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Assessment Pack - OD Advanced Diploma of Marketing and Communication (BSB61315) Unit: BSBINM601 – Manage Knowledge and Information BSB61315| BSBINM601 Manage Knowledge and Information Assessment Pack | V3.0 OD | Mar 2020 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: QAC | Page 2 of 9 BSB61315 Advanced Diploma of Marketing and Communication BSBINM601 Manage Knowledge and Information ASSESSMENT PACK - OD Mode | Online Delivery BSB61315| BSBINM601 Manage Knowledge and Information Assessment Pack | V3.0 OD | Mar 2020 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: QAC | Page 3 of 9 BSBINM601 Manage Knowledge and Information Supporting: BSB61315 Advanced Diploma of Marketing and Communication; May also support other qualifications based on respective packaging rules © Le-Sharma Pty Ltd, 2016 Copyright: Provided under license from Le-Sharma Pty Ltd. All rights reserved. This document and its contents are protected by Australian and International copyright laws. No part of this document may be reproduced or transmitted in any form or by any means, electronically or mechanically, including photography, scanning, recording or any information storage or retrieval system, without permission in writing from the copyright owner or from Le-Sharma Pty Ltd. Information and/or resources used from the Commonwealth, government agencies, training.gov.au, public domain information, or any other external sources do not constitute copyright and remain the property of the original authors/agencies. All the websites and external resources mentioned in this publication, including any information linked to or referred to public domain information, are copyrighted to their respective owners. Web links are used as examples for reference purpose only and may have changed since publication of this resource. Le-Sharma Pty Ltd or author does not claim endorse the views expressed by them. Le-Sharma Pty Ltd ACN: 613 011 475 BSB61315| BSBINM601 Manage Knowledge and Information Assessment Pack | V3.0 OD | Mar 2020 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: QAC | Page 4 of 9 1. Assessment Plan Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum. The purposes of this assessment are; ▪ To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements ▪ To provide feedback to the learners/trainees indicating the areas of improvement and professional development ▪ To measure the effectiveness of the delivery plan and evaluate the learning outcomes The required assessment criteria are provided in each assessment task for learner’s information. Assessment Method Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs. These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning. Formative tasks are not assessed. For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit; ▪ Written Assessment Tasks ▪ Practical/Analytical Tasks ▪ Test/Examinations ▪ Projects ▪ Observation ▪ Integrated Assessment The Written Assessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge. The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in-class assessments, enabling the trainers to observe the work being undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks. The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results. The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions. Observation forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor. BSB61315| BSBINM601 Manage Knowledge and Information Assessment Pack | V3.0 OD | Mar 2020 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: QAC | Page 5 of 9 Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency. Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes. Submission of Work Material submitted for assessment—Word processed reports, essays, projects, etc. must contain student’s name, ID course name. Students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar. Follow submission guidelines in each assessment task for specific instructions. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently. Assessment Tasks and Schedule # Assessment Task/Activity Type Assessment Method 1 Part A: Case Study: Kimberly-Clark Australia Individual Written Part B: Project: Knowledge Management Plan Individual/Group Written 2 Knowledge Test Individual Test These assessment tasks/activities have been described in detail in the following section. Task schedule to be advised by trainer/assessor based on the lesson and session plans. Prescribed Text and Resources Suggested Learner Resources Galliers R. and Leidner D.E., 2000, Strategic Information Management: Challenges and Strategies in Managing Information Systems, Butterworth-Heinemann, Oxford Rodney M.A and Sandra M.A, “A Critique of Knowledge Management: Using A Social Constructionist Model” New Technology, Work and Employment, Vol. 15, No. 2, September 2000 (Various Authors), 1998, Harvard Business Review on Knowledge Management, HBS Publishing, Boston Dalkir K., 2005, Knowledge Management in Theory and Practice, Butterworth-Heinemann, Oxford Knowledge Management http://www.knowledgepoint.com.au/knowledge_management/index.html http://www.providersedge.com/kma/km_articles_case_studies.htm http://hbr.harvardbusiness.org/2007/07/the-knowledge-creating-company/es Learning and Team Building http://cpd.conted.ox.ac.uk/lnat/ http://humanresources.about.com/od/coachingmentoring/Coaching_Mentoring_Consulting_Learning_Organi zations.htm http://humanresources.about.com/od/involvementteams/a/twelve_tip_team.htm BSB61315| BSBINM601 Manage Knowledge and Information Assessment Pack | V3.0 OD | Mar 2020 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: QAC | Page 6 of 9 Assessment Task 1 Part A: Case Study: Kimberly-Clark Australia Description: This is an individual assessment task that will be completed during the online session. Read the following case and answer the questions. Kimberly-Clark Australia (KCA) is one of Australia’s leading manufacturers, marketers and sellers of personal care, family care, health care and related products. KCA is entirely owned by the global Kimberly-Clark Corporation (KCC). KCA employs approximately 1850 employees across Australia and New Zealand. KCA creates, imports, and acquires knowledge in a variety of ways. R&D is particularly important for both product and process innovation and improvement and KCA can draw on the resources of KCC as well as their own local R&D activities. The complete case study is provided separately. Ensure that you receive a copy from your trainer/assessor. This task must be completed during a designated session in presence of a trainer/assessor. Read the complete case study (Kimberly-Clark Australia: Source: Australian Business Foundation) as attached and answer the following questions. 1. What are the key forms of knowledge that KCA create and share across their business operations? 2.