Diploma of Leadership & Management

//Diploma of Leadership & Management
Diploma of Leadership & Management2019-08-01T12:16:23+00:00

Project Description

Training and Assessment Strategy

BSB51918 Diploma of Leadership and Management

Qualification Code BSB51918
Qualification Name Diploma of Leadership and Management
Qualification Requirements Four (4) core units and eight (8) elective units are required for the award of the BSB42015 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/BSB42015Four (4) core units and eight (8) elective units are required for the award of the BSB51918 Diploma of 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/BSB51918
Qualification Description This qualification reflects the role of individuals who apply knowledge, practical skills and experience in leadership and management across a range of enterprise and industry contexts.
Individuals at this level display initiative and judgement in planning, organising, implementing and monitoring their own workload and the workload of others. They use communication skills to support individuals and teams to meet organisational or enterprise requirements.
They plan, design, apply and evaluate solutions to unpredictable problems, and identify, analyse and synthesise information from a variety of sources.
Learner Characteristics/ Target Group Target groups for the BSB51918 Diploma of Leadership and Management are those who are:

  • Seeking to pursue a career as a leader or manager
  • Seeking to enter a new industry sector
  • Seeking a pathway to higher-level qualifications

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.
Many will speak English as a second language, although an entry level has been set to ensure students are able to complete course work.
Typically, persons entering this qualification will not have any work experience. Students are expected to typically fall into age range of 18 – 35 as people still establishing or change careers.

Delivery Mode/s 15 hours face to face and 5 hours online via LMS Moodle.
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 Unit 1, 17 – 23 Oatley Court, Canberra ACT 2617 and 8 Figtree Drive, Sydney Olympic Park 2127
Code Title Core/ Elective
BSBLDR511 Develop and use emotional intelligence Core
BSBMGT517 Manage operational plan Core
BSBLDR502 Lead and manage effective workplace relationships Core
BSBWOR502 Lead and manage team effectiveness Core
BSBLDR503 Communicate with influence Elective
BSBFIM501 Manage budgets and financial plans Elective
BSBWHS501 Ensure a safe workplace Elective
BSBPMG522 Undertake project work Elective
BSBWOR501 Manage personal work priorities and professional development Elective
BSBRSK501 Manage risk Elective
BSBSUS501 Develop workplace policy and procedures for sustainability Elective
BSBADM502 Manage meetings Elective
Wakefield International Business School Trading As Alpha Institute has the following entry requirements:
International students must:

  • Be at least 18 years of age.
  • Have successfully completed the BSB42015 Certificate IV in Leadership and Management or equivalent or any other relevant Certificate IV level qualification.
  • Have an IELTS score of 5.5 or equivalent (test results must be no more than 3 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 Unit Name Resource
BSBLDR511 Develop and use emotional intelligence Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBMGT517 Manage operational plan Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBLDR502 Lead and manage effective workplace relationships Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBWOR502 Lead and manage team effectiveness Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBLDR503 Communicate with influence Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBFIM501 Manage budgets and financial plans Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBWHS501 Ensure a safe workplace Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBPMG522 Undertake project work Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBWOR501 Manage personal work priorities and professional development Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBRSK501 Manage risk Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBSUS501 Develop workplace policy and procedures for sustainability Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook
BSBADM502 Manage meetings Management Theory and Practice, Kris Cole, 6th Edition Cengage 2016
Lesson Plan references relevant chapters in the textbook

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
  • Computers with Microsoft Office and access to the Internet.
  • Learning and assessment materials as outlined in this TAS.

In addition, all students who are undertaking the BSB51918 Diploma of 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
A separate and comprehensive timetable has been developed that shows scheduling relevant to the cohort i.e. dates and times. Trainers and assessors will be provided with this timetable.

Assessment Arrangements
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.
All assessment is conducted in accordance with the Principles of Assessment and the Rules of Evidence.
The principles of assessment are:

  • Validity
  • Reliability
  • Flexibility
  • Fairness

The rules of evidence are:

  • Authenticity
  • Currency
  • Sufficiency
  • Validity

The definitions of each term are outlined in the Marking Guide for each unit. 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.
As the assessment tasks for each unit include a practical activity, there will be instances where the trainer/assessor is required to assess the student away from other students. This time amounts to approximately 1 hour per unit per student. Time for the assessment has been scheduled during the final two weeks of each unit, allowing sufficient time to complete practical assessment activities. No separate area for practical assessments. Students not participating in the assessment will be directed by the trainer to continue with their assessment activities.
Wakefield International Business School Trading As Alpha Institute requires that students complete all assessments/provide assessment evidence ethically and without cheating, plagiarism and collusion. The RTO Manager and trainer/assessors will ensure that academic integrity is maintained in all learning and assessment activities by providing information to students to ensure they understand what constitutes cheating, plagiarism and collusion and what will be the outcome if they undertake such practice. Wakefield International Business School has the following definitions for cheating, plagiarism and collusion.

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.

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for the unit. If one or more of the tasks are assessed as Not Satisfactory, they will be given an outcome for the unit of Not Yet Competent (NYC). The student can have a total of 3 attempts to complete each task and achieve a ‘Satisfactory’ outcome (noting that the third attempt is chargeable as per the fees and refunds policy). The student will be advised of the timeframe for resubmission (usually within one month) and advised what they must include in their re-submission (usually the whole task again).

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.

Students can make an appeal against any assessment decision by following the Complaints and Appeals Policy outlined in the Student Handbook. Appeals will be dealt with following the Complaints and Appeals Procedure.
Unit code Unit Name Training delivery Assessment Tasks Assessment timing
BSBADM502 Manage meetings Term 1 Weeks 1 – 3
Assessment Task 1: Written questions
Assessment Task 2: Formal meeting project
Assessment Task 3: Informal meeting project
Term 1 Week 3
Term 1 Week 3
Term 1 Week 3
BSBWOR501 Manage personal work priorities and professional development Term 1 Weeks 4 – 6
Assessment Task 1: Written questions
Assessment Task 2: Personal work goals project
Assessment Task 3: Work priorities project
Assessment Task 4: Professional development presentation
Assessment Task 5: Professional development report
Term 1 Week 6
Term 1 Week 6
Term 1 Week 6
Term 1 Week 6
Term 1 Week 6
BSBWHS501 Ensure a safe workplace Term 1 Weeks 7 – 10
Assessment Task 1: Written questions
Assessment Task 2: WHS project
Assessment Task 3: WHS risk control project
Assessment Task 4: WHS case studies
Term 1 Week 10
Term 1 Week 10
Term 1 Week 10
Term 1 Week 10
BSBPMG522 Undertake project work Term 2 Weeks 1 – 4
Assessment Task 1: Written questions
Assessment Task 2: Project set up
Assessment Task 3: Project monitoring
Assessment Task 4: Project evaluation
Assessment Task 5: Project reflection
Term 2 Week 4
Term 2 Week 4
Term 2 Week 4
Term 2 Week 4
Term 2 Week 4
BSBRSK501 Manage risk Term 2 Weeks 5 – 7
Assessment Task 1: Written questions
Assessment Task 2: Risk management project
Assessment Task 3: Risk management implementation project
Assessment Task 4: Risk management process evaluation report
Term 2 Week 7
Term 2 Week 7
Term 2 Week 7
Term 2 Week 7
BSBMGT517 Manage operational plan Term 2 Weeks 8 – 10
Assessment Task 1: Written questions
Assessment Task 2: Operations plan project
Assessment Task 3: Manage acquisition of resources project
Assessment Task 4: Monitor and review operational plan project
Term 2 Week 10
Term 2 Week 10
Term 2 Week 10
Term 2 Week 10
BSBLDR511 Develop and use emotional intelligence Term 3 Weeks 1 – 3
Assessment Task 1: Written questions
Assessment Task 2: Emotional intelligence self-assessment
Assessment Task 3: Staff emotional intelligence project
Term 3 Week 3
Term 3 Week 3
Term 3 Week 3
BSBLDR502 Lead and manage effective workplace relationships Term 3 Weeks 4 – 7
Assessment Task 1: Written questions
Assessment Task 2: Policies and procedures development project
Assessment Task 3: Networking project
Assessment Task 4: Managing workplace difficulties project
Term 3 Week 7
Term 3 Week 7
Term 3 Week 7
Term 3 Week 7
BSBWOR502 Lead and manage team effectiveness Term 3 Weeks 8 – 10
Assessment Task 1: Written questions
Assessment Task 2: Team performance planning project
Assessment Task 3: Professional development policy and procedure project
Assessment Task 4: Reward and recognition project
Assessment Task 5: Managing underperformance project
Term 3 Week 10
Term 3 Week 10
Term 3 Week 10
Term 3 Week 10
Term 3 Week 10
BSBLDR503 Communicate with influence Term 4 Weeks 1 – 3
Assessment Task 1: Written questions
Assessment Task 2: Communicate with influence project
Assessment Task 3: Leadership presentation
Term 4 Week 3
Term 4 Week 3
Term 4 Week 3
BSBSUS501 Develop workplace policy and procedures for sustainability Term 4 Weeks 4 – 7
Assessment Task 1: Written questions
Assessment Task 2: Develop sustainability policy project
Assessment Task 3: Sustainability policy and procedures presentation project
Assessment Task 4: Sustainability implementation project
Assessment Task 5: Sustainability policy evaluation project
Term 4 Week 7
Term 4 Week 7
Term 4 Week 7
Term 4 Week 7
Term 4 Week 7
BSBFIM501 Manage budgets and financial plans Term 4 Weeks 8 – 10
Assessment Task 1: Written questions
Assessment Task 2: Budget planning project
Assessment Task 3: Monitor and control finances project
Assessment Task 4: Profit and loss analysis project
Assessment Task 5: Debtor management project
Term 4 Week 10
Term 4 Week 10
Term 4 Week 10
Term 4 Week 10
Term 4 Week 10
Wakefield International Business School Trading As Alpha Institute has a plan for, and implements, systematic validation of assessment practices and judgments. The Validation Plan ensures that each unit or module on the RTO’s scope of registration is validated at least once every five years, with at least 50% of all training products validated within the first three years of each five-year cycle.
The Validation Plan includes:

  • When assessment validation will occur
  • Which training products will be the focus of the validation
  • Who will lead and participate in the validation activities.

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). 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
For each validation session, there will be a leader who will be assigned to lead the process.
In conducting validation, Wakefield International Business School 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 outcomes are documented, and results of validation acted upon to bring about improvements to the RTO’s training and assessment systems and practices. Refer to CG3 Quality Assurance Policy and Procedures.
Validation plans and outcomes are recorded in the Validation Plan and Register.
Refer to Assessment Validation Policy & Procedures for more detail on validation arrangements.
Students may apply for recognition of existing qualifications or skills, knowledge and experience (credit transfer or recognition of prior learning). The granting of course credit may affect course fees as well as the duration of the course.
This process is outlined in Wakefield International Business School Course Credit and Training and Assessment Policy & Procedures.
Document Name Used for
Training resources:

  • Timetable
  • Lesson Plans
  • Textbooks
Training
Assessment tools

  • Assessment Marking Guide (all units)
  • Assessment Mapping Guide
  • Student Assessment Tasks (all units)
  • Supporting resources
Assessment
Industry Consultation Register Industry consultation
This Training and Assessment Strategy will be reviewed and updated in accordance with the continuous improvement processes used by Wakefield International Business School Trading As Alpha Institute as described in the Continuous Improvement and Quality Assurance Policy and Quality Training and Assessment Policies.

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