This document is an assessment booklet for the unit BSBINN601 Lead and manage organisational change. It contains information on the assessment process, requirements, tasks and evidence to be collected to determine competency. The assessments will take place at the Australian School of Commerce campus and involve knowledge tests, project work and roleplays to demonstrate skills in leading and managing organizational change.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
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Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
Assessment Booklet
CHCLEG003
Manage legal and ethical compliance
HLTWHS004
Manage work health and safety
Student Name:
Student Number: _________________________
Intake Date: _____________________________
CHCLEG003 - Manage legal and ethical compliance
HLTWHS004 - Manage work health and safety
Version: 1.0 Page 2 of 77
Created: April 2021 Last Reviewed: April 2021
Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302
ASSESSMENT COMPETENCY RECORD
This form is to be completed by the assessor and used as the final record of the student competence in these discipline. All
student submissions including any associated documents and checklists are to be attached to this cover sheet before placing on
the students file.
Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this
form.
Student ID Final Assessment Submission Date:
Student Name
Assessor Declaration
In completing this assessment, it is confirmed that the participant has demonstrated all unit outcomes through consistent and
repeated application of skills with competent performance.
Evidence is confirmed as: ❑ Valid ❑ Sufficient ❑ Current ❑ Authentic
Please attach the following documentation to this form Result
FINAL ASSESSMENT
RESULT:
❑ Competent (C)
❑ Not Yet Competent
(NYC)
Assessment Task 1 ❑ Case Study S / NS
Assessment Task 2 ❑ Case Study S / NS
Assessment Task 3 ❑ Case Study S / NS
Assessment Task 4 ❑ Additional Case Studies S / NS
Assessment Task 5 ❑ Written/Oral Questions S / NS
Attempt Date Assessor’s feedback (as required):
1
2
3
Final Feedback:
DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible
assessment with this student, and I have provided appropriate feedback.
Signature: _______________________
Name:__________________________
Date: ____/_____/_____
Student: I declare that I accept the assessment competency outcome and
consider the feedback of my assessor positively. I also declare that the work
submitted is my own, and has not been copied or plagiarised from any person or
source.
Signature: ______________________
Date: ____/_____/_____
Administrative use only:
Entered into Student
Management Database
❑ Signature/Initial ________________ Date: ________________
CHCLEG003 - Manage legal and ethical compliance
HLTWHS004 - Manage work health and safety
Version: 1.0 Page 3 of 77
Created: April 2021 Last Reviewed: April 2021
Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302
Unit Code/Name CHCLEG003 Manage legal and ethical compliance
Pre-requisites N/A
Co-requisites N/A
Unit Summary
This unit describes the skills and knowledge required to research information about compliance and
ethical .
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
Assessment Booklet
CHCLEG003
Manage legal and ethical compliance
HLTWHS004
Manage work health and safety
Student Name:
Student Number: _________________________
Intake Date: _____________________________
CHCLEG003 - Manage legal and ethical compliance
HLTWHS004 - Manage work health and safety
Version: 1.0 Page 2 of 77
Created: April 2021 Last Reviewed: April 2021
Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302
ASSESSMENT COMPETENCY RECORD
This form is to be completed by the assessor and used as the final record of the student competence in these discipline. All
student submissions including any associated documents and checklists are to be attached to this cover sheet before placing on
the students file.
Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this
form.
Student ID Final Assessment Submission Date:
Student Name
Assessor Declaration
In completing this assessment, it is confirmed that the participant has demonstrated all unit outcomes through consistent and
repeated application of skills with competent performance.
Evidence is confirmed as: ❑ Valid ❑ Sufficient ❑ Current ❑ Authentic
Please attach the following documentation to this form Result
FINAL ASSESSMENT
RESULT:
❑ Competent (C)
❑ Not Yet Competent
(NYC)
Assessment Task 1 ❑ Case Study S / NS
Assessment Task 2 ❑ Case Study S / NS
Assessment Task 3 ❑ Case Study S / NS
Assessment Task 4 ❑ Additional Case Studies S / NS
Assessment Task 5 ❑ Written/Oral Questions S / NS
Attempt Date Assessor’s feedback (as required):
1
2
3
Final Feedback:
DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible
assessment with this student, and I have provided appropriate feedback.
Signature: _______________________
Name:__________________________
Date: ____/_____/_____
Student: I declare that I accept the assessment competency outcome and
consider the feedback of my assessor positively. I also declare that the work
submitted is my own, and has not been copied or plagiarised from any person or
source.
Signature: ______________________
Date: ____/_____/_____
Administrative use only:
Entered into Student
Management Database
❑ Signature/Initial ________________ Date: ________________
CHCLEG003 - Manage legal and ethical compliance
HLTWHS004 - Manage work health and safety
Version: 1.0 Page 3 of 77
Created: April 2021 Last Reviewed: April 2021
Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302
Unit Code/Name CHCLEG003 Manage legal and ethical compliance
Pre-requisites N/A
Co-requisites N/A
Unit Summary
This unit describes the skills and knowledge required to research information about compliance and
ethical .
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
If you are planning to work as a trainer in Australia, you will need to have this qualification at a minimum. If you will be delivering training and Assessment service in the vocational education and training VET sector.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
Trainwest is proudly a Western Australian owned and run company with the prime objective of providing nationally recognised training programs with exceptional professionalism and support.
Major Benefits and Drivers of IoT.Background According to T.docxjesssueann
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docxjesssueann
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
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We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
If you are planning to work as a trainer in Australia, you will need to have this qualification at a minimum. If you will be delivering training and Assessment service in the vocational education and training VET sector.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
Trainwest is proudly a Western Australian owned and run company with the prime objective of providing nationally recognised training programs with exceptional professionalism and support.
Major Benefits and Drivers of IoT.Background According to T.docxjesssueann
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
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Major Assessment 2 The Educated Person” For educators to be ef.docxjesssueann
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
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Major Assessment 4 Cultural Bias Investigation Most educators agree.docxjesssueann
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docxjesssueann
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
.
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docxjesssueann
Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Macro Presentation – Australia Table of ContentOver.docxjesssueann
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docxjesssueann
M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
Love Language Project FINAL PAPERLove Language Project Part .docxjesssueann
Love Language Project FINAL PAPER
Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
.
Major Computer Science What are the core skills and knowledge y.docxjesssueann
Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
.
Major Crime in Your CommunityUse the Internet to search for .docxjesssueann
Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docxjesssueann
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
Looking to have this work done AGAIN. It was submitted several times.docxjesssueann
Looking to have this work done AGAIN. It was submitted several times and never passed what the professor was requesting. I will include the copy I last submitted to the profesor, a copy of the instructions, and finally the feedback from the professor with what is missing on this assignment. The assignment is almost completed. Looking for someone to correct what needs correction following the feedback from the professor.
.
Major Assessment 1 Develop a Platform of Beliefs The following .docxjesssueann
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docxjesssueann
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docxjesssueann
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docxjesssueann
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docxjesssueann
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
A
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Lukas Nelson and his wife Anne and their three daughters had been li.docxjesssueann
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
.
Love in the Time of Cholera, as the title indicates, interweaves e.docxjesssueann
Love in the Time of Cholera
, as the title indicates, interweaves experiences of love with those of disease and sickness. Why does the novel suggest that love = cholera? What does it imply about the nature of passion? Establish through examples what you understand this metaphor to mean in the novel, and then analyze the relationships between the three principal characters in the light of your definition. It will be crucial to your essay that you account for the ending of the novel. How does Garcia Marquez resolve the paradoxes that follow from understanding love as a disease? What are we as readers meant to learn from Fermina Daza’s and Florentino Ariza’s decision to remain on that ship forever?
.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docx
1. M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage
2. organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
3. NOTE:
1. This form must be attached on top of the completed Student
Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________
Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE
==================================
4. Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage
organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
5. 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 3 of 43
Version 10.0
About this booklet
This assessment booklet has been designed for students
undertaking face-to-face mode of study
to provide information before they undertake these assessments.
It also contains assessment
tools to assess the skills and knowledge required from you to be
deemed competent in this unit.
Please read all the information given to you when you receive
this assessment booklet. If you do
not understand any part of this booklet, please inform your
assessor.
The assessment booklet contains two (2) parts:
6. PART 1: Assessment information: This part contains
information on the assessment for this unit of
competency and how an assessment will be conducted
throughout this unit to achieve the
competency. It includes:
• Application of the unit of competency
• Purpose of assessment
• Elements, performance evidence and knowledge evidence
requirements of the unit
• Conditions, context, required resources and location of the
assessment
• Assessment tasks
• Outline of evidence to be collected
• Administration, recording and reporting the requirements
including special adjustments,
appeals, reasonable adjustments and assessors’ intervention.
PART 2: Assessment tasks: This part contains the information
to undertake the assessment task
successfully. In each assessment task, students will find the
following information:
• Task instructions
• Role play/Practical Demonstration information
7. • Information on resources required, where applicable.
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 4 of 43
Version 10.0
PART 1
9. mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 5 of 43
Version 10.0
Application of the unit of competency:
This unit describes skills and knowledge required to determine
strategic change requirements
and opportunities; and to develop, implement and evaluate
change management strategies.
It applies to managers with responsibilities that extend across
the organisation or across
significant parts of a large organisation. They may have a
dedicated role in human resources
management, human resources development, or work in a
strategic policy or planning area.
10. The unit takes a structured approach to change management and
applies to people with
considerable work experience and organisational knowledge.
No licensing, legislative or certification requirements apply to
this unit at the time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the
unit BSBINN601 - Lead and
manage organisational change.
Performance evidence:
Evidence of the ability to:
▪ Analyse and interpret information about the organisation’s
internal and external
environment and consult with stakeholders to identify
requirements and opportunities for
changes that support organisational objectives
▪ Priorities opportunities for changes with input from managers
▪ Develop a change management project plan for the priority
changes incorporating
11. resource requirements, risk management and timelines
▪ Develop strategies to communicate or educate the changes and
embed them
▪ Obtain approvals and agree reporting protocols with relevant
managers and implement
the plan including addressing barriers to change
▪ Review and evaluate the change management project plan and
modify as needed to
achieve objectives.
Note: If a specific volume or frequency is not stated, then
evidence must be provided at least
once.
Knowledge evidence:
To complete the unit requirements safely and effectively, the
individual must:
▪ Explain the change management process or cycle and
strategies for communicating and
embedding change
▪ Explain how organisational behaviour and the external
environment can impact on change
strategies
12. ▪ Describe the components of a change management project plan
▪ List potential barriers to change and explain possible
strategies to address barriers.
Context and conditions for assessment:
To comply with the assessment conditions of this unit:
• Skills for this unit of competency will be demonstrated in
Australian School of Commerce
classroom/Computer lab located at Level 4, 123 Lonsdale St ,
Melbourne , Victoria 3000
• You will have access to suitable facilities, equipment and
resources, including template
documentation, style guide, policies and procedures to
undertake the assessment tasks for
this unit of competency. (refer appendix 1,2,3,4,5,6,7,8,9,10
&11)
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
13. E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
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• During the project work, you will undertake simulated case
study assessment activities that
involve complex interactions with real time situations where
you have to give your
suggestions.
Resources required:
The assessor will ensure that assessment is conducted in a safe
environment and you have
access to the following resources for the unit:
• Computer with internet connection to refer to various
resources
• Student assessment booklet
• Australian School of Commerce Learners’ resources for the
unit BSBINN601- Lead and
manage organisational change.
14. Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency requirements:
To be deemed competent in this unit, you must satisfactorily
complete all assessment tasks.
Students with unsatisfactory completion of any of the
assignment tasks will be deemed Not Yet
Competent (NYC).
Assessors will ensure that the evidence collected meets the
requirements of the Rules of
Evidence (authentic, current, sufficient and valid) prior to
entering results into the competency
record sheet.
Students unsuccessful at achieving “Satisfactory” for any
assessment at the first attempt will be
given two opportunities for reassessment. If the student is still
deemed Not Yet Competent (NYC)
after two reassessments in a unit of competency, student will be
required to repeat the unit as
per the scheduled delivery of the course. For further details,
refer to Australian School of
15. Commerce Re-Assessment Policy and Australian School of
Commerce Course Progress Policy.
Assessment tasks Assessment description Location of
assessment
Assessment Task 1 (AT1):
This assessment includes a series of
questions; you need to answer all
questions correctly
Australian School of
Commerce training
campus
Assessment Task 2 (AT2):
This assessment includes a series of tasks
and activities you are required to perform
in a simulated work environment
16. Australian School of
Commerce training
campus
Assessment Task 3 (AT3):
ation
This assessment includes a roleplay
scenario that you are to participate in.
Australian School of
Commerce training
campus
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
17. Candidate Assessment Tool
Page 7 of 43
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Assessment tasks:
To achieve competency in this unit, you must satisfactorily
complete all the following assessment
tasks within the date and time specified by your
trainer/assessor. This will demonstrate that you
have all the required skills and knowledge for this unit.
Outline of evidence to be collected:
You must submit the following evidence to be marked
competent for this unit. Your assessor will
ensure that the evidence submitted meets the Rules of Evidence
which are valid, sufficient,
current and authentic.
Assessment Task 1
(AT1):
Knowledge Test
• Answer all questions correctly in the Written Knowledge
Questions and
18. submit to your assessor electronically.
• Complete and sign the cover sheet for assessment task.
Assessment Task 2
(AT2): Project
• Produce all required evidences electronically
• Complete and sign the cover sheet for assessment task.
Assessment Task 3
(AT3): observation
• Perform the roleplay while being observed by your Assessor.
• Submit the Observation Report.
• Complete and sign the cover sheet for assessment task.
You must read and follow this information carefully while
completing assessments for this unit of
competency and if you are unsure of any instruction, please
contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
19. You must ensure that the completed assessment tasks are
submitted along with the assessment
cover sheet:
• Your assessor will mark the submitted assessment, provide
feedback to you and complete
the comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is
preferred that the tasks submitted for
assessments are typed.
• You must submit all assessments on or before the due date
specified by the assessor as per
the training plan.
• Extensions for individual assessment tasks may be negotiated
in specific circumstances with
your assessor/trainer. However, you need to provide genuine
evidence documents when
seeking an extension to due date (e.g. extensions due to illness
will require a medical
certificate). To arrange an extension, you must speak to your
assessor prior to the due date.
Extensions must be confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as
required) unless it puts in
20. jeopardy the integrity of the assessment, your assessor will let
you know if this is the case.
• Unless the assessment task specifically allows pair work or
group activities such as
brainstorming, you must submit your own original work and
must not copy the work of other
students. Plagiarism is unacceptable.
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
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Recording an assessment result:
Once the assessments have been completed, the assessor will
21. record the assessment results on
the student assessment record sheets and all results will be
approved by the Training Manager.
Assessors will check that you have completed the signed student
declaration prior to filling out
the assessment sheet.
Retaining assessment records:
Australian School of Commerce will securely retain all
completed student assessment items for
each student for a period of six months from the date on which
the judgement of competence
for the student was made. Australian School of Commerce will
also retain sufficient data to be
able to reissue AQF certification documentation for a period of
30 years.
The assessor will ensure that the student records are securely
retained and stored in accordance
with the Australian School of Commerce record control policy
accessible by the Student
Administration Officer.
22. Assessment outcomes: -
For unit of competency:
There are two outcomes for assessments: C = Competent and
NYC = Not Yet Competent
(requires more training and experience).
You will be awarded C = Competent on completion of the unit
when the assessor is satisfied that
you have completed all assessments and have provided the
appropriate evidence required to
meet all criteria in line with the Rules of Evidence. If you fail
to meet this requirement, you will
receive the result NYC = Not Yet Competent and will be
eligible to be re-assessed in
accordance with the Australian School of Commerce Re-
Assessment Policy and Australian
School of Commerce Course Progress Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory
and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks
23. you will be marked Satisfactory, if
you have completed the task successfully, submitted all
evidence and satisfied the assessment
criteria and Not Satisfactory, if you have not completed the
task, the evidence is not sufficient or
does not meet the requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first
attempt, you will be given two
further opportunities for re-assessment at a mutually agreed
time and date. For further details,
refer to the Australian School of Commerce Re-Assessment
Policy and Australian School of
Commerce Course Progress Policy. As this is a competency-
based program, the assessment
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
24. E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 9 of 43
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continues throughout the program until you either achieve
Competency in the assessment tasks
or a further training need is identified and addressed.
Student access to records:
You have the right to access current and accurate records of
your participation and results at
any time. You can request a copy of your records (results or
attendance progress) by
contacting the student administration or assessor.
Support:
You may seek clarification about the assessment information
and the instructions and tasks at
any time from the assessor.
Reasonable adjustments and special learning needs:
25. Australian School of Commerce works to ensure that students
with recognized disadvantages
can access and participate in education and training on the same
basis as other students.
Disadvantages may be based, for example, upon age, cultural
background, physical disability,
limited or non-current industry experience, language, numeracy
or digital literacy issues.
Where pre-training interviews and LLN assessments reveal that
a student may require special
support or where, after enrolment, it is made apparent that the
student requires special support,
reasonable adjustments will be made to the learning
environment, training delivery, learning
resources and/or assessment tasks to accommodate the
particular needs of the student. An
adjustment is reasonable if it can accommodate the student’s
particular needs, while also
taking into account factors such as the student’s views, the
potential effect of the adjustment
on the student and others and the costs and benefits of making
the adjustment.
Any adjustments made must:
26. • be discussed, agreed and documented in the assessment record
• benefit the student
• maintain the integrity of the competency standards and course
requirements as stipulated
in the training package
• be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
• providing additional time for students to complete learning
and assessment tasks
• presenting questions orally for students with literacy issues
• asking questions in a relevant practical context
• using large print material
• extending the course duration
• Presenting work instructions in diagrammatic or pictorial form
instead of words and
sentences.
Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may
appeal the assessment decision. In
27. the first instance, you are encouraged to appeal informally by
contacting the assessor and
discussing the matter with them. If you are dissatisfied with the
outcome of such discussion, you
may appeal further to training manager. If you are still
dissatisfied, you may appeal formally and
in writing to have the result reviewed. For more information,
refer to the Assessment Policy and
the Complaints and Appeals Policy and Procedures available in
Australian School of Commerce
Website.
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 10 of 43
Version 10.0
28. Assessor intervention:
Assessors will check if you are ready for the assessment, and
defer the assessment if you are not.
Feedback will be given to you at the completion of the
assessment. During role play, the
assessor may act as a client or employer, where required, but
the assessor will not interfere with
the assessment. If the assessment activities might impact on
your safety or that of others, the
assessor will stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:
Australian School of Commerce considers plagiarism and
cheating as a serious misdemeanor.
Evidence of plagiarism and cheating is treated on a case by case
basis and the consequences
for students engaging in such practices may include failure of
the assessment or unit or exclusion
from the course. For more information, refer to Australian
School of Commerce’s Assessment
Policy.
29. Note: Referencing is a way of acknowledging the source of
information that a person uses to
research your assignment. References should be provided
whenever someone else’s words.
Ideas or research is used. One should also provide references
for any information used. Website,
journals, Research paper, Blogs, article and any other online
sources needs to be referenced.
Assessor feedback:
Assessors will provide feedback on the assessment that you
have submitted. This can identify
your strengths and weaknesses or be an overall comment on
your submission. A copy of the
feedback along with your submission will be given to you and
you must keep a copy of it
throughout the completion of the course.
Student Declaration:
I.............................................................................. (Student
Name) have read and understand the
information provided above and also understand and accept that
any act of plagiarism and
academic dishonesty may have penalties including cancellation
30. or suspension of my enrolment
with Australian School of Commerce. I further declare that:
• All assessment work submitted for this unit competency is my
own original work and
plagiarism and collusion has not occurred.
• Assessment work has not been copied or submitted for any
other unit/course.
• I have taken proper care and effort to ensure my work has not
been copied by another
person.
• I have retained a copy of this assessment for my own records
in the event I have to
reproduce my work.
• I am aware that any assessment deemed unsatisfactory will
require me to undergo
reassessment which may be different to the one originally
submitted.
Student signature:
............................................................... Date: ....../....../ .......
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
31. RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page
11 of 43
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PART 2
Assessment tasks
32. mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 12 of 43
Version 10.0
Assessment Task Cover Sheet Task 1 (AT1)
Student details
33. Student Name:
Student ID:
Assessment details
Unit of Competency: BSBINN601 – Lead and manage
organisational change
Assessment Task 1: Knowledge Test
Date of Submission:
Assessment Outcome: Satisfactory Not Satisfactory
Feedback:
Student Plagiarism Declaration: By submitting this assessment
to the school, I declare that this
assessment task is original and has not been copied or taken
from another source except where
this work has been correctly acknowledged. I have made a
photocopy or electronic copy or
photograph of my assessment task, which I can produce if the
original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable
34. and flexible assessment of this student, and I have provided
appropriate feedback. I also declare that I have undertaken
the indicated assessment integrity checks
check for plagiarism Software Yes No
Check for copying/collusion Yes No
Check for authenticity (own work) Yes No
Cheating or use of model answers Yes No
Student: I have received,
discussed and accepted my
result as above for this
assessment and I am aware
of my appeal rights.
Signature: .........................................................
Signature: ...................................
Date: .................................................................
Date: ..........................................
35. mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool
Page 13 of 43
Version 10.0
Assessment task 1: Knowledge Test
Required documents and equipment:
• Computer with internet connection to refer to various
resources.
• Australian School of Commerce Learners’ resources for the
unit BSBINN601 – Lead and
manage organisational change (organised by the …
NETW204 Class Project
This project includes three phases. You need to complete Phase
I before moving on to Phase II. Likewise, you need to complete
36. Phase II before moving on to Phase III or the final phase in the
project.
Hi-tech Net Corp. is operating in three locations in the United
States. Their main office is located in New York, NY. They
have two branch offices located in Chicago, IL and Sacramento,
CA.
You have just been hired as Hi-tech Net Corp.’s consulting
engineer to implement their network infrastructure. Both branch
offices will be directly connected to the main office in NY via a
leased line circuit (point-to-point serial connection).
New York’s Office IP Information
The main office has four LAN segments: Executive,
Engineering, Services, and Native&Management. Each LAN
segment is identified by a VLAN number as seen below. For
example:
· Executive: VLAN 15
· Engineering: VLAN 25
· Services: VLAN 35
· Native&Management: VLAN 99
The organization is using the following network address in NY:
10.150.0.0/16.
· Executive: 60computers only including future growth in this
number
· Engineering: 80 computers only including future growth in
this number
· Services: 115 computers including future growth in this
number
· Native&Management: 12 computers including future growth in
this number
*** Future growth means that we already take growth into
consideration. Do not try to estimate or add more IP addresses
than necessary to avoid getting an incorrect subnet.
Illinois’ Office IP Information
The IL branch has three LAN subnets with 45 IP addresses on
each subnet. They use the following network address to obtain
the required IL subnets: 10.150.100.0 /24.
37. California’s Office IP Information
The CA branch has three LAN subnets with 25 IP addresses on
each subnet. They use the following network address to obtain
the required CA subnets: 10.150.200.0 /25.
PHASE I (20 points total)—Due Week 3
Tasks to Do.
Task 1: Subnet the 10.150.0.0/16 network for NY and assign the
first subnets to Services followed by Engineering. You may
need to re-subnet for Executive and Native&Management
subnets to avoid wasting IP addresses. Ensure that you re-
subnet only the first unused subnet and nothing else. Assign the
subnets to Executive and Native&Management. (5 points)
New York Office IP
IP Address Range
New Subnet Mask
New Network Address
VLAN 15-Executive
VLAN 25-Engineering
VLAN 35-Services
VLAN 99-Native&Management
38. Task 2: Subnet the 10.150.100.0 /25 network for IL and assign
the last IP address on the three subnets to the Loopback 1,
Loopback 2, and Loopback 3 interfaces of the router. We will
use a loopback or virtual interface to simulate the LAN subnets.
This will speed up configuration and allows us to create our
topology without rewiring. (3 points)
Illinois Branch IP
IP Address Range
New Subnet Mask
New Network Address
Loopback 1
Loopback 2
Loopback 3
Task 3: Subnet the 10.150.200.0 /25 network for CA and assign
the last IP address on the three subnets to the Loopback 1,
Loopback 2, and Loopback 3 interfaces of the router. We will
use a loopback or virtual interface to simulate the LAN subnets.
This will speed up configuration and allows us to create our
topology without rewiring. (3 points)
California Branch IP
IP Address Range
New Subnet Mask
New Network Address
Loopback 1
39. Loopback 2
Loopback 3
Task 4: Use the following network address (10.1.255.0/25) to
find the WAN subnets between NY and IL and NY and CA
respectively. Note that there should only be two IP addresses
per subnet for each WAN link. Assign the first WAN subnet to
NY to IL and the second WAN subnet to NY to CA. (2 points)
WAN Subnets
IP Address Range
New Subnet Mask
New Network Address
NY to IL
NY to CA
Task 5:Use Microsoft Visio to design the current network
topology. Remember to use Loopback interfaces for the subnets
in NY, IL, and CA. Use point-to-point interfaces to connect the
remote branch offices to NY. See the sample network diagram
below. Replace the phrase “IP Address” by the correct IP
address for each interface on the routers. Include the WAN IP
addresses on the diagram as well. (7 points)
40. First Major Deliverable in the Project: IP schemefor all three
locations (fill in the IP tables above) and the Visio Diagram.
PHASE II (30 points total)—Due Week 5
Now that you have completed your first major deliverable in the
project, let us move on to the next phase in the project. You
need to plan to implement the network. You will configure the
switches first.
You should write all required configuration commands with
their Command prompt mode in the table, middle column, under
the “Required Information” instructions.
An example:
Configuration Task
Required Information
Points
Router name
RTR1
Router(config)# hostname RTR1
¼
Task 1: Configure SW1. (3.5 points possible)
Configuration Task
Required Information
Points
Switch name
SW1
¼
Secret Password
Netw204
¼
Disable DNS lookup
41. ¼
Username and Password
User= Admin1, Password=cisco123
¼
Message of the Day (MOTD) Banner
Unauthorized Access is Highly Prohibited!
¼
VTY
Enable SSH and Disable Telnet.
½
Encrypt the clear text passwords
Use the correct command to encrypt clear text passwords.
¼
Create the required VLANs.
Use the information provided to create the VLANs.
¼
Assign the management IP address.
Assign the IP Address just before the last valid IP Address on
the Native&Management VLAN. VLAN 99 is the Native VLAN.
¼
Enable the 802.1Q Trunk ports.
Use the correct switchport command to set the Trunk port.
¼
Configure all other ports as access ports.
Use the interface range command.
¼
Assign F0/3 to the correct VLAN as per the diagram.
42. See the network diagram you drew for part 1.
¼
Shutdown all unused ports.
Disable all unused ports in software.
¼
Task 2: Configure SW2. (3.5 points possible)
Configuration Task
Required Information
Points
Switch name
SW2
¼
Secret Password
Netw204
¼
Disable DNS lookup
¼
Username and Password
User= Admin1, Password=cisco123
¼
Message of the Day (MOTD) Banner
Unauthorized Access is Highly Prohibited!
¼
VTY
Enable SSH and Disable Telnet.
½
Encrypt the clear text passwords
43. Use the correct command to encrypt clear text passwords.
¼
Create the required VLANs.
Use the information provided to create the VLANs.
¼
Assign the management IP address.
Assign the IP Address just before the last valid IP Address on
the Native&Management VLAN. VLAN 99 is the Native VLAN.
¼
Enable the 802.1Q Trunk ports.
Use the correct switchport command to set the Trunk port.
¼
Configure all other ports as access ports.
Use the interface range command.
¼
Assign F0/3 to the correct VLAN as per the diagram.
See the network diagram you drew for part 1.
¼
Shutdown all unused ports.
Disable all unused ports in software.
¼
Task 3: Configure the NY Router. (6 points)
Configuration Item or Task
Required Information
Points
Configure 802.1Q subinterface .15 on G0/1
Description Executive LAN
Assign VLAN 15.
44. Assign the last valid IP address to this interface.
½
Configure 802.1Q subinterface .25 on G0/1
Description Engineering LAN
Assign VLAN 25.
Assign the last valid IP address to this interface.
½
Configure 802.1Q subinterface .35 on G0/1
Description Services LAN
Assign VLAN 35.
Assign the first available address to this interface.
½
Configure 802.1Q subinterface .99 on G0/1
Description Native&Management LAN
Assign VLAN 99.
Assign the last valid IP address to this interface.
½
Activate Interface G0/1
Bring up interfaces
½
OSPF Process ID
204
½
Router ID
1.1.1.1
½
Advertise directly connected networks.
Use classless network addresses
Assign all directly connected networks to Area 0
45. ½
Set all LAN interfaces as passive.
Type necessary commands to do so.
½
Change the default cost reference bandwidth to support Gigabit
interface calculations.
1000
½
Set the serial interface bandwidth.
768 Kb/s
½
Adjust the metric cost of S0/0/0.
Cost: 7500
½
Task 4: Configure the IL Router. (4 points)
Configuration Task
Required Information
Points
Assign IP addresses to appropriate interfaces including
Loopback and serial interfaces.
½
Activate the nonLoopback interfaces.
½
OSPF Process ID
46. 204
½
Router ID
2.2.2.2
½
Advertise directly connected networks.
Use classless network addresses.
Assign interfaces to Area 0.
Use a single summary address for the LAN (loopback)
interfaces.
½
Set all LAN (Loopback) interfaces as passive.
½
Change the default cost reference bandwidth to support Gigabit
interface calculations.
1000
½
Set the serial interface bandwidth.
256 Kb/s
½
Note: You will probably notice that all the Loopback IP
addresses show up as /32. To change that /32 to the real subnet
47. mask of the Loopback interfaces you need to type the following
command on each Loopback interface in the routers.
Interface Loopback 1
ip ospf network point-to-point
Task 5: Configure the CA Router. (4 points)
Configuration Task
Required Information
Points
Assign IP addresses to appropriate interfaces including
Loopback and serial interfaces.
½
Activate the nonLoopback interfaces.
½
OSPF Process ID
204
½
Router ID
3.3.3.3
½
Advertise directly connected networks.
Use classless network addresses.
Assign interfaces to Area 0.
Use a single summary address for the LAN (loopback)
interfaces.
½
Set all LAN (Loopback) interfaces as passive.
½
48. Change the default cost reference bandwidth to support Gigabit
interface calculations.
1000
½
Set the serial interface bandwidth.
256 Kb/s
½
Task 6: Verify OSPF Configuration (6 points)
Question
Points
Type the command that displays all connected OSPFv2 routers.
Capture the output for your project and explains what you see.
1
Type the command that displays the OSPF process ID, router
ID, routing networks, address summarization, and passive
interfaces configured on a router. Capture the output for your
project and explain what you see.
1
What command displays only OSPF routes?
1
What command displays detail information about the OSPF
interfaces, including the authentication method?
1
What command displays the OSPF link states types?
1
What command displays the OSPF database?
49. 1
Task 7: Summarize the output of the commands used in Task 6.
How can you tell that the network is working correctly? (3
points)
PHASE III (70 Points Total)—Due Week 7
Task 1: Configure the NY router as a DHCPv4 server for the
executive and engineering VLAN. (4 points)
Configuration Task
Required Information
Points
Reserve the first 10 IP addresses in VLAN 15 for static
configurations.
1
Reserve the first 10 IP addresses in VLAN 25 for static
configurations.
1
Create a DHCP pool for VLAN 15.
Name: EXECUTIVE
DNS-Server: 192.168.1.45
Domain-Name: hitech.net
Set the default gateway.
50. 1
Create a DHCP pool for VLAN 25.
Name: ENGINEERING
DNS-Server: 192.168.1.45
Domain-Name: engineering.com
Set the default gateway.
1
Task 2: Restrict Access to the VTY Lines to only come from
Native&Management VLAN. (15 points)
Configuration Task
Required Information
Points
Configure a named access list to only allow
Native&Management VLAN to SSH to the routers.
ACL Name: NETMGMT
5
Apply the named ACL to the VTY lines.
5
Verify ACL is working as expected.
5
Task 3: Configure static and dynamic NAT on NY. (25 points)
Configuration Item or Task
Required Information
Points
Create a local database with one user account.
Use the command username webadmin privilege 15 secret
cisco123
51. Username: webadmin
Password: cisco123
Privilege level: 15
5
Enable HTTP server service.
ip http ?
2
Configure the HTTP server to use the local database for
authentication.
ip http authentication ?
2
Create a static NAT to the web server.
Inside Global Address: 209.107.23.66 -->
2
Configure NY’s Loopback 0 interface with the following IP
address. This is a simulated internal web server.
192.168.1.200/32
1
Assign the inside and outside interface for the static NAT.
192.168.1.200 209.107.23.66 /26
1
Configure the dynamic NAT inside private ACL.
Access List: 10
Allow the executive and engineering networks on NY to be
translated.
Allow a summary of the LANs (loopback) networks on IL and
CA to be translated.
Do not allow the Services and Native&Management VLANs to
be translated.
52. 5
Define the pool of usable public IP addresses.
Pool Name: THE_NET
Pool of addresses include:
209.107.23.68 – 209.107.23.75
5
Define the dynamic NAT translation.
2
Task 4: Secure the network services. (16 points)
Configuration Task
Required Information
Points
Configure an extended ACL to
· allow Internet hosts WWW access to the simulated web server
on NY by accessing the static NAT address (209.107.23.66 /26)
that you configured in Task 3;
· allow Internet hosts DNS access to the simulated web server
on NY by accessing the static NAT address (209.107.23.66 /26)
that you configured in Task 3; and
· prevent traffic from the Internet from pinging internal
networks, while continuing to allow LAN interfaces to ping the
Internet hosts.
ACL No.: 105
10
Apply ACL to the appropriate interface(s).
6
Task 5: Verify that your project meets the above requirements.
53. Write a summary of what you did and explain what you have
learned in the process. (10 points)
Assessment task 1: Knowledge Test
Required documents and equipment:
· Computer with internet connection to refer to various
resources.
· Australian School of Commerce Learners’ resources for the
unit BSBINN601 – Lead and manage organisational change
(organised by the trainer/assessor)
· Learner’s notes
Instructions for students:
· This assessment will be conducted in Computer lab with
access to the resources listed above.
· You must answer all knowledge questions as part of this
assessment and submit answers in electronic copy. The
assessor will verify the authenticity of the work by asking
questions regarding the answers provided. You must
satisfactorily answer all questions to be deemed Satisfactory for
this assessment.
· Be concise provide explanation according to the given word-
limit and do not provide irrelevant information. Be careful,
quantity is not quality.
· Be careful to use non-discriminatory language. The language
used should not devalue, demean, or exclude individuals or
groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender
inclusive language should be used.
· When you quote, paraphrase, summarise or copy information
from the sources you are using to write your answers/research
your work, you must always acknowledge the source.
· You are required to mention your name and student Id in
54. either header or footer of the assessment document to be
submitted.
Planning the assessment
Access all resources mentioned in required resources, either
printed copies or access via the internet.
· You must answer all questions in the knowledge test
assessment.
· Time allocated to complete this assessment is 1 hours.
· Complete and submit the assessment on the same day of the
assessment.
· Assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, student will be required to submit
the following evidence on the same day of the assessment.
· Completed assessment task with all questions answered.
· Completed and signed cover sheet for the assessment.
Evidence submission:
· Documentation must be submitted electronically.
· Assessor will record the assessment outcome on the
assessment cover sheet.
Knowledge Test
QUESTION NUMBER
QUESTIONS
Students response (to be completed by the assessor)
Question 1:
Explain the three major stages in the change management
process.
|_| S
|_|NS
55. Question 2:
Identify and explain five of the steps used in a communication
strategy when communicating and embedding change.
|_| S
|_|NS
Question 3:
Explain how organisational behaviour impacts change
strategies.
|_| S
|_|NS
Question 4:
Explain five ways the external environmental can impact change
strategies.
|_| S
|_|NS
Question 5:
Describe two components of a change management project plan.
|_| S
|_|NS
Question 6:
List four examples of barriers to change and four strategies that
can be used to address them.
|_| S
|_|NS
56. Assessment Task 2: Project
Required documents and equipment:
· Computer with internet connection to refer to various
programs such as MS word, MS excel, MS PowerPoint or any
other recognised software program.
· Australian School of Commerce Learners’ resources for the
BSBINN601 – Lead and manage organisational change
(organised by the trainer)
· Learner’s notes
· Appendix 1 (provided by trainer/assessor
· Appendix 2 (provided by trainer/assessor)
· Appendix 3 (provided by trainer/assessor)
· Appendix 4 (provided by trainer/assessor)
· Appendix 5 (provided by trainer/assessor)
· Appendix 6 (provided by trainer/assessor)
· Appendix 7 (provided by trainer/assessor)
· Appendix 8 (provided by trainer/assessor)
· Appendix 9 (provided by trainer/assessor)
· Appendix 10 (provided by trainer/assessor)
· Appendix 11 (provided by trainer/assessor)
Instructions for students:
Evidence specifications:
At the end of this assessment, you will be required to submit
following evidence before due date specified by the assessor:
At the end of this assessment, you will be required to submit
following evidence before due date specified by the assessor
· Completed task as required by this assessment.
· Change requirements report (Task One)
· Change management project plan (Task Two)
· Cost–benefit analysis (Task Two)
· Risk management plan (Task Two)
· Communication plan/education plan (Task Three)
· Strategy report to address barriers (Task Four)
· Report on implementing interventions and activities including
57. the strategies for
embedding change (Task Five)
· Evaluation report (Task Six)
· Modified change management plan (Task Six)
· Completed and signed cover sheet for assessment.
Evidence submission:
· Documentation can be submitted electronically or paper-based.
· Assessor will record the assessment outcome on the
assessment cover sheet.
Overview: (You can choose any other organisation as a topic for
this assessment, which must be approved by assessor.)
Write a report that identifies the change requirements and
opportunities needed to determine a strategic change and
support organisational objectives. The report must include the
above-mentioned evidence to submit. You may use the example
scenario in Annex ix.
This Project has been split into six separate tasks. Please
complete each task in the order they appear.
Task One
Analyse the internal and external environments for change and
prepare a change requirement report:
a. Identify strategic change needs by analysing organisational
objectives.
b. Review existing policies and practices against strategic
objectives.
c. Monitor the external environment to identify events or trends
that may impact on the
achievement of organisational objectives by conducting a
PEST analysis (refer to the
template in Annex V).
d. Identify major operational change requirements due to
58. performance gaps, business
opportunities and threats, or management decisions by
conducting a SWOT analysis
(refer to the template in Annex VII).
Task Two
Develop a change management project plan that outlines the
change management strategy:
a. Undertake a cost–benefit analysis for high-priority change
requirements and
opportunities you have identified.
b. Identify barriers to change by undertaking a risk management
plan, including a risk
analysis (refer to the template in Annex VIII).
c. Determine resource requirements, such as human, physical
and financial resources.
d. Chart time lines and schedules, such as by using a Gantt
chart.
Task Three
Develop a communication or education plan in consultation with
managers and other relevant stakeholders:
a. Consult with relevant individuals to determine how you will
promote the benefits of
change and minimize loss to the organisation. You may
seek feedback via email, video
conferencing, etc.
b. Organise and manage the activities required to deliver the
plan, including time lines for
implementation. This may include managing the frequency
of reports and
communications between relevant individuals.
59. Task Four
Identify and respond to barriers to change as outlined in the risk
management plan. This may include developing strategies that
will mitigate risks and effectively respond to barriers.
Task Five
Begin the change management process:
a. Implement the interventions and activities as set out in the
project plan.
b. Carry out the strategies for embedding the change.
Task Six
Prepare for the evaluation and review of the plan to achieve
objectives and modify the plan where appropriate. This may
include conducting a gap analysis and distributing an evaluation
form to stakeholders (refer to the template in Annex IV).
The final documents you submit for assessment will be assessed
using the project criteria provided.
All project criteria outlined must be covered satisfactorily for
Part B to be completed satisfactorily.
You must complete the project unassisted by the assessor or
other personnel but may refer to reference material as needed
Assessment Task 3: Observation
Overview:
Task One
Using your analysis of the internal and external environments
for change in the change requirement report, conduct a face-to-
face discussion with stakeholders, specialists and experts to
seek their input in relation to change requirements or
opportunities:
a. Identify and consult with key stakeholders and other relevant
60. people, such as by conducting a stakeholder analysis (refer to
the template in Annex V).
b. Identify major change requirements and opportunities that
support organisational objectives.
c. Review and prioritize change requirements or opportunities
by speaking with relevant managers. This includes negotiating
and maintaining effective working relationships.
Task Two
Based on the change management project plan you have
developed in Assessment A Task Two, present the mitigation
strategies to the stakeholders. You will be observed interacting
with the stakeholders to obtain agreement on the mitigation
strategies that can be used to address identified barriers. This
includes using appropriate questioning and listening skills to
clarify information.
Task Three
Based on the change management project plan you have
developed in Assessment A Task Two, speak to managers to
clarify and confirm information to implement the strategy:
a. Obtain approval on the change management process and
reporting protocols.
b. Assign responsibilities and obtain resources for the project,
such as human resources.
You will be observed consulting with relevant groups to obtain
input into the change management process. This will involve
discussions and questioning to clarify information and confirm
understanding.
Appendix1- Assessment resource in simulated business
environment
Australian School of Commerce will conduct this assessment in
61. computer lab by setting simulated business environment which
is safe and experiences typical writing field of work. The
following resources will be made available to the learner:
· Australian School of Commerce’s office equipment and
resources
· sample organisational policies and procedures
Copyright: Instructions in this tool have been developed by
NTA and Australian School of Commerce for sole purpose of
use by Australian School of Commerce. Any part of these
assessment instructions cannot be reproduced in full or part for
without approval of Australian School of Commerce and NTA
which holds authorship rights.
Appendix 2- Peer Review Form
[Insert your name here]
62. Use this peer review form to provide feedback to your
colleague’s role-play performance. Please rate their
performance in terms of the items listed below with applicable
comments where necessary and return the form to your
colleague upon the completion of the presentation.
Fair
Good
Excellent
1. The performance was organised according to the selected
enterprise’s plans, policies and procedures.
2. The information was presented in a logical manner with
insight into the correct process of leading and managing the
workplace effectively.
3. The language used was clear and concise.
4. The performer had good eye contact with the audience and
used positive body language.
5. The performer listened to questions and answered
appropriately.
63. Comments (if any)
Appendix 3- Communication plantemplate
You can use the templates to complete Assessment A – Project.
You may customise these documents to suit your needs.
Communication Plan
Objective:
Relevant stakeholders
(managers, clients, teams, etc.)
Required resources
(location, equipment, etc.)
Method
(slideshow presentation, video conferencing, etc.)
Schedule/delivery date
Relevant policies/procedures
Security/confidentiality status
Outcomes/follow-up actions
Documentation
(hand-outs, presentation slides, statistical analysis, etc.)
64. Appendix 4- Gap analysis template
Gap analysis
Business objective
HR requirements to meet objectives
Gap – does the organisation have what it needs?
Outcome of not addressing the gap
Potential solutions to address the gap
65. Appendix 5 – PEST analysis template
Political
Economical
Social
Technological
Appendix 6 – Key stakeholder analysis template
Key stakeholder analysis
66. Student name:
Date of analysis:
Name of stakeholder/company
Contact person
Level of importance
Level of influence
Stakeholder needs
Stakeholder interests
Strategy for engaging the stakeholder
67. Appendix 7 – SWOT analysis template
Strengths
Weaknesses
Opportunities
Threats
Appendix 8 – Risk management plan template
Risk management plan
Background:
Context:
Level of access and restrictions:
Reporting requirements:
68. Risk matrix
Level of likelihood
Level of impact
1
(Insignificant)
2
(Minor)
3
(Moderate)
4
(Major)
5
(Catastrophic)
A (Expected)
Medium
Medium
High
Extreme
Extreme
B (Probable)
Medium
Medium
Medium
High
Extreme
C (Possible)
Low
Medium
Medium
High
High
D (Improbable)
Low
72. Record-keeping procedures
Updates
Person responsible
Date
Risk register
Lessons learned register
Appendix 9 – Example scenario
DrySeed scenario
DrySeed Inc. is a large organisation that manufactures outdoor
furniture. The company has been operating for 30 years and is
based in Sydney. It now has 50 employees and is seen as a
market leader because of its commitment to sustainability.
DrySeed supplies to retail stores across Australia and to
customers directly from its show room in one of its largest
factories.
In 2001, DrySeed merged with a retail furniture company,
hoping to expand its breadth of consumers as many of the stores
were located in newly developed housing estates that attracted
first-home buyers. Unfortunately, due to poor planning and
communication, the merger was not successful. Thirty
employees were impacted by the merger, either by a restructure
and redesign of their jobs, or by a forced redundancy.
Operationally, DrySeed’s objectives include having all products
meet their standard of excellence guidelines, including customer
service, guarantee on workmanship and quality materials used
in the manufacturing process. Management would also like to
see 30 per cent of sales made online to reduce overheads.
73. DrySeed has recently come under new management. The
management team that now reports to the board is significantly
younger and more innovative than their predecessors. The new
team believes the organisational objectives are strong, but that
the processes and structures of the organisation need some
work.
DrySeed’s key objectives are currently based around expansion.
Management wants to expand sales to new customers by
offering new product releases each year. They feel it is
important to invest in research, and to follow trends in Europe
and the US to ensure their products have the latest designs and
are attractive to customers.
The majority of middle managers, such as supervisors and
department managers, have been with the company for more
than 20 years. They will have to implement changes with their
teams. Some of them have already expressed they are hesitant to
change due to having experienced the failed merger in 2001.
Appendix 10 – Sample continuous improvement policy
DrySeed continuous improvement policy
Scope
This policy describes our commitment to continuous
improvement and the use of the define, measure, analyse,
improve, control (DMAIC) quality system to perform process
improvement activities or projects.
This policy applies to all employees of DrySeed – including
casual, part-time, full-time, permanent and temporary
employees. It is part of everyone’s role to continuously look for
ways to improve processes and systems to ensure they remain
effective and efficient.
Continuous improvement
Continuous improvement is an ongoing process of review and
evaluation to find ways to improve processes and systems.
Continuous improvement forms part of DrySeed’s overall
74. business philosophy. The
company is committed to the continuous improvement of
policies and procedures. When performing improvement
activities, you should:
· define an improvement project
· measure process performance
· analyse opportunities
· improve and control processes.
This process is referred to as the DMAIC quality system, which
is outlined in the continuous improvement procedures.
Responsibilities
Management is responsible for ensuring continuous
improvement procedures are applied. The manager of the
section or department in which the continuous improvement
project takes place is responsible for supporting the project and
removing barriers to success.
All employees are responsible for:
· Applying continuous improvement procedures in their work
areas, as outlined by management in the relevant plan for each
improvement activity or project
· Identifying and reporting opportunities for improvement.
Appendix 11 – Sample continuous improvement policy
DrySeed continuous improvement procedures
Continuous improvement forms part of the DrySeed overall
business philosophy. It is part of every employee’s role to
continuously look for ways to improve processes and systems to
ensure they are effective and efficient.
Process improvement activities or projects should be performed
using the DMAIC quality system:
· Define
· Measure
· Analyse
· Improve
· Control
75. 1. Define an improvement project
To define an improvement project, take the following steps:
· Identify the improvement opportunity.
· Develop the business processes.
· Define critical requirements.
· Prepare a project team.
Someone at managerial level supports the project and removes
barriers to success. This is usually the manager of the section or
department in which the project takes place. The plan also
includes a statement of how progress should be reported and
who to report it to.
Tools to assist with this step include:
· gap analysis
· customer feedback
· process mapping
· action plan.
2. Measure process performance
Steps to measure process performance:
· Identify measures to evaluate the success of project.
· Develop a data collection method to measure process
performance.
· Establish baseline Six Sigma to show the standard deviation
for a process
Tools to assist with this step include:
· charts
· graphs
· data analysis.
3. Analyse opportunities
Steps to take to analyse opportunities:
· Analyse the opportunity to identify a problem.
· Identify and validate the root causes.
Tools to assist with this step includes
· process mapping
76. · hypothesis testing
· fishbone diagram
· root cause analysis
· Statistics.
4. Improve processes
To improve processes, take the following steps:
· Identify, evaluate and select the best solutions to improve
processes.
· Develop a change management strategy to help the
organisation to implement solutions and improvements.
Tools to assist with this step include:
· cost–benefit analysis
· project planning tools
· Change management tools.
5. Control processes
Steps to take to control the process:
· Understand the importance of planning and executing against
the plan.
· Determine the strategy to ensure the targeted results are
achieved.
· Understand how to disseminate lessons learnt.
· Identify opportunities for standardisation. Tools to assist with
this step include:
· project planning tools
· Plan–do–check–act cycle.
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000
77. Ph: 1300 781 194
E:
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street
Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania
7000
Ph: 1300 781 194
E:
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Student Assessment Booklet
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