BSBLED807 TasCollege Establish Career Development Services Assignment there is a five task in the assessment please read carefully if u have any question l

BSBLED807 TasCollege Establish Career Development Services Assignment there is a five task in the assessment please read carefully if u have any question let me know thanks 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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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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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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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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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 …
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