise the agreed outcomes

Complete the evaluation template

After the meeting, you must provide summary outcomes of the meeting using the meeting minutes template provided.

After preparing the meeting minutes, send an e-mail to the attendees of the meeting.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

The text must provide a summary of the attachment.

Attach meeting minutes to the e-mail.

Evaluation template

Evaluation of ideas

Evaluation Factors Idea/Concept 1 Idea/Concept 2 Idea/Concept 3

Meeting agenda template

Date/Time: Location: Chairperson: Meeting Attendees:

Full names and roles Agenda Item/Topic Discussion/Outcomes Action Officer Due Date

Welcome (Agenda item 1)

Topic? (Agenda item 2)

Topic? (Agenda item 3)

Topic? Summary Overall Summary

Decision/s

Action/s if any

Next Meeting Time/date Meeting closed at: Minutes are a true and accurate record of the meeting Approved/confirmed by whom? Meeting minutes template

Minutes of Meeting

Meeting Objective:

Attendees:

Venue:

Date:

No. Points Discussed Actions Suggested Target Date

Signature of attendee 1: Signature of attendee 2:

Signature of attendee 3: Signature of attendee 4:

Assessment Task 2 Unit Skills Test (UST)

Performance criteria checklist for unit assessment task Activity 4

(Trainer/Assessor to complete)

Assessment activities to be completed Scope issue

Generate and present solutions

Refine solutions for implementation

Resources required for the unit assessment task Unit assessment guide template

Access to live or simulated working environment

Interaction with others

Your task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete

(Comment and feedback to students)

Presentation prepared was effective Demonstrated professional body language when delivering presentation Expressed thoughtful and challenging opinions using engaging language and non-verbal features Elicited views and information from others using a range of active listening and questioning techniques Listened and comprehended information from a variety of spoken exchanges with the participants of the meeting Used non-verbal communication skills that encourage discussion and feedback: nodding, smiling, eye contact Presentation prepared included visual aids and the contents specified. Submitted the required evidence E-mail texts were grammatically correct and free of errors. Used appropriate style when writing e-mails. Required attachments were present in the e-mail. Text provided a summary of attachment. Meeting agenda prepared took the purpose of meeting into consideration. Used formal communication style, encouraging and respectful tone Asked questions to clarify and confirm understanding Meeting agenda prepared took the purpose of meeting into consideration. Used formal communication style, encouraging and respectful tone Asked questions to clarify and confirm understanding Meeting agenda prepared took the purpose of meeting into consideration. Used formal communication style, encouraging and respectful tone Took audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how. Selected and used appropriate conventions and protocols when communicating with diverse stakeholders The students performance was: Not yet Satisfactory

Satisfactory

Feedback to student:

Student Signature Observer Signature Date: Activity 5: Compare ideas for addressing the issue and select and present an appropriate solution

Description of the activity

This activity is a continuation of Activity 4.

This activity requires you to analyse the outcomes of the evaluation conducted in activity 3 and compare the ideas with best practice examples of similar programs or processes.

After conducting the analysis of evaluation and comparison of ideas, you are then required to create a final concept proposal and implementation for the selected idea/solution.

You must use the template provided to create a final concept proposal and implementation plan.

Final concept proposal

The final concept proposal must include the following details:

Proposed solution

Comparison against two (2) best practice examples of similar programs or processes.

Strengths and weaknesses based on the comparison conducted

Reason for selection of the proposed solution

Implementation plan

The implementation plan must include the following details:

Key areas/factors

What actions need to be implemented?

Resources required

Timeframe

Responsible person/s

Final concept proposal

Proposed solution (30-50 words)

Comparison against two (2) best practice examples of similar products or programs or processes or services (100-150 words)

Strengths and weaknesses based on the comparison conducted

Strengths

Weaknesses

Reason for selection of the proposed solution (30-50 words)

Template: Implementation plan

Implementation plan

Key areas/factors

Key areas of activity

What actions need to be implemented?

Details of tasks that need to be completed in each key area of activity Resources required

List of physical, human, and other resources Timeframe

Timeframe to complete the task Responsible person/s

List of people for each task

Assessment Task 2 Unit Skills Test (UST)

Performance criteria checklist for unit assessment task Activity 5

(Trainer/Assessor to complete)

Assessment activities to be completed Scope issue

Generate and present solutions

Refine solutions for implementation

Resources required for the unit assessment task Unit assessment guide template

Access to live or simulated working environment

Interaction with others

Your task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete

(Comment and feedback to students)

Documented findings and ideas using language and structure to suit the purpose Prepared proposals and plans for relevant stakeholders incorporating appropriate vocabulary and grammatical structures Elicited views and information from others using a range of active listening and questioning techniques Proposed solution incorporates the evaluation and comparison into consideration Final concept proposal and implementation plan included the details specified Comparison was conducted against similar products or programs or processes or services. Strengths and weaknesses were analysed and documented Key areas of activity aligned with the issue and development requirements. Resources documented were relevant to the actions documented. The students performance was: Not yet Satisfactory

Satisfactory

Feedback to student:

Student Signature Observer Signature Date: Activity 6: Refine solutions for implementation

Description of the activity

This activity is a continuation of Activity 5.

This activity requires you to arrange a meeting with your team members.

Note

These team members will be the same team members who participated in Activity 4 with the student.

The purpose of the meeting is to present the final concept proposal, seek feedback on the ideas from the stakeholders and refine the chosen solution in response to feedback.

Before the meeting, you are required to:

Prepare a presentation that includes the following details:

Information related to the final concept proposal

Information related to the implantation plan

Develop a meeting agenda and send an e-mail to the team members to invite them to the meeting.

After preparing the meeting agenda, you are then required to send an e-mail to the staff members to invite them to the meeting.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

The text must provide a summary of the attachment.

Attach meeting agenda to the e-mail.

After e-mailing the meeting agenda to the participants of the meeting, you are then required to conduct a meeting with them.

When conducting the meeting, you must demonstrate effective and communication skills at all times:

Use formal communication style, encouraging and respectful tone

Ask questions to clarify and confirm understanding

Listen actively

Understand the information needs of others

Adapt communication to suit the audience

Answer questions clearly and concisely

Use non-verbal communication skills that encourage discussion and feedback: nodding, smiling, eye contact

During the meeting, you must:

Welcome the participants

Introduce the purpose of the meeting

Deliver the presentation

Seek feedback on ideas from stakeholders

Respond to questions with substantiated answers

Provide an opportunity for discussion.

Listen and comprehend information from a variety of spoken exchanges with the participants of the meeting

Provide an opportunity for the audience to ask questions

Respond to questions.

Acknowledge and respond to differences in opinions.

Clarify the understanding and doubts of the stakeholder

Document feedback in the meeting minutes

Close the meeting:

Summarise the agreed outcomes

After the meeting, you must:

Provide summary outcomes of the meeting using the meeting minutes template provided.

Revise the final concept proposal and implementation plan to refine and finalise solution considering the feedback gathered.

After preparing the meeting minutes, send an e-mail to the attendees of the meeting.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

The text must provide a summary of the attachment.

Attach meeting minutes to the e-mail.

Evidence to be submitted:

Meeting agenda and meeting minutes

Revised final concept proposal and implementation plan

Meeting agenda template

Date/Time: Location: Chairperson: Meeting Attendees:

Full names and roles Agenda Item/Topic Discussion/Outcomes Action Officer Due Date

Welcome (Agenda item 1)

Topic? (Agenda item 2)

Topic? (Agenda item 3)

Topic? Summary Overall Summary

Decision/s

Action/s if any Next Meeting Time/date Meeting closed at: Minutes are a true and accurate record of the meeting Approved/confirmed by whom? Meeting minutes template

Minutes of Meeting

Meeting Objective:

Attendees:

Venue:

Date:

No. Points Discussed Actions Suggested Target Date

Signature of attendee 1: Signature of attendee 2:

Signature of attendee 3: Signature of attendee 4:

Assessment Task 2 Unit Skills Test (UST)

Performance criteria checklist for unit assessment task Activity 6

(Trainer/Assessor to complete)

Assessment activities to be completed Scope issue

Generate and present solutions

Refine solutions for implementation

Resources required for the unit assessment task Unit assessment guide template

Access to live or simulated working environment

Interaction with others

Your task must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence S N/S Trainer/Assessor to complete

(Comment and feedback to students)

The presentation prepared was effective Demonstrated professional body language when delivering the presentation Expressed thoughtful and challenging opinions using engaging language and non-verbal features Elicited views and information from others using a range of active listening and questioning techniques Listened and comprehended information from a variety of spoken exchanges with the participants of the meeting Used non-verbal communication skills that encourage discussion and feedback: nodding, smiling, eye contact. Presentation prepared included visual aids and the contents specified. Submitted the required evidence E-mail texts were grammatically correct and free of errors. Used appropriate style when writing e-mails. Required attachments were present in the e-mail. Text provided a summary of the attachment. The meeting agenda prepared considered the purpose of the meeting. Used formal communication style, encouraging and respectful tone Asked questions to clarify and confirm understanding. Listened actively. Understood the information needs of others. Adapted communication to suit the audience. Answered questions clearly and concisely. Used non-verbal communication skills that encourage discussion and feedback: nodding, smiling, eye contact. Took audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how. Selected and used appropriate conventions and protocols when communicating with diverse stakeholders. Feedback from the team members was considered, and revisions to the final concept proposal and implementation plan were incorporated. The students performance was: Not yet Satisfactory

Satisfactory

Feedback to student:

Student Signature Observer Signature Date: Unit Assessment Result Sheet (UARS)

Assessment Task 2 Unit Skills Test (UST)

(Student and Trainer/ Assessor Details)

Unit code BSBCRT512

Unit name Originate and develop concepts

Outcome of Unit Assessment Task (UAT) First attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) or Not Satisfactory (NS)

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student First attempt:

Second attempt:

Student Declaration I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

All appeal options have been explained to me.

Student Signature Student Declaration above is accepted by ticking this box to indicate statements above have been read and are accepted as true and correct.

Date Trainer/Assessor Name Trainer/Assessor Declaration I hold:

Vocational competencies at least to the level being delivered

Current relevant industry skills

Current knowledge and skills in VET, and undertake

Ongoing professional development in VET

I declare that I have conducted an assessment of this candidates submission. The assessment tasks were deemed current, sufficient, valid and reliable.

I declare that I have conducted a fair, valid, reliable, and flexible assessment.

I have provided feedback to the above-named candidate.

Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Kent Learning Management System (Moodle)

on _________________ (insert date)

by (insert Staff Member Name) _______________________________________________

Appendix B: Learner Evaluation Form

Please complete this evaluation form as thoroughly as you can, in order for us to continuously improve our training quality. The purpose of the evaluation form is to evaluate the areas below:

logistics and support

facilitation

training material

assessment

Your honest and detailed input is therefore, of great value to us, and we appreciate your assistance in completing this evaluation form!

Unit of Competency Name Trainer/Assessor Name Student Name (Optional) Dates of Training Employer/Work site (if applicable) Date of Evaluation A Logistics and Support Evaluation

No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree

1 The communication regarding the required attendance and time to study to pass this unit was correct 2 The staff were efficient and helpful. 3 The training equipment and material used was effective and prepared. 4 The training venue was conducive to learning (set-up for convenience of students, comfortable in terms of temperature, etc.) Additional Comments on Logistics and Support

No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree

B Trainer/Assessor Evaluation

1 The trainer/assessor was prepared and knowledgeable on the subject of the program 2 The trainer/assessor encouraged student participation and input 3 The trainer/assessor made use of a variety of methods, exercises, activities and discussions 4 The trainer/assessor used the material in a structured and effective manner 5 The trainer/assessor was approachable and respectful of the learners 6 The trainer/assessor was punctual and kept to the schedule 7 The trainer/assessor was easy to understand and used the correct language Additional Comments on Training

No. Criteria/Question Strongly Disagree Disagree Neutral Agree Strongly Agree

C Learning Evaluation

1 The learning outcomes of the unit are relevant and suitable. 2 The content of the unit was relevant and suitable for the target group. 3 The length of the training was suitable for the unit. 4 The learning material assisted in the learning of new knowledge and skills to apply in a practical manner. 5 The learning material was free from spelling and grammar errors 6 Handouts and exercises were clear, concise and relevant to the outcomes and content. 7 Learning material was generally of a high standard, and user-friendly Additional Comments on Learning Evaluation

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