Learner Workbook PDF

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BSBMGT615
Contribute to organisation
development
Learner Workbook
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Table of Contents
Table of Contents ......................................................................................................................... 1
Instructions to Learner ................................................................................................................. 3
Assessment instructions ................................................................................................................. 3
Assessment requirements .............................................................................................................. 6
Candidate Details ......................................................................................................................... 7
Assessment – BSBMGT615: Contribute to organisation development .......................................... 7
Observation/Demonstration ........................................................................................................ 8
Third Party Guide ......................................................................................................................... 9
Third party details (required information from the learner) .......................................................... 9
Activities ..................................................................................................................................... 9
Activity 1A ..................................................................................................................................... 10
Activity 1A checklist – for assessor ............................................................................................... 11
Activity 1B ..................................................................................................................................... 12
Activity 1B checklist – for assessor ............................................................................................... 14
Activity 1C ..................................................................................................................................... 15
Activity 1C checklist – for assessor ............................................................................................... 17
Activity 1D ..................................................................................................................................... 18
Activity 1D checklist – for assessor ............................................................................................... 20
Activity 1E...................................................................................................................................... 21
Activity 1E checklist – for assessor................................................................................................ 23
Activity 1F...................................................................................................................................... 24
Activity 1F checklist – for assessor ................................................................................................ 25
Activity 1G ..................................................................................................................................... 26
Activity 1G checklist – for assessor ............................................................................................... 28
Activity 2A ..................................................................................................................................... 29
Activity 2B ..................................................................................................................................... 31
Activity 2C ..................................................................................................................................... 34
Activity 2D ..................................................................................................................................... 36
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Activity 2E...................................................................................................................................... 38
Activity 2F...................................................................................................................................... 40
Activity 2F checklist – for assessor ................................................................................................ 41
Activity 3A ..................................................................................................................................... 42
Activity 3B ..................................................................................................................................... 45
Activity 3C ..................................................................................................................................... 48
Activity 3D ..................................................................................................................................... 50
Activity 3E...................................................................................................................................... 53
Summative Assessments ............................................................................................................ 56
Summative Assessments ............................................................................................................ 57
Section A: Skills Activity ................................................................................................................ 57
Summative Assessments: Section A checklist ............................................................................... 59
Section B: Knowledge Activity (Q & A) .......................................................................................... 60
Summative Assessments: Section B checklist ............................................................................... 61
Section C: Performance Activity.................................................................................................... 62
Summative Assessments: Section C checklist ............................................................................... 63
Workplace Documentation – for learner ..................................................................................... 64
Workplace documents checklist ................................................................................................... 64
Supplementary Oral Questions (optional) – for assessor ............................................................. 65
Competency record to be completed by assessor ........................................................................ 70
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
➢ Address each question including any sub-points
➢ Demonstrate that you have researched the topic thoroughly
➢ Cover the topic in a logical, structured manner
➢ Your assessment tasks are well presented, well referenced and word processed
➢ Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
➢ Presenting any work by another individual as one's own unintentionally
➢ Handing in assessments markedly similar to or copied from another learner
➢ Presenting the work of another individual or group as their own work
➢ Handing in assessments without the adequate acknowledgement of sources used,

including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact,
the result in whole or in part of unauthorised collaboration with another person or
persons. Collusion involves the cooperation of two or more learners in plagiarism or other
forms of academic misconduct and, as such, both parties are subject to disciplinary
action. Collusion or copying from other learners is not permitted and will result in a “0”
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grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office.
Handwritten assessments will not be accepted (unless, prior written confirmation is
provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory
(requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will
be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of
competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your
assessor and will be given another chance to resubmit your assessment task(s). If you are
still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of
competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at
any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with
strict confidence, in accordance with the law. However, you are responsible for ensuring
that you do not provide us with anything regarding any third party including your
employer, colleagues and others, that they do not consent to the disclosure of. While we
may ask you to provide information or details about aspects of your employer and
workplace, you are responsible for obtaining necessary consents and ensuring that privacy
rights and confidentiality obligations are not breached by you in supplying us with such
information.
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Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not
happy with your assessment and/or the outcome as a result of that treatment, you have
the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If
you would like to proceed further with the request after discussions with your
trainer/assessor, you need to lodge your appeal to the course coordinator, in writing,
outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
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Assessment requirements
Assessment can either be:
➢ Direct observation
➢ Product-based methods e.g. reports, role plays, work samples
➢ Portfolios – annotated and validated
➢ Questioning
➢ Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document

must be completed by the agreed third party.
Third parties can be:
➢ Supervisors
➢ Trainers
➢ Team members
➢ Clients
➢ Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining
competency.
The assessment activities in this workbook assess aspects of all the elements, performance
criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook
and have them deemed satisfactory by the assessor. If you do not answer some questions
or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your
trainer/assessor may ask you supplementary questions to determine your competence.
Once you have demonstrated the required level of performance, you will be deemed
competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit
your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment
policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please
contact your assessor to discuss your options. You have the right to formally appeal any
outcome and, if you wish to do so, discuss this with your trainer/assessor.
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Candidate Details
Assessment – BSBMGT615: Contribute to organisation development
Please complete the following activities and hand in to your trainer/assessor for marking.
This forms part of your assessment for BSBMGT615: Contribute to organisation
development.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with
the exception of where I have listed or referenced documents or work and that no part of
this assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed:
____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the
learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge
that it was a fair team effort where everyone contributed equally to the work completed.
We declare that no part of this assessment has been copied from another person’s work
with the exception of where we have listed or referenced documents or work and that no
part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed:
____________________________________________________________
Learner 2: ____________________________________________________________
Signed:
____________________________________________________________
Learner 3: ____________________________________________________________
Signed:
____________________________________________________________
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements
through observations or demonstrations. Your trainer/assessor will have a list of
demonstrations you must complete or tasks to be observed. The observations and
demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:

➢ Performing a work based skill or task
➢ Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:

➢ Performing a skill or task that is asked of you
➢ Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Third Party Guide

You should supply details of the third party to the assessor before you commence the
activities (see below), unless the assessor has already selected a third party themselves.
The assessor can then contact the third party in instances where they require more
evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
➢ Assessment is required in the workplace
➢ Where there are health and safety issues related to observation
➢ Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you
will need to inform the assessor. They will be able to provide you with a simulated
environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and
require application of the principles that you are learning as part of your training. Where
this is not possible, you and your third party should simulate the activity tasks and
demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in
your work role that relate to the unit of competency but are not a part of the formal
assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final
decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party
section in the Observations/Demonstrations document.
Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details
below of your nominated third party and obtain their signature to confirm their agreement
to participate. This information will be required by your trainer/assessor in advance of
arranging any future observations or demonstrations.
Third party name:
______________________________________________________________
Position of third party:
______________________________________________________________
Telephone number:
______________________________________________________________
Email address:
______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here)
__________________________
Third party signature: _____________________________________ Date:
___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
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Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
Activity 1A
Estimated 10 Minutes
Time
Objective To provide you with an opportunity to analyse strategic plans to determine
organisation development needs and objectives.
Activity Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
Why is it important to analyse strategic plans in order to determine the

organisation development needs?
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Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge
and performance as relevant to the unit activity. Indicate in the table below if the learner
is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to Yes No
assess the competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for Yes No
the activity? (Please circle)
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
signature
Assessor’s
signature
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Activity 1B
Time
Objective To provide you with an opportunity to consult with relevant groups and
individuals to profile the organisation’s culture and readiness for
organisational development.
1. Why is it important to profile the organisation’s culture and readiness for

organisational development?
2. Think of two different organisations with which you are familiar. What
type of culture would you say describes each organisation? Please give
reasons for your answers.
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Activity 1B checklist – for assessor

required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 1C
Time
Objective To provide you with an opportunity to determine who will take key roles in
the organisational development process and confirm their commitment.
1. Why is it important to determine the commitment of people who have

key roles in the OD planning process?
2. Imagine you have identified someone in your organisation who should be

involved in the OD planning process due to their technical expertise and
skills. However, when you have discussed this with them, they have
complained that they are far too busy and can’t possibly get involved.
What steps can you take to gain their commitment?
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Activity 1C checklist – for assessor

required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 1D
Time
Objective To provide you with an opportunity to collect and analyse data on areas of
the business experiencing problems or that need realignment.
1. Imagine that you are in a team of OD consultants working with a furniture

manufacturing business. The business is experiencing difficult trading
conditions and has invested heavily in new furniture designs and
manufacturing processes. Sales are 15% lower than in previous years and
the number of complaints is rising. The volume of furniture that has to be
reworked or scrapped is unacceptably high. What data would you look at
to explore this situation further?
2. When analysing data, what are you looking for?

