Assessment Criteria And Processes For BSBADM502: Manage Meetings

Reasons for Distributing Minutes Following a Business Meeting

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:

ØAddress each question including any sub-points

ØDemonstrate that you have researched the topic thoroughly

ØCover the topic in a logical, structured manner

ØYour assessment tasks are well presented, well referenced and word processed

ØYour 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 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:

ØPresenting any work by another individual as one's own unintentionally

ØHanding in assessments markedly similar to or copied from another learner

ØPresenting the work of another individual or group as their own work

ØHanding 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” grade and NYC.

Procedures for Storing Minutes and Other Follow-up Documents within Your Organisation

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).

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.

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.

Assessment can either be:

Information Interpretation and Editing Skills

ØDirect observation

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

ØPortfolios – annotated and validated

ØQuestioning

ØThird 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:

ØSupervisors

ØTrainers

ØTeam members

ØClients

ØConsumers.

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.

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBADM502: Manage meetings.

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.

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.

Assessment Criteria for Written Work

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:

ØPerforming a work based skill or task

ØInteraction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

ØPerforming a skill or task that is asked of you

ØUndertaking a simulation exercise.

ØYour 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.

ØThe 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.

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:

ØAssessment is required in the workplace

ØWhere there are health and safety issues related to observation

ØPatient 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.

Active Participation

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.

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

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.

Objective To provide you with an opportunity to develop agenda in line with stated meeting purpose.

In approximately 250 words, describe two factors that need to be considered when developing an agenda for a meeting.

The extent of the impact of the topic to the team members:

time is always an expensive factor in almost every setup and in the like manner, the team meeting time should is worth and very tiresome to schedule.  The team meeting time should be utilized to hold a discussion and come up with issues which affect the entire team or group and the whole team should be available to contribute on having a way forward on the issues. The agenda, therefore, should be inclusive of every member to effectively utilize every individual's time. In addition, some matters exist for which individuals have varying information and needs towards like how best we can allocate shared resources and how to reduce response time. The team can disengage easily when issues are not interdependent, the members may disengage.

The purpose of the topic: The items that require discussion or effort that will direct individuals to the achievement of purpose or goals should be established to enable the Agenda to come out clearly. This will help you to come out with an agenda statement that will be informative, decisive (needs members to come up with decisions) or needs the input of the members.  It becomes difficult often when for team members to effectively participate if they don't know whether to help in making a decision, listen,  or give their inputs. It can be frustrating if item members start helping in decision making while you only needed their input.

Plagiarism and Collusion

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.

Has the activity been answered and performed fully, as required to assess the competency of the learner?

Has sufficient evidence and information been provided by the learner for the activity?

Objective To provide you with an opportunity to ensure style and structure of meeting are appropriate to its purpose.

Provide three examples of different types of meetings. Briefly describe each one.

Information sharing meetings: its examples encompasses; panel debates, presentations, keynotes and lectures. Its basic objective is for the speaker to share or pass information to the attendees. Information to be passed may include new techniques and products, upcoming changes, or deep knowledge of some domain. These meetings can be made memorable through visual communication tools.

Problem-solving meetings: these meetings are basically organized to have decisions concerning a current problem or a detected future problem. They are the most complex and varied meeting types.  The meeting can be concerning an identified problem or concentrating on the approaches to face the future. Scope and preferences are to be outlined as well as identifying threats and opportunities and brainstorming, evaluating and agreeing upon the possible remedies. Examples include Company Meetings to widen their market.

Innovation meetings: these meetings are creative and usually begin with broad thinking (outside box)

through brainstorming and relating ideas in a wide scope. The attendees can utilize different processes and techniques to narrow down the varied pool of ideas to a focused fine list.  The most suitable idea(s) are pointed through a step of evaluation, ranking and decision making. Tasks and recommendations may be offered through this. Example of this type include the different Expo's

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.

Has the activity been answered and performed fully, as required to assess the competency of the learner?  

Has sufficient evidence and information been provided by the learner for the activity?

Provide your comments here:

Objective To provide you with an opportunity to identify meeting participants and notify them in accordance with organisational procedures.

1.How could you go about identifying participants for an upcoming meeting within your place of work? Provide at least three examples of actions you could take.

I would create an agenda.; after knowing the agenda I would I identify who are have to own the solution that is to be developed via the achievement of the agenda.

I would develop a meeting structure.  The type of structure my meeting will take will affect my attendees. I would I identify who owns the process that the team is to discuss and can avail data and facts.

I would extend business courtesy: I would consider in case I forgot about anyone who will be affected by decisions that could be made at the meeting before finalizing the meeting list. For instance, when I am planning to review standard operating procedure of client files, the administrative assistant must be present because he directly handles client files.

2.Highlihgt two different pieces of information that should be shared with someone who is attending a forthcoming meeting?

The Agenda of the meeting: the attendees should have enough information about the matters to be discussed. They should have a  general familiarity and framework of the agendas to be handled prior to the meetings.

An extract information in a summary if possible of the ponderous documents and outline how they relate to the agenda prior to the meeting.

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.