To demonstrate competency in this unit you must undertake ALL tasks in this Assessment Pack and complete them satisfactorily. If you do not answer some questions or perform some tasks, and therefore you are deemed to be Not Yet Satisfactory, your trainer/assessor may ask you supplementary questions to determine your competence or ask you to resubmit incorrect answers.
In addition to completing all tasks satisfactorily, you will also be required to demonstrate satisfactorily communication skills during some practical activities. Once you have demonstrated consistency in performance, you will be awarded this unit.
If there is not enough space provide within this Assessment Pack students can submit the assessment using a separate piece of paper or computer but must use the following criteria for submission:
- Students name and ID on each page including unit title and code.
- Word processed using the computer – (see trainer if unable to provide typed assessment)
- Single spaced lines – size 11 font
- Questions and numbers or tasks to be written with a space between the written answers or response.
- Students to attach the Academia Internationals Assignment Cover Sheet with each assessment submitted.
As part of the assessment process all students must abide by any relevant assessment policies as provided during induction. Student to ensure all assessment work is their own and that they have read and signed the ‘Students Coversheet’.
Required materials and resources for assessment (where applicable)
Assessment should related to an identified work role within the relevant sector and be assessed within a realistic simulated or actual workplace environment. Resources essential for assessment may include but not limited to:
- The learner’s guide
- Assessment pack
- Policies and procedures associated with the workplace
- Legislative information
- Stationary requirements, pen, paper, computer and printer
- If necessary workplace equipment specific to the industry and qualification, such as:
- Computers and associated programs
- Accounting software
- Nursing equipment
Location of and completion timeframes for assessment
The location of the assessment will depend upon the industry sector, the qualification and the unit of competency.
The completion of the written assessment will be undertaken either in the classroom or outside the classroom and submitted to the trainer as per instructions and timeframes for the unit of competency and course schedule. Assessment are usually submitted one week after the completion of the unit of competency
Assessments for observation and demonstration of essential skills will be conducted within a realistic simulated environment unless workplace specific. Where workplace specific assessors will conduct a minimum of two visits to the host employer. Timeframes for workplace practical will be as per placement agreement and industry program. The facilitator will provide information at the start of each unit relating to assessment location and submission dates.
Reasonable adjustment in assessment
Where students have highlighted Language, Literacy and Numeracy issues reasonable adjustment to the assessment can be made. Should you receive a ‘Not Yet Competent’ or ‘Resubmit’ result for the assessment you will be given the opportunity to re-submit your assessment work with any amendments requested by your trainer.
The adjustment may include actions such as:
- Student demonstrating knowledge through verbal discussion to identify correct answers
- Student demonstrating knowledge through applied skills
- Allowing additional time relating to disability
- Through consultation amending assessment timeframes
- Assistance in the form of the training location to allow easier access
- Accessing relevant equipment or aids to assist the student
- adjustments to the assessment methods to cater for any special needs (without effecting the integrity of the outcome)
If a student requests or is identified as requiring reasonable adjustment to the training and assessment process a detailed training and assessment plan including timetables, notes regarding the required adjustments, and any related communications regarding the adjustments must be maintained in the students file.
The RTO Manager must review and authorise any request for ‘reasonable adjustment’ to ensure that any adjustments and resulting outcomes are not affecting the integrity of the training and assessment process.
Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer / assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge. If you require additional space for your answers or prefer using a computer to submit your work please ensure that you follow the assessment instructions for this Unit.
Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer / assessor for assistance
Your responses to the case study will enable you to demonstrate your knowledge and problem solving abilities within the requirements of the unit of competency
You will be assessed on your ability to:
- answer Allparts of the case study and provide examples where asked
- draw on knowledge you have gained throughout the training session
- draw on different reference materials to support your responses
- communicate and express your ideas
Attempt to answer ALL questions or tasks in your own words on the assessment paper provided. The questions or tasks are designed to assess your understanding of the unit as well as your underpinning knowledge. . If you require additional space for your answers or prefer using a computer to submit your work please ensure that you follow the assessment instructions for this Unit
In order to be assessed as Satisfactory (S) you need to provide evidence which demonstrates that you can perform the required competencies and tasks, to the required standard.
Competency depends on consistently demonstrating the skills, attitude and knowledge that enable you to complete workplace tasks, confidently and in a variety of situations. The Observation Skills Checklist is a list of skills students must be able to demonstrate while completing required assessments, classroom based activities and as necessary actual workplace demonstration.
- Your facilitator/assessor will observe you during classroom based activities, group or individual discussions and as necessary workplace demonstration and sign off the relevant areas as ‘Satisfactory’ or ‘Not Yet Satisfactory’.
Please note that the Observation Skills Checklist will be completed by the Trainer/Assessor
Provide three principles that underpin networking and collaboration.
- All people are valued as the members of the community where all of them has the opportunity to contribute towards something.
- Collobroeatores need to recognize their duties and accountabilities along with the objectives towards activities (Zach 2016).
- Working together to accomplish a shared objective involving teamwork, feedback and reviews through effective communication
- Name three key stakeholders in your networks and collaborations as a support worker.
The major collaborators in the networks are colleagues, people assistance requirement and health professionals. These stakeholders are helpful in developing and sustaining healthy relationships with the individuals
Describe why information needed for collaborations and networking should be maintained for currency and accessibility.
Information is necessary to be developed as it helps in developing a relationship with friends and colleagues. It also helps in identifying friends in the government department and organisation with an effective source of information. Informal networks help in carrying out the work in an effective way with a better accessibility (Lewis et al. 2015). Marinating the information about the currency is a necessity when working in collaboration. This is because inaccurate and outdated information may lead to delays.
Describe what a network can provide when sourcing opportunities for participation.
Through the participation of issues within the workplace, they will be able to discuss over the concerns by establishing relationships in between people and workers of the organisation network will potentially help in developing a sense of shared fate and support by empowering workers (Rycroft-Malone et al. 2016).
Describe how understanding the vision and purpose of collaboration can help you in a practical way.
By evaluating the vision and purpose of collaboration individual will be able to act in a professional way by undertaking all the activities to the best standards and by modelling admiration in the organisation (Reed et al. 2015). This will allow the individual to demonstrate professionalism, develop the moral of the group and help the individual in advertising organisation for the people who are in need of assistance.
In order to identify work-related established networks formal networks are necessary. The formal network consists if a structured network of meetings that will help in establishing a relationship with the colleagues. Information such as potential services, organisation and about individuals will help to collaborate with the supportive network.
It is necessary to understand the structure of formal and informal collaboration to recognise the duties and accountabilities of the other organisation. In this context, it is necessary to identify that there will be times when an organisation takes up a leadership role in a specific project, but the input made by other organisation may still be a value (Reed et al. 2015).
Provide an example of how you can be prepared when liaising with staff from another organisations.
For instance, Jacob has supported worker and Matt is and workers of other organisation. Matt called up Jacob regarding a misunderstanding that has been caused by a matter of transport service to other organisation. In order to liaise caused Jacob networked a substitute t6rasnport service to assist Matt to travel to their organisation. Jacob dealt with the situation in a joyful and confident way with lots of patience.
Describe one way to work collaboratively with others when representing an organisation during networking or collaboration.
Collaborative working can be done by setting up a small group of colleagues and meet for lunch to consult about work-related matters. They can also participate in informal networks using internet platform to discuss the participation of workers
Researching on the working operations of copyrights and intellectual property will help individuals to recognise the appropriate format of dealing with things. This is because an organisation needs to take justified steps to protect copyright and intellectual information. Otherwise, all these may get misused and loss owing to unauthorised access (Jackson et al. 2017).
Maintaining confidentiality and privacy represents that it is necessary to keep individual information private. In this context, it is necessary to ensure that unauthorised people do not get to access personal information. In the case of file confidentiality, there are different policies about y reports and consumers to protect customer’s privacy and confidentiality (Margerum, and Robinson 2015).
Name three confidentiality measures you can implement that protect people with support needs, your organisation and appropriate networks.
- Keeping files secured in a cabinet and all the files need to be reverted to the system of filling
- Digital files need to be encrypted with a password where each employee needs to have differed net password
- Details must not be consulted with family, friends and collaborators unless they have authority to know it.
Identifying benefits for the people and organisation helps in building collaborative networks with a feeling of safety where all the members’ feels supported and respected with a feeling of brainstorm ideas to innovate (Margerum and Robinson 2015).
Describe three ways to improve and maintain networks and collaborative partnerships.
- Feedback:asking for feedback from the shareholders and partners may help in recognising success and improvements
- Study of the data:using data and documents from existing collaboration will help to identify the gaps
- Rewarding group work:recognising and rewarding teamwork will help in motivating the team.
- List two considerations when monitoring participation networks against benefit.
Two consideration while monitoring networks are communication problems and insufficient resources that may create the problem.
What does evaluating the strengths and weaknesses of collaborations allow you to do?
Evaluating of strength and weakness of collaborations helps in identifying the gaps present in teamwork and thereby helps in improving those gaps in relation?
Jackson, D., Rowbottom, D., Ferns, S. and McLaren, D., 2017. Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities. Studies in Continuing Education, 39(1), pp.35-51.
Lewis, G.K., Byrom, J. and Grimmer, M., 2015. Collaborative marketing in a premium wine region: the role of horizontal networks. International Journal of Wine Business Research, 27(3), pp.203-219.
Margerum, R.D. and Robinson, C.J., 2015. Collaborative partnerships and the challenges for sustainable water management. Current Opinion in Environmental Sustainability, 12, pp.53-58.
Reed, R., King, A. and Whiteford, G., 2015. Re-conceptualising sustainable widening participation: evaluation, collaboration and evolution. Higher Education Research & Development, 34(2), pp.383-396.
Rycroft-Malone, J., Burton, C.R., Bucknall, T., Graham, I.D., Hutchinson, A.M. and Stacey, D., 2016. Collaboration and co-production of knowledge in healthcare: opportunities and challenges. International journal of health policy and management, 5(4), pp.221-225.
Zach, F., 2016. Collaboration for innovation in tourism organizations: leadership support, innovation formality, and communication. Journal of Hospitality & Tourism Research, 40(3), pp.271-290.