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Activity 1D checklist – for assessor

required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 1E
Time
Objective To provide you with an opportunity to determine and agree on objectives and
strategies for organisational development.
Identify an organisation with which you are familiar. It would be useful if this
was one that one that is currently in the public eye and which appears to be
having problems (e.g. a well-known manufacturer; service provider, etc.).
Your task is to draft one or more objectives for an OD program for this
organisation and to propose a key strategy for achieving the objective/s.
(Note: we recognise that you are basing this only on your impressions of the
organisation and not actual data. However, it will be useful to practise
proposing an objective and strategy for achieving it.)
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Activity 1E checklist – for assessor

required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 1F
Time
Objective To provide you with an opportunity to consider change management
techniques required to achieve the workplace culture outcomes and build
them into the organisation development plan.
Building on your answer to Activity 1E, the task now is to consider which
change management techniques might be effective in achieving the
objectives. You should briefly outline which techniques you might use and
why you have made this choice.
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Activity 1F checklist – for assessor

required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
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Assessor’s
signature
Activity 1G
Time
Objective To provide you with an opportunity to develop communication/education
plans to achieve communication objectives in relation to the desired work
environment and desired approach to problem-solving and developmental
activities.
Building on your answers to Activities 1E and 1F, your task now is to plan the
communication strategy to enable affected groups and individuals to gain the
knowledge they need to accept and engage with the OD program.
You should identify what you think should be communicated, to whom, by

whom, when and using what method/s. The outcome should be a brief
overview plan showing your thinking.
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Activity 1G checklist – for assessor

required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 2A
Time
Objective To provide you with an opportunity to identify and implement consultative
processes to maximise participation in the organisation development process.
1. What consultation methods and processes could you use in the

organisation development program?
2. Choose one consultation method which you have not yet used in practice.
Outline the relative advantages and disadvantages of the method that
you have chosen.
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required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 2B
Time
Objective To provide you with an opportunity to undertake team development and
training activities to develop collaborative approaches to problem-solving and
development.
1. What factors need to be considered when planning team development

activities to develop collaborative approaches to problem-solving and
development?
2. Imagine that you are implementing an organisation development

program in which one of your objectives is to develop the skills in a team
so that every individual is trained to carry out every function/task which
is carried out by the team (known as ‘multi-skilling’). What key steps
might you take to achieve your objective?
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required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 2C
Time
Objective To provide you with an opportunity to facilitate groups to articulate problems
and propose means for resolving the problems.
Building on your answers to Activities 1E, 1F and 1G, develop an outline plan
for a group session at which you wish the group to articulate the problems
and propose solutions in relation to the matter which you felt an OD program
would resolve. You should set out the following:
➢ Purpose of the session

➢ Format and duration of the session, including how you intend to allow
everyone to make an input
➢ Any activities that participants would be required to complete prior
to attending
➢ How you intend to capture the feedback from the session.
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required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 2D
Time
Objective To provide you with an opportunity to manage conflict between individuals
and/or groups to achieve consensus or agreement.
Identify four steps that can be taken to deal with conflict if it occurs during
the group session.
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required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 2E
Time
Objective To provide you with an opportunity to undertake interventions in accordance
with the organisation development plan.
Identify one intervention that may form part of an organisation development

plan. Briefly describe:
➢ The purpose of the intervention

➢ Factors you would need to consider when planning to use this
intervention.
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required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 2F
Time
Objective To provide you with an opportunity to brainstorm alternative proposals and
negotiate and agree on outcomes.
In what circumstances might it be necessary to brainstorm alternative

proposals?
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Activity 2F checklist – for assessor

required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 3A
Time
Objective To provide you with an opportunity to undertake surveys to identify any loss
of support for organisational development programs and activities.
Why might there be a loss of support for the OD program and activities?
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required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 3B
Time
Objective To provide you with an opportunity to maintain regular team meetings and
individual feedback in accordance with communication plan.
1. Why is it important to maintain regular team meetings and individual

feedback to maintain the OD program?
2. Imagine that you are part of a team responsible for implementing an OD

program which includes the following key actions:
Development and implementation of new working procedures

Training for all operators in new equipment/procedures
Launch of a new product.
The OD program has been running for six months. Your task is to develop
an outline agenda for a team meeting to advise the team about progress
with the OD program and to elicit their questions and feedback about it.
You are permitted to invent details for the purposes of this activity.
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required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
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Activity 3C
Time
Objective To provide you with an opportunity to set out activities and interventions in
the organisation development plan and maintain, evaluate and modify them
as required.
1. Why is it important to maintain, evaluate and modify the OD plan?
2. What methods can be used to evaluate the OD plan?

www.alphainstitute.edu.au

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Sydney Campus: 8 Figtree Drive Sydney Olympic Park NSW 2127 • Canberra Campus: 17 Oatley Ct, Belconnen ACT 2617
Phone: 0404 462 384 • Email: Info@alphainstitute.edu.au
ABN: 99 620 543 688 • RTO CODE: 45413 • CRICOS CODE: 03708F
Assessor’s
signature
Activity 3D
Time
Objective To provide you with an opportunity to ensure senior management reinforces
organisation development program by ongoing messages of support and
appropriate resource allocation.
1. Why is it important that senior management demonstrates their support for

the OD program?
2. How can you gain senior manager support for the OD program?

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
Activity 3E
Time
Objective To provide you with an opportunity to evaluate organisation development plans
in terms of costs and benefits, including opportunity costs.
1. Why is it important to undertake a cost-benefit analysis for an OD program?
2. What is an ‘opportunity-cost’?

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge
and performance, as required to show competency in this unit. These activities should be
completed after finishing the Learner Guide. You should complete these as stated below and as
instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
➢ Skills – skill requirements, required skills, essential skills, foundation skills
➢ Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
➢ Performance – evidence requirements, critical aspects of assessment, performance

evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will
provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a
series of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the
workplace or a simulated environment. You should demonstrate the required practical tasks for
the unit of competency and be observed by the assessor and/or third party, as applicable to the
situation. If the third party is required to observe you, you will need to make the required
arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any
evidence of competency to this workbook.
Summative Assessments
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this
activity as proof of completion.
This activity will enable you to demonstrate the following skills:

Learning ➢ Participates in team development and training activities to develop
skills and knowledge
Reading ➢ Evaluates and integrates facts and ideas while reviewing and
interpreting organisational development processes
Writing ➢ Researches, plans and prepares documentation using vocabulary,

grammatical structure and conventions appropriate to context and
audience
Oral ➢ Applies appropriate strategies to extract main ideas from oral texts
Communication across a range of contexts in an effort to improve organisational
development
Numeracy ➢ Selects and interprets a range of mathematical information to analyse

performance, determine objectives and calculate cost-benefits of
organisational development
Interact with ➢ Recognises the importance of taking audience, purpose and contextual
others factors into account when making decisions about what to
communicate, with whom, why and how
➢ Recognises the importance of supportive interaction and building
rapport in order to establish positive and effective working
relationships
➢ Collaborates with others to achieve joint outcomes, playing an active
role in encouraging innovation and facilitating effective group
interaction, influencing direction and taking a leadership role
➢ Manages conflict in the workplace through the recognition of
contributing factors and by implementing resolution strategies
Get the work ➢ Develops flexible plans for complex, high impact activities with
done strategic implications that involve multiple stakeholders with
potentially competing demands
➢ Systematically gathers and analyses all relevant information and
evaluates options to make decisions about organisational development
➢ Considers whether others should be involved in decision making and, if
so, uses collaborative processes
➢ Uses analytical and lateral thinking to review current practices and
develop new ideas
➢ Actively identifies systems, devices and applications with potential to
meet current and or future needs with the help of specialists
Answer the activity in as much detail as possible, considering your organisational requirements.
1. This skills-based activity will require the learner to interact with and document the organisation’s
readiness for development. The learner will firstly be provided with the relevant documentation on
the organisation’s development needs and stipulated objectives. The learner will need to outline
these needs for their own records by documenting them in their workbook. With this document in
hand, the learner will then consult with the relevant personnel in their organisation regarding
development needs. The learner will then gain support and collaborate with the relevant people to
push the development plan forward. At this point the plan should be developed with the input of
relevant stakeholder and personnel. All this must be documented by the learner.
Summative Assessments: Section A checklist

performance as relevant to the summative assessment. Indicate in the table below if the learner
is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the activity been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
To complete the unit requirements safely and effectively, the individual must:
➢ Explain how to maximise participation in and support for organisation development including
strategies or techniques for:
o change management
o consultation
o evaluating the process and outcomes
o generating ideas and options
o managing conflict and resolving problems
➢ Outline theories of organisational behaviour and dynamics relevant to planning and implementing
organisational development
➢ Explain the impact of legislation on organisational development and change
➢ List aspects of organisation culture that can affect organisation development and explain how to
address them in planning and implementation.
Answer each question in as much detail as possible, considering your organisational requirements for
each one.
1. Name 5 change management techniques.
2. What are the 4 main forms of the consultative process?
3. Why is it important to manage conflict?
4. Name and explain 5 of Fayol’s management principles.
5. How might new legislation affect the process?
6. What are the 6 types of organisational cultures?
Summative Assessments: Section B checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for
this unit.
A signed observation by either an approved third party or the assessor will need to be included in this
activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
Evidence of the ability to:
➢ Analyse information and data about the organisation and develop an organisation development
plan including:
o agreed objectives
o change management and communications strategies
o identified roles
➢ Implement the development plan including:
o developing the team
o managing conflict
o solving problems
➢ Consult and communicate effectively with relevant stakeholders to:
o determine agreed objectives and outcomes
o manage conflict
o monitor and promote participation in and support for the development activities
➢ Evaluate the development plan and make adjustments as appropriate.
1. Create an organisational development plan for your organisation.
The learner must:
➢ Analyse all relevant information and data regarding their organisation

➢ Create an organisation development plan which outlines agreed objectives
➢ Identify roles
➢ Implement the plan while solving any problems and managing conflict
➢ Consult with relevant stakeholders
➢ Evaluate the development plan.
Summative Assessments: Section C checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
Learner’s
signature
Assessor’s
signature
Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to
the assessor or third party. Indicate in the table below the documents that have been provided.
Please refer to your trainer/assessor if clarification is required or if you have any further
questions on what you are able to provide or use.
Document name/description Document attached
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please
documents? circle)
If not originals, have the originals been validated or checked? Yes No (Please
circle)
Learner’s signature
Assessor’s signature
Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a
question in the Learner Workbook, you may choose to ask them a supplementary question to
clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature
Competency record to be completed by assessor

performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learner completed all required assessments to a satisfactory Yes No

standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
The learner has been assessed as competent in the elements and performance criteria and
the evidence has been presented as:
Yes No
Authentic
(Please circle)
Yes No
Valid
(Please circle)
Yes No
Reliable
(Please circle)
Yes No
Current
(Please circle)
Yes No
Sufficient
(Please circle)
Learner is
Not yet competent Competent
deemed:
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s
signature
Assessor’s
signature

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➢ Demonstrate that you have researched the topic thoroughly

➢ Cover the topic in a logical, structured manner

➢ Handing in assessments markedly similar to or copied from another learner

➢ Presenting the work of another individual or group as their own work

➢ Handing in assessments without the adequate acknowledgement of sources used,

grade and NYC.

Assessment appeals process

➢ Product-based methods e.g. reports, role plays, work samples

➢ Portfolios – annotated and validated

➢ Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document

The third party observation must be submitted to your trainer/assessor, as directed.

The observation will usually require:

➢ Interaction with colleagues and/or customers.

A demonstration will require:

➢ Undertaking a simulation exercise.

Third Party Guide

Third party details (required information from the learner)

Why is it important to analyse strategic plans in order to determine the

Activity 1A checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

1. Why is it important to profile the organisation’s culture and readiness for

Activity 1B checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

1. Why is it important to determine the commitment of people who have

2. Imagine you have identified someone in your organisation who should be

Activity 1C checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

1. Imagine that you are in a team of OD consultants working with a furniture

2. When analysing data, what are you looking for?

Activity 1D checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

Activity 1E checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

Activity 1F checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

You should identify what you think should be communicated, to whom, by

Activity 1G checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

1. What consultation methods and processes could you use in the

Activity 2A checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

1. What factors need to be considered when planning team development

2. Imagine that you are implementing an organisation development

Activity 2B checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

➢ Purpose of the session

Activity 2C checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

Activity 2D checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment: