Design and Develop Assessment Tools for Engage in Short and Simple Spoken Exchange at Work

This task requires developing 1 assessment tool for Engage in Short and Simple Spoken Exchange at Work unit of competency. The target group includes student speakers, management, and professionals. The purpose is to develop spoken ability and short and simple spoken exchange practices. The assessment matrix includes questioning, portfolio of documents, third-party observation, production of an item, and observation. Assessment methods include pre-assessment, formative assessment, summative assessment, confirmative assessment, norm referenced assessment, criterion referenced assessment, and ipsative assessment. The assessment is applicable to all industries. The reasonable level of adjustments is made based on individual needs. Resources for assessor and candidates are explored. The assessment occurs from 9 AM to 6 PM. The process for gaining stakeholder review, evaluation, and approval is followed. The assessment instruments include observation and questioning instruments.

1 ASSESSMENT TASK 2 – DESIGN AND DEVELOP ASSESSMENT
TOOLS
1.1 Instructions
This task requires you to develop 1 assessment tools that each address a different unit of
competency. You must select 1 units of competency and either:
Create an assessment plan including a compliance matrix that maps each unit requirement to
your planned instruments (using the plan templates provided in sections Error: Reference
source not found, Unit 2 – Assessment plan and Unit 3 – Assessment plan) and then create
the assessment instruments identified in your three plans using the assessment instrument
templates located after each of these plans. We recommend that you choose three simple
units such as those from the FSK training package, or any other unit that does not have a
large number of assessable items or that is not excessively complex, however you may
choose to use any three units of competence that are of interest to you.
Alternatively, if you have already developed three assessment tools independent of this
course, you may submit these along with a compliance map (which clearly identifies
where each assessable item from the units of competency is assessed in your assessment
instruments) and which clearly addresses the contextual needs of different environments.
1. Unit of competency Engage in short and simple spoken exchange at work
2. Target group
summary
The target group under this would be student speakers, management and such
like stakeholders. Professionals will also become a part of this target group.
3. Purpose and
context/s of the
assessment
The purpose of the assessment is to develop the spoken ability of the
professional. This further target different ways to short and simple spoken
exchange of work like practices.
4. ASSESSMENT MATRIX
Matrix key
QUES: Questioning (Written or Verbal) PROD: Production of an Item
PORT: Portfolio of Documents OBSV: Observation
THRD: Third-party observation

Unit of competency criteria
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Type1 Ref2 Criteria text QUESPRODPORT OBS THRD
PE /
CAA
Speaking ability     
Ability to speak     
Writing ability     
Leadership ability     
Delegation of work     
Time management     
Work management     
Solving issues     
PC
Content     
Behaviour     
Level of performance     
Leadership and evaluation     
Technology and evaluation     
Scope and sequence     
Skill evaluation     
Design     
Standardised testing     
Technical aspect     
Dimensional based     
1 ? For example, performance evidence (PE), critical aspects of assessment (CAA), performance criterion (PC), etc.
2 ? For example, KE1, PE2, etc.

Unit of competency criteria
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Type Ref Criteria text QUESPRODPORT OBS THRD
Flexibility     
Viability     
Quality     
Critical level of understanding     
Volatility     
Cooperativeness     
KE /
RK
Research area     
Technical area     
Fundamental aspect     
Behavioural aspect     
Diversification aspect     
Analytical aspect     
Differentiation aspect     
Monitoring and evaluation aspect     
Technical aspect     
Diversification aspect     
Functional aspect     
Operational aspect     
Monitoring aspect     

Unit of competency criteria
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Type Ref Criteria text QUESPRODPORT OBS THRD
FS3 /
RS
Contemporary area     
Technical area     
Knowledge     
Understanding     
Research     
Sources     
Practical aspect     
Diversity     
Standards     
Statistic     
5. Assessment methods
and instruments –
describe how and when
they will be applied
Assessment methods include pre-assessment, formative assessment,
summative assessment, confirmative assessment, norm referenced assessment,
criterion referenced assessment and ipsative assessment. All these are used at
different stages of the assessment practice adopted by the venture.
6. Applicable
industry or workplace
standards or
requirements
All these are applied under all different industries such as retail, hospitality and
many other sectors. Ventures use these techniques to meet up the individual
business objectives.
3
? Foundation skills (FS) must be listed and must be assessed if not already implicitly assessed by the associated performance
criteria (PC).

7. Relevant assessment
conditions (from unit)
Every unit will be assessed at its individual stage or level. The role of
assessment is segregated into each individual stage.
8. Reasonable
adjustments
The reasonable level of adjustments are also made based on the individual
need and requirements of each stage. On the basis of monitoring and
evaluation is done the adjustments are made.
9. Contextualisation
guidelines provided by
the training package
author.4
If no specific
contextualisation
guidelines are provided
by the training package
author, review the
assessment conditions
and, in particular, the
assessment resources
needed for the unit, and
describe how these can
be applied from a
contextualisation
perspective.
Training program is established to improve the efficiency of the work force.
This program will focus on both skill development along with growing the
personality of the individual. There are various sessions included on the basis
of the needs and requirements of professionals.
10. Recognition of prior learning (RPL): What modifications to the tools
(if any) are necessary for the following recognition scenarios. Will the
assessment tool be modified or adapted for RCC / RPL candidates? If
so, how?
Prior learning is a step taken before the actual
learning is initiated. This involve on the basis of
the specific need and demand it is about
approaching the whole learning in a more
strategic manner.
10A. Candidates who
claim to have already
completed this unit at
another RTO
The training session and the unit manual can be skipped by the individual that
has already completed the unit. This is essential for the individual to grab the
proper information and knowledge for approaching the unit in the best way
possible.
10B. Candidates who
claim to possess all
competencies within the
unit of competency but
have not completed this
unit at another RTO.
RTO imposes restriction over completing the unit as it is designed in such
manner that the students get a proper knowledge and information on the basis
of the needs and requirements. All such individuals possess all types of
competencies should also attend lectures.
11. Resources for
Assessor5
Resources such as books, journal, articles, internet sources and such like
resources are explored.
4
? Refer to the companion volume / implementation guides linked from each unit of competency at traininhg.gov.au.
5
? At minimum, include all associated instruments, resources required in the Assessment Conditions for the unit, and any other
assessment resources needed to administer the assessment.

12. Resources for
Candidates
Candidate get a proper study manual in both the format online and offline.
This involve pdf and book content.
13. Location Workplace Classroom Simulated work place
Other – specify:
14. Timing – when is
this assessment to
occur?
Timing is 9 AM to 6PM.
15. Process for gaining
stakeholder review,
evaluation and approval
In order to gain the stakeholder review feedback forms will be submit to take
all the views and opinions of the stakeholders. Evaluation is done with the
support of team. Modifications are further approved by the management.
16. Author name
17. Author date

1.1.1 Unit 1 – Observation instrument
Note: This instrument must be consistent with the assessment plan that you created in section
Error: Reference source not found. Ensure that the content of this instrument matches its plan
and ensure that the candidate task instructions are sufficiently detailed. Refer to the learner’s
guide and webinars for examples of completed instruments.
1. Assessment name Exchange of work
2. Unit of competency Engage in short and simple spoken exchange at work
3. Assessment context
The assessment is done in context to assesssing the quality of content.
Along with this it is about to understand the quality and efficiency of the
content.
4. Candidate name
5. Date of assessment
6. Instructions to assessor
Assessor need to understand the quality of content. Also the effectiveness
of learning is aso tried to evaluate by the tutor. The assessor also require to
understand the efficiency and outcome generated out of the learning
practice adopted.
7. Instructions to candidate
Candidate should attend all the lectures with the seriousness. Candidate
must also ask all the doubts and questions related to the topic from the
tutor directly. This is also instructed that the candidate must take regular
assessment and review of the progress and development.

8. Evidence required and
decision-making rules
Decisions are taken based on the approval of proposal. Once the area of
improvement is identified. On the basis of the identified this involve
taking decisions to implement the required actions.
9. Assessment observations
Unit references
(e.g., PC1.1, KE2, etc.)
Assessment checklist task
(Did the candidate…) Observations / comments Result
(S/NS)
Learning ability of the candidate. Good
Catching power Good
Ability to communicate Average
Solving issue Good
Decision-making power Good
Level of progress Excilent
Critical area Poor
Understand the concept Good
Command over individual topics Good
Coordinating about the progress Excilent
Taken new challenges Good
Initiating the learning Excelent
Deadline mitigation Poor
Achieving targets Good
Futuristic approach Poor
Setting up targets Good
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No
12. Resubmission notes Re submission is based on the area of improvement. Tutor will assess the
re-submission and based on the project submission marking will delegate.

13. Feedback to candidate Candidate will be allotted the feedback based on the needs and
requirements of candidate.
14. Assessor name
15. Assessor signature
16. Candidate signature

1.1.2 Unit 1 – Questioning instrument
Note: The content of this instrument must be consistent with the assessment plan that you
created in section Error: Reference source not found.
1. Assessment Name Workplace information
2. Unit of Competency Read and respond to short and simple workplace information
3. Assessment Context The context is to make learner aware about thew workplace information.
4. Candidate Name
5. Date of Assessment
6. Instructions to assessor
Assessor must understand the significance of the topic for the learner.
This is important for the assessor to understand about all the key topic
included in the learning manual. All key points must be highlighted by
the assessor that are included in the content of learning.
7. Instructions to candidate
Candidate must make all the necessary notes included in the learning
manual. Candidate should also focus over solving all the doubts and
issues. Notes must also make over a regular basis.

8. Evidence required and
decision-making rules
Decisions are made on the basis of the specific need and requirements.
Every decision must be based on the proper factual deviance.
9. Assessment questions
Unit references
(e.g., PC1.1, KE2, etc.) Question
Answer
(Insert model answers / assessor guidance
in this version)
Results
(S/NS)
Does the assessment is good enough?
This is a good
assessment as it cover all
areas.
Is there are changes required in the study
material?
No changes are required
at this present time in
study manual.
What are the tactics involve under
decision-making process?
Decisions must be taken
on the basis of issues
identified.
What are the parametr must be addressed
to take decisions?
Parameter such as
objectives, strategic
choices and such like
must be overtake.
How to assess operational efficiency?
Operational efficiency
can be addressed with the
use of technique like
quality management.
What are the features related to the
workplace information?
Work place information
is confidential, specific
and such like features
associated.
What are the ways to protect the
confidential information at work place?
Confidential information
must be communicated
with only limited people.
Also the communication
must be damaged once
the coordination is made.
What can be the communication tools to
respond at the work place?
Communication tool like
telephone, email and
other such techniques can
be used.
What should be the approach follow to
deal with the complicated work place
situations?
Complicated situations
can be addressed with the
proper use of monitoring
practice.
How to overtake the resource
management issues?
Resource management
issues can be solved by
implementing proper
system of resource

controlling.
What are the possible techniques to deal
with the required improve process?
Required improvement
area can be overtake with
support of team framing
and planning for
implementation.
How to overtake complicated situations?
Complicated situations
can undertake by
approaching the
techniques in the
appropriate way.
What are the possible practices followed
to understand the significant
requirements of work place information
system?
Workplace information
system is a mandatory
requirements associated
with the venture. This
can be understood with
the use of proper
resource management
technique.
What can be the possible approach to
address issues?
Approaches like building
a team, formation of
strategies, implement the
same and such like
techniques cam be
adopted.
The quality management process at the
work place?
Quality management
approach like total
quality management can
be followed.
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No
12. Resubmission notes Re submission must be done on the basis of tutor comments.
13. Feedback to candidate Feedback will be given on the basis of the ares of improvement identified.
14. Assessor name
15. Assessor signature
16. Candidate signature

1.1.3 Unit 1 – Generic instrument
Note: This optional instrument must be consistent with the assessment plan that you created
in section Error: Reference source not found.
Instrument type PROD: Production of an Item PORT: Portfolio of Documents THRD: Third-party
observation
1. Assessment name Engagement at work place and it complications
2. Unit of competency Engage in short and simple spoken exchanges at work.
3. Assessment context This assessment is specifically deal with all the engagements at the work
place in done in between employees.
4. Candidate name
5. Date of assessment
6. Instructions to assessor
The topic or area of study will include different aspects related to the
learning. This will further comprises with various ways to approach the
complications associated with the work place engagement.
7. Instructions to
candidate / third party
This is instructed that the candidate must understand the possible areas of
improvement and make necessary changes and adjustments as and when it
is required. Third party must also get aware with its individual need and
demand in respect to the possible area of imporvement.

8. Evidence required and
decision-making rules Decisions must be made on the basis of facts and fundamentals.
9. Detailed instructions / assessment
items
Unit references
(e.g., PC1.1, KE2, etc.) Assessment checklist task Observations / comments Result
(S/NS)
Learning ability of the candidate. Good
Catching power Good
Ability to communicate Average
Solving issue Good
Decision-making power Good
Level of progress Excellent
Critical area Poor
Understand the concept Good
Command over individual topics Good
Coordinating about the progress Excellent
Taken new challenges Good
Initiating the learning Excellent
Deadline mitigation Poor
Achieving targets Good
Futuristic approach Poor
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No
12. Resubmission notes Re submission must be done in such manner that all required
modifications can be addressed based on tutor comments.

13. Feedback to candidate On the basis of the evaluation is done candidates is monitored. Based on
the required modification comments are made.
14. Assessor name
15. Assessor signature
16. Candidate signature

1.2 Unit 2
1.2.1 Unit 2 – Assessment plan
Refer to the learner’s guide and webinars for examples of completed plans (and associated
instruments). Hints:
Ensure that all unit academic content is covered by your plan.
Restrict your use of “many-to-one” requirements mapping, as this is often an indication that
insufficient detail has been provided in the associated assessment task.
If extra space is required, you may either use carriage returns to force additional lines within
each cell, or else attach an additional page to this workbook.
1. Unit of competency Read and respond to short and simple workplace information
2. Target group
summary
The target group include management, board of directors, employees and such
like of stakeholder group.
3. Purpose and
context/s of the
assessment
The purpose of the assessment is to understand the significance of the
workplace information. This is the core purpose of the context is such that this
include all aspects related to the short and simple workplace information.
4. ASSESSMENT MATRIX
Matrix key
QUES: Questioning (Written or Verbal) PROD: Production of an Item
PORT: Portfolio of Documents OBSV: Observation
THRD: Third-party observation
Unit of competency criteria
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Type6 Ref7 Criteria text QUESPRODPORTOBSV THRD
PE / Significance of information     

Unit of competency criteria
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Type Ref Criteria text QUESPRODPORTOBSV THRD
CAA
Sources of information     
Potential areas of identification before information is
evaluated     
Types of information sources     
Understand the quality of information     
Identify and monitor the level or quality of information     
Evaluate the significance of information source     
Assessing the results from information     
Verifying data line     
Assess the scope of information     
PC
Estimated results from the information     
Assessing decision-making journey     
Value and significance of monitoring techniques     
Area that performed utmost     
Potential scope of improvement     
KPI     
Significance of decision-making     
Evaluate the final results     
Analysing information     

Unit of competency criteria
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Type Ref Criteria text QUESPRODPORTOBSV THRD
Interpreting the end results     
Assessing the end statistics     
Data analysis     
Role of information modelling     
Significance of data collection     
Impact of data modelling over performance     
Evaluating area of improvement     
Marking key performing areas     
Use of SPSS     
KE /
RK Stages of data analysis     
Key analytical techniques     
Comparison of results     
Identification of actual values     
Past records     
Comparing current with previous statistics     
Online assessment with tools     
Graphical presentation     
Using models and theories     
Motioning the major aspects     

Unit of competency criteria
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Type Ref Criteria text QUESPRODPORTOBSV THRD
Comparative assessment     
Analytical tools     
Models of assessment     
FS8 /
RS
Supervision     
Conflict resolution     
Emotional intelligence     
Manage performance     
Interviewing skills     
Inter personal skill     
Delegation     
Data analysis     
Performance review     
Strategic formation     
5. Assessment methods
and instruments –
describe how and when
they will be applied
Assessment will be made with the use of comparative analysis and assessment
areas. This would support the assessor to understand about all the key areas of
development and improvement.
8
? Foundation skills (FS) must be listed and must be assessed if not already implicitly assessed by the associated performance
criteria (PC).

6. Applicable
industry or workplace
standards or
requirements
Workplace standards in every industry in current situation motivate and
support the professional to identify the core aspect of the business
development practices. This has supported the organisation to understand
about the core areas of development.
7. Relevant assessment
conditions (from unit)
The assessment condition will be based on data and values. This involve
assessing the actual values with the estimated figures. The role of assessment
is to construct the proper results and to interpret the same in approaching the
final results.
8. Reasonable
adjustments
Adjustment will be made on the basis of the needs and requirements. The
assessor feedback also become a base of making necessary adjustment.
9. Contextualisation
guidelines provided by
the training package
author.9
If no specific
contextualisation
guidelines are provided
by the training package
author, review the
assessment conditions
and, in particular, the
assessment resources
needed for the unit, and
describe how these can
be applied from a
contextualisation
perspective.
Training guidelines are also available in order to delegate the most advanced
level of information. This will make the entire assessment more logical and
significant in nature. This is important for the tutors to provide the most
efficient level of academic guidance.
10. Recognition of prior learning (RPL): What modifications to the tools (if any)
are necessary for the following recognition scenarios. Will the assessment tool
be modified or adapted for RCC / RPL candidates? If so, how?
10A. Candidates who
claim to have already
completed this unit at
another RTO
All such candidates that are already completed the entire module will not be
required to attend more such sessions. They can go for exams to assess the
level of understanding.
10B. Candidates who
claim to possess all
competencies within the
unit of competency but
have not completed this
All such candidates can go for the exams and the assessment test to measure
the level of expertise achieved. This will save the time of the learner.
9
? Refer to the companion volume / implementation guides linked from each unit of competency at traininhg.gov.au.

unit at another RTO.
11. Resources for
Assessor10
Resources like examination papers, internet sources and such like are required
for the assessor.
12. Resources for
Candidates Candidate will be needed books, journals, articles and such like of resources.
13. Location Workplace Classroom Simulated work place
Other – specify:
14. Timing – when is
this assessment to
occur?
12 PM to 3 PM
15. Process for gaining
stakeholder review,
evaluation and approval
Feedback forms will be submitted to get the review.
16. Author name
17. Author date
10
? At minimum, include all associated instruments, resources required in the Assessment Conditions for the unit, and any other
assessment resources needed to administer the assessment.

1.2.2 Unit 2 – Observation instrument
Note: This instrument must be consistent with the assessment plan that you created in section
Unit 2 – Assessment plan. Ensure that the content of this instrument matches its associated
plan and ensure that the candidate task instructions are sufficiently detailed. Refer to the
learner’s guide and webinars for examples of completed instruments.
1. Assessment name Role of information in workplace progression
2. Unit of competency Read and respond to short and simple workplace information
3. Assessment context
This assessment is about to understand the role of information in the
overall growth and development of the business venture at the work
place.
4. Candidate name
5. Date of assessment
6. Instructions to assessor
The assessor require to grab the proper knowledge and understanding
over the study area. This is also instructed that the tutor must clear all
areas of information and understanding about all the key models related
to information.
7. Instructions to candidate
Candidate must cover all the doubts so that proper knowledge and
understanding can be establish. This is required for the candidate to cover
all topics and study areas.

8. Evidence required and
decision-making rules
In order to make the decisions evidences such as feedback, market report,
areas of development, KPI and other such aspects must be available.
9. Assessment observations
Unit references
(e.g., PC1.1, KE2, etc.)
Assessment checklist task
(Did the candidate…) Observations / comments Result
(S/NS)
Role of information Essantial
Significance of information Important
Types of information Needed
Features of information Significant
Aspects of information Required in
current situation
Ways or method of information collection Modern need
Mode of communicating information Required
Practices adopted to develop the communication at
workplace Important
Emergence of information sources Important
Data collection in information Necessary
Involvement of information in organisation Priority
Workplace and information the cumulative aspect Essential
Storage of information Important
Need of data storage Significant
Data modelling Necessary
Growth and information Important
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No
12. Resubmission notes Re-submission will be monitored on the basis of the comments made by
tutors.

13. Feedback to candidate Feedback will addressed with the use of comments of tutors.
14. Assessor name
15. Assessor signature
16. Candidate signature

1.2.3 Unit 2 – Questioning instrument
Note: The content of this instrument must be consistent with the assessment plan that you
created in section Unit 2 – Assessment plan.
1. Assessment Name Information the need of modern workplace
2. Unit of Competency Read and response to short and simple workplace information
3. Assessment Context
The context of this assessment is to understand the requirements of the
information in the current workplace situation. This make it more
essential for the tutor to understand about the need of information in
current business situation.
4. Candidate Name
5. Date of Assessment
6. Instructions to assessor
Assessor will collect all the modern facts belong to the information and
the way data is collected to achieve the best level of outcome. Assessor
will also try to use presentation so that graphical way of representation
can be creatde.
7. Instructions to candidate Candidate will be monitored on the basis of the prioress and the results
identified in the assessment test.

8. Evidence required and
decision-making rules
Decision-making will be made on the basis of the assessment results
identified by the tutor.
9. Assessment questions
Unit references
(e.g., PC1.1, KE2, etc.) Question
Answer
(Insert model answers / assessor guidance
in this version)
Results
(S/NS)
How the era of business work has
changed?
This become the
backbone of modern era
of business environment.
Significance of using information in the
current business situation? Very significant
Importance of information in the modern
world of business environment? Most important
Techniques to analysis the information? SPSS, Excel and other
such techniques.
Involvement of data analysis in decision-
making?
Data analysis highlight
all core areas that can
support the best suitable
information.
Use of information in the critical
manner? Essantial
Tools for information collection? SPSS and Excel
How the information will be monitored? Data analysis
Possible sources for collection of
information in the modern era of
business?
Primary and secondary
Use of tools to protect the information? Computerised system
Most suitable analytical tools to assess
the data?
SPSS, Excel and
Microsoft office
How to understand the need of
information?
With the use of analytical
tools
Hoe to segregate the information based
on the need of organisation?
With proper
understanding
Modern practice of collecting the data? Statistical information
Role of valuation technique to make
important decisions. Very important
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No

12. Resubmission notes Re submission will be done based on the comments made by assessor.
13. Feedback to candidate Feedback will be monitored on the basis of the suggestion suggested by
the tutor.
14. Assessor name
15. Assessor signature
16. Candidate signature

1.2.4 Unit 2 – Generic instrument
Note: This optional instrument must be consistent with the assessment plan that you created
in section Unit 2 – Assessment plan.
Instrument type PROD: Production of an Item PORT: Portfolio of Documents THRD: Third-
party observation
1. Assessment name Dealing workplace issues with information
2. Unit of competency Read and respond to short and simple workplace information
3. Assessment context This is about to assesses different workplace issues that can tackle
down with the use of information.
4. Candidate name
5. Date of assessment
6. Instructions to assessor Assessor will cover all areas that will overlook the role of
information under addressing the different workplace issues.
7. Instructions to
candidate / third party
Candidate will focus over collecting all required information so
that modern issues and problems of workplace can tackle.

8. Evidence required and
decision-making rules Evidence like internet searches, books and journals will be used.
9. Detailed instructions / assessment
items
Unit references
(e.g., PC1.1, KE2, etc.) Assessment checklist task Observations / comments Result
(S/NS)
Modern work place Important area
Information and modern work place Necessary
Techniques of using the information in solving issues Essential
Issue resolving and information Important
Technique of utilisation of data in addressing issues Essential
Necessity of information in solving work place issues Necessary
Technical aspect of information Essential
Collection of information for tackling down the issues Important
Contribution of information for addressing workplace
issues. Basic need
Monitoring information for addressing problems Important topic
Types of issues at work place Necessary
Information types in spving problems Important
Information in assessment Very important
topic
Evaluation of issues Necessary
Ways to monitor the success Important
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No
12. Resubmission notes Re-submission should be done in the provided time limit.

13. Feedback to candidate Re submission will be done on the basis of the modifications
required.
14. Assessor name
15. Assessor signature
16. Candidate signature
1.3 Unit 3
1.3.1 Unit 3 – Assessment plan
Refer to the learner’s guide and webinars for examples of completed plans (and associated
instruments). Hints:
Ensure that all unit academic content is covered by your plan.
Restrict your use of “many-to-one” requirements mapping, as this is often an indication that
insufficient detail has been provided in the associated assessment task.
If extra space is required, you may either use carriage returns to force additional lines within
each cell, or else attach an additional page to this workbook.
1. Unit of competency Read and respond to simple informal workplace texts
2. Target group
summary
The target group of this assignment would be the workers and the top
management in the organisation. Both these stakeholder would consider as the
target group of the organisation.
3. Purpose and
context/s of the
assessment
The purpose of this assessment is to respond against the informal text of the
organisation. The informal text is denoted about the informal aspect that is not
professional rather it is like personal to the stakeholder. In respect to the work
place the informal text is more like emphasising on the situation of the work
place to address all different situation and prospect of the work place. Informal
work place text would be essential for the stakeholder group to understand the
whole situation.
4. ASSESSMENT MATRIX
Matrix key
QUES: Questioning (Written or Verbal) PROD: Production of an Item
PORT: Portfolio of Documents OBSV: Observation
THRD: Third-party observation

Unit of competency criteria
A
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Type11 Ref12 Criteria text QUESPRODPORTOBSV THRD
PE /
CAA
Writing ability     
Reading ability     
Understanding ability     
Communication skill     
Interaction ability     
Inter personal ability     
Decision making skill     
Management skill     
Quick responses     
Leadership ability     
PC
Information technology     
Technical understanding     
Quick learning ability     
Measurement skill     
Motivational skill     
Information knowledge     
Formal behaviour knowledge     
Searching ability     
Decision making ability     

Unit of competency criteria
A
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Type Ref Criteria text QUESPRODPORTOBSV THRD
Management ability     
Research skill     
Technical ability     
Academic writing skill     
Motivation ability     
Time management ablity     
Performance analysis     
Leadership     
Managerial ability     
KE /
RK Learning ability     
Formation of strategic alliance     
Information skill     
Technical ability     
Transformation ability     
Employee motivation ability     
Policy framing ability     
Communication ability     
Workplace engagement     
Statistical analysis     

Unit of competency criteria
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Type Ref Criteria text QUESPRODPORTOBSV THRD
Problem assessment ability     
Formation of growth plan     
Cultural development ability     
FS13
/ RS
Situation analysis     
Statistical knowledge     
Personality development activity     
Futuristic approach     
Technical ability     
Researching ability     
Creative skill     
5. Assessment methods
and instruments –
describe how and when
they will be applied
This entire module will be implemented in the usual circumstances of the
practices belong to the internal assessment of venture. This will involve all the
possible steps that can be taken to approach the operation of company in the
best way possible.
13
? Foundation skills (FS) must be listed and must be assessed if not already implicitly assessed by the associated performance
criteria (PC).

6. Applicable
industry or workplace
standards or
requirements
The industry requirement allow the management to grab all different skill and
abilities to support the business venture for supporting the overall growth and
development of venture. This support the venture to improve the culture of
work place and make it more favourable for the business venture.
7. Relevant assessment
conditions (from unit)
The assessment is condition to explore all different areas that would allow the
venture to explore all different aspects. The assessment will include all the key
areas that would empower the business venture to improve the organisation
culture.
8. Reasonable
adjustments
There are certainty reasonable adjustment in the policy making, strategic
implementation and such like aspect has been made. This would allow the
venture to support the organisation towards the right strategic direction.
9. Contextualisation
guidelines provided by
the training package
author.14
If no specific
contextualisation
guidelines are provided
by the training package
author, review the
assessment conditions
and, in particular, the
assessment resources
needed for the unit, and
describe how these can
be applied from a
contextualisation
perspective.
The contextual situation allow the venture to implement all the various
strategic areas that can incorporate on the basis of the situation of the business
venture. Further the changes would only be made on the basis of need and
requirements of the business venture.
10. Recognition of prior learning (RPL): What modifications to the tools
(if any) are necessary for the following recognition scenarios. Will the
assessment tool be modified or adapted for RCC / RPL candidates? If
so, how?
The prior learning will incorporate on the basis
of the need and requirement of the business
venture. This would allow the venture to support
all the different strategic areas associated with
the venture.
14
? Refer to the companion volume / implementation guides linked from each unit of competency at traininhg.gov.au.

10A. Candidates who
claim to have already
completed this unit at
another RTO
There are certain candidates that are already claim to complete the whole unit.
RTO would further involve to conduct all the actions that would support the
venture to ensure the change management process of the venture.
10B. Candidates who
claim to possess all
competencies within the
unit of competency but
have not completed this
unit at another RTO.
All those candidate that possess competencies but have not completed the unit
at RTO would have to make necessary changes to comply all the need.
11. Resources for
Assessor15
Resources like stationary, paper, information technology tool such are
collected in this.
12. Resources for
Candidates
13. Location Workplace Classroom Simulated work place
Other – specify:
14. Timing – when is
this assessment to
occur?
15. Process for gaining
stakeholder review,
evaluation and approval
The entire work will be assessed to understand all the required modification.
This will include all the aspect to support the best suitable operational
direction.
16. Author name
17. Author date
15
? At minimum, include all associated instruments, resources required in the Assessment Conditions for the unit, and any other
assessment resources needed to administer the assessment.

1.3.2 Unit 3 – Observation instrument
Note: This instrument must be consistent with the assessment plan that you created in section
Unit 3 – Assessment plan. Ensure that the content of this instrument matches its associated
plan and ensure that the candidate task instructions are sufficiently detailed. Refer to the
learner’s guide and webinars for examples of completed instruments.
1. Assessment name
2. Unit of competency Read and respond to simple informal workplace text
3. Assessment context The concept of this assessment is to project ways to assess the workplace
text.
4. Candidate name
5. Date of assessment
6. Instructions to assessor The assessor will direct about all the possible steps to deliver the
modification in the work place text.
7. Instructions to candidate
Candidate must overlook at the possible areas of learning and will try to
identify all the changes that are clearly require to deliver the whole
practice.

8. Evidence required and
decision-making rules
The decision-making will be addressed with the use of proper evaluation
of all the modification requirement.
9. Assessment observations
Unit references
(e.g., PC1.1, KE2, etc.)
Assessment checklist task
(Did the candidate…) Observations / comments Result
(S/NS)
Decision making process Highly require
Role of decision-making process Important
Approaches taken to take decisions Important
Measurement of decision-making Important
Resource analysis in decision-making Important
Employee involvement in decision-making process Important
Conceptual basis of decision-making Important
Innovation in decision-making Important
Evaluation of workplace decision Important
Key performance indicator of change management Important
Leadership aspect of decision-making Important
Research and its significance while taking decisions Important
Employee engagement in decision-making Important
Skills require in decision-making Important
Approaches for decision-making Important
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No
12. Resubmission notes

13. Feedback to candidate
14. Assessor name
15. Assessor signature
16. Candidate signature

1.3.3 Unit 3 – Questioning instrument
Note: The content of this instrument must be consistent with the assessment plan that you
created in section Unit 3 – Assessment plan.
1. Assessment Name
2. Unit of Competency Read and respond to simple informal text
3. Assessment Context The context of this assessment is to understand suitable way to respond
against decision-making
4. Candidate Name
5. Date of Assessment
6. Instructions to assessor
The assessor will cover all areas and topic associated with this study. The
assessor will maintain the proper ethics during the completion of this
course.
7. Instructions to candidate
Candidate will write all notes needed to complete this assessment. The
candidate will get the proper opportunity to solve all the doubts and
issues.

8. Evidence required and
decision-making rules
Evidence like of books, journal, article and such like of evidences will be
needed.
9. Assessment questions
Unit references
(e.g., PC1.1, KE2, etc.) Question
Answer
(Insert model answers / assessor guidance
in this version)
Results
(S/NS)
Decision-making is important in
organisation?
Yes it is extremely
important.
What tools are suitable for decision-
making process?
Plenty of tools like
research, coordination
and such like of tools.
Is decision-making process move forward
to the business objectives? Yes
Coordination required to implement
decisions? Yes
Resource management is also essential
under decision-making process? Yes
What ways to respond to the change?
Involving employee and
other suitable stakeholder
while respond to change.
Growth and decision-making are both the
factors connected? Yes
Evaluation is need to implement the
decisions? Yes
Ways to monitor the performance of
decision?
Assess the decision-
making ability. Further
the way is to set the KPI.
Is the decision-making support the
growth of company? Yes
Leadership is important in decision-
making journey? Yes
External factors are also attached with the
decision-making? Yes
Are internal decisions and external
decisions carry any difference? Yes
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No

12. Resubmission notes
13. Feedback to candidate
14. Assessor name
15. Assessor signature
16. Candidate signature

1.3.4 Unit 3 – Generic instrument
Note: This optional instrument must be consistent with the assessment plan that you created
in section Unit 3 – Assessment plan.
Instrument type PROD: Production of an Item PORT: Portfolio of Documents THRD: Third-party
observation
1. Assessment name
2. Unit of competency Read and respond to short and simple workplace information.
3. Assessment context
4. Candidate name
5. Date of assessment
6. Instructions to assessor
Assessor would cover all areas possibly attached with this topic area.
The assessor will cover all the necessary topic to provide a clear
understanding about the entire topic.
7. Instructions to
candidate / third party
Candidate will possible take the lectures seriously. Further the
candidate get to raise all the doubts and issues in the module.

8. Evidence required and
decision-making rules
The decision making will be undertaken to support the outcome of
this module. Evidence like books, journal, academic article and such
like are needed.
9. Detailed instructions / assessment
items
Unit references
(e.g., PC1.1, KE2, etc.) Assessment checklist task Observations / comments Result
(S/NS)
Aspect of informal text Important
Formal text Important
Differentiation area of texts Important
Reading of informal text Important
Responding to text Important
Segregation of formal and informal text Important
Principles of informal text Important
Fundamental of informal text Important
Critical aspect of informal text Important
Success measure Important
Cultural requirement in informal text Important
Formation of the informal text Important
Aspects to segregate formal and informal text Important
10. Assessment result Satisfactory Not Satisfactory
11. Resubmission required? Yes No
12. Resubmission notes

13. Feedback to candidate
14. Assessor name
15. Assessor signature
16. Candidate signature
1.4