CHC50113 Leadership and Service Management Assessment Workbook

This document is an assessment workbook for the CHC50113 Diploma in Early Childhood Education and Care, specifically focusing on the subject of Leadership and Service Management. It includes instructions, details on competency-based assessment, principles of assessment, dimensions of competency, and guidelines on reasonable adjustment, cheating, and plagiarism. The workbook outlines the units of competency, including CHCECE019, CHCECE025, and CHCMGT003, and provides context, assessment methods, and resources required. It also details presentation guidelines, a knowledge assessment, case studies, and a workbook checklist. The assessment aims to evaluate the student's understanding of workplace effectiveness and leadership principles within the early childhood education and care context. The assessment uses short-answer questions and case studies to evaluate the student's understanding of the course material.

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CHC50113
Diploma in Early Childhood
Education & Care
Subject 8 Leadership and Service
Management
Assessment Workbook

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Version control & document history
Summary of modifications made Versio
n
Version 1 final produced following
assessment validation. 1.0
Changes made throughout document 2.0
Version 3.0 produced following second
assessment validation 3.0
Version 4.0 produced following updates to
the required units of competency for the
course
4.0
Updated for National Quality Standard
changes
4.1
Updated question 8-c. 4.2
Code of Ethics was replaced with its current
version and Question 6 was
rephrased.
4.3
 Removed the Sparkling Stars templates
and 4.4
forms links and transferred the materials
in the Assessment Files folder
 Changed instructions to accommodate
the
changes

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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
in Acrobat, clicking on a heading will transfer you to that page. If you
have this document open in Word, you will need to hold down the Control
key while clicking for this to work.
INSTRUCTIONS.........................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT.......................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING
....................................................................................................................
5
The Principles of Assessment...................................................................5
THE DIMENSIONS OF COMPETENCY.....................................................6
REASONABLE ADJUSTMENT....................................................................7
CHEATING AND PLAGIARISM.................................................................8
What is Cheating?....................................................................................8
What is Plagiarism?.................................................................................8
How do I avoid Plagiarism or Cheating?.................................................8
THE UNIT OF COMPETENCY....................................................................9
CHCECE019 Facilitate compliance in an education and care service....9
CHCECE025 Embed sustainable practices in service operations..........11
CHCMGT003 Lead the work team.........................................................13
CONTEXT FOR ASSESSMENT.................................................................15
ASSESSMENT METHODS.......................................................................15
RESOURCES REQUIRED FOR ASSESSMENT..........................................15
PRESENTATION.......................................................................................16
Things to Consider:................................................................................16
If submitting your assessments please ensure that...............................16
Answering the Questions:.......................................................................16
ASSESSMENT WORKBOOK COVERSHEET...........................................17
KNOWLEDGE ASSESSMENT..................................................................19
CASE STUDIES.......................................................................................30
WORKBOOK CHECKLIST.......................................................................45
FEEDBACK...............................................................................................45

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INSTRUCTIONS
Some questions cover underpinning knowledge of workplace
effectiveness content and concepts. These questions are all in a short
answer format. The longer questions requiring the application of
concepts are covered in the other assessments. You must answer all
questions using your own words. However you may reference your
learner guide, and other online or hard copy resources to complete this
assessment.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these
exist. Where such competencies do not exist, the outcomes are
based upon those identified in a training needs analysis.

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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The Principles of Assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge
and skills with their practical application.
o Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
o Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING

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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear
to all learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the
unit of competency. This evidence should match or at least
reflect the type of performance that is to be assessed,
whether it covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all
aspects of the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether
the evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills

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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the
training package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and
during the course
 monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out
daily activities’ (World Wide Web Consortium - W3C). It includes screen
readers, magnifiers, voice recognition software, alternative keyboards,
devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed by
the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method. The
method of assessment used by any reasonable adjustment must still meet the

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competency requirements.

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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment, means to
dishonestly present an assessment task or assessment activity as
genuinely representing your own understanding of and/or ability in the
subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have that persons
consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper acknowledgement
There are other forms of cheating not contained in this list. These are
merely given as some examples. If you are unsure about whether any
particular behaviour would constitute plagiarism or cheating, please
check with your trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person
or organisation’s ideas or expressions as your own. This includes,
however is not limited to: copying written works such as books or
journals, data or images, tables, diagrams, designs, plans, photographs,
film, music, formulae, web sites and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of
plagiarism or cheating:
 Always reference other people’s work. You may quote from
someone else's work (for example from websites, textbooks,
journals or other published materials) but you must always indicate
the author and source of the material.
 Always reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your
assignment.
 You must not copy someone else's work and present it as your own.
 You must not falsify assessment evidence.

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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
o specifying the required level of performance
2. the evidence guide
o Describing the underpinning knowledge and skills that must
be demonstrated to determine competence. It provides
essential advice for assessment of the unit of competency in
the form of:
 critical aspects of evidence
 the essential skills
 the essential knowledge
For the purpose of delivering the Qualification CHC50113 Diploma in
Early Childhood Education and Care clustered assessment of units of
competency will occur.
When assessing each unit it is important to understand how they are
structured in order to meet assessment requirements.
An outline of the units of competency is included below. Please note that
some skills that are not able to be observed in the workplace during
Vocational Placement will be assessed utilising Case Studies and/or
projects.
CHCECE019 Facilitate compliance in an education and care service
This unit describes the skills and knowledge required to facilitate
legislative, regulatory and National Quality Framework compliance
within an education and care service.
This unit applies to educators working in a range of education and
care services. Elements
1. Interpret the National Quality Framework
2. Facilitate an organisation self- assessment
3. Facilitate the development of a quality improvement plan
4. Coordinate the service for a site visit
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Reading – in order to analyse and apply applicable legislative and

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regulatory requirements, including the National Quality Standards,
relevant to the service.
The remaining foundation skills essential to performance are explicit
in the performance criteria of this unit.

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Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks at least once:
 checked and maintained compliance in an education and care
service, including:
o interpreting and applying the requirements outlined in the
National Quality Framework in at least one education and
care service
o facilitating a self-assessment process in at least one
education and care service
 developed at least one quality improvement plan, including:
o documenting and checking information for accuracy and completeness
o consulting with at least one other educator or service
coordinator to review the plan
o performed the activities outlined in the performance criteria
of this unit during a period of at least 120 hours of work in at
least one regulated education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
this unit, manage the task and manage contingencies in the context of
the identified work role.
These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to interpret the relevance of framework and standards
documents in guiding work in this unit of competency
 other legislation, standards and regulations relevant to the children’s
services industry
 processes for engaging stakeholders in the planning and
consultation stages of quality assurance
 support systems, including government and non-government
consultants, resources and personnel
 best-practice principles and emerging trends in service delivery area.
Assessment Conditions