BSBMGT615: Contribute to Organisation Development Assessment Details

This document outlines the assessment criteria, performance evidence, and foundation skills required for the BSBMGT615 Contribute to Organisation Development unit. It details the elements for competency demonstration, including developing, implementing, and maintaining an organisation development plan. The document also covers the assessment tools used, such as learner workbook activities, observation checklists, major activities, skills and knowledge activities, case studies, and third-party checklists. Furthermore, it explains the roles of demonstrations and observations, and provides a checklist for assessing the learner's ability to develop an organisation development plan, implement activities, and maintain the program. The document also includes the foundation skills of learning, reading, writing, oral communication, numeracy, interacting with others, and getting work done. The document provides information on assessment conditions, and links to companion volumes. It provides an overview of the assessment tools and their use, including learner workbooks, observation/demonstration checklists, major and skills and knowledge activities, third party reports and case studies. The document also provides an observation/demonstration checklist.

Teacher Remarks:
BSBMGT615
Contribute to
Organisation
Development
Learner Workbook

1. Assessment criteria for BSBMGT615
2. Contribute to organisation development
In this document, you will find the foundation of what is required to become
competent in this unit. For further information on each element, you can refer to the
Assessment Matrix. Included in this document are the elements for the unit,
foundation skills, assessment requirements as well as an assessment tool definition
list and the crucial observation and third party check lists. As well as all of the areas
covered here, each student must also complete all workbook activities, case studies
and major activities, where stated, to become competent within this unit.
NOTE – Re-assessment:
Students will have amaximum of two (2) reassessments attempts if competency is
not achieved in the first instance.
The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the
completion of the unit of competency when all components or parts of the
assessment are graded as ‘S’ for Satisfactory. Unsatisfactory results are marked as
NS.
Elements for Competency Demonstration
Elements for Competency Assessment:
1. Develop organisation development plan
2. Implement organisation development activities
3. Maintain organisation development program
Performance Evidence:
Evidence of the ability to:
Analyse information and data about the organisation and develop an organisation
development plan including:
agreed objectives
change management and communications strategies
identified roles
Implement the development plan including:
developing the team
managing conflict
solving problems
Evaluate the development plan and make adjustments as appropriate

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Foundation Skills:
Learning
Participates in team development and training activities to develop skills and
knowledge
Reading
Evaluates and integrates facts and ideas while reviewing and interpreting
organisational development processes
Writing
Evaluates and integrates facts and ideas while reviewing and interpreting
organisational development processes
Oral Communication
Applies appropriate strategies to extract main ideas from oral texts across a range of
contexts in an effort to improve organisational development
Numeracy
Selects and interprets a range of mathematical information to analyse performance,
determine objectives and calculate cost-benefits of organisational development
Interact with others
Recognises the importance of taking audience, purpose and contextual factors into
account when making decisions about what to communicate, with whom, why and
how
Recognises the importance of supportive interaction and building rapport in order to
establish positive and effective working relationships
Collaborates with others to achieve joint outcomes, playing an active role in
encouraging innovation and facilitating effective group interaction, influencing
direction and taking a leadership role
Manages conflict in the workplace through the recognition of contributing factors and
by implementing resolution strategies
Get the work done
Develops flexible plans for complex, high impact activities with strategic implications
that involve multiple stakeholders with potentially competing demands
Systematically gathers and analyses all relevant information and evaluates options
to make decisions about organisational development
Considers whether others should be involved in decision making and, if so, uses
collaborative processes
Uses analytical and lateral thinking to review current practices and develop new
ideas
Actively identifies systems, devices and applications with potential to meet current
and or future needs with the help of specialists
Knowledge Evidence:

To complete the unit requirements safely and effectively, the individual must:
Explain how to maximise participation in and support for organisation development
including strategies or techniques for:
change management
consultation
evaluating the process and outcomes
generating ideas and options
managing conflict and resolving problems
Outline theories of organisational behaviour and dynamics relevant to planning and
implementing organisational development
Explain the impact of legislation on organisational development and change
List aspects of organisation culture that can affect organisation development and
explain how to address them in planning and implementation
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered
demonstrates consistent performance of typical activities experienced in the
management and leadership field of work and include access to:
Relevant legislation and regulation
Workplace documentation and resources
Case studies and, where possible, real situations
Interaction with others
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website:
http://www.ibsa.org.au/companion_volumes -
http://www.ibsa.org.au/companion_volumes
Any observations and practical assessments must be recorded in the observation
checklist. All practical tasks should be demonstrated during the length of the course.
As the instructor, you must maintain a record demonstrating the date of the practical
activities and any comments relevant to the performance of each student. Where a
student is not able to demonstrate competence in a practical observation activity,
further questioning should be put in its place.
As the instructor, you could be assessing the student’s literacy, numeracy and
language skills, as well as the content and context of his/her answers.

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In some cases, you will have to adjust and amend the assessment tools, using
different and varied methods (such as oral assessment), to allow students to be
assessed according to their needs and abilities.

Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Workbook Activities
(Entire completion is required)
Each student should be given a Learner Workbook
which will hold a number of activities, both formative
and summative, that all need to be completed in
conjunction with the appropriate sessions. The
PowerPoint, Learner Guide and instructor should
provide further information to help with the activities.
Observation/Demonstration
(To be completed for each numbered
point as stated on the checklist)
An observation should be completed for each of the
students by the instructor. If the tasks aren’t
everyday actions, a simulated environment is
acceptable, or a demonstration can be set up. An
observation checklist can be found at the end of this
document.
Major Activity
(Entire completion is required)
A Major Activity is a summative assessment and can
be found in the Learner Workbook, after all of the
activities are completed. This is an extended piece of
summative assessment which should take anywhere
between 1-2 hours and every student should
complete this work. It is a requirement for each unit
to check knowledge and understanding.
Skills and Knowledge Activity
(Entire completion is required)
A Skills and Knowledge Activity is a summative
assessment and is found before the Major Activity in
the Learner Workbook. This should take between 1-2
hours and every student should complete this work.
It is a requirement for each unit to check knowledge
and understanding of the foundation skills and
knowledge evidence.
Third Party
(To be completed for each numbered
point as stated on the checklist)
A Third Party checklist is very similar to an
Observation Checklist in its format, but it can be
completed by someone who works with the learner
and has witnessed them completing tasks which
coincide with the elements of the unit. The checklist
can be found at the end of this document.
Case Study
(Entire completion is required)
Not all units will have Case Studies but those that do
will be clearly stated within the PowerPoint and the
Learner Workbook. It will appear as any other
activity, but it will be named ‘Case Study’ and will
provide an example of a possible real life situation
for the learner to read, interpret and then answer
questions on.
Learner Guide
(To be used as an informational guide)
The Learner Guide links with the Learner Workbook
as it provides the information given during sessions
and more. It can help students to further their
knowledge and to also complete the activities.
Evidence Document
(Not a necessity for completion of unit
but can be used as an aid or to collect
further evidence)
The Evidence Document lists all of the Elements and
Performance Criteria with an area for written reports
etc, to add evidence to the student’s portfolio. It can
be used for any of the performance criteria,
especially those which may not have been covered
by any other assessment tool. The student can circle
a number of the criteria that they may feel they need
further evidence of or it can be used as a guide for
completing further Observations and Third Party
reports.

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Observation/Demonstration
Throughout this unit, the learner will be expected to show their competency of the
elements through observations or demonstrations. The observations and
demonstrations will be completed as well as the formative and summative
assessments found in the Learner Workbook. An explanation of demonstrations and
observations:
Demonstration is off-the-job
A demonstrationwill require:
Performing a skill or task that is asked of you
Undertakinga simulation exercise
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers
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. Each task must be observed. You will need to ensure
you provide the learner with the correct equipment and/or materials to complete the
task. You will also need to inform the learner of the time they have to complete the
task; this will once again vary, depending on the task.
Learner should be able to demonstrate they can:
Develop organisation development plan
Implement organisation development activities
Maintain organisation development program
Learners should also demonstrate the following skills:
Learning
Reading
Writing
Oral Communication
Numeracy
Interact with others
Get the work done

Observation/Demonstration Checklist
Unit of Competence
(Code and Title)
BSBMGT61
5 Contribute
to
Organizatio
n
Developme
nt
Demonstration Tasks Completed
Materials and Equipment Provided
Tasks to be observed, demonstrated
or simulated if appropriate
Yes No Comment

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1. Develop organisation development plan: Did
the learner demonstrate they could analyses
strategic plans to determine organisation
development needs and objectives?
2. Develop organisation development plan: Did
the learner demonstrate they could consult
with relevant groups and individuals to
profile the organization’s culture and
readiness for organizational development?
3. Develop organisation development plan: Did
the learner demonstrate they could
determine who will take key roles in the
organizational development process and
confirm their commitment?
4. Develop organisation development plan: Did
the learner demonstrate they couldcollect
and analyses data on areas of the business
experiencing problems or that need
realignment?
5. Develop organisation development plan: Did
the learner demonstrate they could
determine and agree on objectives and
strategies for organizational development?
6. Develop organisation development plan: Did
the learner demonstrate they could consider
change management techniques required to
achieve the workplace culture outcomes and
build them into the organisation
development plan?
7. Develop organisation development plan:Did
the learner demonstrate they could develop
communication/education plans to achieve
communication objectives in relation to the
desired work environment and desired
approach to problem-solving and
developmental activities?

8. Implement organisation development
activities: Did the learner demonstrate they
could identify and implement consultative
processes to maximize participation in the
organisation development process?
9. Implement organisation development
activities: Did the learner demonstrate they
could undertake team development and
training activities to develop collaborative
approaches to problem-solving and
development?
10. Implement organisation development
activities: Did the learner demonstrate they
couldfacilitate groups to articulate problems
and to propose means for resolving the
problems?
11. Implement organisation development
activities: Did the learner demonstrate they
could manage conflict between individuals
and/or groups to achieve consensus or
agreement?
12. Implement organisation development
activities: Did the learner demonstrate they
couldundertake interventions in accordance
with the organisation development plan?
13. Implement organisation development
activities: Did the learner demonstrate they
could brainstorm alternative proposals and
negotiate and agree on outcomes?
14. Maintain organisation development
program: Did the learner demonstrate they
could undertake surveys to identify any loss
of support for organizational development
programs and activities?
15. Maintain organisation development
program: Did the learner demonstrate they
could maintain regular team meetings and
individual feedback in accordance with
communication plan?
16. Maintain organisation development
program: Did the learner demonstrate they
could set out activities and interventions in
the organisation development plan and
maintain, evaluate and modify them as
required?

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17. Maintain organisation development
program: Did the learner demonstrate they
could ensure senior management reinforces
organisation development program by
ongoing messages of support and
appropriate resource allocation?
18. Maintain organisation development
program: Did the learner demonstrate they
could evaluate organisation development
plans in terms of costs and benefits, including
opportunity costs?
The candidate’s
performance was:
Not Satisfactory Satisfactory
Further Comments:

Support Questions for observation checklist
nit of Competence
(Code and Title)
Date of Assessment
Location
The candidate’s performance
was:
Not Satisfactory Satisfactory
Client Feedback
Candidate’s Signature
Assessor/Observer’s
Signature