Project Description
About this course
BSB40520 Certificate IV in Leadership and Management
Qualification Code | BSB40520 |
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CRICOS Course Code | 104004J |
Qualification Name | Certificate IV in Leadership and Management. |
Qualification Requirements | Five (5) core units and Seven (7) elective units are required for the award of the BSB40520 – Certificate IV in Leadership and Management. Units have been selected in accordance with the packaging rules and are relevant to the work outcome, local industry requirements and qualification level. The latest release of the qualification and packaging rules can be found at the following link: https://training.gov.au/training/details/BSB40520/qualdetails |
Qualification Description | This qualification reflects the role of individuals working as developing and emerging leaders and managers in a range of enterprise and industry contexts. As well as assuming responsibility for their own performance, individuals at this level provide leadership, guidance and support to others. They also have some responsibility for organising and monitoring the output of their team. They apply solutions to a defined range of predictable and unpredictable problems and analyse and evaluate information from a variety of sources. |
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Learner Characteristics/ Target Group | Target groups for the Certificate IV in Leadership and Management are international students who are:
Students will be from a range of countries and may be living in Australia or Sydney for the first time or may have been here in the recent or more distant past. |
Delivery Mode/s | 15 hours face to face and 5 hours online via LMS Moodle. |
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Program Duration | This qualification will be delivered over 52 weeks, including 40 weeks of training and assessment spread over 4 terms of 10 weeks each and 12 weeks of holidays. |
Delivery Site/s | All classes are delivered at U7, 17 Oatley Ct, BELCONNEN, ACT, 2617 and Level 6, 51-53 Druitt St, Sydney, NSW, 2000 |
Code | Title | Core/ Elective |
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BSBLDR411 | Demonstrate leadership in the workplace | Core |
BSBLDR413 | Lead effective workplace relationships | Core |
BSBOPS402 | Coordinate business operational plans | Core |
BSBXCM401 | Apply communication strategies in the workplace | Core |
BSBXTW401 | Lead and facilitate a team | Core |
BSBCRT411 | Apply critical thinking to work practices | Elective |
BSBLDR414 | Lead team effectiveness | Elective |
BSBOPS403 | Apply business risk management processes | Elective |
BSBWHS411 | Implement and monitor WHS policies, procedures and programs | Elective |
BSBCRT412 | Articulate, present and debate ideas | Elective |
BSBOPS405 | Organise business meetings | Elective |
BSBPMG430 | Undertake project work | Elective |
International students must:
- Be at least 18 years of age and must have completed at least the equivalent of Year 12.
- Have an IELTS score of 6.0 or equivalent (test results must be no more than 2 years old).
- Participate in a course entry interview to determine their suitability for the course.
- A face to face to face training mode is employed for this qualification and all training will take place at the Wakefield International Business School Trading As Alpha institute training facilities in Sydney. Units of competency are delivered individually.
- A timetable will be supplied to each student prior to course commencement. Students are also provided with an orientation to the course to outline the learning and assessment processes, support services and other relevant information. This forms part of the general orientation that Wakefield International Business School Trading As Alpha Institute provides to international students.
- All students will be provided with a range of learning support options and resources to help them achieve competency.
- Students can also be supported outside of face to face through e-mail and telephone contact with their trainer. Students are provided with their trainer’s contact details at their orientation.
- Students are encouraged to contact their trainer at any time and trainers will liaise with students regarding their progress and provide advice as required including any relevant course content and concepts, learning opportunities, assessment requirements, feedback on assessments and any issues the student is experiencing.
- Students will be informed of any required reading or activities to prepare for each face to face lesson.
- Students will also be provided with a list of reference materials that can also be accessed to develop their knowledge.
- Wakefield International Business School Trading As Alpha Institute uses a range of techniques during face to face delivery including trainer presentations and demonstrations, individual tasks, case studies, research, role plays, practical demonstrations and group work. The context of the simulated workplace environment will be incorporated into delivery methodologies and students will complete tasks to appropriate workplace standards.
- Delivery methodologies employ terminology, equipment, resources, materials, contexts, practices and activities associated with the business (or related) role in the workplace.
The simulated training environment is achieved by using equipment, tools, technology, workplace conditions, legislation, quality standards and approaches to work that match those currently employed in industry. For example, workplace plans (business/operational/ weekly), administration documentation, IT hardware and Microsoft office software applications, telephones, tables and chairs, policy and procedure manual.
Students understanding of the workplace and its requirements will be developed throughout the course.
The environment is created to suit the specific unit requirements and the trainer reinforces understanding through relating to their own experience and through the use of learning materials e.g. textbooks, handouts or videos. Depending on the unit content and context the classroom environment is adapted to recreate the simulated work environment.
Appropriate simulated contexts and activities are incorporated into delivery and prepare students for assessment. These align to the contexts and activities indicated in the units of competency. The simulated assessment contexts and activities also align to the requirements of each unit of competency.
During the practical Lessons, sufficient time is allocated for students to perform the required tasks, practice their skills and reinforce their knowledge.
Wakefield International Business School Trading As Alpha institute has developed lesson plans for the delivery of training and which are supported by textbooks as follows:
Unit Code | Title | Resource |
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BSBLDR411 | Demonstrate leadership in the workplace | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBLDR413 | Lead effective workplace relationships | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBOPS402 | Coordinate business operational plans | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBXCM401 | Apply communication strategies in the workplace | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBXTW401 | Lead and facilitate a team | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBCRT411 | Apply critical thinking to work practices | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBLDR414 | Lead team effectiveness | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBOPS403 | Apply business risk management processes | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBWHS411 | Implement and monitor WHS policies, procedures and programs | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBCRT412 | Articulate, present and debate ideas | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBOPS405 | Organise business meetings | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
BSBPMG430 | Undertake project work | Lesson Plan, Training & Assessment Resources which includes trainer guides, student guides, handouts and PPTs |
Note that all learning resources have been reviewed to ensure they meet the unit of competency requirements. Lesson plans are written directly to the unit of competency.
Additional resources are provided within each lesson plan for each unit of competency.
- Training rooms, including desks, chairs, whiteboard and overhead projector
- General business and office equipment including telephones, scanners and printers.
- Computers with Microsoft Office and access to the Internet.
- Learning and assessment materials as outlined in this TAS.
- Any additional resource requirements, which are outlined in the assessment conditions are identified within the lesson plans and assessment tools.
In addition, all students who are undertaking the BSB42015 Certificate IV in Leadership and Management must have the following resources while in class.
- Students to bring their own Laptop/iPad/tablets
- USB flash drive
- Textbooks required for course
Assessment will occur through a variety of methods, including projects incorporating role-plays, case studies and short answer questions. Assessment conditions will ensure a simulated workplace environment.
Assessment tasks:
- Reflect real life work tasks.
- Are required to be performed within industry standard timeframes as specified by assessors in relation to each task.
- Are assessed using assessment criteria that relate to the quality of work expected by the industry.
- Are performed to industry safety requirements as relevant.
- Utilise authentic workplace documentation.
- Require students to work with others as part of a team.
- Require students to plan and prioritise competing work tasks.
- Involve the use of standard, workplace equipment such as computers and software.
- Ensure that students are required to consider workplace constraints such as time and budgets.
Assessment Materials
Assessment materials comprise of:
- Student Assessment Tasks: There is one for each unit of competency that includes instructions to students about each of their assessments. It also includes an assessment plan where students can record the due dates of each task and an Assessment Task Cover Sheet that must be completed for each Assessment submission.
- Other documents specific to the workplace simulation task requirements are also included with the assessment tasks. These include document templates and simulated workplace policies and procedures and are described in the student and assessor instructions as relevant.
- Assessor Marking Guide and mapping: includes benchmark answers for each assessment, as well as checklists in which the assessor is to record their assessment decisions. Mapping to each unit is also provided.
To ensure these principles and rules are followed, Wakefield International Business School Trading As Alpha institute:
- Requires all students to submit written assessment tasks with a signed Assessment Task Cover Sheet where students are required to declare the work is their own – ensuring Authenticity.
- Assessment tasks are designed so that all unit of competency requirements are covered and a number of forms of evidence are used to form assessment decisions – ensuring Validity and Sufficiency. See also the section on Validation in this Training and Assessment Strategy.
- Evidence is Current as it relies on evidence collected during the course and includes third party reports and observations of work performance.
- Reliability is ensured by conducting regular validation and quality reviews of our assessment processes.
- Flexibility is ensured by providing options in the tasks based on their individual situation, drawing on a range of assessment methods suitable to the student’s current situation and allowing recognition of existing competencies through a formal RPL process.
- Fairness is provided by supporting individual needs and making reasonable adjustments as required. Clear instructions are provided to the student about their assessment requirements in the Assessment Task Booklets. Students may appeal an assessment decision following our Complaints and Appeals Policy and they are informed of this in the front of every task booklet. Students are asked to agree to the assessment arrangements in the Assessment Plan provided in each task booklet.
Where a student fails one or more assessment tasks within a unit, they are to be re-assessed as per Wakefield International Business School Trading As Alpha institute re-assessment policy. If after re-assessment the student fails the assessment, they will be provided with a first warning letter for unsatisfactory course progress and provided with the appropriate intervention to assist them to complete their course in the required duration. Following failure of a second consecutive unit, the student will then be sent a second warning letter and again provided with the appropriate intervention to ensure they meet course requirements. If the student fails a third consecutive unit they will be sent a notice of intention to report.
If the student does not pass one or more assessment tasks following re-assessment they may be able to re-enrol in the unit if this does not significantly impact their course duration.
Cheating – this is the use of any means to gain an unfair advantage during the assessment process. Cheating may include copying a friend’s answers, using mobile phones or other electronic devises during closed book assessments, bringing in and referring to pre-prepared written answers in a closed book assessment and referring to texts during closed book assessments amongst others.
Plagiarism – plagiarism is the submission of somebody else’s work as if it was the student’s own. This may include copying all or part of another person’s thoughts or ideas and representing them as your own. If a student fails to identify the original source of some or all of the submission this also constitutes plagiarism. If a student copies another student’s work and passes this off as their own, then this is also a form of plagiarism and cheating.
During assessment students will read about ideas and gather information from many sources. When students use these ideas in assignments they must identify who produced them and in what publications they were found. If students do not do this, they are plagiarising. If students are including other peoples’ work in submissions e.g. passages from books or websites, then reference should be made to the source.
Collusion – this is the presentation by a student of an assignment as his or her own which is the result of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more students in plagiarism or other forms of academic misconduct or cheating. Both collusion and plagiarism can occur in group work.
Where it is found that cheating, plagiarism or collusion has occurred, this will result in the student’s assessment submission being invalidated and students will be investigated for academic misconduct.
If, after the third attempt, the student is still assessed as Not Satisfactory for a task, they will need to re-enrol in the unit.
The Training and Assessment Schedule outlines the planned delivery of training sessions and assessment activities throughout the course. It ensures that students receive structured and timely learning opportunities while meeting the required competencies.
Details of the Training and Assessment Schedule will be provided in the Session/Lesson Plan, which includes:
- Topics to be covered in each session
- Delivery methods (e.g., lectures, practical activities, group discussions)
- Assessment tasks and their due dates
- Required resources and materials
- Trainer and student responsibilities
This schedule helps students stay on track with their learning and assessment requirements, ensuring a smooth progression through the course.
Validation is conducted on a regular basis for each training product in line with the requirements of the Standards for RTOs 2015 (Clause 1.10 & 1.11) and involves industry experts and people external to the particular assessments being validated. Collectively, those involved in validation must have:
- Vocational competencies and current industry skills
- Current knowledge and skills in vocational teaching and learning
- The training and assessment qualification or assessor skill set
All assessors engaged by Wakefield International Business School Trading As Alpha institute to conduct assessment are required to regularly participate in validation.
In conducting validation, Wakefield International Business School Trading As Alpha institute will validate a suitable sample size of assessments and will randomly select the student assessments to be validated – in line with the guidance provided by ASQA’s Fact Sheet on Conducting Validation.
Validation is conducted using a Validation Tool that guides the validation team through the process and records outcomes.
Validation plans and outcomes are recorded in the Validation Plan and Register.
Refer to Assessment Validation Policy & Procedures for more detail on validation arrangements.
This process is outlined in Wakefield International Business School Trading As Alpha institute’ Course Credit and Training and Assessment Policy & Procedures.
Document Name | Used for |
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Training resources:
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Training |
Assessment tools
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Assessment |
Industry Consultation Register | Industry consultation |
Trainer & Assessor Files | Trainers & Assessors |
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