BSBINN601: Lead and Manage Organisational Change - Learner Workbook

This learner workbook is designed for BSBINN601: Lead and Manage Organisational Change. It includes instructions, assessment requirements, and activities for learners to complete.

BSBINN601
Lead and manage organisational
change
Learner Workbook

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Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – BSBINN601: Lead and manage organisational change............................................7
Observation/Demonstration............................................................................................................8
Third Party Guide.............................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities.........................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 1D...................................................................................................................................16
Activity 1D checklist – for assessor..............................................................................................17
Activity 1E....................................................................................................................................18
Activity 1E checklist – for assessor...............................................................................................19
Activity 2A....................................................................................................................................20
Activity 2A checklist – for assessor..............................................................................................21
Activity 2B....................................................................................................................................22
Activity 2B checklist – for assessor..............................................................................................23
Activity 2C....................................................................................................................................24
Activity 2C checklist – for assessor..............................................................................................25
Activity 2D...................................................................................................................................26
Activity 2D checklist – for assessor..............................................................................................27
Activity 2E....................................................................................................................................28
Activity 2E checklist – for assessor...............................................................................................29
Activity 3A....................................................................................................................................30

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Activity 3A checklist – for assessor..............................................................................................31
Activity 3B....................................................................................................................................32
Activity 3B checklist – for assessor..............................................................................................33
Activity 3C....................................................................................................................................34
Activity 3C checklist – for assessor..............................................................................................35
Activity 3D...................................................................................................................................36
Activity 3D checklist – for assessor..............................................................................................37
Activity 3E....................................................................................................................................38
Activity 3E checklist – for assessor...............................................................................................39
Activity 3F....................................................................................................................................40
Activity 3F checklist – for assessor...............................................................................................41
Activity 3G...................................................................................................................................42
Activity 3G checklist – for assessor..............................................................................................43
Summative Assessments................................................................................................................44
Section A: Skills Activity...............................................................................................................45
Summative Assessments: Section A checklist..............................................................................47
Section B: Knowledge Activity (Q & A).........................................................................................48
Summative Assessments: Section B checklist..............................................................................49
Section C: Performance Activity...................................................................................................50
Summative Assessments: Section C checklist..............................................................................51
Workplace Documentation – for learner........................................................................................52
Workplace documents checklist..................................................................................................52
Supplementary Oral Questions (optional) – for assessor................................................................53
Competency record to be completed by assessor...........................................................................56

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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.

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If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.

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Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately .

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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

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Candidate Details
Assessment – BSBINN601: Lead and manage organisational change
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBINN601: Lead and manage organisational change
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
Activity 1A
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify strategic change needs
through an analysis of organisational objectives.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Why is it important to analyse an organisation’s objectives when
identifying change requirements or opportunities?
It is important to identify the change requirements after effective
evaluation of the organization’s objectives in order to make sure that the
effectiveness of the change is intact and along with that, it will make sure
that the operations of the organization is not affected with the change (Carter
et al. 2013).
2. Give three examples of the types of strategic change that may be required
as a result of an analysis of organisational objectives.
As the evaluation organizational objectives has the potential to
express regarding the expected operational activities, the strategic
changes that can be applied, can be regarding the expansion of the
business, the application of a different pricing policy and the changes in
the customer segmentation.
References:
Carter, M. Z., Armenakis, A. A., Feild, H. S., & Mossholder, K. W. (2013).
Transformational leadership, relationship quality, and employee
performance during continuous incremental organizational change.
Journal of Organizational Behavior, 34(7), 942-958.

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Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Activity 1B
Estimated Time 10 Minutes
Objective To provide you with an opportunity to review existing policies and practices
against strategic objectives to identify where changes are required.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Why should existing policies and practices be reviewed against strategic
objectives?
The review of the existing policies and the practices against the strategic
objectives is much needed to evaluate the relevancy of the policies and
the practices that are applied with a precise focus on the strategic
objectives of the organization. This enables the policy makers to have an
idea of the necessary adjustments that are required for the achievement
strategic objectives (Punt et al., 2016).
2. Imagine that an organisation has a new strategic objective concerning the
introduction of new technology throughout the business which will affect
all employees. Which types of policies and practices may need to be
reviewed in the light of this objective?
The practices and the policies of the organization regarding the
conduction of the training and the developmental activities for the
effective management of the developmental needs of the employees with
a precise focus on the incorporation of the technology in the business
operations of the employees, is in need to be reviewed.
References:
Punt, A. E., Butterworth, D. S., de Moor, C. L., De Oliveira, J. A., & Haddon, M.
(2016). Management strategy evaluation: best practices. Fish and Fisheries,
17(2), 303-334.

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Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Activity 1C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to monitor the external environment to
identify events or trends that impact on the achievement of organisational
objectives.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Give six examples of the types of external trends or events that may
impact the achievement of an organisation’s objectives.
The external trends that have the potential to impact the
achievement of the organizational objectives are the economic condition
of the market, the political impact on the market, the cultural preferences
of the society, the ease in incorporating the technology, the
environmental concerns associated with the products and services of the
organization along with the nature of consumption of the products and
the services that the organization designs (Hoque, 2014).
2. Using the PESTLE analysis tool, identify three current factors in each
category which affect (or may potentially affect) your industry sector.
PESTEL Analysis:
Political:
The political influence on the labour unions, on the management of the
organizations and the products and services that the organizations
manufacture.
Economic:
The market consumption of the products that the organizations offer to
the customers, the inflation rate of the industry and the GDP of the
industry (Gurr, 2013).
Social:
The preferences of the customers regarding the products, the generation
of the employment and the social development with the business
conduction of the organizations participating in the industry.
Technology:
Incorporation of the modern technology in the management of the
customers, in the design of the products and in the marketing of the
products.
Legal:
The wage and work time characteristics, equal opportunity and
protection from all sorts of discrimination.
Environmental:
Ethical sourcing of the products, promoting environmental sustainability
and use of renewable sources of energy.
References:
Gurr, T. R. (2013). Economic factors. In The roots of terrorism (pp. 97-

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114). Routledge.
Hoque, Z. (2014). 20 years of studies on the balanced scorecard: trends,
accomplishments, gaps and opportunities for future research. The
British accounting review, 46(1), 33-59.
Activity 1C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name

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Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify major operational change
requirements due to performance gaps, business opportunities or threats, or
management decisions.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

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1. Give 3 examples of each of the following factors which may result in
change in an organisation:
Low customer Satisfaction:
Reduction in the purchases.
Low quality ratings from the customers.
Decrease in the word of mouth marketing.
Business conduction in the same business park:
Decrease in the profit.
Low bargaining power of the company.
Lack of customer penetration.
Same Targeted customers:
Loss in the market share.
Decrease in the profit of the company.
Absence of effective and unique marketing strategies.
2. Imagine that a graphic design company has found that they are only
delivering 70% of customer projects on time, that customer satisfaction is
low and that a competitor has started trading on the same business park,
targeting the same customer base. What changes might arise from this set
of circumstances?
Under the described situation, the organization will be in need to include
the sense of urgency amongst the project groups so that they be able to
increase their efficiency and at the same time, the organization needs to
come up with better customer management policies.

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Activity 1D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s Not yet satisfactory Satisfactory

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performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1E
Estimated Time 1 Hour
Objective To provide you with an opportunity to review and prioritise change
requirements or opportunities with relevant managers; and to consult
stakeholders, specialists and experts to assist in the identification of major
change requirements and opportunities.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Why is it important to review and prioritise change requirements or
opportunities with relevant managers and specialists?
The importance of reviewing and prioritising the change requirements
with the relevant managers and specialists is significant as it enables the
organizations to achieve the required amount of feasibility in the
identification of the change requirements nad the opportunities.
2. Group and case study questions – to be conducted and assessed by the
trainer.
a) In groups of three/four, the learner should consult with the group:
Meet with a group of managers about proposed new changes in
manufacturing processes to improve productivity and reduce waste
for the supply of ready-made sandwiches. Draw up an agenda for a
meeting with this group and consult them about the proposed
changes and their priorities.
Meeting Agenda:
 Identification of the factors that are reducing the productivity.
 Selection of the suitable strategies for the mitigation of the
impact of the identified factors.
 Identification of the techniques for the effective reduction in

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the waste in the supply of the readymade sandwiches.
b) Case study exercise – to be carried out in pairs, the learner should
brief:
Brief a contractor to support you in identifying opportunities for a
major change in your organisation/example organisation. What key
points would you wish to include in this conversation?
The points that I will include in the conversation will be the need of the
change in the organization so that the contractor be able to help me in
identifying the opportunities and the financial compensation that will be
provided to him or her for his or her efforts.
Activity 1E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)

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Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to undertake cost-benefit analysis for
high priority change requirements and opportunities.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Why is it important to undertake a cost-benefit analysis for high priority
change requirements and opportunities?
It is important to undertake the cost benefit analysis for the higher
priority change requirements as it enables the organization to be aware
of the feasibility that is associated with the implementation of the change
requirements (Nas, 2016). Apart from that, the organizations have the
idea of the benefits that they will, be able to achieve with a precise focus

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on the costing of the change.
2. Imagine the graphic design company has decided to invest $50,000 in new
equipment, staff training and consultancy support to streamline its work
flow. What are the potential tangible and intangible benefits to be
achieved from this investment?
The potential tangible benefits that the company will be able to achieve
are the improved infrastructure for the enhancement of the quality in the
performances of the employees.
The intangible benefits that the company will be achieve are the
improvement in the quality of the performances of the employees and the
increment in the customer satisfaction.
References:
Nas, T. F. (2016). Cost-benefit analysis: Theory and application. Lexington
Books.

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Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Activity 2B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to undertake risk analysis and apply
problem solving and innovation skills to identify barriers to change and agree
and record mitigation strategies.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. What is the purpose of a risk analysis when developing a change
management strategy?
The purpose of the risk analysis during the development of the change
strategy is to collect the information regarding the probable barriers and
the vulnerable areas in the implementation of the change strategy.
2. Imagine that the graphic design company is introducing new technology
and working practices. What barriers might be encountered?
The barriers that are expected to be faced in the introduction of the new
technology are the absence of the competency of the employees
regarding the application of the technology and the absence of the
knowledge of the customers regarding the usage of the products and the
services that are manufactured with the application of the technology.
3. What mitigation strategies could be implemented to avoid the barriers
identified in the previous question?
The mitigation strategy for the case will be the conduction of the training
and the developmental activities for the employees of the organization
and the effective communication regarding the usage of the products to
the customers (Alasadi & Askary, 2014).

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References:
Alasadi, R., & Askary, S. (2014). Employee involvement and the barriers
to organizational change. International Journal of Information,
Business and Management, 6(1), 29.
Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory

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If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2C
Estimated Time 10 Minutes
Objective To provide you with an opportunity to develop change management project
plan.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Why is it important to develop a change management project plan?
It is important to develop the change management project plan for the
formation of the strategies in accordance to the priority order to manage
the implementation if the change in an efficient manner.
2. What key information should be included in the change management
project plan?
The fundamental information that are required to be included in the
change management project plan are the modified operational activities
of the organizations, the overall costing associated with the
implementation of the activities, the overall benefits of the activities
along with the data regarding the performance rewards for the
employees who are able to perform in an efficient manner.

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Activity 2C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2D
Estimated Time 1 Hour
Objective To provide you with an opportunity to obtain approvals from relevant
authorities to confirm the change management process.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Why is it important to gain approval from relevant authorities for change
management processes?
It is important to gain approval from the relevant authorities regarding
the change management process as it makes sure that the each of the
parties associated with the change have the scope of assessing the
feasibility of the change process.
2. The following question is to be conducted and assessed by the trainer.
In pairs, the learner should carry out the following:
You are applying for access to a funding partner’s grant for businesses
such as yours/example business. You are seeking their approval for a
change programme in which you are requesting a $5,000 investment in
developing new procedures and staff training.

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Consult with and ask the funding partner for approval.
You may want to include the following points in your consultation:
 Review the funding partner’s criteria for awarding the grant
 Ask the funding partner for examples of the types of projects that
they have invested in before, and the types of projects which they will
support in the future
 Brief the funding provider on your proposal and how it satisfies their
criteria and benefits the business, staff and customers
 Share the change management strategy and project plan with them
 Sell the benefits of your change programme
 Seek information about any conditions that they might impose on the
funding and assure them of how these will be incorporated in your
plans.
The change programme has the potential to improve the quality in
the services of the employees along with the efficiency which has the
potential to increase the generation of profit for the organization.
With the increment in the generation of the profit, the organization
will be able to return a higher value to the investors. Apart from that,
the improvement of the quality will be significant in the increment of
the customer satisfaction and in the achievement of the customer
preferences.
Activity 2D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name

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Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2E
Estimated Time 25 Minutes
Objective To provide you with an opportunity to assign resources to the project and
agree reporting protocols with relevant managers.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

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1. What kind of resources might you allocate to a project?
The resources that are much required for a project are the requirement
for the personnel, financial supports and necessary equipment for the
implementation of the activities that are designed for the achievement of
the change.
2. Identify a current, small-scale work (or non-work-related) project that is
taking place in your organisation (or example organisation). Identify the
resources that would be required to successfully implement this project.
Our organization is facing a change which is digitalization of the record
keeping. Then objective of the change is to shift from the pen and paper
method of record keeping to the usage of the digitalized portals and the
project is to train the employees for the successful handling of the
digitalised portals. The resources that are required, are trainer, allocation
of the fund for the training activities and the computes with the internet
services.
3. For the project above, identify who needs to be updated as to the
progress of the project, how this is done and how frequently.
The progress of the project is in need to be reported to the human
resource manager of the organization, the operations manager of the
organization along with the departmental head. The communication
needs to be conducted in the form of business reports and after each
interval of 3 weeks.

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Activity 2E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

P a g e | 35
Learner’s signature
Assessor’s signature
Activity 3A
Estimated Time 40 Minutes
Objective To provide you with an opportunity to develop communication or education
plan, in consultation with relevant groups and individuals, to promote the
benefits of the change to the organisation and to minimise loss.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Develop a communication plan for your organisation, or an example
organisation, as part of implementing change strategy and consult with
two other members of your group, as acting stakeholders.
The communication plan will include various aspects such as the analysis
of the situation, definition of the objectives, selection of the relevant
stakeholder group responsible for the implementation of the change,
selection of the communication channels along with the establishment of
the timeframe (Nyongesa, 2013).
2. Think of a recent change that took place in your organisation or another
organisation that you know. What were the benefits of this change?
One recent change that took place in my organization is the usage of
the digitalised portals for the record keeping process. The benefits of the
mentioned change are the flexible and speedy exchange of the
information across all the groups of the stakeholders and the
shareholders of the organization. Adding to this, the desired increment in
the speed of the organizational decision making will be achieved in a
significant manner as a result of the change.
3. Thinking of the same change as in the previous question, what types of
loss were experienced by people affected by or involved in the change?
How could this be taken into account in the communication process?
The people that are affected by the change in the most significant manner
are the employees of the organization, responsible for the conduction of
the record keeping. The loss that are experienced by them are the loss
efforts, time and the reputational damage as a result of the faulty

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operations in managing the digitalization of the record keeping.
References:
Nyongesa, R. A. (2013). Challenges of strategy implementation at the
Kenya Police Service. Unpublished MBA Project, School of
Business, University of Nairobi.
Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)

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Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to arrange and manage activities to
deliver the communication or education plans to relevant groups and
individuals.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Imagine that you are planning a series of briefing sessions to brief the
staff about a forthcoming office move. What should your briefing cover?
The briefing cover will include the current condition of the organization,
the effective communication regarding the selected strategy from the

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part of the organization along with the operational activities and the time
span for the conduction of the activities (Christensen & Cornelissen,
2013).
2. What practical arrangements do you need to consider when arranging
and managing communication/training activities?
The practical arrangement that is much required for managing the
communication is the access to all the employees for sending the report
along with the information regarding the performances of the employees.
The requirements for arranging the training activities are the equipment
for the conduction of the training activities, the funding for the training
activities along with the allocation of the time and rewards for the better
performers (Jiang & Probst, 2014).
References:
Christensen, L. T., & Cornelissen, J. (2013). Bridging corporate and
organizational communication: Review, development and a look to the
future. In Organisationskommunikation und Public Relations (pp. 43-
72). Springer VS, Wiesbaden.
Jiang, L., & Probst, T. M. (2014). Organizational communication: A buffer in
times of job insecurity?. Economic and Industrial Democracy, 35(3),
557-579.

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Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

P a g e | 40
Learner’s signature
Assessor’s signature
Activity 3C
Estimated Time 40 Minutes
Objective To provide you with an opportunity to consult with relevant groups and
individuals for input into the change process.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Imagine that you are planning a consultation event in your own
organisation as part of a change program to introduce new equipment
(hardware or software).
How would you select members of the consultation group/s?
The selection of the members of the consultation group will be conducted
on the basis of the identification employees that are expected to be
affected with the change.
When, where and how will the consultation/s take place?
The consultation will be conducted in the form of the meeting and that
will take place inside the organization in between 12p.m. to 3 p.m.
What key questions will be asked as part of the consultation process?
The question that will be asked as a part of the consultation process is the
issues that the employees are expected to face with the introduction of
the new hardware or software equipment.
What will happen to the results/output from the consultation process?
The output of the consultation process is expected to eradicate all sorts of
confusion of the employees regarding the inclusion of the new hardware
or the software.
2. In groups of three or four, the learner should discuss how the changes
would affect their own organisations.
Individual 1: The change has the potential to improve the quality in the
products.
Individual 2: The improvement of the quality will increase the customer
satisfaction.
Individual 3: The increasing customer satisfaction will increase the
repetitive purchases from the part of the customers and that will certainly

P a g e | 41
increase the profit organization.
Activity 3C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)

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Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify and respond to barriers to the
change according to risk management plans.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
Imagine that you are managing the project which you considered in Activity
3C. What kind of barriers might you encounter and how might you respond to
them?
During the management of the inclusion of the hardware equipment, the
barriers that can be encountered are the lack of training amongst the
employees of the organization regarding the usage of the equipment along
with the absence of the appropriate knowledge of the employees regarding
the operation of the equipment. The effective management of the barriers
are in need to be achieved with the conduction of the training and the
developmental activities. The employees that will be able to perform well

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during the training and after the training will be recognised with both intrinsic
and extrinsic rewards (Muogbo, 2013).
References:
Muogbo, U. S. (2013). The impact of employee motivation on organisational
performance (a study of some selected firms in anambra state nigeria).
The international journal of engineering and science, 2(7), 70-80.
Activity 3D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name

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Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to action interventions and activities set
out in project plan according to project timetable.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):

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Choose three of the following possible interventions and actions which may
occur on a project plan. Thinking of the context of your own organisation,
describe how you would ensure the correct/appropriate implementation of
these actions:
 Action research
 Career planning
 Job redesign
 Sensitivity training
 Succession planning
 Surveys (with feedback)
 Team building
 Termination or redeployment
 Training
 Transition analysis.
The three chosen activities for the project plan will be the job redesign,
team building along with the training sessions. With the evaluation of the
change strategies nad the formation of the operational activities, the task
allocation or job redesigning will be conducted with a precise focus on the
expertise of the employees. On the other hand, the conduction of the
training will be significant in meeting the developmental needs of the
employees. The team building will be conducted with the identification of
the employees for the specified requirements, communicating them
regarding the plan of the project along with the operational activities and
by communicating them regarding the individual and the collective
benefits in completing the project (Dyer & Dyer, 2013).
References:
Dyer, W. G., & Dyer, J. H. (2013). Team building: Proven strategies for improving
team performance. John Wiley & Sons.

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Activity 3E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

P a g e | 47
Learner’s signature
Assessor’s signature
Activity 3F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to activate strategies for embedding the
change.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Why is it important to activate strategies for embedding the change?
The formation of the strategies is a much need aspect in the
implementation of the change as it ensures that the change agents are
strive towards an identified goal. Hence the conduction of the activities in
accordance to the strategies will ensure on time and efficient
achievement of the objectives of the change.
2. Imagine that you are managing a change programme to implement a
series of complex new procedures which are designed to reduce waste
and improve quality and efficiency. Which strategies might you use to
embed the change?
The strategies will include effective communication regarding operation
of the new complex procedures, the identification of the developmental
needs of the employees in applying the new procedures and the
production of the solution for them. Apart from that, the incorporation of
the techniques for the effective monitoring of the progress of the new
procedures in the effective management of the waste.

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Activity 3F checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:

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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3G
Estimated Time 40 Minutes
Objective To provide you with an opportunity to conduct regular evaluation and review
and modify project plan where appropriate to achieve change program
objectives.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
1. Why is it important to evaluate and review progress during a change
management programme?
It is important to review the progress of the change management
programme as that enables the organizations to have the idea of the
barriers that the change agents are expected to face in the
implementation of the change. It helps the organizations to solve the
barriers to make sure that the implementation of the change programme
and the operations of the change programme is not affected.
2. What methods can be used to evaluate and review progress of a change
programme?
One of the most fruitful method for reviewing the progress of the change
programme is the consultation with the change agents regarding the
progress of the implementation (Parker et al., 2013). At the same time,
the review of the change programme through the report based
evaluation can also be considered as one of the important techniques for
the evaluation of the progress of the change.
3. Group question – to be assessed by the trainer:

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Following on from Activity 3F, in a group of three, evaluate the change
programme that has been implemented for a series of complex new
procedures designed to reduce waste and improve quality and efficiency.
Include the methods you would use to review progress towards achieving
your objectives.
Individual 1:
Are the change agents able to understand the need of incorporating the
new procedures for the effective reduction in the waste to improve the
quality and the efficiency?
Individual 2:
Are the training and the developmental needs of the employees in
understanding the application and the operations of the new procedures,
met?
Individual 3:
Are the change agents of the programme capable of applying the
improvement that they achieved from the training?
Review of the Progress:
The review of the progress will be conducted by interviewing the
change agents regarding their performances and along with that, the
progress will be assessed by evaluating the information regarding the
training.
References:
Parker, D., Verlinden, A., Nussey, R., Ford, M., & Pathak, R. D. (2013). Critical
evaluation of project-based performance management: change
intervention integration. International Journal of Productivity and
Performance Management, 62(4), 407-419.

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Activity 3G checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

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Learner’s signature
Assessor’s signature

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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any
evidence of competency to this workbook.

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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
Reading
 Interprets detailed information that may deal with complex ideas related to issues both
within and outside the workplace context.
Writing
 Uses clear and precise language to develop information about objectives, requirements,
activities and recommendations
 Develops complex plans and strategies in appropriate format for the audience and purpose.
Oral Communication
 Discusses and seeks information using appropriate structure and language for the particular
audience
 Uses questioning and active listening to clarify or confirm understanding.
Numeracy
 Interprets, analyses and presents numeric/financial information in complex documents.
Navigate the world of work
 Takes a lead role in the development of organisational strategic goals and associated roles
and responsibilities.
Interact with others
 Uses a variety of communication tools and strategies to build and maintain effective working
relationships
 Uses inclusive and collaborative techniques to seek feedback, negotiate and consult with a
range of stakeholders.
Get the work done
 Plans, organises and implements activities required to achieve strategic priorities and
outcomes, including consulting with others and sequencing events to minimise uncertainty
for staff
 Uses problem-solving skills to identify and analyse issues or barriers, and develop responses
 Develops new and innovative ideas through exploration and lateral thinking.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Create a draft for a change development plan.
The learner must first research organisational objectives and existing policies.

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The learner must then identify and document any barriers to change they find within the
organisation, as well as any operational shortfalls they may find.
With this information the learner should then consult with relevant personnel in the
organisation, to gather and document their opinions. Setting up any meetings or interviews as
required. The end product of this undertaking should be a draft plan that can be presented
and explained to the senior management team or to the relevant stakeholders within the
learner’s organisation.

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Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Explain the change management process or cycle and strategies for communicating and
embedding change
 Explain how organisational behaviour and the external environment can impact on change
strategies
 Describe the components of a change management project plan
 List potential barriers to change and explain possible strategies to address barriers.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
All answers will vary depending on the learner and the organisation they work for, but the learner
should be able to answer each question competently.
1. List and describe the two main types of change.
2. What does a communication plan or strategy need to consider?
3. List the 7 items that an organisation can be affected by in the external environment.
4. List 5 core details that should be included in a project plan document.
5. Name the 4 key steps managers can take to respond to barriers to change.

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Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
Evidence of the ability to:
 Analyse and interpret information about the organisation’s internal and external
environment and consult with stakeholders to identify requirements and opportunities for
changes that support organisational objectives
 Prioritise opportunities for changes with input from managers
 Develop a change management project plan for the priority changes incorporating resource
requirements, risk management, and timelines
 Develop strategies to communicate or educate the changes and embed them
 Obtain approvals and agree reporting protocols with relevant managers and implement the
plan including addressing barriers to change
 Review and evaluate the change management project plan and modify as needed to achieve
objectives.
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for, but the
learner should be able to demonstrate their competency in the unit requirements.
1. Develop a change management project plan.
The learner must:
 Analyse and interpret information from their organisation’s internal environment
 Consult with relevant stakeholders
 Consider resources, risk management, and timelines
 Develop strategies to communicate the change
 Agree on strategies with relevant managers
 Review and evaluate the plan with relevant personnel.

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Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

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Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace
documents?
Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature

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Assessor’s signature
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

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Assessor judgement: Satisfactory Not Satisfactory

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Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

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Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove
their competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

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Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature