CPW 3 Professional Performance _WLI Student Assessment

 

Student Assessment Pack

Ensure this cover sheet is attached to your work.

 

Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name

Course and Unit Details

Course name	ProfessionalYear Program– EAW3
Unit code and name	Professional Performance (BSBINN301 Promote Innovation in a Team Environment and BSBDIV301 Work Effectively with Diversity Element 2 (working with diversity in a team setting)
Due Date		Submission Date

 

 

 

 

Student Declaration: •        I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; •        I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; •        For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: o   Reproduce this assessment and provide a copy to another member of staff; and o   Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).   Student signature:   ________________________________              Date:  ____/_____/______________

 

 

 

 

 

 

 

 

 

 

 

                                                                 

 

 

 

 

 

 

 

THIS PAGE IS INTENTIONALLY BLANK

 

 

ASSESSMENT DETAILS AND RESULTS SHEET   Purpose: This sheet enables assessors to determine a student’s competency for each unit based on all assessment tasks submitted.  It also provides evidence to ACS that the student has been assessed appropriately, after the student’s assessment is destroyed after the mandatory 6 months retention period.  Under the Public Records Act, this sheet must be retained for 7 years. Instructions: Assessor: Record the outcome of each assessment task on this sheet.  Once all assessments have been finalised, determine the student’s competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date then forward this form together with all assessment to the Training Manager according to the assessment submission schedule. Please refer to assessment overview for more information. Administration Team: Record the Unit Outcome in the student management system (SMS). Ensure the date assessed matches the end date for the unit in SMS. Scan this sheet in the student’s electronic record, then save the assessment bundle in the student’s file.
Unit Name:	Professional Performance (BSBINN301 Promote Innovation in a Team Environment and BSBDIV301 Work Effectively with Diversity Element 2 (working with diversity in a team setting)	Sufficient evidence recorded/Outcome S – Satisfactory NS – Not Satisfactory
Evidence recorded	Unit Assessment Task 1	□ S / □ NS (First Attempt)	□ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 2	□ S / □ NS (First Attempt)	□ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 3	□ S / □ NS (First Attempt)	□ S / □ NS (Second Attempt)

Unit Outcome	□ Competent □Result not available	FINAL UNIT OUTCOME
		□ Competent □Not Yet Competent
Comments
Assessor’s Name (Print)
Assessor Signature
Date Assessed
DATA ENTRY (Entered onto TEAMS)	□ Competent (change result to Competent and enter date assessed) □Result not available (do not change result, record submission in notes field) Date:                    Initials:	□ Competent (change result to Competent and enter date assessed) □Not Yet Competent (change result to NYC and enter date assessed) Date:                       Initials:

Assessment Overview

Unit Description and Application

This unit is a cluster of two relevant units including BSBINN301and BSBDIV301

 

BSBINN301: This unit describes the skills and knowledge required to be an effective and proactive member of an innovative team.

It applies to individuals who play a proactive role in demonstrating, encouraging or supporting innovation in a team environment. The individual may be a team participant or a team leader. Teams may be formal or informal and may comprise a range of personnel.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

BSBDIV301:This unit describes the skills and knowledge required to recognise and interact productively with diversity in the workplace. It covers sensitive responses to, and interactions with, all manner of diversity that might be encountered during the course of work.

It applies to individuals who work in a variety of contexts where they will be expected to interact with a diverse client and/or co-worker population. They may also provide some leadership and guidance to others and have some limited responsibility for the output of others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

 

Pre- Requisites

Not applicable

 

Co- Requisites

Not applicable

 

Relevant Legislation

• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004 – Applicable in Victoria
• Work Health and Safety Act 2011

 

Key competencies

The key competencies you will develop and be assessed against in this unit are:

 

BSBINN301:

·         Create opportunities to maximise innovation within the team

·         Organise and agree effective ways of working

·         Support and guide colleagues

·         Reflect on how the team is working

BSBDIV301:

• Recognise individual differences and respond appropriately
• Work effectively with individual differences

Performance evidence

Evidence of the ability to:

 

BSBINN301:

·         Apply practices that promote innovation within a team including:

·         Modelling open and respectful communications

·         Contributing to the make-up and rules of the team

·         Planning and scheduling of activities

·         Reflecting on activities, feedback and challenges to identity improvement options

·         Encourage others to contribute to innovation in the team

·         Implement improvements and communicate about them.

BSBDIV301:

·         Adjust language and behaviour as required by interactions with diversity

·         Identify and respect individual differences in colleagues, clients and customers

·         Apply relevant regulations, standards and codes of practice.

 

Knowledge evidence

To complete the unit requirements safely and effectively, the individual must:

 

BSBINN301:

·         Explain what innovation is, the different types of innovation and the benefits of innovation

·         Describe the internal and external factors that contribute to a team becoming and remaining innovative including:

·         Team characteristics

·         The role of group dynamics and diversity

·         Broader environmental factors

·         Explain how activities can encourage or hinder innovation in a team including:

·         Allocation of time and activities

·         Modelling behaviour

·         Rewards and recognition

·         Communications

·         Feedback.

BSBDIV301:

·         Identify major groups in the workplace and community, as defined by cultural, religious and other traditions and practices

·         Identify reasonable adjustments that facilitate participation by people with a disability

·         Explain the value of diversity to the economy and society in terms of:

·         Workforce development

·         Australia s place in the global economy

·         Innovation

·         Social justice

 

Assessment Submission Guidelines

·         All assessments must be submitted by the due date specified by the Trainer/Assessor on the WLI Learning Management System (Moodle). To log in to WLI Moodle visit https://WLI.learnbook.com.au/login/learnbooklogin.php.

·         When submitting assessments students agree that it is their own work, except where acknowledged, and has not been submitted for academic credit elsewhere.

 

If you miss an Assessment Deadline:
If you miss a scheduled assessment you are required to provide proof of legitimate absence within three (3) working days after the official due date.

·         Proof must be provided to the Student Services Department and may be required to complete an assessment extension application form.

·         If the proof is not provided within the time period, then the student will receive a ‘Not Yet Competent (NYC)’ outcome.

·         No supplementary assessments will be scheduled without proof of legitimate absence.

·         If the proof of legitimate absence is rejected, the student can appeal to the Academic department.

·         For more information, please refer to the student handbook. 

 

Re-submission

Students are permitted 2 attempts for each assessment task.  If you are deemed Not Yet Competent (NYC) for the unit, you must re-enrol and pay the required tuition fees for the unit.

 

Assessment Task and Unit Outcome

All individual assessment tasks are marked as either Satisfactory (S) or Not Satisfactory (NS). 
Once all individual assessment tasks are marked Satisfactory (S) for a unit, the student can be deemed Competent (C).

If the student does not achieve Satisfactory (S) results for all individual assessment tasks for a unit, they will be deemed Not Yet Competent (NYC).

 

Reasonable Adjustment

At the Trainer/Assessors discretion reasonable adjustment, also known as reasonable accommodation, may be applied. This means that 'reasonable' adjustments may be made wherever possible; to meet the needs of a student with disability or with other learning needs.  If you require more details about reasonable adjustment, please refer to the student handbook.

 

Learning support

If you require further assistance in your learning, WLI encourages you to reach out to your Trainer to discuss the areas that you believe you need further assistance with. If you require further support after consulting your trainer, please see a Student Services Officer who can arrange a time to discuss your concerns with the Academic department.

 

Plagiarism Policy

All student work must be written in their own words, except where acknowledged through quotations and referencing. Plagiarism is a serious offence;The William light Institute may impose severe penalties on students who plagiarise.

For more information on Plagiarism and Cheating, visit WLI’s policy and procedures on the website. http://www.wli.edu.au/.

 

Appeals

If you are not satisfied with the decision made by a member of WLI staff, you can appeal that decision. For more information on Complaints and Appeals please see the Appeals policy and procedures on the WLI website. http://www.wli.edu.au/.

Course Credits

If you have been deemed competent in this unit as part of a prior qualification, you may eligible for credit transfer. For more information on course credits please see the Course Credits policy and procedures on the WLI website.  http://www.wli.edu.au/.

 

RPL

If you believe you have sufficient experience and knowledge in this area of study, you may be eligible for Recognition of Prior Learning (RPL). For more information on applying for RPL please see the Recognition of Prior Learning (RPL) policy and procedure on the WLI website.  http://www.wli.edu.au/.

 

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.

 

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

•           Be provided for each Unit Assessment Task (UAT)

•           Guide students to adapt and adjust their learning strategies

•           Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs

•           Be a pivotal feature of learning and assessment design, not an add-on ritual

•           Focus on course and unit learning outcomes

•           Guide students to become independent and self-reflective learners and their own critics

•           Acknowledge the developmental nature of learning

 

If students have not received proper feedback, they must speak to PYP department/administration department in the WLI/person responsible for looking after the PYP department/administration of the WLI.

 

For more information, please refer to the WLI Student Handbook.

 

Question 1:
Task 1: Assessment 1 - Individual Reflection (Reflective Journal) You will keep a reflective journal for this workshop. Every week you will write a one page summary of what was your main learning from the workshop is and what this means that you may do differently in the future. Starting in Week2, a photocopy of your journal entry will be handed in to your lecturer at the start of each workshop. The one page journal entry will contain: ·         Your name, and workshop number and date at the top ·         A paragraph that clearly describes your key learning from the workshop ·         Observations and insights about what you may do differently in the future as a result of this learning ·         Timetable and outcomes on these improvements you have proposed ·         At least one citation from the literature that you regard as relevant to the workshop content.
Week 1: Individual Reflection
Name:Student name Workshop number: 1 Date:Date Key Learning from the workshop: The effective communication strategies were discussed; the effective communication enabled the teams to identify the project requirements for the development. The proper outcome of the project can be achieved through the effective communication strategies which were discussed in the workshop. The communication remains to be the essential progress in the project development all the issues can be sorted out with proper communication between the team members. Observation and future improvement: Some of the communication between team was lagging in the project development phase so these have to be improved for the better (Zulch, 2014) effective result of project. The good communication will have the conflict and confusion from the way of bogging and it make sure to keep the project aligned as per the project goals and what exactly needs to be completed. Timetable for the proposed improvement: In the first phase the communication plan has to be scheduled to discuss the issues involved from the project. The figuring has to be derived in means of what kind of the communication that each member in the team has to be made. The scheduling used in the proper communication strategies; the scheduling progress will make sure to deliver the proper project deliverables. Outcomes from the proposed improvement: The proposed effective communication let the team to achieve the destined goal in the workshop learning. It helped to define the project with all the requirements and solution for the problems. The product improvement was observed with the effective communication skill which implies to complete the project in given time. It leads the teams to have good protocols for the effective communication system.
Week 2: Individual Reflection
Name:Student name Workshop number: 2 Date:Date Key Learning from the workshop: This learning was related to the time management process in the project development process. The management is must for the project, it is the management of time spent by every team for project growth, time taken for the progress made, project activity completion within the specific timing. The excellent time management will need of the planning, scheduling and managing the proper timing for project. Observation and future improvement: The time management in the project development was fine but some phase in the development leads to lagging progress, which has to be increased in the future. For the better effective time management the protocols can be brought and applied towards the project growth. Whereas, the time managing will break the task into various parts for developing. Timetable for the proposed improvement: First the team has to split the works and progress for the development of the project.  The project plan must be scheduled. Engage the (J L Leal, 2018) communication through the stakeholders in effective way, here the solution can be obtained from the others. Must make the flexible and attentive progress in the scheduling, here it would develop and split the tasks for completion within the specific timing. Outcomes from the proposed improvement: The proposed work helped to achieve the time management in project, helped to completed specific task within the time period. The activity sequence was done through the execution progress, the estimation of the activity held with the effective outcome. Duration and effort estimation was derived for better result in the project.  The activity sequence and duration initialization for the requirement resources helped the activity to achieve the most wanted factors from the analysing areas.
Week 3: Individual Reflection
Name:Student name Workshop number: 3 Date:Date Key Learning from the workshop: The problem solving task was derived from the learning, in this area the project problem issues analysing and solving progress were held. The problem solving is the main in project management system. It makes the developing of projects to get success and solutions obtaining for the problems to get resolved. The probability achieved from the problems will be calculated for the issue finding with help of specific method the problems will be resolved for project. Observation and future improvement: The problems were identified in the given project and some issues were not found, so all the problems were analysed with help of the (Lorenzo, 2005) strategy. The future improvement has to be made on the problem has to be found in the starting stage of the development, describe the issues whatever found from the requirements, root causes has to get cleared for the better outcome. Timetable for the proposed improvement: Through scheduling the proper steps the issues can be resolved which could achieve the solutions for the problems, first all the problems has to defined from the project, for the analysed problems the specific information has to be gathered for issue resolving. The next step is to make the general all possible solution for the problems and finally to evaluate the issues with fit solution. Outcomes from the proposed improvement: The outcome achieved from the proposed system is a best result for the project development. Here the level of analysis helped to achieve all the issues and many more problems in the existing system. And the proposed work helped to achieve the actual causes of the problems and the best result to resolve the issues. The performance analysis was increased from the proposed work and effectiveness was large.
Week 4: Individual Reflection
Name:Student name Workshop number: 4 Date:Date Key Learning from the workshop: The project decision making task was achieved and revised; decision making enables the project to reach the destined goal achievement. The proper and strong decision making skills are largely important for the best course action achievable. The (Parth, 2013) situation adaption will leads to the best results, it was observed that the choosing the best decision making strategies will outcome the appropriate solution towards the problems found. Observation and future improvement: It was observed that, entire decision has to been made according to the criteria; hence all the scoring system has to be involved in the highest decision factor achievable. Still in the future the skills, knowledge on the decision makings needs to increased and proper timing has to fit for the project. The scoring based techniques from the decision making criteria can be involved for better more results. Timetable for the proposed improvement: The steps to be followed for the improvement of decision making must find the decision and should realise the problems towards the problems. For information the data should be gathered for the decision analysis, find the alternative solution towards the problem in project. Take action as per the decision analysis which should be achieved from the alternatives progress. Outcomes from the proposed improvement: It helps the project to approve the next level of improvement, the best decision making analysis will make sure the projects are fine for next growth. The strategic decision making protocols, achieves to get the proper protocols. The decision was made through though the program orientation and helped to evaluate the alternative problems and results were obtained with needed goal.

 

Question 2:
Task 2: Assessment 2 - Report on Team Performance (Conducting a Team Meeting each week) The assessment for this unit is a group project so that the competencies can be observed. Attention should be paid to the process of achieving the group outcome, not just the finished project. Reflections upon individual performance within the group, plus a report on the team's performance prepared as a group. Teams should have weekly team meetings and record minutes, which should be submitted as part of the team's performance report. Team members should take it in turns to chair team meetings and record minutes.
Week 1: ·         Reflections upon individual performance within the group ·         A report on the team's performance prepared as a group and ·         Weekly team meetings and record minutes. Your response should not exceed more than 200 words.
Each and every person of the group have arrived on the time for the team meeting. The team members has discussed the importance of the project as well as other requirements. Some of the team members are not effectively involved in the team meeting. The reason may be due to the communication issues that might occur during the meeting. As a team, the entire team has effectively communicated regarding the project. The needs of the project are discussed by every team member and the various doubts regarding the project are clarified. This helps in improving the team communication and to collaborate with other members of the team. The clarification regarding the project could be improved with the help of this improved communication. The weekly team meetings were conducted efficiently. The record minutes are noted by every member of the team. The important points are noted here which helps in understanding the need and the outcomes of the meeting. Thus, it is understood that the effective communication is the key while dealing with the team meetings.
Week 2: ·         Reflections upon individual performance within the group ·         A report on the team's performance prepared as a group and ·         Weekly team meetings and record minutes. Your response should not exceed more than 200 words.
Everyone in the team had reported on time for the meeting and had a conversation. In the week 2, meeting went on regarding the project software and hardware requirements analysis. The entire team members have completed the first part of the work in proper timing. The team had an excellent time management in acquiring the project requirement and defining the scope of project. The schedule management system plan was defined for the project completion. The activities were defined for the week in collection of software requirements, after defining and confirming the time management plan the project activities were defined. The estimation duration was defined for activity completion within the week, and it was discussed for project planning. The project scheduling was discussed in activity inputting, duration for completion of project, start and end dates to complete the project, sequencing the schedule for completion. The time management for the project completion work was defined, it was given initiated in software tools after the completion of one week these will be recorded and updated in tool.
Week 3: ·         Reflections upon individual performance within the group ·         A report on the team's performance prepared as a group and ·         Weekly team meetings and record minutes. Your response should not exceed more than 200 words.
The problem solving task was held in the week 3 for project development. The problem solving was done through everyone in the group by splitting the task into each. Each from the team has discussed the issues in the current project and some solution towards that problem. The problem solving was effectively done through the particular methodology which increased through the probability. In the first step the actual status of the issues were found by each member and next step solution were analysed and defined. The clear situation of the project was defined and analysed effectively. In the next stage the objectives of the project were defined and achieved correctly. Here the problem solving was done effectively, the project issues were encountered in the daily basis.  The trade-off analysis was done effectively for the proper problem solving from the project, it evaluated the solution for the problem. The simple matrix helped to resolve the problems and it took two largest ranking solutions for all the issues in the project.  The action plan and solving skills helped the groups to resolve the issues and emerge the new solution.
Week 4: ·         Reflections upon individual performance within the group ·         A report on the team's performance prepared as a group and ·         Weekly team meetings and record minutes. Your response should not exceed more than 200 words.
In this week the project decision making process was held, the project leader from the group and everyone from the team has worked well with the project strategy, tactics and actions from acceptable points.  The decision planning was applied in all the questions raised from the project view side. For the better decision making planning the new technology were implemented for the feature tracking records, some of the features were driven from the side of project manager. The entire meeting was recorded through the notes for this week, whereas it would help to recognize the issues in proper decision making planning in the project. Throughout the meeting the position of the project team and coordination was derived finely. The rational decision helped to derive the project correctly, it tendance to make the various solution for the issues. The decision making plan in each phase of the project process analysed the question and given the correct solution towards it.  All the points were taken as the notes and issues were noted importantly for the better solution finding with help of the strategy analysis in decision planning.

 

 

Question 3:
Task 3: Assessment 3 - Individual Reflection (Reflective Journal) The group will be required to research Applications on the Apple App Store that provide maps for navigation and identify the application that best replaces the need for a GPS.  A rating of the pros and cons of each application together whether the purchase versions have benefits beyond the free apps. The second phase will be for the group to identify innovative features that could be added to the chosen Navigation system and why these features would be desirable.  Finally the group should make a recommendation on which App is best and why together with the enhancements the group think could be included. Your response should not exceed more than 150 words.
From the research, it is identified that need of GPS and navigation could be provided by the application called MilGPS. It is a premium tool used for navigation purposes by professional navigators. The accurate location and the time could be provided by the application. It is rated third in the Apple store with 4.7 rating. There are number of positive reviews for the application. The purchase cost of the application is $11.99. It is found that the application will be worth paying since it provides accurate location which are used by military and naval officers. The desired feature that could be added in this application is the three-dimensional views of the location. This could be helpful for easier identification of the location. It is clear that when compared to the free applications, MilGPS is a worth purchasing for alternative to the GPS and navigation in the device.

 

 

Performance criteria checked by the facilitator

Student name:

Facilitator name:

 

Professional Year Performance Criteria	Performance criteria	Competent	Not yet Competent
1.   Subject Specific	1.1   Managetimeindependentlyandaspartofagroup
	1.2   Understandandapplycriticalandcreativethinkingtocomplexworkproblems
	1.3   Demonstrateabilitytomakedecisionsbasedonavailableoptions
	1.4   Monitorownperformanceandplanand initiatemeasurestoimproveit
	1.5   Recogniseanddevelopprofileof specificwork-relatedskills
	1.6   Create opportunities to maximise innovation within the team
	1.7   Organise and agree effective ways of working
	1.8   Support and guide colleagues
	1.9   Reflect on how the team is working
	1.10              Manage time independently and as part of a group
2.   Culture and Communication	2.1   Demonstrateknowledgeofhowteamstypicallyworkin Australia
	2.2   Work effectively with individual differences
3.   Language	3.1   Language of negotiation, agreement and polite disagreement
	3.2   Delegating politely - using requests rather than demands
	3.3   Language of interruptions and turn-taking for group meetings
BSBINN301 Promote Innovation in a  Team Environment performance criteria
1. Create opportunities to maximise innovation within the team	1.1. Evaluate and reflect on what the team needs and wants to achieve
	1.2. Check out information about current or potential team members' work in the context of developing a more innovative team
	1.3. Bring people into the team or make suggestions for team members based on what needs to be achieved and the potential for cross-fertilising ideas
	1.4. Acknowledge, respect and discuss the different ways that different people may contribute to building or enhancing the team
2. Organise and agree effective ways of working	2.1. Jointly establish ground rules for how the team will operate
	2.2. Agree and communicate responsibilities in ways that encourage and reinforce team-based innovation
	2.3. Agree and share tasks and activities to ensure the best use of skills and abilities within the team
	2.4. Plan and schedule activities to allow time for thinking, challenging and collaboration
	2.5. Establish personal reward and stimulation as an integral part of the team's way of working
3. Support and guide colleagues	3.1. Model behaviour that supports innovation
	3.2. Seek external stimuli and ideas to feed into team activities
	3.3. Pro-actively share information, knowledge and experiences with other team members
	3.4. Challenge and test ideas within the team in a positive and collaborative way
	3.5. Pro-actively discuss and explore ideas with other team members on an ongoing basis
4. Reflect on how the team is working	4.1. De-brief and reflect on activities and on opportunities for improvement and innovation
	4.2. Gather and use feedback from within and outside the team to generate discussion and debate
	4.3. Discuss the challenges of being innovative in a constructive and open way
	4.4. Take ideas for improvement, build them into future activities and communicate key issues to relevant colleagues
	4.5. Identify, promote and celebrate successes and examples of successful innovation
BSBDIV301 Work Effectively with Diversity Element 2 (working with diversity in a team setting) performance criteria
1. Recognise individual differences and respond appropriately	1.1 Recognise and respect individual differences in colleagues, clients and customers
	1.2 Respond to differences sensitively
	1.3 Ensure behaviour is consistent with legislative requirements and enterprise guidelines
	1.4 Accommodate diversity using appropriate verbal and nonverbal communication
2. Work effectively with individual differences	2.1 Recognise and document knowledge, skills and experience of others in relation to team objectives
	2.2 Encourage colleagues to utilise and share their specific qualities, skills or backgrounds with other team members and clients in order to enhance work outcomes
	2.3 Ensure relations with customers and clients demonstrate that diversity is valued by the business

 

References

J L Leal, J. P. R. a. O. A. G., 2018. Project time: Time management method for software development projects-analytical summary. International Meeting On Applied Science And Engineering 1126(1), pp. 1-8.

Lorenzo, M., 2005. The Development, Implementation, and Evaluation of a Problem Solving Heuristic. international Journal Of Science And Mathematics Education (3), pp. 33-58.

Parth, F. R., 2013. Critical decision-making skills for project managers. Turkey , s.n., pp. 1-20.

Zulch, B., 2014. Communication: The foundation of project management. Science Direct (00), pp. 1-10.