BSB60215 Module 4: Organization Development Plan for Bounce Fitness

This assessment requires the student to develop an organization development plan and communication plan for Bounce Fitness, a simulated business. The project involves preparing a PowerPoint presentation for senior management, addressing consultation methods, team development strategies, and conflict resolution techniques. The student must demonstrate knowledge of factors influencing team development, OD program implementation steps, and intervention strategies. The assessment includes a presentation observation checklist and a marking rubric to evaluate visual appeal, comprehension, and presentation skills. The student is expected to utilize provided templates and resources, consult with the assessor, and ensure professional presentation with no errors. The project assesses the student's ability to contribute to organizational development, focusing on the practical application of skills and knowledge in a business context. The assignment also emphasizes the importance of maintaining regular team meetings and individual feedback to sustain the OD program.

Module 4 Week 7
Term and Year Term 3 2018
Assessment Type Observation/ demonstration - Presentation
Student Name:
Student ID No:
Qualification : BSB60215 Advanced Diploma of Business
Unit Code: BSBMGT615
Unit Title: Contribute to Organization Development
Assessor’s Name Dr Eugene Lim/ Andrey Loburets
Student Declaration: I declare that this work has been completed by me honestly and with integrity. I understand that the
Elite Education Vocation Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines
apply to these assessment tasks.
Student Name:
Student Signature: Date:
Assessment submission (new) requirements
Please save this file as PDF format (include your name to the filename) before uploading onto Moodle.
Assessment deadlines penalty
It is expected that unless a simple extension, special consideration or disability services adjustment has been granted,
candidates will submit all assessments for a unit of study on the specified due date. If the assessment is completed or
submitted within the period of extension, no academic penalty will be applied to that piece of assessment.
If an extension is either not sought, not granted or is granted but work is submitted after the extended due date, the late
submission of assessment will result in a late penalty fee. For further information, please refer to the Assessment Policy.
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only
achieve competence when all assessment components listed under procedures and specifications of the assessment
section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is
assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did
Not Submit (DNS) will be recorded.
Principles of Assessment
Based on Clauses 1.8 – 1.12 from the Australian Standards Quality Assurance’s (ASQA) Standards for Registered Training
Organizations (RTO) 2015, the learner would be assessed based on the following principles:
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Fairness - (1) the individual learner’s needs are considered in the assessment process, (2) where appropriate, reasonable
adjustments are applied by the RTO to take into account the individual leaner’s needs and, (3) the RTO informs
the leaner about the assessment process, and provides the learner with the opportunity to challenge the result
of the assessment and be reassessed if necessary.
Flexibility – assessment is flexible to the individual learner by; (1) reflecting the learner’s needs, (2) assessing competencies
held by the learner no matter how or where they have been acquired and, (3) the unit of competency and
associated assessment requirements, and the individual.
Validity – (1) requires that assessment against the unit/s of competency and the associated assessment requirements
covers the broad range of skills and knowledge, (2) assessment of knowledge and skills is integrated with their
practical application, (3) assessment to be based on evidence that demonstrates tat a leaner could
demonstrate these skills and knowledge in other similar situations and, (4) judgement of competence is based
on evidence of learner performance that is aligned to the unit/s of competency and associated assessment
requirements.
Reliability – evidence presented for assessment is consistently interpreted and assessment results are comparable
irrespective of the assessor conducting the assessment
Rules of Evidence
Validity – the assessor is assured that the learner has the skills, knowledge and attributes, as described in the module
of unit of competency and associated assessment requirements.
Sufficiency – the assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgement to be made of a learner’s competency.
Authenticity – the assessor is assured that the evidence presented for assessment is the learner’s own work. This would
mean that any form of plagiarism or copying of other’s work may not be permitted and would be deemed
strictly as a ‘Not Yet Competent’ grading.
Currency – the assessor is assured that the assessment evidence demonstrates current competency. This requires the
assessment evidence to be from the present or the very recent past.
Resources required for this Assessment
 All documents must be created using Microsoft Office suites i.e., MS Word, Excel, PowerPoint
 Upon completion, submit the assessment via the student learning management system to your trainer along with the
completed assessment coversheet.
 Refer the notes on eLearning to answer the tasks
 Any additional material will be provided by Trainer
Instructions for Students
Please read the following instructions carefully
 This assessment is to be completed according to the instructions given by your assessor.
 Students are allowed to take this assessment home.
 Feedback on each task will be provided to enable you to determine how your work could be improved. You will be
provided with feedback on your work within 2 weeks of the assessment due date.
 Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge.
You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit
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of competency.
 If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
 Please refer to the College re-assessment and re-enrolment policy for more information.
 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.
 Students will be able to have their previous experience or expertise recognised on request.
 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.
Procedures and Specifications of the Assessment
Read all materials required for this assessment task: this procedure, the Bounce Fitness Simulated Business and
information supplied in this case study. Write summary of the current status of Bounce fitness.
You will be required to demonstrate the skills and knowledge required to prepare an organizational development plan and
communication plan (use the templates provided) relating to a development in the organization. This assessment consists
of 3 parts:
1. Develop organizational development plan
2. Implement organization development activities
3. Maintain organization development program
In developing your plans, ensure they are laid out in the style demonstrated by the appropriate template document available
from the Bounce Fitness Simulated Business and that you access all appropriate report writing format from the simulated
business to assist in the development of your plans.
You must consult with and gain approval from your assessor prior to preparing your plans and ensure that your final plans
are professionally presented and contain no spelling or grammatical errors.
Note: Your assessor will complete the following table as they assess your plans, therefore ensure you meet each
requirement in the table and utilize it as a guide in the development of your plans.
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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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Assessment Week 7
Demonstration/ observation checklist
Candidate’s name
Assessor’s name Dr Eugene Lim/ Andrew Loburets
Work activity Presentation – proposal and obtain support with appropriate resource allocation by senior
management
Date
1. Complete the following questions individually by providing your answers which relates to Assessment
Week 5 Q8 in a PowerPoint format (paste PPT slides in the empty cells below as seen in the sample below)
and deliver a 10-minute presentation to senior management (Your trainer would undertake this role) of
Bounce Fitness on the following:
a. Cover page
(company
name, topic of
presentation,
name of
presenter)
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b. What
consultation
methods and
processes
would you
propose in
the
organisation
development
program for
Bounce
Fitness?
(Consultation
events, team
meetings,
interviews/
discussions,
questionnaires,
voting, etc.)
c. Choose one
consultation
method and
provide a
brief
justification
for it
2. Building on your answers to Q1, you are of the opinion that Bounce Fitness should consider a group
session (team development) to be scheduled next month as a means to foster collaborative approaches
to problems solving by providing a brief justification in PowerPoint format on the following:
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a. What factors
should
Bounce
Fitness
consider if it
needs to
adopt team
development
activities to
develop
collaborative
approaches
to problem-
solving and
development
?
b. Research
(using relevant
electronic
source of
knowledge/
information)
and briefly
state what
key steps
might you
take if
Bounce
Fitness would
like to
implement an
OD program
to develop
the skills in a
team? (list
source/s of
information)
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c. Format and
duration of
the session,
including how
you intend to
allow
everyone to
make an input
d. Identify four
steps that can
be taken to
deal with
conflict if it
occurs during
the group
session.
(Manage
interruptions, work
in small groups,
group vote,
emphasise points
of agreement,
etc.)
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e. Identify one
intervention
that may form
part of an
organisation
development
plan. (action
research,
brainstorming,
career planning,
inter-group team
building, job
design, quality
circles, re-
engineer,
sensitivity training,
succession
planning, team
building, training)
f. In what
circumstance
s might it be
necessary to
brainstorm
alternative
proposals?
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g. How can the
use of
surveys
maintain
support for
the OD
program and
activities?
h. Why is it
important to
maintain
regular team
meetings and
individual
feedback to
maintain the
OD program?
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i. References
 Question 3 is located the page after the Presentation Observation/ Demonstration Marking Rubric.
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Criterion
Presentation Observation/ Demonstration Marking Rubric (for trainer use)
4 3 2 1 Mark
Visual Appeal
There are no errors in spelling,
grammar and punctuation.
Information is clear and concise
on each slide.
Visually appealing/engaging.
There are some errors in spelling,
grammar and punctuation. Too
much information on two or more
slides.
Significant visual appeal.
There are many errors in spelling,
grammar and punctuation. Too
much information was contained
on many slides.
Minimal effort made to make
slides appealing or too much
going on.
There are many errors in spelling,
grammar and punctuation. The
slides were difficult to read and
too much information had been
copied onto them.
No visual appeal.
Comprehension
Extensive knowledge of topic.
Members showed complete
understanding of assignment.
Accurately answered all
questions posed.
Most showed a good
understanding of topic.
All members able to answer most
of audience questions.
Few members showed good
understanding of some parts of
topic.
Only some members accurately
answered questions.
Presenters didn’t understand
topic.
Majority of questions answered
by only one member or majority
of information incorrect.
Presentation
Skills
Regular/constant eye contact,
The audience was engaged, and
presenters held the audience’s
attention.
Appropriate speaking volume &
body language.
Most members spoke to majority
of audience; steady eye contact.
The audience was engaged by
the presentation.
Majority of presenters spoke at a
suitable volume.
Some fidgeting by member(s).
Members focused on only part of
audience.
Sporadic eye contact by more
than one presenter.
The audience was distracted.
Speakers could be heard by only
half of the audience. Body
language was distracting.
Minimal eye contact by more than
one member focusing on small
part of audience. The audience
was not engaged.
Majority of presenters spoke too
quickly or quietly making it difficult
to understand.
Inappropriate/disinterested body
language.
Content
The presentation was a concise
summary of the topic with all
questions answered.
Comprehensive and complete
coverage of information.
The presentation was a good
summary of the topic.
Most important information
covered; little irrelevant info.
The presentation was informative
but several elements went
unanswered.
Much of the information
irrelevant; coverage of some of
major points.
The presentation was a brief look
at the topic but many questions
were left unanswered.
Majority of information irrelevant
and significant points left out.
Total
Comments
Assessor’s name Dr Eugene Lim/ Andrew Loburets
Assessor’s signature
Date
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