THE AT1 b,2000 words And AT1A, (3)three workshops reflection each one around 700 words AT1A: Workshop Reflections (10%) Select and identify three Health workshops and submit a teaching folio of evidence for each workshop for assessment. The folio of evidence will overview how the workshops may be utilised in a primary school setting to provide meaningful teaching/learning experiences for students. The folio for each workshop will include: • Personal Workshop reflections that include connection with research from the Health discipline • Health Curriculum links • Overview of learning activities suitable if implementing this learning area in a primary school classroom. • Assessment opportunities • Resources, materials & key terms with definitions • OH&S considerations AT1B: Health Learning Sequence (40%) Selecting a Health learning area different to the three workshop reflections required for AT1A, you will write a Health Learning Sequence (using the inquiry process) related to a selected focus area, relevant content descriptors and achievement standards, of the Health learning area in the Victorian Curriculum The unit plan is more than a series of lessons. It must: • reflect detailed and complex thinking about the relationship between student diversity, curriculum, pedagogy, and assessment. • include a description of the hypothetical student cohort, context (can be based on a class you have experienced) age, diversity etc that you will be designing the unit plan for. • incorporate a rich and engaging approach relevant to the health Focus Area and the expected developmental level you have selected. • include relevant health Intended Learning Outcomes based on one or two Content Descriptions from Health learning area and one Content Description from the Personal and social learning capability of the Victorian Curriculum for a specific chosen level. You will need to select the same Content Descriptions for a level below and a level above the focus level to ensure you are catering for student diversity. • identify skills, knowledge and attitudes (where appropriate) that form the basis of the Intended Learning Outcomes for your unit. The unit plan must be approximately 4-6lessons in length depending on the topic (lesson plans are NOT required to be included). • include a rationale for all decisions made in relation to the unit plan including the wide selection of engaging learning and assessment strategies, sequencing of learning activities etc • include a range of assessment strategies (‘for’, ‘as’, and ‘of’) related to the learning activities. Remember assessment should not be an add-on but rather incorporate as part of the learning process. • include the criteria for each assessment task (i.e. what exactly you are judging/looking for through each assessment strategy) and how will your judgments be recorded (e.g. observation check sheets, rubric). You don’t need to include the actual individual rubrics or tests, however, you must include an assessment guide to show the overall assessment plan linked to the learning outcomes you have selected. • ways that the learning and assessment strategies might be adapted for students who have a range of abilities, including students who have English as an additional language (EAL), a disability, or learning difficulties. • include a brief overview of each activity and reference all resources you have used. Specific worksheets or longer descriptions of activities must be referenced as an appendix • clearly show a clear link between all Content Descriptions, Intended Learning Outcomes, learning activities and assessment strategies (and criteria). You will need to consider that some students will be working above or below the level for the outcomes you have selected so you will need to ensure how you will distinguish the level at which the student is actually working (eg. Identify the criteria for one level below and one higher than the level you are focusing on). This can be completed in a table prior to the learning and assessment plan (see template 1 below) • include the background to the unit including the overall rationale and aims for the unit, student level to which it is aimed, any previous learning that might be assumed at the beginning of the unit include a correctly formatted list of references using APA7 style and appendices use • you may wish to use tables 1 and 2 to set out your unit plan. Ensure you background/rationale is included at the beginning of the unit. See the e-book on LMS Developing a unit of work for assistance with this unit plan
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M.S Aviation Pty Ltd T/A Australian School of Commerce RTO NO. 41089 I CRICOS NO.: 03489A Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Ph: 1300 781 194 E: Info@asoc.edu.au W: www.asoc.edu.au BSBINM601 Manage Knowledge and Information Candidate Assessment Tool STUDENT NAME: STUDENT ID: ASSESSOR NAME: DATE DUE: UNIT CODE AND TITLE: BSBINM601 – Manage Knowledge and Information M.S Aviation Pty Ltd T/A Australian School Of Commerce Student Assessment Booklet Page 1 of 36 Version 9.0 M.S Aviation Pty Ltd T/A Australian School of Commerce RTO NO. 41089 I CRICOS NO.: 03489A Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia Ph: 1300 781 194 E: Info@asoc.edu.au W: www.asoc.edu.au ASSESSMENT RECEIPT FORM NOTE:
This form must be attached on top of the completed Student Assessment Booklet when submitting.
The Assessment Receipt Form must be signed and dated. DECLARATION:
I am aware that penalties exist for plagiarism and cheating.
I am aware of the requirements set by my assessor.
I have retained a copy of my assessment. Student Signature: _________________ Date: ______
Assessment received by Australian School of Commerce (ASOC) Staff Signature: Name:
=================================TEAR HERE ================================== Students must retain this as a Record of Submission Assessment hand on: Unit code and title: BSBINM601 – Manage Knowledge and Information
Student ID: ………………………….. Student Signature: …………………… M.S Aviation Pty Ltd T/A Australian School Of Commerce Student Assessment Booklet Page 2 of 36 Version 6.0 About this booklet This assessment booklet has been designed for students undertaking face-to-face mode of study to provide information before they undertake these assessments. It also contains assessment tools to assess the skills and knowledge required from you to be deemed competent in this unit. Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your assessor. The assessment booklet contains two (2) parts: PART 1: Assessment information: This part contains information on the assessment for this unit of competency and how an assessment will be conducted throughout this unit to achieve the competency. It includes: • Application of the unit of competency • Purpose of assessment • Elements, performance evidence and knowledge evidence requirements of the unit • Conditions, context, required resources and location of the assessment? • Assessment tasks ? • Outline of evidence to be collected? • Administration, recording and reporting the requirements including special adjustments, appeals, reasonable adjustments and assessors’ intervention.? PART 2: Assessment tasks: This part contains the information to undertake the assessment task successfully. In each assessment task, students will find the following information: ? • Task instructions ? • Role play/Practical Demonstration information • Information on resources required, where applicable.?
PART 1 Assessment Information Application of the unit of competency:
M.S Aviation Pty Ltd T/A Australian School Of Commerce Student Assessment Booklet Page 4 of 36 This unit describes the skills and knowledge required to develop and maintain information processing systems to support decision making; and to optimise the use of knowledge and learning throughout the organisation. It applies to individuals who are responsible for ensuring that critical knowledge and information are readily available to review the organisation s performance and to ensure its effective functioning. It applies to a wide range of knowledge and information such as business performance data, customer feedback, statistical data and financial data. No licensing, legislative or certification requirements apply to this unit at the time of publication. Purpose of assessment: The purpose of assessment is to determine competency in the unit BSBINM601 – Manage Knowledge and information. Performance evidence: Evidence of the ability to: • source and analyse information for business decisions including: o identifying business problems and issues and related knowledge and data requirements o confirming the clear and relevant objectives for analysis of information o applying statistical analysis, sensitivity analysis and other techniques to draw conclusions relevant to decisions o ensuring sufficient valid and reliable information or evidence is available to support decisions o using formal and informal networks to source information not held in formal systems o identifying and accessing sources of reliable information o using technology as appropriate o consultation with stakeholders and specialists • contribute information and the outcomes of analysis to decision making • disseminate information to relevant groups and individuals including: o documenting information and updating databases o meeting identified needs of recipients o adhering to legal and organisational requirements for privacy and security o developing and implementing communication plans • design, test and adjust information systems to meet needs and objectives including: o management information systems and decision support systems o use of technology for optimum efficiency and quality o Storage and retrieval of information. Note: If a specific volume or frequency is not stated, then evidence must be provided at least once. Knowledge evidence: To complete the unit requirements safely and effectively, the individual must: • give examples of existing and emerging technologies and how they can be used in knowledge and information management • explain statistical analysis and other quantitative methods commonly used in decision making including several of: o correlation calculations o long-term trend analyses o probability assessment o regulation analyses o short to medium-term trend analyses o dynamic programming o linear programming o queuing theory o simulation o transportation methodology • outline the key features of management information systems and decision support systems • Explain how to utilise risk management plans to determine acceptable courses of action. Context and conditions for assessment: To comply with the assessment conditions of this unit: • Skills for this unit of competency will be demonstrated in Australian School of Commerce classroom/Computer lab located at Level 4, 18 Elizabeth Street, Hobart, Tasmania 7000. • You will have access to suitable facilities, equipment and resources, including template documentation, style guide, policies and procedures to undertake the assessment tasks for this unit of competency. (refer appendix 1,2 ,3,4 &5) • During the project work, you will undertake simulated case study assessment activities that involve complex interactions with real time situations where you have to give your suggestions. Resources required: The assessor will ensure that assessment is conducted in a safe environment and you have access to the following resources for the unit: • Computer with internet connection to refer to various resources • Student assessment booklet • Australian School of Commerce Learners’ resources for the unit BSBINM601 – Manage Knowledge and Information
Clustering/holistic assessment: There is no provision for clustering of assessments in this unit. Assessment tasks Assessment description Due date Location of assessment Assessment Task 1 (AT1): Knowledge Test This assessment includes a series of questions; you must answer all questions correctly. Australian School of Commerce training campus Assessment Task 2 (AT2): Project & Observation This assessment requires you to read the overview provided thoroughly and complete the tasks. You are required to draft 5 different complex documents and submit it in due timelines. Australian School of Commerce training campus Competency requirements: To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC). Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current, sufficient and valid) prior to entering results into the competency record sheet. Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a unit of competency, student will be required to repeat the unit as per the scheduled delivery of the course. For further details, refer to Australian School of Commerce Re-Assessment Policy and Australian School of Commerce Course Progress Policy. M.S Aviation Pty Ltd T/A Australian School Of Commerce Student Assessment Booklet Page 6 of 36 Assessment tasks: To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified in the session plan. This will demonstrate that you have all the required skills and knowledge for this unit. Outline of evidence to be collected: You must submit the following evidence to be marked competent for this unit. Your assessor willensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and authentic. Assessment Task 1 (AT1): Knowledge Test • Answer all questions correctly in the Knowledge Test and submit to your assessor. • Complete and sign the cover sheet for assessment task. Assessment Task 2 (AT2): Project & Observation • Produce all required evidence electronically (unless specified in the assessment project below) • • Perform role plays while being observed by your Assessor. • • Complete and sign the cover sheet for assessment task • • Submit the observation report. Administration, recording and reporting requirements: You must read and follow this information carefully while completing assessments for this unit of competency and if you are unsure of any instruction, please contact your assessor to clarify. The assessments are intended to be equitable, fair and flexible. Submission of assessment: You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet: • Your assessor will mark the submitted assessment, provide feedback to you and complete the comments section against each task, where applicable. • ALL tasks must be completed in legible English. It is preferred that the tasks submitted for assessments are typed. • You must submit all assessments on or before the due date specified by the assessor as per the training plan. • Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an extension, you must speak to your assessor prior to the due date. Extensions must be confirmed by the trainer in writing. • You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity of the assessment, your assessor will let you know if this is the case. • Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must submit your own original work and must not copy the work of other students. Plagiarism is unacceptable. • You can submit your assessment tasks as hard copies in the classroom. Recording an assessment result: Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and LMS/student management system and all results will be approved by the Training Manager. Assessors will check that you have completed the signed student declaration prior to filling out the assessment sheet. Retaining assessment records: Australian School of Commerce will securely retain all completed student assessment items for each student for a period of six months from the date on which the judgement of competence for the student was made. Australian School of Commerce will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years. All assessment records submitted to the assessor for marking will be stored and retained properly. And a hard copy submitted to student administration for filing along with the evidence. The assessor will ensure that the student records are securely retained in accordance with the Australian School of Commerce record control policy accessible by the Student Administration Officer. Assessment outcomes: – For unit of competency: There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience). You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Australian School of Commerce Re-Assessment Policy and Australian School of Commerce Course Progress Policy. For assessment task: There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory. On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria. Re-assessment: If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Australian School of Commerce Re-Assessment Policy and Australian School of Commerce Course Progress Policy. As this is a competency-based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed. Student access to records: You have the right to access current and accurate records of your participation and results at any time. You can request a copy of your records by contacting the student administration and the assessor. Support: You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor. Reasonable adjustments and special learning needs: Australian School of Commerce works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy issues. Where pre-training interviews and LLN assessments reveal that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also taking into account factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment. Any adjustments made must: • be discussed, agreed and documented in the assessment record • benefit the student • maintain the integrity of the competency standards and course requirements as stipulated in the training package • be reasonable to expect in a workplace. Reasonable adjustment may consist of: • providing additional time for students to complete learning and assessment tasks • presenting questions orally for students with literacy issues • asking questions in a relevant practical context • using large print material • extending the course duration • Presenting work instructions in diagrammatic or pictorial form instead of words and sentences. Complaints and appeals: If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to training manager. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and Procedures available in Australian School of Commerce Website. Assessor intervention: Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback will be given to you at the completion of the assessment.?During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately. Plagiarism, cheating and assessment dishonesty: Australian School of Commerce considers plagiarism and cheating as a serious misdemeanor. Evidence of plagiarism and cheating is treated on a case by case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to Australian School of Commerce’s Assessment Policy. Note: To avoid plagiarism, you must quote the source where information was gathered from, using, preferably, an APA style. For further clarification of referencing style, please consult with your trainer. Assessor feedback: Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along with your submission will be given to you and you must keep a copy of it throughout the completion of the course. Student Declaration: I…………………………………………………………………… (Student Name) have read and understand the information provided above and also understand and accept that any act of plagiarism and academic dishonesty may have penalties including cancellation or suspension of my enrolment with Australian School of Commerce. I further declare that: • All assessment work submitted for this unit competency is my own original work and plagiarism and collusion has not occurred. • Assessment work has not been copied or submitted for any other unit/course. • I have taken proper care and effort to ensure my work has not been copied by another person. • I have retained a copy of this assessment for my own records in the event I have to reproduce my work. • I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted. Student signature: ……………………………………………………… Date: ……/……/……. of 36
PART 2 Assessment tasks Assessment Task Cover Sheet Task 1 (AT1) Student details Student Name: Student ID: Assessment details Unit of Competency: BSBINM601 – Manage Knowledge and Information Assessment Task 1: Knowledge Test Date of Submission: Assessment Outcome: Satisfactory Not Satisfactory
Assessor Signature: Assessor Name: Feedback: Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost. Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment of this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks check for plagiarism Software No Check for copying/collusion No Check for authenticity (own work) No Cheating or use of model answers Yes No Student: I have received, discussed and accepted my result as above for this assessment and I am aware of my appeal rights. Signature: ………………………………………………… Signature: ……………………………… Date: ……………………………………………………….. Date: …………………………………… Assessment task 1: Knowledge Test Required documents and equipment: • Computer with internet connection to refer to various resources. • Australian School of Commerce Learners’ resources for the unit BSBINM601 – Manage Knowledge and Information (organised by the trainer/assessor) • Learner’s notes Instructions for students: ? This assessment will be conducted in Computer lab with access to the resources listed above. ? You must answer all knowledge questions as part of this assessment and submit answers in electronic copy.?The assessor will verify the authenticity of the work by asking questions regarding the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment. ? Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality. ? Be careful to 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. ? When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source. ? You are required to mention your name and student Id in either header or footer of the assessment document to be submitted. Planning the assessment Access all resources mentioned in required resources, either printed copies or access via the internet. • You must answer all questions in the knowledge test assessment. • Time allocated to complete this assessment is 4 hours. • Complete and submit the assessment on the same day of the assessment. • Assessor will set a time to provide feedback. Evidence specifications: At the end of the assessment, student will be required to submit the following evidence on the same day of the assessment. • Completed assessment task with all questions answered. • Completed and signed cover sheet for the assessment. Assessor will record the assessment outcome on the assessment cover sheet. Evidence submission: • Assessor will record the assessment outcome on the assessment cover sheet. Knowledge Test QUESTION NUMBER QUESTIONS Students response (to be complete d by the assessor ) Question 1: What are the key features of a knowledge management system (KMS)? S NS
Question 2: List some strategies for measuring the effectiveness of the KMS in meeting organisational objectives. S NS
Question 3: Give examples of strategies to use to test systems within the KMS so they continue to meet the information requirements of decision makers. S NS
Question 4: Provide examples of adjustments that might be required to a KMS to meet organisational objectives, policies and procedures, and legislation. S NS
Question 5: Describe a range of existing and emerging technologies used in knowledge and information management that ensure optimum efficiency and quality. S NS
Question 6: Identify at least two types of business problems/issues that an organisation may experience. S NS
Question7: Describe a process for analysing business problems or issues. S NS
Question8: How should information be tested for reliability? S NS
Question9: How should information be tested for validity? S NS
Question10 : How should information be tested for sufficiency? S NS
Question11 : Describe the range of strategies that might be used to collect data from staff to help improve plans and processes. S NS
Question12 : Describe the range of strategies that might be used to collect data from customers to help improve plans and processes. S NS
Question13 : List the steps involved in reviewing data from staff feedback. S NS
Question14 : Explain what statistical analysis is. S NS
Question15 : Explain the steps in conducting a statistical analysis. S NS Question16 : Explain statistical analysis and other quantitative methods commonly used in decision-making, including the following. a. Correlation calculations b. Short-, medium- and long-term trend analyses c. Probability assessment d. Regulation analysis e. Dynamic programming f. Linear programming g. Queuing theory h. Simulation i. Transportation methodology S NS
Question17 : Explain what sensitivity analysis is. S NS
Question18 : Explain when a sensitivity analysis may be used. S NS
Question19 : List the steps in a sensitivity analysis process. S NS
Question20 : Explain the role of quantitative data in the decision-making process. S NS
Question21 : Explain the application of quantitative data analysis methods relevant to the decision-making process. S NS
Question22 : Define the term ‘risk analysis’. S NS
Question23 : Describe the need for risk management. S NS
Question24 : Explain the role of a risk management plan. S NS
Question25 : Explain how to use a risk management plan to determine an acceptable course of action. S NS
Question26 : Explain the range of specialists and other relevant groups to consult when making a decision, and provide one example of the reason for their inclusion. S NS
Question27 : Explain the importance of consultation when making decisions. S NS Question28 : Explain the importance of monitoring and reviewing organisational policies and procedures to ensure they adhere to legislative requirements when implementing and managing change. S NS
Question29 : What strategies can be used to ensure decisions are made in a timely manner? S NS
Question30 : What aspects must be considered in order to disseminate information so that it meets the needs of the recipient? S NS
Question31 : What questions should be asked to ensure the privacy and confidentiality of information that is disseminated to others? S NS
Question32 : Why does a communication plan need to be updated? S NS
Question33 : Why is it important to maintain and secure corporate knowledge? S NS
Assessment Task Cover Sheet Task 2 (AT2) Student details Student Name: Student ID: Assessment details Unit of Competency: BSBINM601 – Manage Knowledge and Information Assessment Task 2: Project and Observation Date of Submission: Assessment Outcome: Satisfactory Not Satisfactory
Assessor Signature: Assessor Name: Feedback: Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost. Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment of this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks check for plagiarism Software No Check for copying/collusion No Check for authenticity (own work) No Cheating or use of model answers Yes No Student: I have received, discussed and accepted my result as above for this assessment and I am aware of my appeal rights. Signature: ………………………………………………… Signature: ……………………………… Date: ……………………………………………………….. Date: …………………………………… Assessment Task 2: Project Required documents and equipment: • Computer with internet connection to refer to various programs such as MS word, MS excel, MS PowerPoint or any other recognised software program. • Australian School of Commerce Learners’ resources for the BSBINM601 – Manage Knowledge and Information (organised by the trainer) • Learner’s notes • Appendix 1(provided by trainer/assessor) • Appendix 2 (provided by trainer/assessor) • Appendix 3 (provided by trainer/assessor) • Appendix 4 (provided by trainer/assessor) • Appendix 5 (provided by trainer/assessor) Instructions for students: • This assessment must be be conducted in the Australian School of Commerce simulated work environment computer lab with access to the resources listed below: • Australian School of Commerce’s office equipment and resources • sample organisational policies and procedures • You are required to read the task overview given and complete the project in due timelines. • You must satisfactorily perform all tasks to be deemed Satisfactory for this assessment. • Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality. • Be careful to 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. • When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source. • You are required to mention your name and student Id in either header or footer of the assessment document to be submitted. • relevant legislation, regulations, standards and codes • case studies and, where possible, real situations • Office equipment, materials and software packages • Interaction with others • BizOps Enterprises documents, policies and templates (these can be accessed either by the following web links): o company-profile.pdf http://chilp.it/c6a7f96 o company-business-plan.pdf http://chilp.it/eb45dfd o organisation-operational-plan.pdf http://chilp.it/86d764e o information-management-policy.pdf http://chilp.it/6ea904b o privacy-policy.pdf http://chilp.it/a4d48b4 o confidentiality-policy.pdf http://chilp.it/ac4112b o collected-staff-data.pdf http://chilp.it/051e3eb o collected-customer-data.pdf http://chilp.it/783d09a o communication plan template.docx Appendix – 3 o Risk management plan template Appendix- 4 o Sales report Appendix- 5 Planning the assessment • Recommended date for assessment: _ • Access all resources mentioned in required resources either printed copies or access via the internet. • Time required for assessment: 20 hours (this will be completed over multiple sessions but student must submit assessment on or before the due date provided by the trainer/Assessor) • You must: • Produce all evidence as required in the Project assessment. • Complete and submit in due timelines. • Submit with a completed and signed assessment cover sheet. • Assessor will set a time to provide feedback. Evidence specifications: At the end of this assessment, you will be required to submit following evidence before due date specified by the assessor: • Report on business information (Task One) • Analysis report (Task Three – Five) • Decision-making report (Task Six) • Risk matrix (Task Six) • Communication plan (Task Seven) • Completed and signed cover sheet for assessment. Evidence submission: • Documentation can be submitted electronically or paper-based. • Assessor will record the assessment outcome on the assessment cover sheet. Task Overview: You receive an email from Nancy Tooket, Managing Director: Retail Operations, BizOps Enterprises Subject: Company profile and branding update
Hello, As discussed at our recent management meeting, BizOps Enterprises has decided that it is time to refresh its brand and increase the company profile with a view to increasing market share, particularly in the retail arm of the organisation. Currently we have 33 per cent of the market; Lamarck has 38 per cent; Apollo has 15 per cent; Fergusson’s has 9 per cent; and smaller businesses make up the rest. Recently, there have been some issues with our current approach identified through anecdotal information. The problem appears to be a lack of innovative ideas to project our brand, resulting in loss of potential customers and declining market coverage. We know that there is room for improvement in how we are perceived in the market place. We already have a few ideas but it would be good to know what the current perception is – from our existing customers and also from potential customers. I would like to get ideas from our staff as well. As our marketing manager, could you please conduct some research and let us know a bit more about the following so we can think about how we should move forward: • Current perceptions of BizOps Enterprises • Best practice in the use of logos and branding activities • What other businesses are doing in this area Refer to the ‘Project Instructions’ section that follows for details of the tasks you are required to complete. Regards, Nancy Tooket Managing Director: Retail Operations You will need to access and read the following BizOps Enterprises documents, policies and templates to familiarise yourself with the scope of the organisation’s operations: • Company profile • Company business plan • Organisation operational plan • Information management policy • Confidentiality policy • Privacy policy • Communication plan template • Risk management plan template • Collected staff data • Collected customer data • Sales report Project instructions Section 1: Obtain information on business issues Task One Prepare a report that gathers business information needed for informed decision-making in BizOps. As part of the report, you will need to do the following: a. Access the collected staff data and collected customer data using the provided weblink. This data was collected by a series of surveys seeking opinions on branding and marketing issues. You may include information collected via such other methods as staff performance appraisal feedback forms, focus groups and customer perception reports. b. Review the sales report attached in Annex IV. You may consider such other business performance data as market share and information gathered via third-party reports. c. Identify, define and analyse business problems and issues, such as financial, operational, cultural and behavioural issues. d. Identify information required to reach a decision on problems/issues, such as reviewing staff survey evaluations to address staffing issues. e. Test information for reliability and validity and reject where contradictory or ambiguous. a. Gather corporate knowledge and other information that is not held in formal systems, such as knowledge of internal processes. b. Review the information that has been provided, such as by consulting with managers and team leaders. Task Two You will be observed verbally communicating with stakeholders from formal and informal networks. This may include organising a brainstorming session with colleagues or consulting with an industry network in a meeting. As part of the communication you need to do the following: a. Gather corporate knowledge and other information that is not held in formal systems, suchas knowledge of internal processes. b. Review the information that has been provided, such as by consulting with managers andteam leaders. Section 2: Analyse the information Task Three Prepare a report that analyses and reviews the information and knowledge collected in Task One. As part of the report, you will need to do the following: Identify the objectives of the information analysis and ensure they are clear, relevant and consistent with the decisions required. Analyse the information to identify patterns and emerging trends, and interpret the information to determine cause and effect of the trends. Undertake statistical analysis, sensitivity analysis and other techniques to draw conclusions based on the information and knowledge. The analysis must be selected from the following methods: • correlation calculations • short- to medium-term trend analyses • long-term trend analysis • dynamic programming linear programming • queuing theory • simulation • transportation methodology • regulation analysis • Probability assessments. Task Four Ensure documentation reflects a logical approach to evaluate evidence and draw conclusions, such as making sure documentation is clear, realistic and relevant. Task Five Outline any necessary adjustments to the management information systems or decision support systems to make sure they meet the information-processing objectives. Section 3: Make decisions on the business issues identified Task Six Write a report outlining the decision-making process to address the identified business issues. As part of the report, you will need to do the following: a. Review whether sufficient valid and reliable information/evidence is available to Support a decision. b. Use a risk matrix to evaluate whether risk management plans are appropriate to determine an acceptable course of action. (ANNEX IV) c. Identify and recommend appropriate quantitative methods to assist decision-making, such as data modeling, cost–benefit analysis, break-even analysis and a feasibility study. d. Consult with specialists and other relevant groups and individuals in the decision-making process. This consultation meeting will be observed. e. Outline how the group/individual making decisions has the authority to do so. f. Outline how decisions are made in a timely manner, and in accordance with BizOps’ guidelines, procedures, objectives, values and standards. Section 4: Disseminate information to the organisation Task Seven Prepare a communication plan using Annex 3, that outlines how information will be disseminated to the relevant groups throughout BizOps. You must do the following: a. Ensure advice/information needs are documented and are specific to location, format and time line requirements, such as following confidentiality procedures. b. Ensure regular updates of document information and databases, and that procedures exist for updating databases. c. Ensure the design and test systems meet information requirements of decision makers, such as by developing a flowchart for the range of components in the knowledge management system. d. Ensure information is up-to-date, accurate, relevant and sufficient for the recipient, such as by checking how the information will be used. e. Adhere to confidentiality/privacy policies when transmitting or releasing information and advice. f. Utilise technology that provides optimum quality and efficiency, such as by assessing the suitability and capabilities of different technologies. g. Maintain corporate knowledge and ensure security in relation to storage and retrieval of information, such as using data protection strategies. h. Regularly review and update communication plans by outlining a schedule for review. Task Eight You will be observed verbally disseminating information to stakeholders and specialists in a formal situation using the communication plan you developed, such as in a meeting using language, tone and pace appropriate for the audience and the purpose of the session. The final documents you submit for assessment will be assessed using the project criteria provided. All project criteria outlined must be covered satisfactorily for Part B to be completed satisfactorily. You must complete the project unassisted by the assessor or other personnel but may refer to reference material as needed.
M.S Aviation Pty Ltd T/A Australian School of Commerce RTO NO. 41089 I CRICOS NO.: 03489A Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Ph: 1300 781 194 Student Assessment Criteria Assessor to tick the appropriate box Assessor to tick the appropriate box Section 1 Section 2 to: • • • • • • Communication | Is the learner able Communicate clearly with others Ask for help when needed Follow instructions Identify the task requirements including document purpose and proposed audience Consult with others to determine meeting concepts and requirements Clarify task requirements with supervisor (assessor) as required Yes No Safety | Is the learner able to: • Work safely at all times • Ensure your actions do not put the safety of yourself or others at risk Yes No Section 3 Assessor to tick the appropriate document completed by the student.
Report that gathers business information needed to inform decision-making in an organisation: • Reviewing staff and customer feedback Yes No • Reviewing business performance data Yes No • Identifying, defining and analysing business problems and issues Yes No • Identifying information required to reach a decision on problems/issues Yes No • Testing information for reliability and validity, and rejecting where contradictory or ambiguous Yes No
Verbally communicating with stakeholders from formal and informal networks • Gathering corporate knowledge and other information that is not held in formal systems Yes No • Reviewing the information that has been provided Yes No
Report analysing and reviewing the information and knowledge M.S Aviation Pty Ltd T/A Australian School Of Commerce collected Student Assessment Booklet Page 25 of 36 Version 9.0 • Identifying the objectives of the information analysis, and ensuring they are clear, relevant and consistent with the decisions required Yes No Yes E: Info@asoc.edu.au W: www.asoc.edu.au Project checklist – Assessor to complete:
Final Assessment Record Student name: Student ID: Assessor name: Date of completion: Unit of competency: BSBINM601 – Manage Knowledge and Information Assessments Student results Satisfactory Not Yet Satisfactory Not Submitted Assessment task 1: Knowledge Test Assessment task 2: Project and Observation Comments/ Feedback: Unit outcome: Competent Not Yet Competent
Is re-assessment required? Yes No
Assessor Signoff By signing this final assessment record: • I confirm that the student has attempted all requirements of this unit of competency • I am satisfied the work submitted is their own work. • I have informed the participant of the assessment decision. Assessor signature: Date: Student Signoff By signing this final assessment record: • I have received, discussed and accept the outcome from my assessment as above for this unit of competency and I am aware of my right to appeal. Student signature: Date: Candidate Feedback Form Candidate’s Name: Unique Student Identifier (USI): Unit: BSBINM601 – Manage Knowledge and Information Assessor’s Name: Assessment Date: Please provide us some feedback on your assessment process. Information provided on this form is used for evaluation of our assessment systems and processes. This information is confidential and is not released to any external parties without your written consent . Please tick ? Yes or No for the questions below: Yes No Did you receive information about the assessment prior to the date? Were the instructions to the assessment clear and easy to understand? Did you understand the purpose of the assessment? Were you advised of the performance criteria? Were you advised of the process of the assessment? Were there any surprises in your assessment? Did you feel the assessment was fair? Was your assessor professional? Did you feel the assessment was accurate? Were you comfortable with the outcome? Did you receive feedback about your assessment? If you answered no to any of the above questions are you aware of the appeals process? Comments: Appendix1- Assessment resource in simulated business environment Australian School of Commerce will conduct this assessment in computer lab by setting simulated business environment which is safe and experiences typical writing field of work. The following resources will be made available to the learner: ? Australian School of Commerce’s office equipment and resources ? sample organisational policies and procedures Copyright: Instructions in this tool have been developed by NTA and Australian School of Commerce Institute for sole purpose of use by Australian School of Commerce institute. Any part of these assessment instructions cannot be reproduced in full or part for without approval of Australian School of Commerce Institute and NTA which holds authorship rights. Appendix 2- Peer Review Form Use this peer review form to provide feedback to your colleague’s role-play performance. Please rate their performance in terms of the items listed below with applicable comments where necessary and return the form to your colleague upon the completion of the presentation. Fair Good Excellent
The performance was organised according to the selected enterprise’s plans, policies and procedures.
The information was presented in a logical manner with insights into managing knowledge and information.
The language used was clear and concise.
The performer had good eye contact with the audience and used positive body language.
The performer listened to questions and answered appropriately. Appendix 3-Communication plan template You can use the templates to complete Assessment B – Project. You may customise these documents to suit your needs. Communication plan template Objective: Relevant stakeholders (managers, clients, teams, etc.) Required resources (location, equipment, etc.) Dissemination methods (slideshow presentations, video conferencing, etc.) Information checked for accuracy, sufficiency, currency and relevance Location Dissemination methods Time line (Schedule/delivery date Relevant policies/procedures Security/confidentiality status Outcomes/follow-up actions Documentation (hand-outs, presentation slides, statistical analysis, etc.) Appendix 4- Risk management plan template Background: Context: Level of access and restrictions: Reporting requirements:
Record-keeping procedures Updates Person responsibilities Date Risk register Lessons learned register Appendix 5- BizOps Enterprises report This sales report provides real-time data and information on BizOps’s sales performance from July to November. The following tables show: • the income statement • a breakdown of revenue provided by each sales channel • Performance statistics for sales generated through eCommerce – specifically through BizOps’s website and online shopping
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This assignment aims at ensuring that students have familiarised themselves with a general framework of at least one management related topic. Students will be required to apply relevant theoretical concepts with the use of practical examples in most cases in a written research paper. Details: Organise yourselves into groups of 4 students. Please choose from one of the following topics from the list (see below). Research on the broad topic is a group activity and each student must contribute to that work. Each student in the group will then research, in depth an individual component drawn from the broad research topic. There are two parts in the group assignment: (A) Appendix Writing (B) Research Report Writing Topic Chosen: Student ID First Name Family Name Contact Phone Number Allocated Task(s) Group Appendix Writing Guidelines and Specifications You should form in a group of 4 students. Please use self-enrolment tool in BB. Note that once you do so, your group members are fixed and cannot be changed. The group size should be 4 only. It is essential that every member makes a significant valid academic contribution to the team result. As you start to work on your group report, you are required to assimilate this Appendix, to be submitted via a link on the UNIT blackboard site in week 10, by Friday 5 pm. What should be included in the appendix?
All the group member details-full name, student id numbers, contact phone numbers.
The topic chosen for your group assignment
Allocation of the tasks for each member in the group. You may utilise this format for the above:
A Gantt chart showing the working plan towards completion of the group assignment. This chart must have every allocated task, deadlines and dates clearly stated. [See Gantt chart example, feel free to choose your own style] GANTT CHART example: Student ID References Key theme / Reason for choosing this? 1. 1. 2 3 4 5 2. 1 2 3 4 5 3. 1 2 3 4 5 4. 1 2 3 4 5
Each student to list at least five references and sources for their chosen part. [Final report must contain these references plus any others that are cited or used]. Student ID Name Points discussed If absent state the reason 1. 2. 3. 4.
Our group expectations are:
We experienced the following challenges during this assignment:
At the completion of the assignment we have the following insights:
All the correspondence towards working on the group assignments must be submitted as part of this assessment, this would include but not limited to emails, WhatsApp messages, USB file exchanges, group discussion, text messages, etc.
Details of a minimum of five group meetings held to be provided. Each meeting must be documented in the following format Meeting No. ……: Date …………………. Time …………………… Group tools Your instructor chooses which communication and collaboration tools are available to your group. If you want to use a tool but don’t find on your group’s page, ask your instructor to enable it. Group Tool Description File Exchange Group members and instructors can share files in this area. All members can add and delete files, regardless of who added them. Group Blog In the group area, all members of a group can create entries for the same blog and build on each entry. All course members can read and comment on a group blog, but they can’t make posts unless they are members of the group. Instructors can choose to grade group blogs. All group members receive the same grade. Group Journal In the group area, all members of a group can view each other’s entries. Only group members and instructors can view a group journal. Instructors can choose to grade group journals. All group members receive the same grade. Send Email Group members can email individual members or the entire group. You can’t create folders in file exchange. With your group, decide how you want to name files so that they are easier to locate in a long list. Add a file to the file exchange Group Tools File Exchange Add File Add a name for file you want to upload. Browse for the file and submit. You can also delete any file if you wish. On the File Exchange page, select Delete in the file’s menu. But it would be good to keep all the files for any future reference. Group Blog All the group members can discuss about the assignment by using Group Blog. Once you are allocated in a group, you can see this function. Group Group Tools Group Blog Create Blog Entry Page 7 of 13 Marking Rubrics 80% and above 70%-79% 60%-69% 50%-59% 0- 49% Excellent Very Good Good Satisfactory Unsatisfactory Name, ID, Name, ID, family Name, ID, family family name, name, contact name, contact contact number Incomplete/in number, number Name, ID, family entered only correct Group member allocated task entered, unclear name, contact for few information details entered tasks number entered members entered Clearly Topic Topic Topic mentioned and mentioned with mentioned mentioned Topic chosen described clarity briefly vaguely Unclear topic Full chart completed with Full chart individual completed with names, ID’s and individual Individual Unclear Incomplete/in well explained names, ID’s and names, ID’s and discussion of correct tasks Task allocation tasks with clarity tasks explained tasks explained tasks entered All components of chart Incomplete/in completed, All components Most of the Some correct explained with of chart component component components GANNT Chart clarity completed completed missing entered Each member listed five Less than five Less than 2 references with Each member references references appropriate listed five listed by each listed by each No references References sources references member member listed All emails, All emails, WhatsApp WhatsApp messages, USB messages, group files, group discussions, text discussions, text messages, All emails and messages, telephonic telephonic telephonic conversation messages Inadequate No All conversation provided. USB evidence correspondence correspondence Correspondence provided files missing provided submitted submitted Four meeting All five meeting details with details with all some Less than four Inadequate Face to face the information information meeting details meeting details No meeting meeting details provided provided provide provided details Clearly stated Stated expectations expectations Expectations Some Group from each of the with some listed without expectations Unclear or no expectations member with discussion discussion stated statements of 13 adequate discussion Challenges Challenges regarding time, technology, resources, abilities, information well explained Some challenges explained Challenges listed without explanation Brief mention of challenges Unclear or no Challenges Insights after completion Well Summarised , well explained insights up to week 8 Insights summarised well Insights mentioned without adequate discussion Attempted to mention the insights No mention of insights of 13 Group Research Report Guidelines and Specifications Group Research paper written report – worth 30% of your final grade and must be submitted on Friday of Week 10 at 5pm. The written report should begin with the broad research topic which is then followed by each individual component identified by the individual student who prepared it. Your report is to be written as a business report. It must include: • Executive summary • Table of contents • Section headings • Paragraphing • Page numbers • ‘Who did what’ section (use below table as template) • Reference list at the end of the report To ensure that all students participate equitably in the group assignment and that students are responsible for the academic integrity of all components of the assignment. You need to complete the following table which identifies which student/students are responsible for the various sections of the assignment. Assignment Section Student/Students This table needs to be completed and submitted with the assignment as it is a compulsory component required before any grading is undertaken. List of Topics (Choose one): TOPIC 1 Globalisation General Framework In this topic, you are to research globalisation. The business press bombards us with ideas about ‘The shrinking world’, ‘the flat world’ and ‘the border-less world’ – all catchphrases to describe the impact of globalisation. But are the (trade) borders really collapsing or are we seeing, post GFC, a resurgence in them? What is behind the extreme demonstrations against globalisation at G7 and WTC conferences? Individual Components
World 3.0: P Ghemawat’s questioning of whether the world really is as ‘global’ as we are being told it is and his ideas about how it could be globalised more effectively.
Anthony Giddens’ ideas on globalisation.
The “End of Poverty” movement and the contrary assertion that “Trade NOT aid” is the way to a more globalised world that mitigates against poverty. TOPIC 2 Corporate or Organisational Culture General Framework Discuss why corporate culture is such an important determinant of organisational success. Outline the dimensions commonly used in describing a particular organisation’s culture. Individual Components Each individual should focus on one (or two) of the dimensions and identify a specific organisation noted for its emphasis of that dimension. Describe how that organisation stresses that particular component of organisation culture and comment on whether they have been successful [Note: Individual team members must choose different dimensions and thus outline different actual cases]. TOPIC 3 National Culture General Framework Discuss why an understanding of national culture is important for multi-national or trans-national corporations seeking to operate in a global business environment. Outline the dimensions commonly used in describing national culture. Individual Components Each individual should choose a different country classifying it in terms of the commonly-used dimensions for describing national culture. Choose the countries wisely so that differences can be highlighted. Each member should seek to find specific examples in their country of choice to illustrate the classification they have made. Choose the countries wisely so that differences can be highlighted. Each member should seek to find specific examples in their country of choice to illustrate the classification they have made. TOPIC 4 Management Decision Making: Social Model General Framework There is little doubt that social influences have a significant impact on decision-making behaviour. Social pressures and influences may cause managers to make irrational decisions. Outline, in the general framework, a model of social influence on decision making. Individual Components The individual components of this topic introduce some classic studies as illustrative of the impact of social influences on decision making.
Solomon Asch’s classic study into the impact of social conformity on decision making.
Stanley Milgram’s classic study of the influence that obedience to an authority figure can have on decision making.
Fred Luthans’ study on the influence of information presented in a computer printout in contrast to the same information presented from an ordinary typewriter.
Groupthink examples. TOPIC 5 Goal Setting and Planning General Framework Outline the importance of goal setting in planning and the characteristics of well-defined goals. Individual Components
Discuss Miles & Vergen’s landmark study into goal setting and the three conditions they identified to be satisfied to ensure best practice in goal setting.
Discuss Management by Objectives.
Discuss contingency factors which influence a manager’s approach to planning.
Discuss different types of plans. TOPIC 6 The Hawthorne Studies General Framework The Hawthorne studies had their origins in the Scientific School of Management and constituted a genuine attempt at discovery through research. By today’s standards there were deficiencies in the research which will be highlighted in the individual components of this topic. In your introduction outline the overall context of the Hawthorne studies and in your conclusion, stress the significant outcomes from the studies notwithstanding the acknowledged defects in the research methodology.
Individual Components
The Illumination Studies: One member of the group chooses this phase of the studies.
The Relay Room Experiments: Another member of the group chooses this phase of the studies.
The Bank Wiring Experiments: The third member of the group choose this phase. Apart from describing the phase you have chosen, you must identify the specific research methodological weaknesses inherent in that phase. TOPIC 7 Stakeholder Relationship Management and its influence on Management Decision Making General Framework Relationship management is one of the highest-level managerial functions. Use an example to illustrate poor relationship management and the outcome that resulted from it. Outline the four-step approach to stakeholder relationship management. Individual Components Construct an example to illustrate good stakeholder relationship management. Using your example:
Define the general external environment of your example, identifying stakeholders within it.
Define the specific external environment of your example, identifying stakeholders within it. 3.Discuss how the multi-advocacy approach to stakeholder relationship management would assist managers in decision making which is sensitive to managing stakeholder relationships. TOPIC 8 Organisational Structure General Framework Outline, six key elements commonly used to define the structure of an organisation identifying the management theorist who identified each of these elements. Then outline four factors (contingencies) that are commonly used to define the situation (the organisational environment). Individual Components Each individual should select an example organisation – a real example – and suggest what you believe to be the structure of that organisation in terms of the six key elements that are used to define organisational structure. For your example organisation, you should define their organisational environment in the terms of the four contingency factors and comment on the match (or mis-match) of the organisation to its organisational environment. TOPIC 9 Cross Cultural Teams: People Issues in Global Business General Framework Discuss the challenges in recruiting and effectively managing cross cultural teams. Individual Components
From the work of Hofstede and others, identify issues likely to face the expatriate manager.
Discuss the skills and abilities which have been identified in successful international managers.
Demonstrate how multivariate analysis might be used in recruitment of international managers.
Discuss acculturation issues in expatriation and repatriation of international managers TOPIC 10 Teams General Framework Discuss the emergence of teams as a key feature of the modern workplace and trace its origins in the context of the changes in thinking associated with the development of schools of management thought. Individual Components
Outline Tuckman’s stages in team development identifying the leader’s role at each stage (Use examples).
Apply insights from the study of managerial decision making to decision making in teams.
Give examples of how the physical structures have been designed to facilitate teamwork.
Outline the ways in which managers might promote teamwork. TOPIC 12 Motivation Overview General Framework Outline the meaning of motivation as it applies in the workplace. Individual Components
Discuss this question: Can a manager instill motivation into employees or is motivation a process of drawing out something from employees? Discuss coaching.
Provide a map of the various theories of work motivation and explain the map.
Discuss John Holland theory of personality and job fit as an explanation of work motivation.
Describe the difference between a content theory and a process theory of motivation. TOPIC 13 Motivation: Content Theories General Framework Describe the difference between a content theory and a process theory of motivation citing examples of how some process theories, under criticism, have been reduced to content theories. Individual Components
Discuss Maslow’s theory and detail the criticisms that have been levelled against it.
Discuss Hertzberg’s theory and detail the criticism that have been levelled against it.
Discuss McGregor’s theory of work motivation.
Behavioural science research expects to be scrutinized and criticism levelled against it. Summarise with examples from Hofstede’s work through to the theories of motivation. TOPIC 14 Motivation: Process Theories General Framework Provide a map of the various theories of work motivation and explain the map distinguishing the differences between content and process theories of work motivation. Individual Components
Discuss McClelland’s work and theories of work motivation.
Discuss Goal Setting and its role in work motivation: the ‘Review & Agree’ Process.
Discuss Equity Theory using examples.
Discuss Expectancy Theory using examples. Detailed rubric for the Group Research paper written report Excellent Very good Good Satisfactory Unsatisfactory 81-100% 71-80% 61-70% 50-60% 0-49.99% Executive Summary (4 marks) Clear evidence of a summary which summaries the entire report Clear evidence of a summary which summarises the entire report Some evidence of a summary which summarises the entire report Limited evidence of a summary of the entire report No executive summary included Discussion on allocated general framework (8 marks) Demonstration of outstanding knowledge of the chosen topic and has included significant research which are beyond areas covered within the lecture Demonstration of very good knowledge of the chosen topic and has included some research beyond areas covered within the lecture notes. Demonstration of good knowledge of the chosen topic and has included minimal research beyond areas covered within the lecture notes. Demonstration of satisfactory knowledge of the chosen topic and has included no research beyond areas covered within the lecture notes. Demonstration of little or no knowledge of the chosen topic and discussion has little or no relevance to the topic chosen. Your Your interpretation of interpretation of theory is accurate Your interpretation theory is Your Application of theory on Individual component discussion (8 marks) and insightful and has included significant research which goes beyond areas covered within the lecture of theory is accurate and has some insight and included some research which goes beyond areas covered within the somewhat accurate and has included minimal research which is beyond areas covered within the lecture interpretation of theory is very general and has included no research which is beyond areas covered within Your interpretation of theory is missing or not relevant to the notes. lecture notes. notes. the lecture notes. topic. No Identification of Identification of the Identification of Identification of identification of the author has author has been the author has the author has the author had been identified. identified. been identified. been identified. been given Overall presentation and quality of report (6 marks) Report is exceptionally structured with clarity, use of paragraphs and subheadings. Report is well structured with clarity, use of paragraphs and subheadings. Report is somewhat structured with clarity, use of paragraphs and subheadings. Report is structured with some clarity, and use of some paragraphs and subheadings. Poorly presented. Report is not structured with any clarity, and does not use of paragraphs and subheadings. Referencing (4 marks) Clear systematic referencing using Harvard style for all sources. At least 6 peer- reviewed references were used from good sources. All in text referencing done correctly and relevant. Clear systematic referencing using Harvard style for all sources. At least 5 peer-reviewed references were used from good sources. All in text referencing done correctly and relevant Clear systematic referencing using Harvard style for all sources. At least 4 peer- reviewed references were used from good sources. Most in text referencing done correctly and relevant. Limited attempt at formatting references. References largely unrelated to the topic area. At least 3 peer- reviewed references were provided. Most in text referencing done correctly and relevant. Poorly presented, no apparent structure. No use of Harvard referencing style. References were unrelated to the topic area. Only 0 r 1 relevant reference given
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CHC50113 Diploma of Early Childhood Education and Care CLUSTER 3 CULTURE AND LEGAL Name:
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT OVERVIEW This Student Assessment Booklet includes all your tasks for assessment of CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety; and CHCECE001 Develop cultural competence. Supporting resources You may like to look at the following websites, books and documents for more information about the topics related to this unit: ß Recommended textbook – The Big Picture, 3rd Edition, by Karen Kearns How to submit your assessments When you have completed each assessment task you will need to submit it to your assessor. Instructions about submission can be found at the beginning of each assessment task. Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you. Assessment Task Cover Sheet At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet. Assessment appeals You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT PLAN The following outlines the requirements of your final assessment for this topic. You are required to complete all tasks to demonstrate competency for the two units in this topic. AGREEMENT BY THE STUDENT Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? Do you understand the requirements of this assessment? Do you agree to the way in which you are being assessed? Do you have any special needs or considerations to be made for this assessment? If yes, what are they?
Do you understand your rights to appeal the decisions made in an assessment?
® Yes ® No ® Yes ® No ® Yes ® No ® Yes ® No ® Yes ® No
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Date of submission: Topic: Legal and ethical requirements Unit: CHCLEG001 Work legally and ethically Assessor to complete Satisfactory/ Was this a re- Not submission? Assessment Task Satisfactory Date Y/N CHCDIV001-CHCECE001 Research project Portfolio CHCECELEG001 Part A – Locate and discuss a number of policies and procedures Part B – Discuss a job role, team roles and employment conditions CHCPRP003 Workplace project Project – personal development plan CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
STUDENT DECLARATION I ____________________________________________ declare that these tasks are my own work. ? None of this work has been completed by any other person. ? I have not cheated or plagiarised the work or colluded with any other student/s. ? I have correctly referenced all resources and reference texts throughout these assessment tasks. ? I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Student signature: _____________________________________________________________________ Student name: ________________________________________________________________________
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence.
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT TASK : RESEARCH PROJECT TASK SUMMARY: There is one part to this assessment: ß Part C: Cultures in your early education and care service. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to textbooks, learning materials and the Internet for research. ß Relevant research materials such as internet, books, magazines etc. ß A person of Aboriginal or Torres Strait Islander background (or someone who has knowledge in this area) to consult with. WHEN DO I DO THIS TASK? ß As a class-based student you will do parts A and B of this task in the classroom or as homework – your assessor will advise you as to which is required. ß All students will do Part C of this task in the workplace. Write in the due date as advised by your assessor: _________________________________ WHAT DO I NEED TO SUBMIT? ß Completed project templates for each part. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed all parts of the project satisfactorily you will need to redo those parts of the project and then resubmit the entire assessment. Timeframes for resubmission will be discussed with you when you are given the outcome of this task.
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
PART C – CULTURES IN YOUR EARLY EDUCATION AND CARE SERVICE Complete this part of the assessment in your workplace. You must identify the cultures that are represented in your service and analyse the relationships, curriculum and activities. PROJECT – RESEARCH CULTURAL INFORMATION PART C: CULTURES IN YOUR EARLY EDUCATION AND CARE SERVICE What are the cultural identities of the children in your work placement service? Are there any particular cultures that are important in the history of the area that should be included in the curriculum for your work placement service? What languages, other than English, are spoken by children and/or families at your work placement service? How are home languages respected in the Service?
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
For each of the cultural groups that you have identified, how are these recognised and supported in your Service? How does your service communicate with families and community groups from different cultures to make sure service delivery is appropriate and culturally safe? Suggest one additional practice that your service could put in place to improve cultural diversity in everyday practice. What do I need to hand in for this task? Have I completed this? Part C completed template o
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT TASK : PORTFOLIO TASK SUMMARY: You are required to provide a portfolio of your experiences working in a diverse cultural environment. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to their workplace including documents, policies and procedures ß Camera or mobile device that can be used as a camera ß Audio or visual recording device ß Portfolio templates (provided). WHEN DO I DO THIS TASK? ß If you’re a classroom-based student you will do this task in the classroom or as homework – your assessor will advise Write in the due date as advised by your assessor: _________________________________ WHAT DO I NEED TO SUBMIT? ß Completed portfolio templates. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed all parts of the portfolio satisfactorily you will need to redo those parts of the project and then resubmit the entire assessment. Timeframes for resubmission will be discussed with you when you are given the outcome of this task. INSTRUCTIONS: This portfolio covers a number of areas of work in a diverse cultural environment. The areas are: ß Part A: Promotion of cultural safety ß Part B: Communication with children, families and communities ß Part C: Planning and implementing culturally supportive environments and experiences for children ß Part D: Culturally diverse children ß Part E: Curriculum ß Part F: Observation of daily practice. You will need to gather evidence for this task while you are at work. Make sure you check the portfolio requirements carefully so that you can gather all the information that you need. You have been asked to provide some documents as evidence throughout the portfolio – if there is any reason you cannot provide this evidence, for example due to service confidentiality, make a note of this in your portfolio. In some cases you are asked to provide photographs, video and/or audio evidence. You must make sure that children are not identifiable in any evidence provided unless written permission has been given by the parents/guardian. You may also include other forms of evidence in your portfolio if you wish, for example, copies of policies, photos, videos, program plans etc.
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
PART A: PROMOTION OF CULTURAL SAFETY Fill in the following table to provide two examples of how you have promoted cultural safety. The first example must be for Aboriginal and/or Torres Strait Islander cultural safety – the second example must be for another culture of your choice. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 1: Aboriginal and/or Torres Strait Islander cultural safety. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Describe a situation where you have promoted Aboriginal and/or Torres Strait Islander cultural safety, or if you haven’t ® No evidence requested done this yourself, describe a time when you have seen someone else do this. ® Other (please specify) ß How did this situation demonstrate cultural awareness and competence? ß Was this a “one-off” situation, or part of everyday practice? Explain your answer?
ß What are three potential cultural safety issues for Aboriginals and Torres Strait Islander children and families in your Service? ß How could cultural safety for Aboriginals and Torres Strait Islander people be improved in your own work practices? Does this conflict in any way with your own cultural biases?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART A: PROMOTION OF CULTURAL SAFETY Fill in the following table to provide two examples of how you have promoted cultural safety. The first example must be for Aboriginal and/or Torres Strait Islander cultural safety – the second example must be for another culture of your choice. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 2: Culture of student’s choice. Date: //
Details ß What is the culture that you have chosen?
Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ® No evidence requested ® Other (please specify)
ß Describe the situation where you promoted cultural safety, or if you haven’t done this yourself, describe a time when you have seen someone else do this. ß How did this situation demonstrate cultural awareness and competence?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Was this a “one-off” situation, or part of everyday practice? Explain your answer? ß What are three potential cultural safety issues for children and families of this culture in your Service? ß How could cultural safety for people of this culture be improved in your own work practices? Does this conflict in any way with your own cultural biases?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART B: COMMUNICATION WITH CHILDREN, FAMILIES AND COMMUNITIES Fill in the following table to provide two examples of how your service communicates with children, families and communities from different cultures. The first example must be communication with Aboriginal and/or Torres Strait Islander people – the second example must be for another culture, or group of cultures of your choice. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 1: Communicate with Aboriginal and/or Torres Strait Islanders. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Do your Service policies and procedures give you guidance on how to communicate with Aboriginal and Torres Strait ® Relevant parts of your workplace Islander children, families and community members? Discuss how this is helpful to you and to your Service. communication and/or diversity policy/procedures. ® Other (please specify) ß What are potential communication issues with Aboriginal and Torres Strait Islander people and how may that affect the quality of services provided to children? ß Provide an example of a time when you communicated with an Aboriginal or Torres Strait Islander child (if you have not had the opportunity to do this, answer the question about another staff member’s experience).
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Provide an example of a time when you communicated with an Aboriginal or Torres Strait Islander family member from another culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience). ß Provide an example of a time when you communicated with an Aboriginal or Torres Strait Islander community member culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience). Choose one of these conversations and answer the following: ß Which conversation have you chosen? ß How did the communication show respect for cultural differences? ß Name one way that the communication could have been improved to better suit the needs of the child, family member or community member.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Attach a copy of the relevant parts of your workplace communication and/or diversity policy/procedures.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART B: COMMUNICATION WITH CHILDREN, FAMILIES AND COMMUNITIES Fill in the following table to provide two examples of how your service communicates with children, families and communities from different cultures. The first example must be communication with Aboriginal and/or Torres Strait Islander people – the second example must be for other cultures represented in your Service. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 2: Other culture or groups of cultures. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Do your Service policies and procedures give you guidance on how to communicate with children, families and ® Other (please specify) community members from other cultures? Discuss how this is helpful to you and to your Service. ß What are potential communication issues with the different culture groups in your Service and how may that affect the quality of services provided to children? ß Provide an example of a time when you communicated with a child from another culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience). ß Provide an example of a time when you communicated with a family member from another culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience).
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Provide an example of a time when you communicated with a child from another culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience). Choose one of these conversations and answer the following: ß Which conversation have you chosen? ß How did the communication show respect for cultural differences? ß Name one way that the communication could have been improved to better suit the needs of the child, family member or community member. ß Attach a copy of the relevant parts of your workplace communication and/or diversity policy/procedures.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART C: PLANNING AND IMPLEMENTING CULTURALLY SUPPORTIVE ENVIRONMENTS AND EXPERIENCES FOR CHILDREN Fill in the following table to provide two examples of how you have participated in planning and implementing culturally supporting environments and experiences for children. The first example must be an Aboriginal and/or Torres Strait Islander environment and experience – the second example must relate to another culture. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 1: Aboriginal and/or Torres Strait Islander. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. Provide an example of an environment that has been set up in your Service that is culturally supportive of the Aboriginal ® copy of the planning, design and and/or Torres Strait Islander community. Take a photo of this environment and attach it here: evaluation of this environment and experience ® Other (please specify) CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Describe how you have participated in the planning and delivery of an experience that is culturally supportive of the Aboriginal and Torres Strait Islander community: If possible provide photographic, video and/or audio evidence of this experience. Remember you must not identify any children in the evidence unless permission has been granted by the parents. How will this environment and experience benefit the Aboriginal and Torres Strait Islander children at the service? How will this environment and experience benefit non-Aboriginal and Torres Strait Islander children at the service? How is this environment and experience linked to the approved learning framework?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Where was the information to design this environment and experience obtained from in the Aboriginal and/or Torres Strait Islander community? What resources were obtained – where did these come from? List the outcomes that will be evaluated following the delivery of this environment/experience. How were these developed? How will Aboriginal and/or Torres Strait Islanders be involved in the evaluation? If an evaluation has already been completed, what was the result of the evaluation?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART C: PLANNING AND IMPLEMENTING CULTURALLY SUPPORTIVE ENVIRONMENTS AND EXPERIENCES FOR CHILDREN Fill in the following table to provide two examples of how you have participated in planning and implementing culturally supporting environments and experiences for children. The first example must be an Aboriginal and/or Torres Strait Islander environment and experience – the second example must relate to another culture. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 2: other cultural environment and experience. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. Provide an example of an environment that has been set up in your Service that is culturally supportive of a particular culture ® copy of the planning, design in your care Service. Take a photo of this environment and attach it here: and evaluation of this environment and experience ® Other (please specify) CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Describe how you have participated in the planning and delivery of a culturally supporting experience. If possible provide photographic, video and/or audio evidence of this experience. Remember you must not identify any children in the evidence unless written permission has been received from the parents. How will this environment and experience benefit children of this culture at the service? How will this environment and experience benefit children from other cultures at the service? How is this environment and experience linked to the approved learning framework?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Where was the information to design this environment and experience obtained from in the community? What resources were obtained – where did these come from? List the outcomes that will be evaluated following delivery of this environment/experience. How were these developed? How will suitable people from the relevant culture be involved in the evaluation? If an evaluation has already been completed, what was the result of the evaluation?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART D: CULTURALLY DIVERSE CHILDREN For this part of the portfolio you should observe two children from your workplace. Do not identify these children – refer to them as CHILD 1 and CHILD 2. Both children should be from two different cultures. Fill in the information in the following table Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. CHILD 1: Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Talk to CHILD 1 about their culture. What are the child’s perceptions of their culture, heritage and traditions? ® Copy of workplace policies and procedures relating to inclusion. ® Other (please specify) ß What have you observed about the relationships this child has made with children and adults at the Service? What support is given to the child to develop secure, respectful relationships? ß What support is given to this child to recognise his/her cultural practices?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Are there any activities or experiences in place that support this child’s culture? Describe. –How have these activities and experiences benefited CHILD 1? –How have these activities and experiences broadened the experience of other children in the service? ß What is the home language of this child? If this is not English, how has his/her language been recognised in the Service. ß Has the child’s family been able to provide any information about their culture to the Service?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Does the child have any needs for additional support because of their culture? ß If you were to work with this child on a long term basis – what steps would you put in place to help him/her to develop their identity and connect with their world? ß If you were to work with this child on a long term basis – what support would you get from peers or others to support his/her specific cultural needs? ß Locate your workplace policies and procedures that deal with inclusion. What do they say about supporting all children to participate in programs and activities? ß Attach a copy of the relevant policies and procedures if you are able to.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART D: CULTURALLY DIVERSE CHILDREN For this part of the portfolio you should observe two children from your workplace. Do not identify these children – refer to them as CHILD 1 and CHILD 2. Both children should be from two different cultures. Fill in the information in the following table Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. CHILD 2: Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Talk to CHILD 2 about their culture. What are the child’s perceptions of their culture, heritage and traditions? ® Other (please specify) ß What have you observed about the relationships this child has made with children and adults at the Service? What support is given to the child to develop secure, respectful relationships? ß What support is given to this child to recognise his/her cultural practices?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Are there any activities or experiences in place that support this child’s culture? Describe. –How have these activities and experiences benefited CHILD 2? –How have these activities and experiences broadened the experience of other children in the service? ß What is the home language of this child? If this is not English, how has his/her language been recognised in the Service. ß Has the child’s family been able to provide any information about their culture to the Service? ß Does the child have any needs for additional support because of their culture?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß If you were to work with this child on a long term basis – what steps would you put in place to help him/her to develop their identity and connect with their world? ß If you were to work with this child on a long term basis – what support would you get from peers or others to support his/her specific cultural needs? ß Locate your workplace policies and procedures that deal with inclusion. What do they say about supporting all children to participate in programs and activities?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART E: CURRICULUM Obtain a copy of the current curriculum for the children that you are working with and fill in the information in the following table Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Does the curriculum develop cultural competency? How? ® No evidence requested ® Other (please specify) ß Describe one group activity that is designed to support children to work and play together and to solve problems. ß Suggest one change to the curriculum that would improve cultural competency outcomes for children.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART F: OBSERVATION OF DAILY PRACTICE Observe the daily practice of yourself and other workers and write down at least ten examples of diversity and inclusion that you observe. You should not identify individual people (except yourself) in this portfolio item. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. Diversity and inclusion practices – self ® No evidence requested ® Other (please specify)
1. 2.
2.
3.
3.
4.
4.
5.
5.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
6. 7. 8. 9. 10
6. 7. 8. 9. 10
Reflect on your practice that you have listed above. What improvements could you make to improve your practice?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
THIRD PARTY CONFIRMATION Please confirm the student’s account of this situation by signing here. By signing this section you agree you saw the student completing above. Was work done in line with workplace policies and procedures and the National Quality Framework? Name: ________________ Signature: _____________ Position; ______________ Date: _________________
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ASSESSMENT TASK : OBSERVATON
TASK SUMMARY: There are two parts to this assessment: ß Part A: You are required to locate and discuss a number of workplace policies and procedures ß Part B: You are required to discuss a job role, team roles and employment conditions. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to the workplace ß Access to workplace policies and procedures ß Job description. WHEN DO I DO THIS TASK? ß If you’re a workplace-based student you will do this task in your workplace during a visit by your assessor ß If you’re a classroom-based student you will do this task during a work placement visit by your assessor Write in the due date as advised by your assessor: _________________________________ WHAT DO I NEED TO SUBMIT? ß You do not need to submit anything for this task. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed both parts of the task completely and satisfactorily, the details of resubmission will be discussed with you. You will only need to redo the parts of the task that are incorrect; however you will need to resubmit the entire assessment. INSTRUCTIONS: Before commencing this assessment, talk to your supervisor about the policies and procedures included in Part A so that you understand their contents and know how to access them. Also ask your supervisor about the procedures in your workplace for developing, implementing and reviewing policies and procedures. Talk to your supervisor about the job role of an educator in your service and make sure you are able to locate a suitable job description (see instructions for Part B). You will also need to understand the team structure in your service so make sure you talk to your supervisor about this. Find out about the award or enterprise bargaining agreement (EBA) that educators are employed under.
CHCLEG001 Work legally and ethically CHC50113 Diploma of Early Childhood Education & Care
PART A: LOCATE AND DISCUSS A NUMBER OF WORKPLACE POLICIES AND PROCEDURES For this task you must locate the following policies, procedures and codes at your service: ß Privacy and confidentiality ß Access and equity ß Reporting of abuse ß Code of ethics. ß Complaints procedure. You will discuss each policy and procedure with your assessor and they will ask you questions. Your assessor will ask how each policy and procedure relates to the work you have been doing, or how it relates to the work you have seen others do. You will also be asked about the procedure for development, implementation and review of procedures. Make sure you answer all of their questions to the best of your ability. Your assessor will be looking to see that you: ß Locate and interpret various workplace documents ß Interpret legal and ethical requirements of workplace documents ß Interpret workplace documents (policies, procedures and job description) ß Recognise unethical conduct and report to appropriate person ß Describe process for development of workplace policies and procedures. PART B: DISCUSS A JOB ROLE, TEAM ROLES AND EMPLOYMENT CONDITIONS For this part of the task you will need to access and discuss a job description. Your assessor will ask you questions about the roles and responsibilities of the individual position in the job description as well as that of the team. The assessor will also ask about your industrial award or enterprise bargaining agreement. If you are a class-based student, you should locate a job description for an educator’s position. If you are a work-based student, you should locate the job description for your own position. Your assessor will be looking to see that you: ß Locate and interpret workplace documents ß Identify roles and legal and ethical responsibilities of individual position and team, including duty of care. ß Demonstrate knowledge of industrial award/EBA and conditions of employment. ß Identify work role boundaries. CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ASSESSMENT TASK : PROJECT TASK SUMMARY: For this task you are required to identify and communicate two work practice improvements that will assist in meeting workplace legal and ethical requirements more effectively. You will need to develop a draft policy for one of the improvements. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to workplace policies and procedures ß A computer with access to the Internet and email software ß How to Develop and Update Policies Successfully (without the stress), (2012) PSC National Alliance http://server05.calyx.net.au:8080/psca-ds/bitstream/handle/123456789/171/how%20to%20series%20 Policies WEB.pdf?sequence=1 WHEN DO I DO THIS TASK? ß If you’re a workplace-based student you will do this task in your workplace ß If you’re a classroom-based student you will do this task during your work placement Write in the due date as advised by your assessor: _________________________________ WHAT DO I NEED TO SUBMIT? ß Email to your supervisor. ß Your draft policy. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed the task completely and satisfactorily, the details of resubmission will be discussed with you. You will only need to redo the parts of the task that are incorrect; however you will need to resubmit the entire assessment. INSTRUCTIONS:
Identify two improvements that would help your workplace to better meet its legal and ethical requirements. You may choose any types of work practices for this task. Some examples include such things as: ß Maintaining privacy and confidentiality ß Work health and safety ß Induction for new staff ß Staff/children ratios ß Food safety ß Complaints procedure.
Now you need to write an email to your supervisor and at least one other work colleague that proposes your two suggestions for improvement. CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
You may use the email template below, or create a format of your own. Your email must be written in a professional manner and must include the following information: ß Your description of the improvements ß The reasons you are suggesting each improvement, including the legal and ethical requirements ß Identification of any potential or actual breaches of legislation or ethical issues ß How each improvement will help staff to meet legal and ethical requirements ß Current potential or actual breaches of legislation or ethical requirements ß Attach any documents you have designed or redesigned (for example, a revised checklist, revised procedure, poster, work flow chart and so on) if appropriate. You can write your suggestions in dot point form if you wish. Send your email to your assessor.
Your supervisor has agreed with your proposals and has asked you to draft the revised policy so that the improvement can be implemented. Consultation has already occurred with educators, management and families. You are now to draft the policy to incorporate one of the improvements you have identified. Use the template on the following page to draft the policy. CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Policy template Name of policy: Policy objective: Policy: (detail the procedures and how the policy will be implemented) Links to NQF Regulations or other relevant legislation Sources: (include any sources used as reference) Review arrangement
Version control
Version number Action
Date
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ASSESSMENT TASK : WORKPLACE PROJECT TASK SUMMARY: There are two parts in this task. ß Part A requires you to reflect on feedback from a parent ß Part B requires you to seek and share feedback with peers/supervisor. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Reflection of parent feedback ß Two peers with which to share and seek feedback (and/or your supervisor). ß Self-reflection evaluation form (provided). WHEN DO I DO THIS TASK? ß If you’re a classroom-based student you will do this task during your work placement. ß Write in the due date as advised by your assessor: _____________________________ WHAT DO I NEED TO SUBMIT? ß Answers to questions ß A completed and signed self-evaluation form. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor identifies that you have not completed all parts of your template or have provided insufficient answers, they will give you feedback and talk to you about resubmission. INSTRUCTIONS: Read and complete Part A and then Part B of this task.
PART A: PARENT FEEDBACK REFLECTION Think of a time a parent has given you feedback positive or negative (if applicable) What was the feedback given? Did you need t make any adjustments or improvements of your own? If yes, how?
Is there any further formal or informal training that you could do in the future to enhance your skills and knowledge. What advice can your supervisor/peers give about how to access suitable training? Other comments made during feedback meeting Student’s signature Date: What do I need to hand in for this task? Have I completed this? Two completed parent feedback forms o
ASSESSMENT TASK : PROJECT – PERSONAL DEVELOPMENT PLAN TASK SUMMARY: You are required to develop a personal development plan using the feedback that was received in Assessment Task 3. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to a computer (if you prefer type out your answers) ß Access to the Internet (for conducting online research) ß Feedback received from Assessment Task 3. ß Personal development plan (provided). WHEN DO I DO THIS TASK? ß If you’re a classroom-based student you will do this task during your work placement. ß Write in the due date as advised by your assessor: _____________________________ WHAT DO I NEED TO SUBMIT? ß A completed personal development plan. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor identifies that you have not completed all parts of your plan or have provided insufficient responses, they will give you feedback and talk to you about resubmission. INSTRUCTIONS: This task should be completed after you have performed Assessment Task 3 in collaboration with other peers and/or a participating supervisor. You will need to complete a personal development plan that outlines and focuses on your personal and professional goals, specify a realistic timeframe for achieving these goals and methods to measure progress and performance. Note: A personal development plan template has been provided for you to complete. What do I need to hand in for this task? Have I completed this? Your completed personal development plan o
Unit CHCPRP003 Reflect on and improve own professional practice Date plan developed Name
Date plan reviewed
Plan objective (include at least two objectives for this plan): What are your goals for this personal development plan? (Make sure your goal is specific, measurable, achievable, realistic and time-bound.)
PERSONAL DEVELOPMENT PLAN Section A: Reflection Description of my experiences so far in the field of early childhood education. (Write approximately 100 words.)
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN Have I achieved what I want to achieve so far? Provide examples to support your response. (Write approximately 100 words.)
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN What were the main messages in the feedback I received from parents, my supervisor and my colleagues?
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN What are the main legal and ethical requirements of this work area? Do I meet these?
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN Section B: Areas for improvement Complete the following table to document the areas identified for improvement (include at least five).
# 1
Area for improvement
Feedback and evaluation received
Support networks available
Specialist advice/further training
2
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN 3 Section C: Challenges and additional support mechanisms What are some current barriers or personal challenges that are preventing you from reaching your professional goals? Provide at least three examples.
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN What self-care or additional support might you need to help overcome these barriers and personal challenges? Provide at least three examples.
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN What are some ways you could measure your progress to overcoming the challenges identified? Provide at least three examples.
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN Section D: Self-development plan
Area of improvement
What goals I want to achieve in this area?
How I will achieve this goal?
By when will I achieve this?
How will this be measured?
When will this be reviewed?
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
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Purpose of the 1/ Integrate theoretical and practical knowledge of Marketing Research in the context assessment (with ULO of marketing-related business decisions Mapping) 2/ Analyse business problems/opportunities using their Market Research skills and
develop appropriate strategies to achieve a competitive advantage.
Weight 20 % of the total assessments
Total Marks 20
Word limit Not more than 2000 words
Submission • All work must be submitted on Blackboard by the due date along with a completed Guidelines Assignment Cover Page. • The assignment must be in MS Word format, no spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate section headings and page numbers. • Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list using Harvard referencing style.
HC2022 Marketing Research Individual Report Assignment Specifications Purpose: Student will gain experience in applying the marketing research process, collecting secondary data and providing recommendations for and organisation’s strategy SKY HIGH Real Estate Developers want to understand the present structures of Australian households and families, as well as how these structures will change in the next 20 years. This will allow them to plan for the kinds of properties that are in demand now and in the future. Using secondary data sources, find this information for the real estate developer. This secondary data can be obtained from a variety of credible sources, including: The Australian Bureau of Statistics website (www.abs.gov.au) and searching for ‘family characteristics’. The most recent publication, released in 2015, is entitled 4442.0 – Family Characteristics and Transitions, Australia, 2012––13, available at www.abs.gov.au/ausstats/abs@.nsf/mf/4442.0 You can also gain some insight from: https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/036 You may also source data from other credible sights. Assignment Structure should be as the following:
Introduction Introduce the main problem the real estate developer is facing and how the data will be collected
The research Process
1. Define the Problem Clearly explain the problem that requires market research
2. Planning the research design Explain why secondary data will be used in this research
3. Planning the sample Provide information on the sample sizes used for the data you are using (this will come from the research organisation)
4 Collecting the data This is the one of the main sections (it should be around 300 words). Show the data you have collected. This should be well organised and easy to understand.
5 Analysing the Data This is the one of the main sections (it should be around 300 words). Explain what the data means in the context of the problem.
Formulating conclusion and recommendations Conclude on the research and provide two specific recommendations for the real estate developer. 4. References
Holmes Adapted Harvard Referencing Holmes has now implemented a Holmes adapted Harvard approach to referencing:
Reference sources in assignments are limited to sources which provide full text access to the source’s content for lecturers and markers.
Your Reference list is to be located on a separate page at the end of the essay and titled: References.
It should include the details of all the in-text citations, arranged alphabetically A-Z by author surname. In addition, it MUST include a hyperlink to the full text of the cited reference source. For example; Hawking, P., McCarthy, B. and Stein, A. 2004. Second Wave ERP Education, Journal of Information Systems Education, Fall, http://jise.org/Volume15/n3/JISEv15n3p327.pdf
All assignments will require additional in-text reference details which will consist of the surname of the author/authors or name of the authoring body, year of publication, page number of content, paragraph where the content can be found. For example; “The company decided to implement an enterprise wide data warehouse business intelligence strategy (Hawking et al, 2004, p3(4)).”
Adherence to Referencing Guidelines is Mandatory If students do not follow the above guidelines:
Students who submit assignments which do not comply with the guidelines will incur penalties.
Students whose citations are fake will be reported for academic misconduct. HC2022 Marketing Research
Marking criteria Marking criteria Weighting 1 Show the data you have collected. 5
Accurately analyses the relevant secondary data including recommendations 6
Shows knowledge of relevant theory 6
Overall presentation and referencing 3 TOTAL Weight Assessment Feedback to the Student:
20%
Marking Rubric Excellent Very Good Good Satisfactory Unsatisfactory
1 Show the data you have Data collected is very: Data collected is: Data collected is Data collected is Data collected is not collected. relevant, well organised relevant, well somewhat: somewhat: relevant, relevant, disorganised and easy to understand. organised and easy relevant, well well organised and and difficult to to understand. organised and easy easy to understand understand to understand and contains some errors
Accurately analyses the Very accurate analysis Accurate analysis of Somewhat Analysis of the Little to no analysis of the relevant secondary data of the relevant the relevant accurate analysis of relevant secondary relevant secondary data including recommendations secondary data secondary data the relevant data including including including including secondary data recommendations, recommendations recommendations recommendations including but with some recommendations errors
Shows knowledge of A deep knowledge of Good knowledge of Some knowledge of Knowledge of the Little to no knowledge of the theory shown the theory shown the theory shown theory shown at the theory shown relevant theory times
Overall presentation and Presentation and Presentation and Presentation and Presentation and Presentation and referencing referencing are at a referencing are at a referencing are at a referencing could be referencing are at a low high standard high-medium medium standard improved standard standard HC2022 Marketing Research
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Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services SKY HIGH Real Estate Developers want to understand the present structures of Australian households
Reading list Your core texts for this unit are: Marion, M (2015) Guidance of Young Children. Pearson (any edition is fine -tenth is currently out of print) Porter, L (2016) Young Children’s Behaviour. Routledge (this is an e-book — available for download chapter by chapter via the library) Bentzen, W (2008) Seeing Young Children. Cengage Learning. Each week there are specifically chosen readings from these and other sources; other sources can be accessed through the Blackboard reading list.
Due to unavailability of the Marion text from publishers, the Porter chapters have been provided alongside the Marion readings each week. Students are encouraged to complete either/both readings as these readings complement one another. If you are unable to download the Porter chapters, please try again later as the library online version has a three-user limit at any one time. Please contact your tutor or lecturer if you have any issues accessing the readings. Study Schedule •Meek Mod3 Date Guiding Children: guidance and strengths- Chapter in Ebbek based approaches & Wanniganayake) see reading list Porter (2016) chapter 2 Marion Ch 1
Haerron & 2 1 5 August Humanist approaches to guiding children’s behaviour Marion Ch 2, 3 Porter (2017 Chapter in Ebbek & Wanniganayake) see reading list Porter (2016) Chapter 8, 1 1 3 1 12 August Humanist approaches to guiding children’s behaviour: putting theory into caregiving practice Porter Chapter 12 Marion appendix 353-360 4 1 19 August Behaviourist and cognitive-behavioural approaches to guiding children’s behaviour Marion 54-58; 5 2 26 August Children’s behaviour in context Porter Chapter 18 Hildebrad (2005)
6 2 2 September Children’s behaviour in TBA context: parenting programmes 7 2 9 September Observing Children’s Bentzen Ch 1,2,3 behaviour: purpose, Marion Ch 6 8 3 16 September 9 23 September ethics and process Qualitative and Quantitative methods in observing children’s behaviour Online week Bentzen Assignment 1 Due
10 3 9 October Frameworks for Bentzen Ch 13 understanding and Marion Ch 3 interpreting children’s behaviour 11 3 14 October Special topics in Porter Chapter 7, guidance: Self-esteem Ch 13 and self-regulation Marion Chapter 7 12 3 21 October Special topics in Porter 15, 16 guidance: Social and Marion Chapter 8 Emotional competence
Weighting 50% Format Case studies Word limit 1500 Date/Week Week 8: 13th September Submit Via Turnitin Blackboard Assignment Overview What? You are a worker within a child-parent centre working with a range of families on guiding children’s behaviour. Create a 500-word report on each of the 3 presented case studies (total word count 1 500) to guide the centre’s work with these families. Your report should include the following information: Possible reasons for the child’s behaviour that examine or refer to context, culture, gender Strategies you would recommend for responding to the child’s behaviour, explanations of these strategies and your reasons for recommending them (your reasoning should be attentive to context, culture, gender and/or cultural competence) A clear explanation of the theoretical approach(es) from which these strategies derive A programme within the child-parent centre or relevant service that you might recommend the child/family attend and why. Why? Report Reports aim to clearly transmit information about a topic that has been compiled as a result of research and analysis to a specific audience and for a specific purpose. As such, it is an essential communication skill needed for business, government and academia. Problem solving Being able to effectively solve problem is a highly sought-after skill by employers. You will develop your problem solving skills in this assessment when you identify and evaluate the relevant aspects of the issue /problem, break them down into their constituting parts, consider various ways of approaching and resolving the issue /problem, decide on the most appropriate way to overcome it and propose a way to monitor and seek feedback on the solution you put forward. Where? Blackboard Assessment 2 Turnitin Dropbox How? This is an individual assignment. Marking criteria A marking rubric is available in the assessment tab on Blackboard. Please read through the marking rubric to ascertain expectations for the assignment. Learning Outcomes addressed by Assessment 1 1 . Deconstruct the underlying assumptions, goals and strategies applied in humanist, behavioural and cognitive behavioural approaches to child rearing and parenting programs. 2 Describe the relationship between changing social, cultural and family structures and approaches to child rearing in the Australian and international context. 3 Explain the influence of context, culture and gender in the Australian and international context in the determination of what is deemed socially acceptable behaviour for children from birth to twelve years of age. 4 Discuss the role of cultural competence in understanding, interpreting and managing children’s behaviour. 5 Observe, interpret, plan strategies and evaluate children’s behaviour using a range of assessment techniques. Unit Content addressed by Assessment 1
Theoretical approaches and strategies for guiding children’s behaviour
Contextualising children’s behaviour and adult responses to it.
Interpreting, evaluating and planning strategies to respond to children’s behaviour
Case Studies for Assignment 1 2021 CHN3203 1) A two-and-a-half-year-old child who attends a supported playgroup with her mother is reluctant to engage in any activities. She hides behind her mother or won’t leave her side. She is often quite tearful and quite fearful and doesn’t like other children looking at her. The parent has told you (the case worker) that it is very draining: the parent would like to talk and join in and meet other parents in the group, but the child doesn’t allow this to happen. 2) A parent from a culturally and linguistically identified background comes to a transition to kindy session quite distressed. They have recently been told by a doctor that their almostfour-year-old should be able to dress and feed themselves without adult support. They report that they began to ask to the child to do so, but the child is refusing and insists that the parent continue to dress them and support their eating. The parent feels distressed about creating conflict in the relationship and feels that they have done the wrong thing by not teaching the child these skills earlier although they are just doing what they did with their older two children. They are also worried that the child will be disadvantaged in fouryear-old kindy next year as there will be no parent to support their dressing and eating needs. 3) The family support coordinator at your centre has been in conversation with a family in need of some additional support in guiding their child’s behaviour and asks you for advice. The child is 7 and the parents report that she is highly sensitive to criticism, won’t try new things at school or at home and responds angrily when the parents try to help her to do her homework or school readers. The parents are frustrated by the behaviour and tend to respond by telling her she needs to make an effort and that she won’t get to be good at anything if she doesn’t work at it. They are worried that she doesn’t have many friends at school and have noticed that she tends to be quite controlling when she does spend time with her friends. 4) You work in a supported playgroup at the child and parent centre. A two-year-old child who attends the playgroup with his mother has started to hit other children, sometimes with toys. The child hits mostly in situations when another child tries to play with toys that he is working with. The mother has not intervened when the child hits and seems to laugh it off as ‘boys’ behaviour. Other parents have started to ask you if the child can be excluded from the playgroup because of his behaviour, which they term ‘antisocial’. When one of the child’s older siblings attends the playgroup, you notice that the older child is quite physical both with the younger child and with their mother. 5) Write a case study of your choice and respond to it according to the provided questions*. *Please note, if you choose this option you won’t be specifically allocated marks for the case study preparation; as the marking rubric sets out, you will only be allocated marks for the report that you provide. However, the quality of the report will be dependent on the quality of the case study you write, as the marker must be able to judge whether your responses and recommendations are appropriate.
CHN3203 Assignment 1 Marking criteria: CASE STUDIES Criterion HD Credit Pass Fail Score Strategies Strategies are an excellent fit with behaviours described; developmentall y appropriate and strengthsbased Strategies are a very good fit with behaviours described; developmentall y appropriate and strengthsbased Strategies are a solid fit with behaviours described; somewhat developmentall y appropriate and begin to use a strengthsbased approach Strategies are a sound fit with behaviours described; approximately developmentall y appropriate No strategies chosen, strategies are inappropriate or poorly chosen; uses a deficit approach; no or incorrect relationship between child’s developmental capacities and strategies Explanations of strategies and reasons for recommending them Excellent explanations of strategies which expertly link the strategy to the behaviour; are theoretically rigorous and attentive to child’s self esteem; excellent reasons for recommendatio ns which are very clearly attentive to context, culture, gender and/or cultural competence Very good explanations of strategies which clearly link the strategy to the behaviour; are well supported by theory and attentive to child’s self esteem; very good reasons for recommendatio ns which are clearly attentive to context, culture, gender and/or cuftural competence Solid explanations of strategies which link the strategy to the behaviour; are supported by theory and attentive to child’s self esteem; sound reasons for recommendatio ns which are somewhat attentive to context, culture, gender and/or cultural competence Sound explanations of strategies which begin to link the strategy to the behaviour; however not necessarily attentive to child’s self esteem or theoretical support; some reasons for recommendatio ns which are beginning to engage with issues of context, culture, gender and/or cultural competence No or incomplete explanations, no or minimal link between strategy and be haviour, no or minimal reference to context, culture, gender or cultural competence approaches understanding of how the strategies are underpinned by theories and explanation of the theories Very good understanding of how the strategies are underpinned by theories and explanation of the theories Sound understanding of how the strategies are underpinned by theories and explanation of the theories Solid understanding of how the strategies are underpinned by theories and explanation of the theories Explanation of theories missing, incomplete or incorrect; incorrect choice of theories in relation to strategies Programme/ser recommendatio n Recommendatio n of programme/ser vice demonstrates wide research in the field, an excellent fit between service and child’s developmental (st)age and behaviour, and thoughtful engagement family context Recommendati on of programme/ser vice demonstrates research in the field, a good fit between behaviour, child and service and good engagement with family context Recommendati on of programme/ser vice demonstrates some research in the field, a reasonable fit between behaviour, child and service, some engagement with family context Recommendati on of programme/ser vice is appropriate, though may be general or not well suited to the behaviour or with little reference to family context No recommendatio n of service, inappropriate recommendatio n or recommendatio n does not relate to behaviour, family context or child. In text referencing Always correct Few errors Mostly correct Attempt made with some errors No attempt /rarely correct Reference Page Always correct Few errors Mostly correct Attempt made with some errors No attempt /rarely correct The academic writing within this document is indicative of the standard required at university level, Yes The academic writing within this document is NOT indicative of the standard required at university level, resulting in a lower score than that is evident within the Rubric. Please access the Academic Services that are available both online and on campus so that you can progress positively with your studies. Assignments with academic writing that is not of university standard will not be able to score over 59%, regardless of the proficiency of the content
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Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services Guidance of Young Children. Pearson (any edition is fine -tenth is currently out of print) Porter
For achieving high grades, make sure you have answered all underlined parts of the questions.
Ensure proper paraphrasing to demonstrate your understanding.
Questions are not equally weighted. LO1 1 – Discuss how different hormones help maintaining blood glucose level within the normal range, when blood glucose level is too high (hyperglycemia), and when blood glucose level drops (hypoglycaemia). 2- Describe neural control of breathing. Explain in detail the function of major structures in the medulla oblongata and pons. 3- Explain in detail the process of blood pressure regulation by the kidney, initiated by significant blood loss (RAAS). 4- Describe the stress response, short term, long term through to exhaustion. Start in the hypothalamus and limbic system. Suggested literature: Marieb, E.N., & Hoehn, K. (2019). Human anatomy and physiology (11th ed.). Pearson. LO2 1- Explain the dual blood supply of the liver, the origin of the vessels, as well as the nature of fluid that they carry. 2- Describe the microscopic anatomy (structure) of the liver. 3- Describe phase I and phase II drug metabolism in the liver. 4- Discuss the metabolism of oral paracetamol. Include in your answer how paracetamol overdose affects the liver. Suggested literature: Marieb, E.N., & Hoehn, K. (2019). Human anatomy and physiology (11th ed.). Pearson.
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Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services Discuss how different hormones help maintaining blood glucose level within the normal range, when blood glucose level is too high
Analyze the organizational design of the selected agency’s human resource management in relationship to the entire organization. Assess its strengths and weaknesses. (Title this section “Organizational Design”)
Assess the agency in terms of its global or international linkages, highlighting its application of theory to its approach to personnel management. (Title this section “Global Linkages and Personnel Management”)
Analyze at least three (3) of the major components of the agency’s human resource system’s goals and practices regarding the recruitment and hiring of a qualified workforce. (Title this section “Personnel Recruitment and Hiring Practices”)
Evaluate the agency’s approach to training and programs provided for new and existing employees for the development of knowledge, skills, and overall competencies, highlighting the strengths and weaknesses. (Title this section “Employee Skills Training”)
Recommend at least two (2) actions the agency could take to improve in the areas of recruiting and training a qualified workforce. (Title this section “Recruiting and Training Recommendations”)
Appropriately incorporate at least four (4) quality sources. A quality source can be either popular, such as a news article, or scholarly, such as peer reviewed works. In the case of public administration, government websites are appropriate quality resources. Note: Wikipedia, SparkNotes, and similar websites do not qualify as academic resources. Visit the Strayer University Library at http://research.strayer.edu to conduct research.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page, revisions of the previous assignment, and the reference page are not included in the required assignment page length.
The course learning outcome associated with this assignment is:
Evaluate the major components of the public personnel management system
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills. Click here to access the rubric for this assignment.
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Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services Analyze the organizational design of the selected agency’s human resource management in relationship to the entire organization.
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DN723-3: Synthesize evidence based findings from a literature review to develop an evidence-based DNP Project.
Plan for Implementing the DNP Project
Purpose: For this Assignment, you will develop a project timeline, budget and justification, and data collection and analysis plan for the DNP Project. Submit a document that includes:
Implementation plan
Expected outcomes
Project timeline
Project budget and justification
Other resources needed for project completion
Directions:
For this Assignment, you will create a document that:
is a minimum of 8 pages in length (excluding title page and references);
is supported with a minimum of 10 scholarly, peer-reviewed sources (external to those assigned for this unit);
follows the conventions of Standard American English (correct grammar, punctuation, etc.);
is well ordered, logical, and unified, as well as original and insightful;
displays superior content, organization, style, and mechanics; and
uses APA 6th edition style and format
Please review the documents attached. They provide majority of the information. I also provided an example of another project that is similar to the one I’m implementing so you can have an idea.
Attachment provided have the info. Now, i provided an example of a project that is similar to the one im doing
The attachment that says DN 723 is the scholarly project that I’m doing. The attachment that says DANCE scholarly project is the sample.
You can use the example attachment for ideas, and change the wording completely and convert it into my scholarly project. Because they are similar, i found this when i was researching and i was like holly this is similar to my project.
Please add that one of the activities was interviewing nurses and doctors on how they manage patients discharges in the ER
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