BSB51915 Diploma of Leadership & Management

Training and Assessment
Strategy
BSB51915 Diploma of Leadership &
Management
Version Control
Version
Number
Comments
Approval
1.0
1st Training and Assessment Strategy, implemented on 1/5/2018
Approved by PEO on
1/5/2018
BSB51915 Diploma of Leadership & Management
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Table of Contents
1. RTO Details .2
2. Training Package..2
3. Code and title of qualification .2
4. Entry requirements ..2
5. Purpose 2
6. Licensing, legislative, regulatory..3
7. Prerequisite requirements and qualification pathways ..3
8. Target groups .3
9. Teaching and learning 3
10. Assessment .3
11. Delivery Period and duration 4
12. Training and assessment strategy policy ..4
13. Delivery and assessment arrangements ..5
14. AQF Specification for Diploma5
15. Packaging of units of competency6
16. Evidence gathering techniques (methods of assessment) 6
17. Training and assessment staff.7
18. Applicable legislation 8
19. Assessor Guides and Assessment Tools ..9
20. Recognition of Prior Learning ..9
21. Credit transfer..9
22. Recording assessment outcomes..9
23. Assessment validation.9
24. Industry engagement.10
25. Infrastructure Requirements ..11
26. Reasonable Adjustment .11
27. Competency of training and assessment staff.11
28. Staff professional development 12
29. Learning Resources ..12
30. Assessment Resources13
31. Learner support and welfare services .13
32. Language, Literacy and Numeracy14
33. Continuous Improvement ..14
34. Document Version Control..15
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1. RTO Details
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
ACN: XXXXXXXXX
RTO Registration No: XXXXXX
2. Training Package
BSB – Business Services Training Package release 2.0 (Release date 9 April 2015)
3. Code and title of qualification
BSB51915 Diploma of Leadership and Management
4. Entry requirements
English language entry requirements:
• International English Language Testing System (IELTS) score 5.5 for all Diploma & above qualifications overall band
with no individual lower band than 5, or equivalent.
English language test providers Minimum test scoreInternational English Language Testing System 5.5TOEFL internet based test 46Cambridge English: Advanced (Certificate in
Advanced English) 162Pearson Test of English Academic 42Other entry requirements:
• successful completion of Year 12 in Australia, or of an equivalent overseas qualification
• successful completion of .’s language, literacy and numeracy assessment
• ability to demonstrate core skills and capabilities to a level appropriate to the course.
• . does not accept students who is under 18 years old at the time of enrolment.
At the time of entry, applicants identified with special needs will be provided with complimentary tutorial assistance to maximise
the possibility of attainment of the qualification.
Special needs may be in regard to:
• language, literacy or numeracy
• physical or intellectual ability
• cultural or ethnic background
5. Purpose
This qualification reflects professional accounting job roles in financial services and other industries. Individuals in these roles
apply solutions to a range of often complex problems, and analyse and evaluate information from a variety of sources. They apply
initiative to plan, coordinate and evaluate their own work and guidance to others within defined guidelines.
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6. Licensing, legislative, regulatory
There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where
required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit.
7. Prerequisite requirements and qualification pathways
Pre-requisite
There are no pre-requisite requirements
Pathways from the qualification
A learning pathway utilising a qualification such as the Advanced Diploma of Business would support career progression.
8. Target groups
This qualification is designed to assist individuals in achieving a ‘Manager’ career outcome. This qualification applies to classroom
based learning and assessment environment, where learners contextualise their learning and assessment to a workplace,
organisational or industry environment.
Prospective client/s include:
Clients for this qualification are international students who would like to develop their skills and knowledge in order to create
further educational and employment opportunities.
9. Teaching and learning
The institute provides teaching and learning facilities, resources, tools and techniques which are designed to be effective in
meeting the needs of learners. In doing this, various attributes of learners are considered, including learning styles, physical or
intellectual ability, language, literacy and numeracy levels, relevant prior training or employment, cultural or ethnic background
and socio-economic factors.
Teaching and learning techniques are designed to actively involve learners and to make provision for differences in their learning
styles. Learners are provided with opportunities to be active participants in the learning process.
Classes and instructional material at . are structured to encourage learners and trainers to communicate in ways which are
effective and positive. Learners are provided with opportunities to freely express themselves and to receive feedback on the
ideas and views they have expressed.
. trainers are encouraged to utilise various delivery methods applicable to the target group, so that the teaching and learning
process can be as effective as possible for all learners.
The learning environment and learning facilities for each unit of competency are designed to meet the requirements specified in
the relevant Training Package.
10. Assessment
The following are the essential tenets of .’s approach to assessment:
• Assessment processes, tools and instruments at . are designed to ensure the principles of assessment and to satisfy
the rules of evidence.
• All assessment tools are developed, in consultation with appropriate industry representatives, to comply with the
assessment guidelines specified in the relevant Training Package. In the case of the BSB50215 Diploma of Business,
this is the Business Services Training Package.
• Assessment tools are designed and implemented to consider the relevant key competencies for the qualification being
undertaken.
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• Assessment tools are designed to provide candidates with the opportunity to demonstrate skills to function effectively in
the workplace according to the dimensions of competency.
• Assessment tools are considering the cultural and linguistic needs of learners.
• If learners believe that they have work or life skills which are appropriate, they are encouraged to seek recognition of
prior learning.
• Learners with a disability may make reasonable requests for necessary adjustments to be made to assessment tools.
11. Delivery Period and duration
The training program for Diploma of Leadership and Management is conducted over a 52-week period (includes term breaks). .
students will attend class equivalent to 20 hours per week in full-time mode.
The Volume of Learning is a national duration for how long a learner, who does not hold any of the competencies applicable to this
qualification, would be expected to take to develop all the skills and knowledge required for its attainment:
• The guided learning component of this qualification (i.e. supervised learning such as classes, lectures, or tutorials)
comprises 800 hours. For students undertaking the course in face-to-face mode, this comprises 40 weeks of tuition.
• An additional 560 hours is required to complete unsupervised learning activities.
Thus, the volume of learning associated with full-time equivalent study has been set at 1,360 hours.
It should be noted that the guided learning component is one of a number of components which comprise the volume of learning
for this qualification.
The volume of learning includes all teaching, learning and assessment activities that are required to be undertaken by a typical
student to achieve the learning outcomes for the qualification. At ., these activities may include some or all of the following:
• guided learning
• individual study
• private study and research
• learning activities in a simulated workplace
• assessment preparation
• assessment activities.
The volume of learning of the course is consistent with the AQF volume of learning indicator for a qualification at the Diploma level
(1 – 2 years).
It is expected that the program would be of less duration for students who have completed components that can be identified by
the Recognition of Prior Learning (RPL), and/or Credit Transfer.
12. Training and assessment strategy policy
Training and Assessment strategies are critical documents at AIBT. They inform the approach to learning and assessment for each
qualification on AIBT’s scope of registration.
Training and Assessment strategies are developed collaboratively and with extensive consultation, within AIBT and externally. The
Training and Assessment strategy for each qualification provides trainers and assessors with details of all training and assessment
requirements for that qualification or course.
Trainers, assessors, external experts and industry representatives are contributors to the development of Learning and Assessment
Strategies.
Training and Assessment strategies are dynamic documents which are reviewed regularly.
Training and Assessment strategies and assessment tools developed to be consistent with those strategies are developed to meet
the requirements of the relevant Training Package or accredited course.
Every trainer and assessor of units of competency in a particular qualification will be provided with AIBT’s Training and Assessment
Strategy document for that qualification.
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13. Delivery and assessment arrangements
Organisation
Each potential student is provided with a course information brochure to assist in their preparation and their decision as to whether
to commence the program. If they decide they wish to commence the program, they are required to complete AIBT’s enrolment
application form.
After an application for enrolment has been processed, AIBT will ensure that the student is made aware of the opportunity for RPL
and provided with details of how they may apply an application may be made.
Orientation
All students will undertake an initial orientation program prior to attending any classes. During orientation, the training program, its
contents, its assessment methods and RPL processes are explained. Students are required to acknowledge their attendance of
the orientation program and their understanding of the information provided to them by signing an acknowledgement form.
Statements of attainment
Students who exit the training program before completing all of the assessment requirements for the qualification will be issued with
a Statement of Attainment for all units in which competency was assessed as achieved.
Simulated workplace environment
AIBT ensures that the training delivered is to the standards of a real workplace environment. To meet this requirement, the RTO
has a variety of assessment tools that will be implemented during the course of the qualification. These assessment tools assess
various different elements of a real/actual workplace in a simulated training environment.
AIBT’s trainers represent the role of a real client and portray the workplace demands while working on projects. This includes role
play of difficult and diverse type customers. Learners prepare timelines, schedule milestones, communicate, prepare
documentation, and conduct training in accordance with the client (trainer).
Working as a team (group work/assignments), fulfilling responsibilities and expectations of the job and workplace.
The generic skills developed in employment differ from those able to be developed in traditional formal education. Through use of
a simulated work environment, students are supported in the acquiring of a range of capabilities required to participate successfully
in future employment.
14. AQF Specification for Diploma
Summary
The Diploma qualifies individuals who apply integrated technical and theoretical concepts in a broad range of
contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning
Knowledge
Graduates of a Diploma will have technical and theoretical knowledge and concepts, with depth in some areas
within a field of work and learning
Skills
Graduates of a Diploma will have:
• cognitive and communication skills to identify, analyse, synthesise and act on information from a range
of sources
• cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to
unpredictable problems and/or management requirements
• specialist technical and creative skills to express ideas and perspectives
• communication skills to transfer knowledge and specialised skills to others and demonstrate
understanding of knowledge
Application of
knowledge
and skills
Graduates of a Diploma will demonstrate the application of knowledge and skills:
• with depth in some areas of specialisation, in known or changing contexts
• to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
• with personal responsibility and autonomy in performing complex technical operations with
responsibility for own outputs in relation to broad parameters for quantity and quality
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• with initiative and judgement to organise the work of self and others and plan, coordinate and evaluate
the work of teams within broad but generally well-defined parameters
15. Packaging of units of competency
.’s BSB50215 Diploma of Business consists of eight (8) units of competency, comprising, in accordance with the packaging rules:
8 Electives
Details of the selected units appear below.
Eight elective units
Unit Code Unit Name Core/
ElectiveNominal
HoursAIBT Delivery
HoursBSBLDR501 Develop and use emotional intelligence C 60 60BSBMGT517 Manage operational plan C 70 80BSBWOR502 Lead and manage team effectiveness C 60 60BSBLDR502 Lead and manage effective workplace relationships C 50 60BSBCUS501 Manage quality customer service E 40 40BSBPMG522 Undertake project work E 60 60BSBHRM513 Manage workforce planning E 60 60BSBINM501 Manage an information or knowledge management system E 50 60BSBLED501 Develop a workplace learning environment E 60 80BSBMGT516 Facilitate continuous improvement E 60 80BSBMGT502 Manage people performance E 70 80BSBMGT520 Plan and manage the flexible workforce E 60 80Total hours 700 800
16. Evidence gathering techniques (methods of assessment)
Following is a summary of the evidence gathering techniques used for each unit of competency in the AIBT‘s BSB50215 Diploma
of Business. Please refer to the Assessor Guide for each unit of competency for additional information.
A
B
C
D
E
F
G
H
BSBLDR501
Develop and use emotional intelligence




BSBMGT517
Manage operational plan





BSBWOR502
Lead and manage team effectiveness





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BSBLDR502
Lead and manage effective workplace
relationships




BSBCUS501
Manage quality customer service





BSBPMG522
Undertake project work





BSBHRM513
Manage workforce planning





BSBINM501
Manage an information or knowledge
management system




BSBLED501
Develop a workplace learning environment




BSBMGT516
Facilitate continuous improvement




BSBMGT502
Manage people performance




BSBMGT520
Plan and manage the flexible workforce




Key:
A: Case Study B: Scenario analysis C: Project / Assignment / report D: Workplace simulationE: Role play F: Presentation / demonstration G: Workplace Observation H: Written questions
17. Training and assessment staff
Please refer to the competency matrix for each trainer/assessor for details of the knowledge, skills and experience which qualify
the trainer/assessor to train/assess in the unit(s) of competency identified.
Unit of competency
Staff
BSBLDR501
Develop and use emotional intelligence
Trainer and assessor
BSBMGT517
Manage operational plan
Trainer and assessor
BSBWOR502
Lead and manage team effectiveness
Trainer and assessor
BSBLDR502
Lead and manage effective workplace relationships
Trainer and assessor
BSBCUS501
Manage quality customer service
Trainer and assessor
BSBPMG522
Undertake project work
Trainer and assessor
BSBHRM513
Manage workforce planning
Trainer and assessor
BSBINM501
Manage an information or knowledge management
system
Trainer and assessor
BSBLED501
Develop a workplace learning environment
Trainer and assessor
BSBMGT516
Facilitate continuous improvement
Trainer and assessor
BSBMGT502
Manage people performance
Trainer and assessor
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BSBMGT520
Plan and manage the flexible workforce
Trainer and assessor – 1 Mohamed Salaby
18. Applicable legislation
Commonwealth Legislation
• National Vocational Education and Training Regulator Act 2011 (NVR Act)
• Education Services for Overseas Students Act 2000 (ESOS Act)
• National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students
2007 (National Code 2007)
• National Standards for ELICOS Providers and Courses 2011 (ELICOS Standards).
• Fair Work Act 2009
• Employment and Workplace Relations Legislation Amendment (Welfare to Work and Other Measures) Act 2005
• Age Discrimination Act 2004
• Australian Human Rights Commission Act 1986
• Australian Qualifications Framework Second Edition January 2013
• Competition and Consumer Act 2010
• Copyright Act 1968
• Corporations Act 2001
• Disability Discrimination Act 1992
• Higher Education Support Act 2003
• Human Rights and Equal Opportunity Commission Act 1986
• Australian Privacy Principles
• Privacy Act 1988
• Privacy Amendment (Private Sector) Act 2000
• Racial Discrimination Act 1975
• Racial Discrimination Regulations 1987
• Sex Discrimination Act 1984
• Sex Discrimination Regulations 1984
• RTO Standards 2015
• Trade Practices Act 1974
NSW Legislation
• Anti-Discrimination Act 1977
• Disability Discrimination Act 1992
• Environmental Planning and Assessment Act 1979
• Fair Trading Act 1987
• Ombudsman Act 1974
• Work Health and Safety Act 2011
• Work Health And Safety Regulation 2011
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19. Assessor Guides and Assessment Tools
Assessors are provided with below information as Assessor Guide for each unit of competency.
Each assessor guide contains the following information:
• Details of the unit of competency
• Equipment and Facilities
• Learning and Assessment Materials
• Assessment tools
• Evidences requirements
• Assessors’ marking guide
• Assessment Schedule
• Assessment Mapping
• Assessment Declarations
20. Recognition of Prior Learning
AIBT does not process and grant course credits for ‘Recognition of Prior Learning’ for international students. In circumstances
where students have already completed other AQF qualifications, academic course credits will be granted. Please refer below the
Credit transfer details.
21. Credit transfer
AIBT recognises qualifications issued under the Australian Qualifications Framework and Statements of Attainment issued by
other Registered Training Organisations.
22. Recording assessment outcomes
The process of assessment at AIBT will be fair and equitable. Candidates will have clear information about how and when
assessment and/or reassessment is to take place, and the processes for recording and reporting upon assessment outcomes.
Candidates will be made aware of the consequences of being assessed as Not Yet Competent (NYC) in a unit of competency,
and the options available to them should that occur.
An assessment outcome sheet is completed by the assessor for each learner for each unit of competency. Information about the
assessment of each unit of competency is contained in the assessor guide for the unit. Each student is assessed according to
the performance criteria of each of the elements of competence, the required skills, required knowledge, critical aspects of
assessment and evidence required to demonstrate competency over the period of the unit of competency.
The assessor will enter S (Satisfactory) or NS (Not Satisfactory) for each assessment task in the space provided in the
assessment outcome sheet. A student can be assessed as Competent (C) for a unit of competency only if all assessment tasks
have been completed satisfactorily. Otherwise, the student will be assessed as NYC (Not Yet Competent).
23. Assessment validation
Assessment validation is a critical component of AIBT’s continuous improvement and quality control processes.
All assessment at AIBT is subject to a set of assessment validation procedures. The objective of assessment validation at AIBT
is to ensure that:
• Assessment tools are designed such that evidence which is collected is valid, sufficient, authentic and current (i.e. evidence is
collected according to the rules of evidence)
• assessment is flexible, valid, reliable sufficient and fair (i.e. judgements are made according to the principles of evidence)
Pre-delivery assessment validation
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Pre-delivery assessment validation concentrates on the validation of assessment tools against the assessment guidelines and the
competency standards documented in the relevant training package.
Pre-delivery assessment validation considers the design of the assessment tools and the extent to which they comply with the
evidence guide for the unit of competency. Pre-delivery assessment validation also considers benchmarks against which learner
performance are to be assessed.
Post assessment validation
Post-assessment validation is conducted to ensure that the principles of assessment are met (i.e. judgements which are made
are fair, flexible, valid, reliable and sufficient) and that assessment outcome reporting and record-keeping has been properly and
consistently conducted.
Industry assessment validation
Industry assessment validation is conducted to ensure that AIBT’s assessment strategies, performance standards and
assessment tools are consistent with industry practice, current workplace conditions, and various aspects of the work
environment.
24. Industry engagement
AIBT’s policy is to actively seek industry involvement in the development and ongoing review of training and assessment
strategies, learning resources and assessment tools.
To undertake a thorough process in the development of this Training and Assessment Strategy . has consulted with a range of
industry representatives focusing on the industries in which these programs are most likely to be offered. The following industry
representatives have been involved in the development of this Training and Assessment Strategy and/or agree that it is in their
opinion appropriate for the qualification and identified target group.
Record of Industry Consultation
Industry Representative Organisation Nature of comment/contribution<<<Name>>> – <<<Company Name>>> –
<<Position Title>>>>
E:XXXXXXXXXXXXX M: XXXXXXXXXXXValidated Learning & Assessment content in
the following subject areas:
• Prepare tax documents for individual
• Gather client data and verify client,
organisational and legislative
requirements Workplace Policy and
Procedures
• Identify, record and present client’s tax
documentation Performance
Management
• Lodge tax documentation Change
Management<<<Name>>> – <<<Company Name>>> –
<<Position Title>>>>
E:XXXXXXXXXXXXX M: XXXXXXXXXXX<<<Name>>> – <<<Company Name>>> –
<<Position Title>>>>
E:XXXXXXXXXXXXX M: XXXXXXXXXXX<<<Name>>> – <<<Company Name>>> –
<<Position Title>>>>
E:XXXXXXXXXXXXX M: XXXXXXXXXXXIn line with the Industry & Employer Engagement Policy, consultation has occurred and will continually implement via a range of
strategies:
• Conduct scheduled Industry Advisory Board meetings;
• Include industry experts and/or employers participate training and assessment validation activities;
• Industry/Employer are given opportunities to provide feedback and make recommendations (by way of example):
o Providing ongoing input and feedback to the RTO during training delivery and immediately post-assessment;
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o Submitting completed Continuous Improvement Request Forms;
o Submitting completed ‘Quality Indicator’ Employer Questionnaires
25. Infrastructure Requirements
Learners will have access to adequate training and assessment facilities and resources. In the case of students attending for
face-to-face delivery, this includes:
• classrooms that are spacious, well lit, and quiet
• facilities for private study and research
• easy student access to toilets, parking, meal and drink facilities
• close proximity to public transport
• a layout that facilitates student learning (display systems, data projectors)
the infrastructure requirements of the unit as specified in the Training Package
26. Reasonable Adjustment
AIBT adopts the Disability Standards for Education 2005, underpinned by the Disability Discrimination Act, 1992 which states that
it is unlawful for an educational authority to discriminate against a person on the grounds of their disability.
AIBT will treat all learners and candidates for assessment, including those with disabilities, equally and with dignity. Learners who
have a disability will be able to enjoy the benefits of the educational experience in the same way as those without a disability.
Wherever feasible and practicable and in consultation with the Training Co-ordinator, AIBT trainers and assessors will take into
consideration the special needs of participants who have a disability and make appropriate adjustments to the training and/or
assessment environments.
Reasonable adjustment for learners with a disability will be individualised, and granted with integrity according to negotiations with
stakeholders. Reasonable adjustment will be implemented in such a way as to ensure that the interests of all parties are met,
applied with care and fairness, and applied across the scope of a learner’s interaction with AIBT.
Reasonable adjustment in assessment can be made where required as long as the competencies being assessed are not
compromised.
27. Competency of training and assessment staff
Training and assessment at AIBT will be carried out by trainers who satisfy the criteria of Clauses 1.13, 1.14, 1.15 and 1.16 of the
Standards for Registered Training Organisations (RTOs) 2015.
AIBT’s training and assessment will be delivered only by persons who have:
• vocational competencies at least to the level being delivered and assessed
• current industry skills directly relevant to the training and assessment being provided; and
• Current knowledge and skills in vocational training and learning that informs their training and assessment.
Industry experts may also be involved in the assessment judgement, working alongside the trainer and/or assessor to conduct the
assessment.
AIBT’s training and assessment will be delivered only by persons who have either the TAE40110 Certificate IV in Training and
Assessment or a diploma or higher level qualification in adult education.
AIBT ensures that all trainers and assessors undertake professional development in the fields of the knowledge and practice of
vocational training, learning and assessment including competency based training and assessment.
Additionally, AIBT requires that trainers and assessors have a current and sufficient knowledge of the Training Package and/or
accredited course relevant to the qualification in which they will be teaching.
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Trainers and assessors are required to participate in periodic review by their peers, scheduled according to the annual continuous
improvement schedule.
28. Staff professional development
AIBT recognises that planned and proactive professional development is essential for maintaining staff competency.
Ongoing professional development of staff helps to ensure quality training and assessment and high quality services in support of
training and assessment. It is a condition of employment with AIBT that staff maintains an appropriate program of professional
development.
AIBT strategy for staff Professional development includes:
• Meetings and Internal Workshops
• Industry consultation Sessions
• VET Training Programs
• Membership of VET & Industrial associations
• Mentoring programs to assist new trainers by linking them with experience ones
• Annual industry placement – min 1 week per year to maintain currency in their field
• Industry updates from relevant government bodies and organizations.
Professional development activities scheduled throughout the year ensuring personnel maintain currency and are up to date with
Industry best practice. Trainers have the opportunity to discuss professional development at annual appraisal.
29. Learning Resources
The use of learning resources for the BSB51915 Diploma of Leadership and Management at AIBT will be consistent with the
requirements of the BSB Business Services Training Package.
AIBT has arrangements in place with various clients to use their training rooms to deliver the structured training.
AIBT will acquire learning resources from third-party sources whenever suitable material is available.
Trainers and assessors will work collaboratively to make decisions about the selection of third-party learning resources. Industry
representatives will be consulted in the selection of third-party learning resources.
If suitable third-party learning resources are unavailable, AIBT will develop learning resources in-house.
AIBT trainers/assessors will work collaboratively to develop supplementary third-party resources as necessary and determined by
the Training Co-ordinator. Development of original learning resources by AIBT and the development of material to supplement third
party learning resources will take place as necessary and directed by the Training Co-ordinator.
AIBT recognises that by working together as a team, trainers and assessors can contribute a thorough knowledge of the
requirements and learning preferences of their student cohort. Trainers and assessors working collaboratively are able to contribute
a diversity of experience and skills to the sourcing and development of learning materials suitable for the cultural and social
backgrounds of AIBT learners. Working collaboratively, trainers are more likely to make consistent use of available resources than
trainers working alone. For these reasons, trainers at AIBT are required to work collaboratively (with each other and with relevant
stakeholders) to develop, source and review learning materials.
Industry involvement is essential to the development of successful learning and assessment strategies and the sourcing and
development of learning material.
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30. Assessment Resources
Assessment Resources used in the BSB51915 Diploma of Leadership and Management are developed according to the
requirements of the Business Services Training Package. Assessment environments will be consistent with the requirements of
the Training Package.
The following office equipment is provided as part of the assessment environment:
• answering machine
• binder
• computer
• fax machine
• photocopier
• Printer
• shredder
• software packages such as MS Word, Excel, PageMaker, PowerPoint and templates
• telephone
• Whiteboard & Whiteboard Markers
Students will have access to:
• A sample of Organisational Standard Operating Procedures
• Examples of organisational text documents
• Samples of data for inclusion in spreadsheets
• Simulated business case studies
• Samples of workplace documentation
31. Learner support and welfare services
AIBT strives to meet the particular needs of each learner and to provide support and welfare services to students which are
useful, efficient, timely, and effective. All students are provided with timely and complete information about the services available
to them.
AIBT ensures that policies and procedures are in place to ensure the care, safety and welfare of students which are consistent
with relevant legislation. We also ensure that opportunities to access AIBT’s teaching programs are provided to students with
special needs.
AIBT provides advice, support and welfare services to students to assist them with issues that may arise during their study.
These support and welfare services are not limited to academic issues. They encompass a range of issues related to student
welfare. These advice and support services are provided by AIBT at no additional cost to the student.
As necessary, AIBT will organise referrals to professional counselling services for students who face difficulties in their personal
lives. AIBT can organise referrals for issues related to illness, bereavement, relationship problems, financial problems, or
problems adjusting to a new lifestyle. Referrals to external support services are made at no extra cost to the student.
Students are fully informed of the welfare services available to them at orientation and in the student handbook. Students are
informed if AIBT has a commercial interest in any service that is provided to them.
AIBT strives to continuously improve services to students by gaining feedback about the services it provides and acting on that
feedback. AIBT staff and students are actively encouraged to offer suggestions for improvements to AIBT policies and
procedures. Feedback about the effectiveness of student services is responded to efficiently and appropriately.
AIBT will ensure that appropriate measures are taken to ensure that learners receive training and assessment services that meet
their individual needs. In implementing the teaching and learning policy, AIBT proactively identifies the specific needs of learners
at enrolment and throughout their course.
Some students may require intense support for English Language needs. In support of this, various learning methods are utilised.
In addition, there may be learners who have learning difficulties who require specialised support or structured intervention
strategies.
A range of support strategies is utilised based on best practice, grounded in educational and psychological theory. The focus is
upon inclusive and supportive classroom teaching, teacher professional development and individualised support.
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Support strategies available to learners include, but are not limited to:
• the use of inclusive teaching practices
• acknowledgment of a range of learning styles
• adapting teaching strategies to reflect the needs of learners
• using a variety of modified teaching and learning strategies
• regularly reviewing and modifying delivery content
• setting effective classroom management techniques
• using partnering or “buddy” techniques
• ESL support
• assistance in the development of note-taking and assignment writing skills
• allowing additional time to complete tasks
Students will be provided with information about support strategies in the student handbook and they are also encouraged to
approach AIBT for further help.
Students with other special needs outside the expertise of the organisation will be referred to the most appropriate provider for
support.
32. Language, Literacy and Numeracy
AIBT uses the Australian Core Skills Framework (ACSF) to identify and describe an individual’s performance in any of the core
skills (learning, reading, writing, oral communication, numeracy (at a point in time), so that training can be targeted to areas of
need and an individual’s progress monitored over time. The ACSF is also used to develop core skills profiles of learner cohorts.
AIBT has policies and procedures to support the implementation of language, literacy and numeracy identification and support
strategies as described.
Where further LLN support is required, students are referred to the most appropriate provider for a complete LLN Assessment
and relevant support.
33. Continuous Improvement
Continuous improvement is fundamental to all of AIBT’s operations.
AIBT’s continuous improvement policy is predicated on encouraging clients, employees, employers and other stakeholders to
provide informal and formal feedback as a matter of course.
Feedback mechanisms are integrated into all policies and procedures. Each policy and set of associated procedures should be
read in order to understand the continuous improvement processes associated with that policy and set of procedures.
The continuous improvement policy is implemented by procedures which ensure that data about AIBT’s operations is
systematically and consistently collected, analysed and reviewed.
The AIBT continuous improvement policy ensures that:
• data is collected about AIBT’s performance
• action is taken when data that has been collected shows that improvements are necessary
• additional methods of obtaining data to contribute to continuous improvement are actively sought
• there is systematic review and improvement of all policies, procedures, products, documentation and services
The foci of continuous improvement at AIBT are:
• training and assessment
• client services
• relationships with stakeholders
• records management.
The policy requires that review of policies, procedures and practices takes place proactively as well as in response to data which
is acquired by use of feedback mechanisms. The AIBT Management Committee is responsible for reviewing information about
processes and recommending improvements. The Training Coordinator is responsible for the implementation of improvements.
BSB51915 Diploma of Leadership & Management
Training and Assessment Strategy V2.0_April 2018 BSB51915 Diploma of Leadership and Management
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A continuous improvement schedule is developed and implemented each calendar year by the AIBT management committee.
34. Document Version Control
Version details
BSB51915 Diploma of Leadership and Management V2.0-April 2018
Approved by
PEO
Date
1/05/2018
Summary of changes
N/A
Next scheduled review
1/05/2019
Officer responsible
PEO
Training Program Endorsement
Name:
XXXXXXXXXXXXXXXXXXX
Position:
Principal Executive Officer
Date: