BSBLED807 TasCollege Establish Career Development Services Assignment

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BSBLED807

International College of Tasmania

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there is a five task in the assessment please read carefully if u have any question let me know thanks

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BSB80615 – Sep 2018 Assessment Resource Summary Unit Details BSBLED807 - Establish career development services Assessment Type This is a summative assessment, this assessment needs adequate practice prior to undertaking this assessment. Written Questions Assessment Methods Case Study and Demonstration of Tasks Case Study and Demonstration of Tasks Assessment 1 Assessment 2 Assessment 3 Written Report and Presentation Assessment 4 Portfolio of Evidence and Demonstration of Tasks Assessment 5 TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 1 | 43 BSBLED807 – Assessment Resource Unit Summary This unit describes the skills and knowledge required to plan, implement and evaluate career development services in accordance with professional standards to facilitate well-considered career decision-making by participants. It applies to individuals seeking to provide career development services in accordance with professional standards. A wide range of career development programs and services may be provided in many different jurisdictions and delivery settings. Their object is to assist individuals gain the knowledge, skills, attitudes and behaviours required to manage their life, learning and work in self-directed ways. Prerequisite Unit There are no recommended pre-requisite units for this competency. ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Apply career 1.1 Research contemporary career development theories, models, development standards frameworks and strategies for specific context and target group 1.2 Analyse codes of professional conduct and career development standards, and how they can be applied in work practice 1.3 Apply regulatory requirements, policies, guidelines, standards and resources 1.4 Plan for and undertake ongoing personal professional development 1.5 Apply career development standards to all aspects of work role 1.6 Establish and maintain relationships with professional peers and service provider 2. Plan for career development services 2.1 Apply career development theories in preparation to work with specific target groups 2.2 Analyse career development needs of specific target groups 2.3 Plan for support systems and resources required to provide highquality career development service delivery in specific context and for target group 2.4 Apply effective action-planning skills in career development counselling services 2.5 Establish ongoing professional and follow-up support for clients of career development services 3. Implement career development services strategies 3.1 Develop strategies for career development services to reflect contextual needs and aspirations of specific target group 3.2 Encourage individuals to commit to, and access, career development services 3.3 Establish mechanisms to follow-up provision of career development services TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 2 | 43 BSBLED807 – Assessment Resource ELEMENT PERFORMANCE CRITERIA 3.4 Implement strategies to ensure records storage, security and privacy in accordance with professional and organisational requirements 3.5 Establish referral procedures and contacts 4. Review career development services delivery strategies and plans 4.1 Review career development services and service delivery strategies against plans and standards, and identify any gaps 4.2 Advocate for target group and individual career development needs and choices 4.3 Determine strategies to improve quality of career development services 4.4 Discuss alternative career development strategies with key stakeholders Foundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Skill Performance Criteria Description Learning 1.4 • Identifies and implements strategies to update own skills and knowledge Reading 1.1-1.5, 2.1-2.5, 3.13.5, 4.1. 4.3 • Identifies, analyses and evaluates information from various complex texts to assess career development standards and establish career development services Writing 1.1, 1.4, 2.1-2.5, 3.1, 3.3-3.5, 4.1-4.3 • • Oral Communication 1.6, 3.2, 4.2, 4.4 • • Navigate the world of work 1.2, 1.3, 1.5, 3.4 • • Interact with others 1.6, 3.2, 4.2, 4.4 TAS-GDAT-V2-06092018 • Records results of research and analysis using clear and comprehensible language and layout Uses various strategies to plan, draft, review and proofread own writing relating to career development services Presents information and discusses ideas using vocabulary and features appropriate to the target groups Uses listening and questioning skills to confirm and clarify understanding Adheres to organisational policies, procedures and standards and considers own role in terms of its contribution to broader goals of work environment Keeps up-to-date with legislative requirements and considers implications of these when negotiating, planning and undertaking work Tailors communication to achieve its purpose, demonstrating understanding of the needs of the particular audience © International College of Tasmania P a g e 3 | 43 BSBLED807 – Assessment Resource Get the work done 1.2, 1.4, 2.1-2.5, 3.1, 3.3-3.5, 4.1, 4.3 • Invests time and energy in building rapport and positive working relationships with others as an integral part of work-based interactions • Plans, organises and implements tasks required to provide career development services and supports according to required standards Systematically gathers and analyses relevant information and evaluates options to make informed decisions about career development strategies Evaluates outcomes of decisions to identify opportunities for improvement • • Assessment Requirements Performance Evidence Evidence of the ability to: • collect, evaluate and use information to inform career development strategies, support systems and resources • analyse, plan, implement and evaluate career development services, in accordance with legislative requirements, policies, guidelines and standards • identify own professional development needs and complete required professional development activities • determine the needs of specific target groups • communicate with others to provide professional support and advocacy services • review and improve career development services, in consultation with other people. Note: If a specific volume or frequency is not stated, then evidence must be provided at least once. Knowledge Evidence • To complete the unit requirements safely and effectively, the individual must: • describe current career development theories • explain what career development standards are and their impact on career development services • outline legislative and regulatory requirements relevant to career development • outline organisational policies relating to career development • explain why researching and understanding the target group is crucial in providing support on career development and career choices. Assessment Conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to: • • • • • office equipment and resources organisational policies and procedures legislative and regulatory requirements case studies and, where available, real situations interaction with others. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 4 | 43 BSBLED807 – Assessment Resource Re-assessment of Result& Academic Appeal procedures: If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Director of Studies. This should be submitted after completion of the subject and within fourteen days of commencement of the new term. Reassessment Process: • An appeal in writing is made to the Director of Studies providing reasons for re-assessment /appeal. • Director of Studies will delegate another faculty member to review the assessment. • The student will be advised of the review result done by another assessor. • If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Director of Studies OR if need be an external assessor. • The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final. • If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency. • Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject. The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid. Academic Appeals • If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol. • To appeal a decision, the person is required to complete the TasCollege- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details: Student Support Officer, International College of Tasmania (TasCollege), Level 1, 242 Liverpool Street, Hobart TAS 7000, Email: complaintsandappeals@tascollege.com.au • The notice of appeal should be in writing addressed to the Director of Studies and submitted within seven days of notification of the outcome of the re-evaluation process. • If the appeal is not lodged in the specified time, the result will stand, and you must re-enrol in the unit. • In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate. • The decision of Director of Studies will be final. • Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy. Reasonable adjustments TasCollege enables reasonable adjustments to be made to assessment procedures for students with special needs, such as people with disabilities or with language or literacy difficulties. Assessing knowledge is usually assessed through written or oral, short‑answer tests where assessors seek to determine the extent of the student’s knowledge. However, you may need to do the following for a student with disability: • • • • Ask questions orally instead of in a written format Provide equipment such as text enlargers, image enhancers, and voice recorders. Give the student more time to complete the assessment; Allocate a different time for completion of the assessment; TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 5 | 43 BSBLED807 – Assessment Resource • • • • • • • Offer a separate, quiet room. Modifying or providing equipment Adapting delivery strategies Ensuring that course activities are sufficiently flexible Providing additional support to student where necessary Customizing resources and activities within the training package or accredited course Monitoring the adjustments to ensure student needs continue to be met “I understand all the above rules and guidelines for the assessment” Full Name Signature Date (dd/mm/yyyy) VERSION HISTORY Version Number TAS-GDAT-V1-25062018 TAS-GDAT-V2-06092018 TAS-GDAT-V2-06092018 Date 25-06-2018 06-09-2018 Reason for revision New Course Reviewed Assessment tools on Industry consultation suggestions and re - formatted. © International College of Tasmania Who A.C. A.C. Approved By CEO CEO P a g e 6 | 43 BSBLED807 – Assessment Resource ASSESSMENT COVERSHEET Assessor need to complete this form as this will be used to record student final result. All submission including all checklists are to be attached with this sheet before storing it in student file. No student result will be uploaded in Student Database until and unless all paperwork related to unit is complete. Student Name: Student ID: Unit Code & Title BSBLED807 - Establish career development services First Submission □ Subsequent submission □ Result Attach following documents to this sheet. S=Satisfactory NYS = Not yet satisfactory NA= Not applicable Assessment 1 Written Questions S NYS NA Assessment 2 Case Study and Demonstration of Tasks S NYS NA Assessment 3 Case Study and Demonstration of Tasks S NYS NA Assessment 4 Written Report and Presentation S NYS NA Assessment 5 Portfolio of Evidence and Demonstration of Tasks S NYS NA □ Competent Final Result □ Not Yet Competent The Evidence provided is: □ Valid □ Sufficient □ Authentic □ Current Student Declaration: I am aware of TasCollege policy on plagiarism as stated in the TasCollege Student Handbook. This assignment does not breach those requirements, nor has it been previously submitted for assessment contributing to any other subject or course. The ideas and information that are not mine have been referenced accordingly. Student’s Signature: Date: _______/_______/_______ Feedback to Student: Assessor Declaration: I declare that I Signature: have conducted the assessment with this student and have provided appropriate feedback. Date: _____/______/_____ Administration use only Data Entered by Date Initials TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 7 | 43 BSBLED807 – Assessment Resource Information for Students Prior to Assessment Your Trainer/Assessor will advise you of your rights before and after assessments, including the right to appeal. Your Trainer/Assessor will provide you with all relevant information relating to the assessments prior to commencement, and of the appeals procedure that can be utilised if you wish to appeal against the assessment outcome or make a complaint. Results You will be informed of the outcome of your assessment as soon as possible from the date the assessment was submitted. Prompt feedback will be offered to you on the outcome of the assessment. Feedback will be delivered in written and where possible, verbal form to you. AQF Specifications for Assessments This assessment is set in accordance with the criteria for AQF Level 8. Graduate Diploma qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 8 criteria and the Graduate Certificate descriptor. Graduate Certificate descriptor Summary Graduates at this level will have advanced knowledge and skills for professional or highly skilled work and/or further learning Knowledge Graduates of a Graduate Diploma will have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area Skills Graduates of a Graduate Diploma will have: • • • • • • cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems cognitive skills to think critically and to generate and evaluate complex ideas specialised technical and creative skills in a field of highly skilled and/or professional practice communication skills to demonstrate an understanding of theoretical concepts communication skills to transfer complex knowledge and ideas to a variety of audiences Application Graduates of a Graduate Diploma will demonstrate the application of knowledge and skills: • • to make high level, independent judgements in a range of technical or management functions in varied specialised contexts TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 8 | 43 BSBLED807 – Assessment Resource • • • • to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts with responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters ACSF Specifications and Foundation Skills The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning. Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in this assessment. Assessment Process To demonstrate competence in this unit, you must undertake all tasks in this assessment booklet and complete them satisfactorily and in addition, also satisfactorily complete the practical assessment, including demonstrating communication skills during the practical activities. If you do not answer some questions or perform some tasks satisfactorily and therefore are deemed to be ‘Not Competent’, you may be asked supplementary questions or given alternative activities to determine competence, which will be documented in your student file. After you have demonstrated consistency in performance you will be awarded this unit. As part of the assessment process, you must abide by any relevant assessment policies as provided to you. If you feel you are not yet ready to be assessed or this assessment is unfair, please discuss with your assessor all options that are available to you to enable you to complete the assessment. Submitting Assessments You should submit assessment tasks with the provided cover sheet. Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Trainer/Assessor in writing. Plagiarism and Referencing All students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc. must be provided in alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc. and year and place of publishing) or may be included in brackets in the text. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 9 | 43 BSBLED807 – Assessment Resource Assessment Outcomes There are two (2) outcomes of assessments: Satisfactory and Not Satisfactory (requires more training and experience). You will be awarded a ‘Competent’ grade on completion of the unit when the trainer/assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria. If you fail to meet this requirement you will receive the result of Not Competent and will be eligible to be re-assessed. Re-assessment Students will be allowed two (2) further attempts at an assessment for which the outcome is Not Satisfactory, within the timeframe of a course (unit of competency) and in this time they can request a coaching session as required. No additional fees will be charged. Students who require re-assessment beyond the delivery timeframe of a unit or due date of an assessment, unless it is due to medical reasons, will be given the opportunity to request additional time to resubmit and in this time, they can also request a coaching session as required. After that students may be charged a re-assessment fee. Reasonable Adjustment RTOs and trainer/assessors are obliged by law to make reasonable adjustment to ensure maximum participation of students with disability in teaching, learning and assessment activities. This includes: • ensuring that course activities are sufficiently flexible; • providing additional support where necessary; and • offering a reasonable substitute within the context of the course where a student cannot participate Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability Discrimination Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the adjustment would impose an unjustifiable hardship on the person’. Reasonable adjustment as it applies to participation in learning and assessment activities may include: • • • • • • customising resources or activities within a training package or accredited course; modifying a presentation medium; providing additional support; providing assistive or adaptive technologies; making additional information accessible both before enrolment and during the course; and monitoring these adjustments to ensure that the student’s needs continue to be met Reasonable Adjustment Methods (examples) Category Possible issue • LLN • • • Speaking Reading Writing Confidence TAS-GDAT-V2-06092018 Possible Strategies • • • • • Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of support documents such as word lists © International College of Tasmania P a g e 10 | 43 BSBLED807 – Assessment Resource • Indigenous • • • Knowledge and understanding Flexibility Services Inappropriate training and assessment • • • • • • Non-EnglishSpeaking Background • • • • • Speaking Reading Writing Cultural background Confidence • • • • • • Age • • • Educational background • • • • Disability • • • • Educational background Age of the assessor Limited study skills Reading Writing Numeracy Limited study skills and /or learning strategies Speaking Reading Writing Numeracy Learning Strategies • • • • • • • • • Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery & using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Discuss with the student and supervisor whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information and clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the candidate Ensure that the time available to complete the assessment, takes account of the student’s needs Make sure font size is not too small Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Discuss with the student their previous learning experience Ensure learning and assessment methods meet the learner’s individual need Identify the Issues Create a climate of support & ensure access Appropriately structured assessment Using other’s expertise An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. When assessing people with disabilities, trainer/assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility. The assessment process must: • Provide for valid, reliable, flexible and fair assessment • Provide for judgement to be made on the basis of sufficient evidence TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 11 | 43 BSBLED807 – Assessment Resource • Offer valid, authentic and current evidence Access and Equity Please speak to your trainer/assessor if you require assistance with any access and equity concerns you may have. Recognition of Prior Learning If you can demonstrate that you have the skills and knowledge within this unit, you should speak to your trainer/assessor about this and apply for recognition of prior learning. Assessments There are five (5) forms of assessment or evidence gathering methods for this unit of competency. Students are required to complete them all. Your assessor will advise when assessments are due. Students may use various sources of information including: text books, learning workbooks, other documents and the internet and they must list the sources of the information. 1. Written Question This assessment task consists of fourteen (14) questions to assess the student’s knowledge of BSBLED807 – Establish career development services unit of competency. Students must answer all questions. The questions require a detailed response and all answers should be written in your own words. Students are also required to provide proper referencing wherever applicable. 2. Case Study and Demonstration of Tasks In this assessment task you as a PEO of the college are to: • • • • • • Research contemporary career development theories, models, frameworks and strategies for specific context and target group Analyse codes of professional conduct and career development standards, and how they can be applied in work practice Apply regulatory requirements, policies, guidelines, standards and resources Plan for and undertake ongoing personal professional development Apply career development standards to all aspects of work role Establish and maintain relationships with professional peers and service providers 3. Case Study and Demonstration of Tasks In this assessment task you as a PEO of the college are to: • • • • • Apply career development theories in preparation to work with specific target groups Analyse career development needs of specific target groups Plan for support systems and resources required to provide high-quality career development service delivery in specific context and for target group Apply effective action-planning skills in career development counselling services Establish ongoing professional and follow-up support for clients of career development services TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 12 | 43 BSBLED807 – Assessment Resource 4. Written Report and Presentation In this assessment task you will be required to complete: • • Part A – Written Report: o Students need to cover below listed points in their report: ▪ Develop strategies for career development services to reflect contextual needs and aspirations of VET Trainers/Assessors ▪ Establish mechanisms to follow-up provision of career development services ▪ Implement strategies to ensure records storage, security and privacy in accordance with professional and organisational requirements ▪ Establish referral procedures and contacts Part B – Presentation: o Students are to develop PPT Presentation as part of this task and present summary point of written develop as part of Assessment Task No 4 – Part A. 5. Portfolio of Evidence and Demonstration of Tasks In this assessment task you will be required to complete: • • Part A – Portfolio of Evidence, where the student must: o Review career development services and service delivery strategies against plans and standards, and identify any gaps o Determine strategies to improve quality of career development services Part B – Demonstration of Tasks, where the student is required to conduct a meeting with the college owners and present/discuss with them regarding: o Alternative career development strategies with the college owners o Advocate for VET Trainers/Assessors and their career development needs Student Assessment Instructions To demonstrate your competency in this unit you must successfully complete both theory and practical assessment tasks. The practical assessments will be conducted at a date and place to be advised by your Trainer/Assessor. All questions must be answered correctly for each assessment task to be completed satisfactorily. There is no time restriction in completing the assessments, unless specified. You must complete all questions unassisted by the assessor or other personnel but may refer to reference material as needed. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 13 | 43 BSBLED807 – Assessment Resource ASSESSMENT 1 – Written Questions Task summary: Students are to answer all written questions. What do students need in order to complete this assessment? ▪ Access to textbooks and other learning materials. ▪ Access to a computer and the Internet. When and where do students need to do this? ▪ This task may be done in the student’s own time as homework or they may be given time to do this task in class (where applicable). ▪ Provide students with the due date for this assessment so they can write it in their Student Assessment Booklet. What do students have to submit? ▪ Their answers to each question. Instructions to students: ▪ This is an open book test – students can use their learning materials as reference. ▪ Students need to answer all 14 questions correctly. ▪ Students must answer the questions by writing in the space provided. ▪ If students need more space, they can use extra paper. All additional sheets of paper must include their name and the question number/s they are answering. Students may prefer to use their computer to type their answers. Advise students if they can email their answers as a Word file, or if they must print and submit hard copies. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 14 | 43 BSBLED807 – Assessment Resource QUESTION 1 Describe three current career development theories. Answer in 350-400 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 15 | 43 BSBLED807 – Assessment Resource QUESTION 2 Explain what career development standards. Answer in 250-300 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 16 | 43 BSBLED807 – Assessment Resource QUESTION 3 Explain briefly what impact career development standards has on career development services. Answer in no more than 250-300 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 17 | 43 BSBLED807 – Assessment Resource QUESTION 4 outline legislative and regulatory requirements relevant to career development. Answer in 350-450 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 18 | 43 BSBLED807 – Assessment Resource QUESTION 5 Outline organisational policies relating to career development. Answer in 200-250 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 19 | 43 BSBLED807 – Assessment Resource QUESTION 6 Explain why researching and understanding the target group is crucial in providing support on career development and career choices. Answer in 300-350 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 20 | 43 BSBLED807 – Assessment Resource QUESTION 7 List six target groups. Answer in 50-100 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 21 | 43 BSBLED807 – Assessment Resource QUESTION 8 List four career development standards. Answer in 100-150 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 22 | 43 BSBLED807 – Assessment Resource QUESTION 9 List four career development services. Answer in 100-150 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 23 | 43 BSBLED807 – Assessment Resource QUESTION 10 List four effective action planning skills. Answer in 100-150 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 24 | 43 BSBLED807 – Assessment Resource QUESTION 11 List three types of career development counselling. Answer in 100-150 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 25 | 43 BSBLED807 – Assessment Resource QUESTION 12 List six key stakeholders that are involved in career development services. Answer in 100-150 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 26 | 43 BSBLED807 – Assessment Resource QUESTION 13 List four support systems and resources that are required to provide high-quality career development service delivery. Answer in 100-150 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 27 | 43 BSBLED807 – Assessment Resource QUESTION 14 List three strategies of establishing referral procedures and contacts. Answer in 200-250 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 28 | 43 BSBLED807 – Assessment Resource ASSESSMENT 2 – Case Study and Demonstration of Tasks CASE STUDY: You are Principal Executive Officer of ABCD College and among all other administration, compliance and operational responsibilities you are also responsible for providing opportunities and avenues for your staff to progress in their careers through various career development opportunities while they are working for you. At this stage you have been requested by the owners of the college to embark on career development opportunities and embed them as part of college business process and in its policies and procedures. According to the owners doing this will enable existing staff to continue working for the college and this will attract good and experience prospective employees when the college grows and opens another branch. At this point in time you as a Principal Executive Officer (PEO) are to ensure that all your VET Trainers/Assessors are compliant with the changing regulatory requirements and make sure that they have the right level of VET Qualifications and Industry Currency to be able to and continue to train and assess students at your college. Instructions for students: In this assessment task you as a PEO of the college are to: • • • • • • Research contemporary career development theories, models, frameworks and strategies for specific context and target group Analyse codes of professional conduct and career development standards, and how they can be applied in work practice Apply regulatory requirements, policies, guidelines, standards and resources Plan for and undertake ongoing personal professional development Apply career development standards to all aspects of work role Establish and maintain relationships with professional peers and service providers WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ▪ Computer and Microsoft Office ▪ Access to the Internet for research ▪ Access to relevant legislation and workplace documents that are required for a VET Trainer/Assessor WHEN AND WHERE DO STUDENTS NEED TO DO THIS? ▪ Your trainer/assessor will advise you of due date of this assessment. The student is to demonstrate this task in class. WHAT DO STUDENTS HAVE TO SUBMIT OR DEMONSTRATE? ▪ Complete every task listed in the Demostration Checklist for Assessment Task 2. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 29 | 43 BSBLED807 – Assessment Resource Demonstration Checklist for Assessment Task 2 (to be completed by Trainer/Assessor) Student Id Student Name Assessor Name Did the student demonstrate below listed tasks while roleplay activity? Yes No Comment (tick Yes or No in the columns provided) Was the student able to research contemporary career development theories, models, frameworks and strategies for VET Trainer/Assessor. Note: In addition to demonstrating this task you are to also to provide three examples below: Example No 1: Example No 2: Example No 3: Was the student able to analyse codes of professional conduct and career development standards. Note: In addition to demonstrating this task you are to also to provide three examples below: Example No 1: Example No 2: Example No 3: Was the student able to apply regulatory requirements, policies, guidelines, standards and resources as applicable for VET Trainers/Assessors. Note: In addition to demonstrating this task you are to also to provide three examples of where this can be applied: Example No 1: Example No 2: Example No 3: TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 30 | 43 BSBLED807 – Assessment Resource Did the student demonstrate below listed tasks while roleplay activity? Yes No Comment (tick Yes or No in the columns provided) Was the student able to plan for ongoing personal professional development for VET Trainer/Assessor. Note: In addition to demonstrating this task you are to also to provide three examples of where this can be applied: Example No 1: Example No 2: Example No 3: Was the student able to apply career development standards to all aspects of VET Trainer/Assessor work role. Note: In addition to demonstrating this task you are to also to provide three examples of where this can be applied: Example No 1: Example No 2: Example No 3: Was the student able to establish and maintain relationships with professional peers and service providers. Note: In addition to demonstrating this task you are to also to provide three examples of where this can be applied: Example No 1: Example No 2: Example No 3: Trainer/Assessor Comments: Trainer/Assessor Signature Date Result (please circle as appropriate) TAS-GDAT-V2-06092018 Satisfactory © International College of Tasmania Not Satisfactory P a g e 31 | 43 BSBLED807 – Assessment Resource ASSESSMENT 3 – Case Study and Demonstration of Tasks Instructions for students: In this assessment task you as a PEO of the college are to: • • • • • Apply career development theories in preparation to work with specific target groups Analyse career development needs of specific target groups Plan for support systems and resources required to provide high-quality career development service delivery in specific context and for target group Apply effective action-planning skills in career development counselling services Establish ongoing professional and follow-up support for clients of career development services WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ▪ Computer and Microsoft Office ▪ Access to the Internet for research ▪ Access to relevant legislation and workplace documents that are required for a VET Trainer/Assessor WHEN AND WHERE DO STUDENTS NEED TO DO THIS? ▪ Your trainer/assessor will advise you of due date of this assessment. The student is to demonstrate this task in class. WHAT DO STUDENTS HAVE TO SUBMIT OR DEMONSTRATE? ▪ Complete every task listed in the Demostration Checklist for Assessment Task 3. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 32 | 43 BSBLED807 – Assessment Resource Demonstration Checklist for Assessment Task 3 (to be completed by Trainer/Assessor) Student Id Student Name Assessor Name Did the student demonstrate below listed tasks while roleplay activity? Yes No Comment (tick Yes or No in the columns provided) Was the student able to apply career development theories in preparation to work with VET Trainer/Assessor. Note: In addition to demonstrating this task you are to also to provide three examples below: Example No 1: Example No 2: Example No 3: Was the student able to analyse career development needs of VET Trainer/Assessor. Note: In addition to demonstrating this task you are to also to provide three examples below: Example No 1: Example No 2: Example No 3: Was the student able to plan for support systems and resources required to provide high-quality career development service delivery in specific context for VET Trainers/Assessors. Note: In addition to demonstrating this task you are to also to provide three examples of where this can be applied: Example No 1: Example No 2: Example No 3: TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 33 | 43 BSBLED807 – Assessment Resource Did the student demonstrate below listed tasks while roleplay activity? Yes No Comment (tick Yes or No in the columns provided) Was the student able to apply effective action-planning skills in career development counselling services for VET Trainer/Assessor. Note: In addition to demonstrating this task you are to also to provide three examples of where this can be applied: Example No 1: Example No 2: Example No 3: Was the student able to establish ongoing professional and follow-up support for VET Trainer/Assessor relating to career development services. Note: In addition to demonstrating this task you are to also to provide three examples of where this can be applied: Example No 1: Example No 2: Example No 3: Trainer/Assessor Comments: Trainer/Assessor Signature Date Result (please circle as appropriate) TAS-GDAT-V2-06092018 Satisfactory © International College of Tasmania Not Satisfactory P a g e 34 | 43 BSBLED807 – Assessment Resource ASSESSMENT 4 – Written Report and Presentation Instructions for students: In this assessment task you will be required to complete: • • Part A – Written Report: o Students need to cover below listed points in their report: ▪ Develop strategies for career development services to reflect contextual needs and aspirations of VET Trainers/Assessors ▪ Establish mechanisms to follow-up provision of career development services ▪ Implement strategies to ensure records storage, security and privacy in accordance with professional and organisational requirements ▪ Establish referral procedures and contacts Part B – Presentation: o Students are to develop PPT Presentation as part of this task and present summary point of written develop as part of Assessment Task No 4 – Part A. WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ▪ Computer and Microsoft Office ▪ Access to the Internet for research ▪ Access to projector to present PPT slides during presentation WHEN AND WHERE DO STUDENTS NEED TO DO THIS? ▪ Your trainer/assessor will advise you of due date of this assessment. On completion the student is required to submit this assessment to their trainer/assessor in class. WHAT DO STUDENTS HAVE TO SUBMIT OR DEMONSTRATE? ▪ ▪ Part A – Written Report Part B – Presentation and PPT Slides TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 35 | 43 BSBLED807 – Assessment Resource Part A – Written Report Instructions to students: Students are required to prepare a written report to complete this task. You need to cover below listed points in your report: • • • • • • • • Report cover page/title page Table of Contents Executive Summary of the topics involved Develop strategies for career development services to reflect contextual needs and aspirations of VET Trainers/Assessors (you need to come up with at least three different strategies) Establish mechanisms to follow-up provision of career development services (these mechanism needs to align with the three strategies that you have proposed) Implement strategies to ensure records storage, security and privacy in accordance with professional and organisational requirements (these need to align with the three strategies and mechanisms that are proposed by you) Establish referral procedures and contacts (provide at least two different methods of the referral process) Report Conclusion TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 36 | 43 BSBLED807 – Assessment Resource Part A – Written Report Checklist (to be completed by Trainer/Assessor) Student Id Student Name Assessor Name Report submitted by the student contains: Yes (tick Yes or No in the columns provided) No Comment Report cover page/title page Table of Contents Executive Summary of the topics involved Strategies for career development services to reflect contextual needs and aspirations of VET Trainers/Assessors (you need to come up with at least three different strategies) Mechanisms to follow-up provision of career development services (these mechanism needs to align with the three strategies that you have proposed) Implemented strategies to ensure records storage, security and privacy in accordance with professional and organisational requirements (these need to align with the three strategies and mechanisms that are proposed by you) Referral procedures and contacts (provide at least two different methods of the referral process) Report Conclusion Trainer/Assessor Comments: Trainer/Assessor Signature Date Result (please circle as appropriate) TAS-GDAT-V2-06092018 Satisfactory © International College of Tasmania Not Satisfactory P a g e 37 | 43 BSBLED807 – Assessment Resource Part B – Presentation Scenario: In this assessment task you are required to develop PPT Presentation as part of this task and present summary point of written develop as part of Assessment Task No 4 – Part A. Instructions to students: 1. You are to prepare and submit a PPT presentation to fully complete this task 2. Your trainer/assessor will be observing your presentation and will check if you have completed all below listed tasks as is listed in the demonstration checklist Part B – Presentation (Demonstration Checklist) (to be completed by Trainer/Assessor) Student Id Student Name Assessor Name Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided) Yes No Comment Did the student introduce himself/herself before starting the presentation Did the student introduce topic that is to be presented As part of this presentation was the student able to explain various topics that are included in their Assessment Task No 4 – Part A Did the student submit softcopy or hardcopy of presentation document Trainer/Assessor Comments: Trainer/Assessor Signature Date Result (please circle as appropriate) TAS-GDAT-V2-06092018 Satisfactory © International College of Tasmania Not Satisfactory P a g e 38 | 43 BSBLED807 – Assessment Resource ASSESSMENT 5 – Portfolio of Evidence and Demonstration of Tasks TASK SUMMARY: In this assessment task you will be required to complete: • • Part A – Portfolio of Evidence, where the student must: o Review career development services and service delivery strategies against plans and standards, and identify any gaps o Determine strategies to improve quality of career development services Part B – Demonstration of Tasks, where the student is required to conduct a meeting with the college owners and present/discuss with them regarding: o Alternative career development strategies with the college owners o Advocate for VET Trainers/Assessors and their career development needs WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ▪ Computer and Microsoft Office ▪ Access to the Internet for research ▪ Completed Assessment Task No 4 – Part A WHEN AND WHERE DO STUDENTS NEED TO DO THIS? ▪ Your trainer/assessor will advise you of due date of this assessment. On completion the student is required to submit this assessment to their trainer/assessor in class. WHAT DO STUDENTS HAVE TO SUBMIT OR DEMONSTRATE? ▪ ▪ Part A: Portfolio of Evidence Part B – Demonstration of Tasks TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 39 | 43 BSBLED807 – Assessment Resource Part A – Portfolio of Evidence Scenario: In this assessment task you are required to review career development services and service delivery strategies against plans and standards and identify any gaps and determine strategies to improve quality of career development services. Instructions to students: 1. You are required to access written report that was developed by you as part of Assessment Task No 4 – Part A and review and identify any gaps in your proposed: • • • • Strategies for career development services to reflect contextual needs and aspirations of VET Trainers/Assessors Establish mechanisms to follow-up provision of career development services (these mechanism needs to align with the three strategies that you have proposed) Implement strategies to ensure records storage, security and privacy in accordance with professional and organisational requirements (these need to align with the three strategies and mechanisms that are proposed by you) Establish referral procedures and contacts (provide at least two different methods of the referral process) Note: You are required to come up with at least two (2) gaps in your proposed written report document. Part A – Portfolio of Evidence Checklist (to be completed by Trainer/Assessor) Student Id Student Name Assessor Name Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided) Yes No Comment Did the student have access to their written report task that was completed as part of Assessment Task No 4 – Part A Did the student come up with first gap and recommendation for the same? Note: In less than 200 words please list your first gap in the space provided below: TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 40 | 43 BSBLED807 – Assessment Resource Did the student come up with second gap and recommendation for the same? Note: In less than 200 words please list your second gap in the space provided below: Did the student come up with any other gaps? Please note that completing this task is not compulsory however students are free to come up any no(s) of gaps they wish to. Note: In less than 400 words please list other gaps if any in the space provided below: TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 41 | 43 BSBLED807 – Assessment Resource Trainer/Assessor Comments: Trainer/Assessor Signature Date Result (please circle as appropriate) TAS-GDAT-V2-06092018 Satisfactory © International College of Tasmania Not Satisfactory P a g e 42 | 43 BSBLED807 – Assessment Resource Part B – Demonstration of Tasks Scenario: In this assessment task you are to conduct a meeting with the college owners and present summary information of the gaps that was completed by you as part of Assessment Task No 5 – Part A. Instructions to students: 1. You are required to complete and submit a meeting agenda document for this meeting. 2. You are required to complete and submit meeting minutes for this meeting. 3. You are required to complete all tasks listed in the Demonstration of Tasks Checklist listed below. 4. Your trainer/assessor will be observing you while you perform below listed tasks and will complete demonstration checklist as evidence of your skills during this demonstration activity. Part B –Demonstration of Tasks Checklist (to be completed by Trainer/Assessor) Student Id Student Name Assessor Name Did the student demonstrate below listed tasks? (tick Yes or No in the columns provided) Yes No Comment Did the student complete and submit meeting agenda document as part of this assessment task. Did the student complete and submit meeting minutes as part of this assessment task. Did the student introduce himself/herself at the start of the meeting? Did the student introduce the topic and the purpose of this meeting? Was the student able to clearly present gaps that were identified by them as part of Assessment Task No 5 – Part A. Was the student able to clearly present their new recommendation(s) for the gaps identified. Trainer/Assessor Comments: Trainer/Assessor Signature Date Result (please circle as appropriate) Satisfactory Not Satisfactory ********** TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 43 | 43
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BSB80615 – Sep 2018

Assessment Resource Summary
Unit Details

BSBLED807 - Establish career development services

Assessment
Type

This is a summative assessment, this assessment needs
adequate practice prior to undertaking this assessment.
Written Questions

Assessment
Methods

Case Study and Demonstration of
Tasks
Case Study and Demonstration of
Tasks

Assessment 1
Assessment 2
Assessment 3

Written Report and Presentation

Assessment 4

Portfolio of Evidence and
Demonstration of Tasks

Assessment 5

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Unit Summary
This unit describes the skills and knowledge required to plan, implement and evaluate career
development services in accordance with professional standards to facilitate well-considered career
decision-making by participants. It applies to individuals seeking to provide career development
services in accordance with professional standards. A wide range of career development programs
and services may be provided in many different jurisdictions and delivery settings. Their object is to
assist individuals gain the knowledge, skills, attitudes and behaviours required to manage their life,
learning and work in self-directed ways.

Prerequisite Unit
There are no recommended pre-requisite units for this competency.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the
essential outcomes.

Performance criteria describe the performance needed to demonstrate
achievement of the element.

1. Apply career
1.1 Research contemporary career development theories, models,
development standards
frameworks and strategies for specific context and target group
1.2 Analyse codes of professional conduct and career development
standards, and how they can be applied in work practice
1.3 Apply regulatory requirements, policies, guidelines, standards and
resources
1.4 Plan for and undertake ongoing personal professional development
1.5 Apply career development standards to all aspects of work role
1.6 Establish and maintain relationships with professional peers and
service provider
2. Plan for career
development services

2.1 Apply career development theories in preparation to work with
specific target groups
2.2 Analyse career development needs of specific target groups
2.3 Plan for support systems and resources required to provide highquality career development service delivery in specific context and
for target group
2.4 Apply effective action-planning skills in career development
counselling services
2.5 Establish ongoing professional and follow-up support for clients of
career development services

3. Implement career
development services
strategies

3.1 Develop strategies for career development services to reflect
contextual needs and aspirations of specific target group
3.2 Encourage individuals to commit to, and access, career
development services
3.3 Establish mechanisms to follow-up provision of career development
services

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BSBLED807 – Assessment Resource
ELEMENT

PERFORMANCE CRITERIA
3.4 Implement strategies to ensure records storage, security and
privacy in accordance with professional and organisational
requirements
3.5 Establish referral procedures and contacts

4. Review career
development services
delivery strategies and
plans

4.1 Review career development services and service delivery strategies
against plans and standards, and identify any gaps
4.2 Advocate for target group and individual career development needs
and choices
4.3 Determine strategies to improve quality of career development
services
4.4 Discuss alternative career development strategies with key
stakeholders

Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.

Skill

Performance
Criteria

Description

Learning

1.4



Identifies and implements strategies to update own
skills and knowledge

Reading

1.1-1.5, 2.1-2.5, 3.13.5, 4.1. 4.3



Identifies, analyses and evaluates information from
various complex texts to assess career development
standards and establish career development services

Writing

1.1, 1.4, 2.1-2.5, 3.1,
3.3-3.5, 4.1-4.3




Oral
Communication

1.6, 3.2, 4.2, 4.4





Navigate the
world of work

1.2, 1.3, 1.5, 3.4





Interact with
others

1.6, 3.2, 4.2, 4.4

TAS-GDAT-V2-06092018



Records results of research and analysis using clear
and comprehensible language and layout
Uses various strategies to plan, draft, review and
proofread own writing relating to career
development services
Presents information and discusses ideas using
vocabulary and features appropriate to the target
groups
Uses listening and questioning skills to confirm and
clarify understanding
Adheres to organisational policies, procedures and
standards and considers own role in terms of its
contribution to broader goals of work environment
Keeps up-to-date with legislative requirements and
considers implications of these when negotiating,
planning and undertaking work
Tailors communication to achieve its purpose,
demonstrating understanding of the needs of the
particular audience

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BSBLED807 – Assessment Resource

Get the work
done

1.2, 1.4, 2.1-2.5, 3.1,
3.3-3.5, 4.1, 4.3



Invests time and energy in building rapport and
positive working relationships with others as an
integral part of work-based interactions



Plans, organises and implements tasks required to
provide career development services and supports
according to required standards
Systematically gathers and analyses relevant
information and evaluates options to make
informed decisions about career development
strategies
Evaluates outcomes of decisions to identify
opportunities for improvement





Assessment Requirements
Performance Evidence
Evidence of the ability to:
• collect, evaluate and use information to inform career development strategies, support
systems and resources
• analyse, plan, implement and evaluate career development services, in accordance with
legislative requirements, policies, guidelines and standards
• identify own professional development needs and complete required professional
development activities
• determine the needs of specific target groups
• communicate with others to provide professional support and advocacy services
• review and improve career development services, in consultation with other people.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least
once.
Knowledge Evidence
• To complete the unit requirements safely and effectively, the individual must:
• describe current career development theories
• explain what career development standards are and their impact on career development
services
• outline legislative and regulatory requirements relevant to career development
• outline organisational policies relating to career development
• explain why researching and understanding the target group is crucial in providing support on
career development and career choices.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the workforce learning and development
field of work and include access to:






office equipment and resources
organisational policies and procedures
legislative and regulatory requirements
case studies and, where available, real situations
interaction with others.

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Re-assessment of Result& Academic Appeal procedures:
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter,
clearly stating the grounds of appeal to the Director of Studies. This should be submitted after completion of the
subject and within fourteen days of commencement of the new term.
Reassessment Process:
• An appeal in writing is made to the Director of Studies providing reasons for re-assessment
/appeal.
• Director of Studies will delegate another faculty member to review the assessment.
• The student will be advised of the review result done by another assessor.
• If the student is still not satisfied and further challenges the decision, then a review panel is formed
comprising the lecturer/trainer in charge and the Director of Studies OR if need be an external assessor.
• The Institute will advise the student within 14 days from the submission date of the appeal. The decision
of the panel will be deemed to be final.
• If the student is still not satisfied with the result, the he / she has the right to seek independent advice or
follow external mediation option with nominated mediation agency.
• Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that
subject.
The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based
on principles of assessment. These principles require assessment to be reliable, fair, practical and valid.
Academic Appeals
• If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through
academic appeals handling protocol.
• To appeal a decision, the person is required to complete the TasCollege- Request for Appeal of a Decision
form with all other supporting documents, if any. This form is available via our website. The completed
Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or
electronically via the following contact details:
Student Support Officer, International College of Tasmania (TasCollege), Level 1, 242 Liverpool Street,
Hobart TAS 7000, Email: complaintsandappeals@tascollege.com.au
• The notice of appeal should be in writing addressed to the Director of Studies and submitted within seven
days of notification of the outcome of the re-evaluation process.
• If the appeal is not lodged in the specified time, the result will stand, and you must re-enrol in the unit.
• In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical
certificate in support of a deferred appeal. The notice of appeal must be made within three working days
of the concluding date shown on the medical certificate.
• The decision of Director of Studies will be final.
• Student would then have the right to pursue the claim through an independent external body as detailed
in the students’ complaint / grievance policy.
Reasonable adjustments
TasCollege enables reasonable adjustments to be made to assessment procedures for students with special needs,
such as people with disabilities or with language or literacy difficulties. Assessing knowledge is usually assessed
through written or oral, short‑answer tests where assessors seek to determine the extent of the student’s
knowledge. However, you may need to do the following for a student with disability:





Ask questions orally instead of in a written format
Provide equipment such as text enlargers, image enhancers, and voice recorders.
Give the student more time to complete the assessment;
Allocate a different time for completion of the assessment;

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Offer a separate, quiet room.
Modifying or providing equipment
Adapting delivery strategies
Ensuring that course activities are sufficiently flexible
Providing additional support to student where necessary
Customizing resources and activities within the training package or accredited course
Monitoring the adjustments to ensure student needs continue to be met

“I understand all the above rules and guidelines for the assessment”

Full Name

Signature

Date (dd/mm/yyyy)

VERSION HISTORY
Version Number
TAS-GDAT-V1-25062018
TAS-GDAT-V2-06092018

TAS-GDAT-V2-06092018

Date
25-06-2018
06-09-2018

Reason for revision
New Course
Reviewed Assessment tools on
Industry consultation suggestions
and re - formatted.

© International College of Tasmania

Who
A.C.
A.C.

Approved By
CEO
CEO

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BSBLED807 – Assessment Resource

ASSESSMENT COVERSHEET
Assessor need to complete this form as this will be used to record student final result. All
submission including all checklists are to be attached with this sheet before storing it in student
file. No student result will be uploaded in Student Database until and unless all paperwork related
to unit is complete.

Student Name:

Student ID:

Unit Code &
Title

BSBLED807 - Establish career development services

First Submission



Subsequent
submission


Result

Attach following documents to this
sheet.

S=Satisfactory
NYS = Not yet satisfactory
NA= Not applicable

Assessment 1

Written Questions

S

NYS

NA

Assessment 2

Case Study and Demonstration of Tasks

S

NYS

NA

Assessment 3

Case Study and Demonstration of Tasks

S

NYS

NA

Assessment 4

Written Report and Presentation

S

NYS

NA

Assessment 5

Portfolio of Evidence and Demonstration
of Tasks

S

NYS

NA

□ Competent

Final Result

□ Not Yet Competent

The Evidence provided is:

□ Valid

□ Sufficient

□ Authentic

□ Current

Student Declaration:
I am aware of TasCollege policy on plagiarism as stated in the TasCollege Student Handbook. This
assignment does not breach those requirements, nor has it been previously submitted for
assessment contributing to any other subject or course. The ideas and information that are not mine
have been referenced accordingly.

Student’s Signature:

Date: _______/_______/_______

Feedback to Student:

Assessor Declaration: I declare that I

Signature:

have conducted the assessment with
this student and have provided
appropriate feedback.

Date: _____/______/_____
Administration use only

Data Entered by

Date

Initials

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BSBLED807 – Assessment Resource
Information for Students
Prior to Assessment
Your Trainer/Assessor will advise you of your rights before and after assessments, including the right
to appeal.
Your Trainer/Assessor will provide you with all relevant information relating to the assessments prior
to commencement, and of the appeals procedure that can be utilised if you wish to appeal against the
assessment outcome or make a complaint.
Results
You will be informed of the outcome of your assessment as soon as possible from the date the
assessment was submitted. Prompt feedback will be offered to you on the outcome of the assessment.
Feedback will be delivered in written and where possible, verbal form to you.
AQF Specifications for Assessments
This assessment is set in accordance with the criteria for AQF Level 8. Graduate Diploma qualifications
must be designed and accredited to enable graduates to demonstrate the learning outcomes
expressed as knowledge, skills and the application of knowledge and skills specified in the level 8
criteria and the Graduate Certificate descriptor.
Graduate Certificate descriptor
Summary
Graduates at this level will have advanced knowledge and skills for professional or highly skilled work
and/or further learning
Knowledge
Graduates of a Graduate Diploma will have specialised knowledge within a systematic and coherent
body of knowledge that may include the acquisition and application of knowledge and skills in a new
or existing discipline or professional area
Skills
Graduates of a Graduate Diploma will have:







cognitive skills to review, analyse, consolidate and synthesise knowledge and identify
and provide
solutions to complex problems
cognitive skills to think critically and to generate and evaluate complex ideas
specialised technical and creative skills in a field of highly skilled and/or professional
practice
communication skills to demonstrate an understanding of theoretical concepts
communication skills to transfer complex knowledge and ideas to a variety of
audiences

Application
Graduates of a Graduate Diploma will demonstrate the application of knowledge and skills:



to make high level, independent judgements in a range of technical or management
functions in varied
specialised contexts

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to initiate, plan, implement and evaluate broad functions within varied specialised
technical and/or
creative contexts
with responsibility and accountability for personal outputs and all aspects of the work
or function of
others within broad parameters

ACSF Specifications and Foundation Skills
The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core
Skills Framework (ACSF) as well as the employability skills identified by employers as critical for
effective performance in the workplace. The core skills of the ACSF include reading, writing, oral
communication, numeracy and learning.
Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and
learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core
Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist
skills. The foundation skills have been addressed in this assessment.
Assessment Process
To demonstrate competence in this unit, you must undertake all tasks in this assessment booklet and
complete them satisfactorily and in addition, also satisfactorily complete the practical assessment,
including demonstrating communication skills during the practical activities. If you do not answer some
questions or perform some tasks satisfactorily and therefore are deemed to be ‘Not Competent’, you
may be asked supplementary questions or given alternative activities to determine competence, which
will be documented in your student file. After you have demonstrated consistency in performance you
will be awarded this unit.
As part of the assessment process, you must abide by any relevant assessment policies as provided to
you. If you feel you are not yet ready to be assessed or this assessment is unfair, please discuss with
your assessor all options that are available to you to enable you to complete the assessment.
Submitting Assessments
You should submit assessment tasks with the provided cover sheet.
Assessments should be submitted on or before their due date. Extensions for individual assessment
tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due
date and extensions due to illness will require a medical certificate. Extensions must be confirmed by
the Trainer/Assessor in writing.
Plagiarism and Referencing
All students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or
paraphrased from another source, must be acknowledged with “quotation marks” around the relevant
words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc.
must be provided in alphabetical order by author’s surname (including author’s full name, name of
document/ book/internet etc. and year and place of publishing) or may be included in brackets in the
text.

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Assessment Outcomes
There are two (2) outcomes of assessments: Satisfactory and Not Satisfactory (requires more training
and experience).
You will be awarded a ‘Competent’ grade on completion of the unit when the trainer/assessor is
satisfied that you have completed all assessments and have provided the appropriate evidence
required to meet all criteria. If you fail to meet this requirement you will receive the result of Not
Competent and will be eligible to be re-assessed.
Re-assessment
Students will be allowed two (2) further attempts at an assessment for which the outcome is Not
Satisfactory, within the timeframe of a course (unit of competency) and in this time they can request a
coaching session as required. No additional fees will be charged.
Students who require re-assessment beyond the delivery timeframe of a unit or due date of an
assessment, unless it is due to medical reasons, will be given the opportunity to request additional
time to resubmit and in this time, they can also request a coaching session as required. After that
students may be charged a re-assessment fee.
Reasonable Adjustment
RTOs and trainer/assessors are obliged by law to make reasonable adjustment to ensure maximum
participation of students with disability in teaching, learning and assessment activities. This includes:


ensuring that course activities are sufficiently flexible;
• providing additional support where necessary; and
• offering a reasonable substitute within the context of the course where a student cannot
participate
Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability Discrimination
Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the
adjustment would impose an unjustifiable hardship on the person’.
Reasonable adjustment as it applies to participation in learning and assessment activities may include:







customising resources or activities within a training package or accredited course;
modifying a presentation medium;
providing additional support;
providing assistive or adaptive technologies;
making additional information accessible both before enrolment and during the course; and
monitoring these adjustments to ensure that the student’s needs continue to be met

Reasonable Adjustment Methods (examples)
Category

Possible issue


LLN





Speaking
Reading
Writing
Confidence

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Possible Strategies






Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of support documents such as word lists

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Indigenous





Knowledge and
understanding
Flexibility
Services
Inappropriate
training and
assessment










Non-EnglishSpeaking
Background







Speaking
Reading
Writing
Cultural background
Confidence










Age




Educational
background







Disability






Educational
background
Age of the assessor
Limited study skills
Reading
Writing
Numeracy
Limited study skills
and /or learning
strategies
Speaking
Reading
Writing
Numeracy
Learning Strategies












Culturally appropriate training
Explore understanding of concepts and practical
application through oral assessment
Flexible delivery & using group rather than
individual assessments
Assessment through completion of practical tasks
in the field after demonstration of skills and
knowledge.
Discuss with the student and supervisor whether
language, literacy and numeracy are likely to
impact on the assessment process
Use methods that do not require a higher level of
language or literacy than is required to perform the
job role
Use short sentences that do not contain large
amounts of information and clarify information by
rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead
of, or to support, text
Offer to write down, or have someone else write,
oral responses given by the candidate
Ensure that the time available to complete the
assessment, takes account of the student’s needs
Make sure font size is not too small
Assessor should refer to the student’s experience
Ensure that the time available to complete the
assessment takes account of the student’s needs
Discuss with the student their previous learning
experience
Ensure learning and assessment methods meet
the learner’s individual need

Identify the Issues
Create a climate of support & ensure access
Appropriately structured assessment
Using other’s expertise

An individual’s access to the assessment process should not be adversely affected by restrictions
placed on the location or context of assessment beyond the requirements specified in the training
package. Reasonable adjustments can be made to ensure equity in assessment for people with
disabilities. Adjustments include any changes to the assessment process or context that meet the
individual needs of the person with a disability, but do not change competency outcomes.
When assessing people with disabilities, trainer/assessors are encouraged to apply good practice
assessment methods with sensitivity and flexibility.
The assessment process must:


Provide for valid, reliable, flexible and fair assessment
• Provide for judgement to be made on the basis of sufficient evidence
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Offer valid, authentic and current evidence

Access and Equity
Please speak to your trainer/assessor if you require assistance with any access and equity concerns
you may have.
Recognition of Prior Learning
If you can demonstrate that you have the skills and knowledge within this unit, you should speak to
your trainer/assessor about this and apply for recognition of prior learning.

Assessments
There are five (5) forms of assessment or evidence gathering methods for this unit of competency.
Students are required to complete them all. Your assessor will advise when assessments are due.
Students may use various sources of information including: text books, learning workbooks, other
documents and the internet and they must list the sources of the information.
1. Written Question
This assessment task consists of fourteen (14) questions to assess the student’s knowledge of
BSBLED807 – Establish career development services unit of competency. Students must answer all
questions. The questions require a detailed response and all answers should be written in your own
words. Students are also required to provide proper referencing wherever applicable.
2. Case Study and Demonstration of Tasks
In this assessment task you as a PEO of the college are to:







Research contemporary career development theories, models, frameworks and strategies for
specific context and target group
Analyse codes of professional conduct and career development standards, and how they can
be applied in work practice
Apply regulatory requirements, policies, guidelines, standards and resources
Plan for and undertake ongoing personal professional development
Apply career development standards to all aspects of work role
Establish and maintain relationships with professional peers and service providers

3. Case Study and Demonstration of Tasks
In this assessment task you as a PEO of the college are to:






Apply career development theories in preparation to work with specific target groups
Analyse career development needs of specific target groups
Plan for support systems and resources required to provide high-quality career development
service delivery in specific context and for target group
Apply effective action-planning skills in career development counselling services
Establish ongoing professional and follow-up support for clients of career development
services

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BSBLED807 – Assessment Resource
4. Written Report and Presentation
In this assessment task you will be required to complete:




Part A – Written Report:
o Students need to cover below listed points in their report:
▪ Develop strategies for career development services to reflect contextual needs
and aspirations of VET Trainers/Assessors
▪ Establish mechanisms to follow-up provision of career development services
▪ Implement strategies to ensure records storage, security and privacy in
accordance with professional and organisational requirements
▪ Establish referral procedures and contacts
Part B – Presentation:
o Students are to develop PPT Presentation as part of this task and present summary
point of written develop as part of Assessment Task No 4 – Part A.

5. Portfolio of Evidence and Demonstration of Tasks
In this assessment task you will be required to complete:




Part A – Portfolio of Evidence, where the student must:
o Review career development services and service delivery strategies against plans and
standards, and identify any gaps
o Determine strategies to improve quality of career development services
Part B – Demonstration of Tasks, where the student is required to conduct a meeting with
the college owners and present/discuss with them regarding:
o Alternative career development strategies with the college owners
o Advocate for VET Trainers/Assessors and their career development needs

Student Assessment Instructions
To demonstrate your competency in this unit you must successfully complete both theory and
practical assessment tasks. The practical assessments will be conducted at a date and place to be
advised by your Trainer/Assessor.
All questions must be answered correctly for each assessment task to be completed satisfactorily.
There is no time restriction in completing the assessments, unless specified.
You must complete all questions unassisted by the assessor or other personnel but may refer to
reference material as needed.

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BSBLED807 – Assessment Resource
ASSESSMENT 1 – Written Questions
Task summary:
Students are to answer all written questions.
What do students need in order to complete this assessment?
▪ Access to textbooks and other learning materials.
▪ Access to a computer and the Internet.
When and where do students need to do this?
▪ This task may be done in the student’s...


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