there are 4 assignments. for each assignment need difference word limits. Please follow words limit it asks. Faculty of Business Assessment Tool BSBDIV802 Conduct strategic planning for diversity learning practices
Unit Summary Unit Code(s) BSBDIV802 Unit Title Conduct strategic planning for diversity learning practices Duration 8 Weeks Total Contact Hours 160 hours Requisites: Pre-requisites None Co-requisites None Concurrent pre-requisites None Assumed knowledge It is expected that students will have had some business experience within an organisation or enterprise. Campus/Location 98 Cleveland Street, Greenslopes QLD 4120 Level 10, 190 Queen Street, Melbourne VIC 3000 Mode of Delivery Face to Face Unit Learning Outcomes Students who successfully complete this Unit should be able to: Plan diversity learning strategy Design and develop organisational diversity learning strategy Implement organisational diversity learning strategy Review organisational diversity learning and development Improve diversity organisational learning strategy formation
Assessment Assessment Overview Assessment Tasks Task Outcome S: Satisfactory NS: Not Satisfactory Date Assessed Unit Learning Outcomes Competent (C) or Not Competent (NC) Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Trainer Declaration: I declare that I believe that the evidence that I have assessed for this task is this students own work and that I have conducted a fair, valid, reliable and flexible assessment. In addition, I have assessed this student have provided appropriate feedback to the student. Trainer Signature Date: Student Declaration I declare that the evidence I have submitted for this unit of competency is my own work. I believe that my work meets all the rules of evidence and principles of assessment such as current, sufficient, valid and authentic. I further declare that I have been assessed in this unit and been provided with appropriate feedback and I have been advised of my result. I also am aware of my appeal rights. Student Signature Date: Computer access and back up Please keep a portable back up of all your work so that you can move between computers. If access fails at home, you can then access the internet at a local library or internet caf_or work if they permit it). Recommended Reading Materials Management Theory and Practice, 6e Edition, Kris Cole, Cengage Learning, 2016. Managing Diversity in Australia Theory and Practice, Glenda Strachan, Erica French, John Burgess, McGraw-Hill, 2010. Management Strategies and Skills, Judith Dwyer, Nicole Hopwood, McGraw-Hill, 2013 Submission Requirements Assessment Task 1 Briefing paper Assessment Task 2 Research and analysis report Assessment Task 3 Strategy design Assessment Task 4 Implementation and review Student behaviour and wellbeing Newton College (NC) has a range of policies and procedures that govern how students are expected to conduct themselves throughout the course of their relationship with NC. These include policies on expected standards of behaviour and conduct which cover interaction with fellow students, staff and the wider NC community, in addition to following the health and safety requirements in the course of their studies and whilst using facilities. All students are expected to familiarise themselves with Newton Colleges regulations, policies and procedures and have an obligation to abide by the expected guidelines. Any student found to be in breach may be subject to relevant disciplinary processes. Some examples of relevant expected behaviours are: Not engaging in student misconduct Ensuring compliance with Newton Colleges Anti-Discrimination, Bullying and Violence and Sexual Harassment requirements Plagiarism Plagiarism is the action or practice of taking and submitting or presenting the thoughts, writings or other work of someone else as though it is your own work. Plagiarism includes any of the following, without full and appropriate acknowledgment to the original source(s): The use of the whole or part of a computer program written by another person; The use, in essays or other assessable work, of the whole or part of a written work from any source including but not limited to a book, journal, newspaper article, set of lecture notes, current or past students work, any other persons work, a website or database; Plagiarism also includes the preparation or production and submission or presentation of assignments or other work in conjunction with another person or other people when that work should be your own independent work. This remains plagiarism whether or not it is with the knowledge or consent of the other person or people. Student support You should talk to your Trainer/Assessor or Student Services Officer, for information on student support services available for Newton Colleges students. If your studies have been adversely affected due to serious and unavoidable circumstances outside of your control (e.g. severe illness or unavoidable obligation) you should immediately contact student support officer, who will try and arrange some reasonable adjustments based on the circumstances and upon approval from Academic/RTO Manager. Special consideration If your studies have been adversely affected due to serious and unavoidable circumstances outside of your control (e.g. severe illness or unavoidable obligation) you may be able to apply for special consideration. Please speak to the student support officer or submit an application prior to the submission date of the assessment. Special needs Sometimes students with a disability, a mental health or medical condition or significant carer responsibilities require reasonable adjustments. Please contact student support officer who can address your special needs requirements to assist you in satisfactorily completing the unit. ASSESSMENT TASKS NOTE: All four assessment tasks must be satisfactorily completed to demonstrate competence. To satisfactorily complete an assessment task, every criterion in the marking guide for that task must be met. Assessment Task 1: Briefing paper This first assessment task requires you to research concepts associated with organisational diversity learning for an organisation of your choice. The following tasks require you to plan, implement and evaluate a diversity learning strategy so you will need to negotiate access to the organisation and both permission and authority to carry out the tasks described on the following pages. For your chosen organisation you are to assume that you are working as the Diversity Manager at the Global Head Office in Brisbane, Australia. The Chief Human Resources Officer has asked you to write a briefing paper for the Board of Directors explaining some fundamental concepts associated with organisational diversity learning. Your assessor will assume the roles of Chief Human Resources Officer and the Chair of the Board of Directors. Your report should be between 400 and 600 words and must include the following. A rationale for having an organisational diversity learning strategy The Legislative and Regulatory requirements that apply to an organisational diversity learning strategy A description of at least three types of organisational learning and assessment strategies that can be used to support organisational diversity learning and/or incorporate valuing and leveraging diversity principles Assessment Task 2: Research and analysis report Thanks to your briefing paper, the Board of Directors now has a better understanding of the learning required by the organisation. As a result, the Chair wants you to conduct the research and analysis required to plan a learning and workforce training strategy. The culmination of your research and planning will be a report for the Chair of the Board of Directors (your assessor). Your report should be between 1500 and 2000 words and must include the following. The outcome of consultation with relevant organisational stakeholders for ideas on strategic diversity learning requirements for the organisation. This should include identifying the stakeholders by organisation or role, briefly describing their interest in diversity learning within the organisation, their suggestion for diversity learning requirements and the rationale for those. A description of two different approaches to learning and workplace training directed at supporting the valuing and leveraging of diversity. The descriptions should include the methodology, resources required, target audiences, how they would support the valuing and leveraging of diversity, and how the outcomes could be assessed/measured An evaluation identifying which learning/workplace training approach would be best suited to support the valuing and leveraging of diversity in the organisation and why. The evaluation should balance the advantages and disadvantages of each approach to come to a defensible recommendation. The evaluation must be accompanied by a plan for implementation. The plan must contain sufficient detail for the Board of Directors to be able to make a decision on whether to go ahead. This means a rough outline of timeframes, costs, personnel required and other major resource considerations. An analysis showing the alignment of the chosen organisational diversity learning strategy with the human resources and learning requirements of the organisation. The analysis should clearly identify how the chosen strategy will align with existing human resource practices and help achieve the learning requirements of the organisation. An analysis of the technological and systems requirements to support the chosen organisational diversity learning strategy. The analysis should specify the required/desired technologies and systems and how they contribute to the effectiveness of the learning strategy. A plan indicating how the technology and systems requirements could be acquired and implemented. The plan should include suppliers (internal and external), installation/implementation lead times, resources required to install/implement and an estimate of cost. Commentary on how various diversity dimensions may affect individuals and their experiences, and inclusive social interactions within the organisation. The commentary should explain the dimensions of diversity in the organisation (eg gender, religious beliefs, race, marital status, ethnicity, parental status, age, education, physical and mental ability, income, sexual orientation, occupation, language, geographic location), how those may affect individuals representative of those dimensions in terms of their experiences with others in the organisations and the promotion of socially inclusive interactions within the organisation. for this commentary, choose the four dimensions of diversity that are most challenging within the organisation. Recommendations for learning that would support individual staff members recognise and manage the effects outlined in 2g. The recommendations should focus on identifying ones own behaviour and its effect on others, and ones own response to the behaviour of others. A review of the organisations policies and procedures to determine their continuing relevance, operational effectiveness, forward thinking and to identify any gaps. The review should focus specifically on the relationship of the policies and procedures to organisational diversity learning. Assessment Task 3: Strategy Design Your report was well received. The Board of Directors now wants an organisational diversity learning strategy to be designed and developed. The design will need to be signed off (endorsed) by the Chief Human Resources Officer (your assessor). The strategy must meet the following criteria. Be clearly based on the information provided in the Briefing Paper and Research and Analysis Report. A well-defined focus on valuing and leveraging diversity within the organisation. This should be obvious in the goals, targeted participants and targeted organisational activities. A design that addresses the requirements of the following. Learners transparency in determining eligibility of participants, access to learning during work hours, flexibility in learning activities, access to resources, instructors and other support required to meet training outcomes Instructors training in the training delivery requirements, access to learning materials and resources in and outside work hours, support network among instructors and other personnel supporting the training Organisational strategic priorities relating to diversity The requirements of learners and instructors and how they will be addressed should be described. Similarly, the organisations strategic priorities and how they will be addressed should be outlined. The strategy must identify potential changes in the organisations circumstances and priorities. External and internal factors that may change the organisations circumstances and priorities in terms of diversity should be identified. The learning strategies must permit and promote responsiveness of the organisation to the changes outlined in 3d. The detail of the learning strategy must be sufficiently flexible to accommodate and respond to the changes identified in 3d. Examples would include learning activities being initiated by context and conditions rather than by timetable. The strategy must include procedures for liaising with stakeholders such as such as diversity organisations, cohort organisations, educators, and learners to gain their feedback on the effectiveness of the learning strategies and learning resources in achieving the organisational diversity learning targets. Stakeholder organisations may include Diversity Council Australia, Aboriginal Affairs, National Disability Services, NSW Council for Intellectual Disability, Federation of Ethnic Communities Councils of Australia. The strategy must include a procedure for monitoring and incorporating national policy issues and system changes. The procedure must include regular scanning and analysis of the external environment for changes that have the potential to affect the manner or success of organisational diversity learning. Assuming your strategy meets all the requirements, have the Chief Human Resources Officer (your assessor) sign off (endorse) the plan. The recommendations and plan must be logically based on the information provided in 2d 2i. They should address methodology, technology, resources, people, targets, timeframes, and potential benefits to be gained from the changes. Assessment Task 4: Implementation and Review Your plan has been endorsed and you now must implement the organisational diversity learning strategy. This will require the cooperation of your chosen organisation. This requires the following to be implemented in a work environment. Implement the organisational diversity learning strategy as planned and endorsed. In particular, ensure the learning strategy supports valuing and leveraging diversity and is appropriate to organisational and regulatory requirements. Source diversity learning resources suitable for the desired learning outcomes and compliant with international, national, industry, workplace and regulatory requirements. For example, if the learning outcome relates to the target cohort (eg LGBTI), the resources should be from an organisation known to represent the interests of that community (eg ACON). Validate the organisational assessment tools and methods to ensure they are consistent with the learning and wider operational needs. This assessment task also requires you to review and report on the learning strategy. After a period of time (between 3 and 6 months) agreed to by your Chief Human Resources Officer (your assessor) you are to report on the following. Your report should be between 600 and 800 words and is to be presented to the Chief Human Resources Officer (your assessor). Feedback from the stakeholders such as diversity organisations, cohort organisations, educators, and learners, on the effectiveness of the learning strategies and learning resources in achieving the organisational diversity learning targets. Feedback from internal relevant stakeholders summarising the contribution of the learning strategy to the achievement of the organisations diversity-related strategic goals and how that was measured. Recommendations for updating policies and procedures outlining which require amendment, the nature of the changes, and why. The why should reflect the feedback gained through 4d and 4e. An evaluation of the entire implementation process, identifying successful aspects and aspects that require improvement. The evaluation should describe the following. The extent to which the original goals were achieved, the proportion of targeted participants who engaged in the strategy and how well the targeted organisational activities supported the learning (refer to 3b) Whether the needs of the learners and instructors were met (refer to 3c). Commentary on the performance of resources used. The commentary should include feedback from the users, cost-benefit (if applicable), re-usability, and other factors that would influence a decision to continue with the same resources or seek alternatives. Commentary on the performance of people supporting the learning strategy. The commentary should include feedback from persons involved in the learning and consider the intended role of each support person, the extent to which they were able to carry out that role, whether others may have been more suitable or better positioned in the organisation, and any other factors that would influence a decision to continue with the same people, provide intervention, or seek alternatives. A plan for improving the diversity organisational learning strategy on the assumption it will be continued. The plan (4j) is to be presented to the Chief Human Resources Officer (your assessor) as a document as well as an oral summary at a mutually agreed time and place (can be via electronic communication such as Skype).
APPENDIX A: Marking guide for Assessment Task 1: Briefing paper Model answers / marking criteria for each question are provided below. Use these to support your judgement when determining a satisfactory result. The learners report must contain the information indicated in this marking guide. However, if a learner provides information other than indicated below, and in the professional opinion of the assessor it is appropriate and meets the intent of the assessment task, it may be considered correct. All criteria must be addressed to satisfactorily complete this assessment event Marking criteria S N/S Trainer/Assessor to complete (Comment and feedback to students) The rationale refers to the advantages of organisational diversity including increases in innovation and creativity, better problem-solving and decision-making, expanded talent pool, improved attraction and retention of staff, better understanding of demographic trends and their effect on the business, improved organisational reputation. Reference was made to the Human Rights Commission and the following legislations. Australian Human Rights Commission Act 1986 Age Discrimination Act 2004 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Sex Discrimination Act 1984 The learning strategies may include 70-20-10, mentoring, deliberative democracy, mentoring, vertical hierarchy decision-making, learning circles Trainer/Assessor Name and Signature: Date:
APPENDIX B: Marking guide for Assessment Task 2: Research and Analysis Report Model answers / marking criteria for each question are provided below. Use these to support your judgement when determining a satisfactory result. The learners report must contain the information indicated in this marking guide. However, if a learner provides information other than indicated below, and in the professional opinion of the assessor it is appropriate and meets the intent of the assessment task, it may be considered correct. All criteria must be addressed to satisfactorily complete this assessment event Marking criteria S N/S Trainer/Assessor to complete (Comment and feedback to students) A summary of the consultations including who was consulted, their stake/interest in diversity learning, and the diversity learning requirements they identified for the organisation and the rationale for those The description of each learning and workplace training should include the methodology, resources required, target audiences, how they would support the valuing and leveraging of diversity, and how the outcomes could be assessed/measured The evaluation should balance the advantages and disadvantages of each approach to come to a defensible recommendation. The accompanying plan for implementation must contain sufficient detail for the Board of Directors to be able to make a decision on whether to go ahead. This means a rough outline of timeframes, costs, personnel required and other major resource considerations. The analysis should clearly identify how the chosen strategy will align with existing human resource practices and help achieve the learning requirements of the organisation. The analysis should specify the required/desired technologies and systems and how they contribute to the effectiveness of the learning strategy. The plan should include suppliers (internal and external), installation/implementation lead times, resources required to install/implement and an estimate of cost The commentary should explain four dimensions of diversity that are most challenging within the organisation (eg gender, religious beliefs, race, marital status, ethnicity, parental status, age, education, physical and mental ability, income, sexual orientation, occupation, language, geographic location), how those may affect individuals representative of those dimensions in terms of their experiences with others in the organisations and the promotion of socially inclusive interactions within the organisation. The recommendations should focus on identifying ones own behaviour and its effect on others, and ones own response to the behaviour of others. The review should focus specifically on the relationship of the policies and procedures to organisational diversity learning. Trainer/Assessor Name and Signature: Date: APPENDIX C: Marking guide for Assessment Task 3: Research and Analysis Report Model answers / marking criteria for each question are provided below. Use these to support your judgement when determining a satisfactory result. The learners report must contain the information indicated in this marking guide. However, if a learner provides information other than indicated below, and in the professional opinion of the assessor it is appropriate and meets the intent of the assessment task, it may be considered correct. All criteria must be addressed to satisfactorily complete this assessment event Marking criteria S N/S Trainer/Assessor to complete (Comment and feedback to students) The strategy must clearly be based on the information provided in the previous two assessment tasks (Briefing Paper and Research and Analysis Report). The focus of the strategy should be on valuing and leveraging diversity within the organisation. This should be obvious in the goals, targeted participants and targeted organisational activities. The both the requirements of learners (eg transparency in determining eligibility of participants, access to learning during work hours, flexibility in learning activities, access to resources, instructors and other support required to meet training outcomes) and instructors (eg training in the training delivery requirements, access to learning materials and resources in and outside work hours, support network among instructors and other personnel supporting the training) and how they will be addressed should be described. Similarly, the organisations strategic priorities and how they will be addressed should be outlined. External and internal factors that may change the organisations circumstances and priorities in terms of diversity should be identified. These may include shifts in labour trends, government policy, staff turnover The detail of the learning strategy must be sufficiently flexible to accommodate and respond to the changes identified in 3d. Examples would include learning activities being initiated by context and conditions rather than by timetable. The procedures must identify the stakeholders, their relationship to the learning strategies and resources, and how each will measure the effectiveness of the learning strategies and learning resources in achieving the organisational diversity learning targets The procedures must include regular scanning and analysis of the external environment for changes that have the potential to affect the manner or success of organisational diversity learning. Based on meeting the criteria above, the Assessor endorses the report. The recommendations and plan must be logically based on the information provided in 2d 2i. They should address methodology, technology, resources, people, targets, timeframes, and potential benefits to be gained from the changes. Trainer/Assessor Name and Signature: Date:
APPENDIX D: Marking guide for Assessment Task 4: Implementation and Review Model answers / marking criteria for each question are provided below. Use these to support your judgement when determining a satisfactory result. The learners report must contain the information indicated in this marking guide. However, if a learner provides information other than indicated below, and in the professional opinion of the assessor it is appropriate and meets the intent of the assessment task, it may be considered correct. All criteria must be addressed to satisfactorily complete this assessment event Marking criteria S N/S Trainer/Assessor to complete (Comment and feedback to students) The candidate provides a signed 3rd party report (refer to Appendix E) that confirms implementation of the organisational diversity learning strategy as planned and endorsed The candidate provides the assessor with a list of the diversity learning resources acquired, each with a description of their alignment to the strategy and desired learning outcomes and any international, national, industry, workplace and regulatory requirements they comply with. Each resource should be from an organisation known to represent the interests of the target cohort (eg ACON represents LGBTI) The candidate provides evidence of the validation of the assessment tools and methods clearly indicating the alignment with the learning outcomes and the workplace operations in which the learning occurs. The report includes the feedback from each stakeholder indicating how effective they found the learning strategies and resources. There should also be an overall summary of the feedback. The report includes the feedback from relevant internal stakeholders summarising the contribution of the learning strategy to the achievement of the organisations diversity-related strategic goals and how that was measured The recommendations are clearly based on feedback from 4d and 4e. The nature of the changes and why they are suggested is outlined. The changes are feasible to implement and have an identifiable benefit. The evaluation should consider the extent to which the original goals were achieved, the proportion of targeted participants who engaged in the strategy and how well the targeted organisational activities supported the learning (refer to 3b); and whether the needs of the learners and instructors were met (refer to 3c). The commentary should include feedback from the users, cost-benefit (if applicable), re-usability, and other factors that would influence a decision to continue with the same resources or seek alternatives. The commentary should include feedback from persons involved in the learning and consider the intended role of each support person, the extent to which they were able to carry out that role, whether others may have been more suitable or better positioned in the organisation, and any other factors that would influence a decision to continue with the same people, provide intervention, or seek alternatives. The recommendations and plan are logically based on the information provided in 4d 4i. They address methodology, technology, resources, people, targets, timeframes, and potential benefits to be gained from the changes. The plan is presented to the assessor (in the role of Chief Human Resources Officer) as a document as well as an oral summary at a mutually agreed time and place (can be via electronic communication such as Skype). Trainer/Assessor Name and Signature: Date:
APPENDIX E: Third party report Name of workplace/business _________________________________________ Name of workplace supervisor _________________________________________ Position/Role of workplace supervisor ___________________________________ I verify that as part of their employment or during their work placement in our organisation, the learner _____________________________________ implemented the organisational diversity learning strategy as planned and endorsed in Assessment 3g Signed: ____________________________________ Date: ____ / ____ / 20 ____ Signature of workplace supervisor
Mapping Performance Criteria Briefing paper 1 Research and Analysis report 2 Strategy Design 3 Implementation and review 4 1.1 Evaluate approaches to learning and workplace training against organisational strategic requirements that support valuing and leveragi

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