Assessment Information
Welcome to your Student Assessment Workbook for BSBMGT407 Apply Digital Solutions to Work Processes.
This Student Assessment Workbook is where you will write all your responses for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following Assessment Event:
Assessment Event – Simulation: Fusion Marketing
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You will complete a number of tasks associated with establishing a digital platform to utilise digital information in accordance to legislations, regulations, organisational policy and procedures relevant to digital media use and intellectual property.
This assessment centres on the Fusion Marketing case study, a professional marketing agency with a team of professional marketing consultants helping their clients to achieve their marketing communication goals. You will act in the capacity of a Marketing Communications Officer to establish internal communication mechanisms with an aim to facilitate team collaboration and group information sharing.
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To complete the Simulation, you will need to refer to the following resources:
Fusion Wiki Policy:
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Organisational policy and procedures document that establishes digital media protocols and conventions to manage digital communication practices on the organisation’s digital wiki platform. You will refer to this document when integrating their digital solutions into your simulated workplace operations.
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Intellectual Property Policy:
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Organisational Policy and Procedures document that sets out the principles and practices of Fusion Marketing with respect to intellectual property. You will adopt this document when populating your web-based collaborative company wiki with digital content.
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Fit for Purpose Matrix:
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Excel template used in Task 2.1 to select digital solutions that are fit for purpose.
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Please note that your responses for both assessment events can (where appropriate) use dot point format. See below an example of a dot point response and a full sentence response.
Dot point format
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Presentation Plan includes the following:
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outcomes
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needs of the audience
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context.
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Full sentence format
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When you are preparing for a presentation, there are a number of tasks that must be carried out. These are listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks you then check on the room that you will be conducting the presentation in.
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To Achieve Competence
To be deemed competent for this unit, you will need to meet the following requirements:
· complete all of the questions and tasks listed in the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must provide citation.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBMGT407 Apply Digital Solutions to Work Processes. It is important that you understand this assessment before taking on the questions and tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ column.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Pre – assessment Checklist
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Comments
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Y ¨
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¨ N
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I, the student, understand the purpose of the assessment.
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Y ¨
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I understand when and where the assessment will occur, who will assess and in what format the assessment will be submitted.
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Y ¨
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I understand the methods of assessment.
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Y ¨
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I understand what resources are required to complete this assessment.
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Y ¨
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I understand the performance level required for each assessment event.
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Y ¨
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I understand that it must be my own work. I have been explained and understand the serious consequences in case this work is found plagiarised.
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Y ¨
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¨ N
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I understand the process if I am deemed not yet competent.
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Y ¨
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¨ N
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I understand the feedback process and the appeals process.
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Y ¨
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¨ N
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The assessor has discussed with me if I have any special needs and if so what arrangements have been made.
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Student Full Name
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Student ID
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Student Signature
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Date
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Assessment Event – Fusion Marketing Simulation
You will participate in a simulation centred on a professional marketing agency titled Fusion Marketing. As the Marketing Communications Officer, you will be responsible for establishing a web-based organisational wiki and then populating it with digital information. At last, you will provide face-to-face training to your team members in order to ensure that they have the necessary skills and knowledge to use the system.
Task 1: Source and Utilise Digital Information
In this task, you will review Fusion Marketing’s digital applications and collect raw digital information with regard to intellectual property. This task will set the foundation for Task 2, where you will integrate a digital solution that to support the organisation’s workflow.
1.1 Identify Fusion Marketing’s digital applications
Insert your response into the table below:
Digital application
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Example of use
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Why these applications do not address the organisation’s business plans:
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1.2 Establish criteria to ensure validity and reliability in digital information sources
The five criteria for validity are:
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The five criteria for reliability are:
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Information Source
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Description of Credibility
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1.
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2.
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3.
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4.
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5.
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1.3 Locate and use digital information on intellectual property requirements
Insert your responses into the table:
Legal Requirement
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Summary of Key Provisions
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1.4 Locate and use digital information on organisational policy and procedures
Insert your responses here:
1.5 Locate and use digital information on legal governance
Insert your responses into the table:
Legal Requirement
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Summary of Key Provisions
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1.6 Document, register and report matters related to IP
Insert your responses here:
Attach the copy of your email to your Student Assessment Workbook.
Task 2: Lead Work Processes in a Digital Environment
In this task, you will use the ‘Fit for Purpose Matrix’ spreadsheet template to review and select digital services that are fit for purpose. Then, you will establish a web-based company wiki and transfer the digital information collected in Task 1 in accordance to the organisational digital media protocols and conventions.
2.1 Review digital technology trends and select a service that is fit for purpose
Insert your response into the ‘Fit for Purpose Matrix’ which is provided as a separate attachment.
Submit the completed template to your Assessor.
2.2 Set up the new innovative digital service to support workplace operations
Set up the Fusion Wiki.
Insert your screenshots here:
2.3 Transfer digital information to the web-based corporate wiki
Transfer the digital information to the Fusion Wiki.
Insert your screenshots here:
Task 3: Train, Encourage and Support Team Members to Use the Fusion Wiki
In this task, you will hold a training session with the two team members to demonstrate them how to use the online enterprise wiki in day-to-day operations.
No attachment required. Please refer to your Student Assessment Guide for more information.
Actor Briefing Checklist
The Assessor
Assessor, note that you will be using an actor to participate in this simulation. This is done to ensure that the principles of assessment are maintained, particularly the validity (the actor covers the content required) and fairness (no other student has an advantage by observing the processes of the assessment) of this assessment.
To use an actor and ensure reliability (the actor is consistent with their actions across students’ assessments) of this assessment, it is important that you provide them with sufficient information so that they can perform their duties.
The key areas that you will cover are as follows:
· assessment processes
· location
· date and time of assessment
· roles and actions required.
It is crucial that the actor understands these requirements before undertaking the role plays so you will need to brief them through a face-to-face meeting. In this meeting, you will explain all the requirements in-depth and then request their confirmation of their understanding through the signing of the Actor Briefing Checklist below. Note that both you and the actor must sign off the checklist by the end of the meeting.
If the actor is not clear with a checklist item, then you must provide them with further clarification. If they are still not comfortable with undertaking the role plays, then you will need to find an alternative actor and follow the same process until you obtain their signature.
The Actor
It is important that you the Actor, understand the requirements of this role play so that the assessment follows appropriate principles, particularly consistency of your actions across students. For this to happen, you need to be briefed by the Assessor through a face-to-face meeting prior to the role plays. The contents of this meeting will cover the following:
· assessment processes
· location and date of assessment
· equipment and materials required
· roles and actions required.
At the end of the meeting, you will be asked by the Assessor to confirm your understanding of the role play. This will require you to complete the Actor Briefing Checklist provided in the next page.
Please carefully read each checklist item and tick the corresponding box to confirm your understanding. In case you are not clear with the role plays, the Assessor will provide you with further information to ensure your understanding. If you still believe that you are not confident in taking part in the role plays, then inform the Assessor.
Once you completely understand the context and the requirements of the role play, please insert your name, signature and the date at the end of the checklist for our records.
Copywriter - Actor Briefing Checklist
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I understand the purpose of the role play.
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I understand when and where the role play will occur.
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I understand that the Assessor will not take an active role during the role play apart from observing the interaction during the session.
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I understand my Stakeholder Profile (work style) outlined in Phase 3 as an actor for the role play.
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I understand that I am holding an interactive meeting with the student who will role play the Marketing Communications Officer to train me on using a digital platform, an online corporate wiki space which they created as part of their assessment.
I also understand that I am role playing the Copywriter who has been recently employed by the simulation organisation and has a very basic understanding for using an online wiki platform.
I confirm that throughout the role play, I will:
· portray a novice online wiki user
· engage in active discussions with the student
· direct questions to the student to challenge their ability to demonstrate their understanding of the digital platform in use
· be directed questions by the student which I will have to respond to within the context of the role play, that is learning how to use the student’s online wiki solution
· undertake practical exercises prepared and by the student under their instruction
· perform all of the above in accordance to my personal profile outlined in Phase 3.
Below is a list of possible questions I may raise during my interaction with the student. I understand that these questions are merely a sample to give me guidance and I will need to behave naturally, raise questions, and make comments according to the flow of the conversation with the student.
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How can I log in?
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Can you please show me how to use this particular feature?
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I am sorry, but I could not catch it. Can you please show it to me again?
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Can you please instruct me on how to insert an image?
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Can you please explain how I can update the content?
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How do I save the content?
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Do you think is there an easier way to do this?
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I have been briefed on the above through a face-to-face meeting with the Assessor prior to the session.
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Actor Name
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Actor Signature
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Date
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Assessor Name
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Assessor Signature
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Date
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Assessment Conditions for the Observation
The information in this section outlines the assessment conditions for the observation that occurs in Phase 3, Task 3.
Before the observation, you will set up this simulation so that it is fair, valid and reliable:
· ensure that other students in the class are not present (fairness)
· ensure that the student has read the requirements listed in the Observation Check Sheet provided in their Student Assessment Guide
· ensure that the student is aware of what is expected of them with the stakeholder
· remind the student that they are not allowed to refer to the Observation Check Sheet while undertaking the assessment activity
· the computer workstations are in a working condition
· the Internet is up and running
· the room meets WHS requirements
· the room is free from distractions
· ensure that you have selected the stakeholder to role play with the student (reliability and validity):
this actor will be external to the class (e.g. employees of the RTO)
you have briefed them on their simulation role prior to the role play
their level of knowledge with the concepts of the digital platform is novice (refer to the profiles of the actors in Phase 3).
Remember, you need to have the Observation Check Sheet in front of you prior to undertaking this simulation activity. Please go to Appendix B to have access to the Observation Check Sheet.
During the observation, you the Assessor must:
· ensure that your role as an Assessor is observation only, in other words, you do not role play in the simulation (reliability)
· do not give answers or suggestions on actions to be demonstrated by the student, but limit your guidance to clarification of the task
· document the evidence and provide extensive written feedback in the Observation Check Sheet
· ensure that the student is not using the Observation Check Sheet
· ensure the activity is completed within the designated timeframe, which is 45 minutes in total.
After the observation, you the Assessor must:
· if the student is successful:
provide a summary of their performance during the observation
complete the Observation Check Sheet by finalising your comments, dating and signing off
attach the completed Observation Check Sheet into the student’s Student Assessment Workbook
· if the student is not successful:
provide feedback to the student on the NYS areas:
§ explain your justifications in detail
§ provide clear guidance to the student explaining how they can improve
§ this feedback must align to your written comments in the Observation Check Sheet
arrange another suitable time with the student to observe their second attempt
attach the completed Observation Check Sheet into the student’s Student Assessment Workbook.
Appendix B: Observation Check Sheet for the Observation
The criteria below are the actions that the student must demonstrate in their Observation. Assessors, tick ‘S’ if the student demonstrates a particular performance requirement to a satisfactory level and ‘NYS’ if the student does not meet these performance requirements. Also, you are required to write comments on the quality of this evidence under the ‘Comments’ column. For the student’s overall performance in this task, tick ‘Satisfactory’ if the student satisfies all the criteria in the Observation Check Sheet and ‘Not-Yet-Satisfactory’ if they do not.
It is important that you keep accurate records of the student’s work. In particular, you must keep the original of the completed Observation Check Sheet and give a copy to the student to attach to the ‘Student Assessment Workbook’. This is essential as some students may lose the completed Observation Check Sheet, which means there will be no records of this assessment evidence.
Requirements:
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NYS
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Comments
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1.
Environment Setup:
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¨ checks all workstations and audiovisual equipment are working
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¨ ensures the Internet connection is up and running
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¨ sets up the online wiki for the session including all user accounts
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¨ adjusts the lightning to the viewing of hands-on computer training
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¨ ensures with the Copywriter that visual aids are visible
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Introduction:
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¨ introduces own-self
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¨ welcomes the Copywriter with a friendly tone
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¨ summarises the purpose of the session in a clear and concise way
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¨ states clearly what they would like to achieve
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¨ explains how long this will take
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¨ seeks confirmation of this process
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¨ verifies that attendees can see the screen
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¨ verifies that attendees can access the system
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3.
Body:
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1.1
Overviews the motivation behind Fusion Wiki:
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¨ summarises the organisational plans
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¨ discusses three digital solutions that address these plans
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¨ justifies their selected digital solution based on the five factors used in the ‘Fit for Purpose Matrix’
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1.2
Demonstrates the digital platform:
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¨ gives an overview of the platform
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¨ describes the primary ‘hot’ features
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¨ uses these ‘hot’ features with real-time examples
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¨ these examples have a structure – starting from easy and moving to more challenging
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¨ these examples prepare the Copywriter for the practical exercises
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1.3
Ensures learning outcomes are achieved:
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¨ asks questions to gauge understanding
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¨ undertakes the practical exercises
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¨ exercises align to the Copywriter’s learning needs
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¨ exercises incorporate a range of learning and interaction practices
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¨ demonstrates the solutions to reinforce learning outcomes
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4.
Conclusion:
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¨ reviews session outcomes
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¨ these outcomes are linked to the Introduction
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¨ highlights key ‘take-home-messages’
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5.
Communication and Interaction:
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5.1
Presents Information:
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¨ language is clear and understandable
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¨ language is simple and avoids jargon
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¨ has good pronunciation for clarity
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¨ volume is audible
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¨ tone is pleasant
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¨ pace is at the right speed to achieve clarity
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¨ pitch is low in general and high at times to grab attention
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¨ explains technical terms
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5.2
Features:
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¨ gives eye contact to the Copywriter
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¨ displays appropriate facial expressions
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¨ gestures fit with the message
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¨ posture is appropriate
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¨ level of formality shows respect to both parties
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¨ uses backchannels (e.g. ‘mmm’, ‘yes’) to show focus
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¨ conducts periodical checks
on the Copywriter’s understanding and adjusts delivery accordingly
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¨ intervenes where required to support proficiency
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¨ elicits input from the Copywriter and gives rich feedback
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¨ directs open-ended questions to draw the Copywriter to maximise engagement
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The student’s overall performance is
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o Satisfactory
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o Not-Yet-Satisfactory
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Assessor Signature:
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Date:
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Task Outcome Sheets
The Outcome Sheet below is for the simulation tasks that the student is required to complete. Assessors, tick ‘S’ if the student achieved a satisfactory outcome for an assessment task and ‘NYS’ if the student does not meet these requirements. Also, you are required to write comments on the quality of this evidence under the ‘Comments’ column. For your judgement on the student’s overall performance, tick ‘Satisfactory’ if the student achieves a satisfactory outcome for all of the tasks or ‘Not-Yet-Satisfactory’.
Assessment Event - Simulation
Assessment Event
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NYS
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Comments
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Task 1:
Utilise digital workplace information
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Sub Task 1.1
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Sub Task 1.2
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Sub Task 1.3
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Sub Task 1.4
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Sub Task 1.5
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Sub Task 1.6
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Task 2:
Lead work processes in a digital environment
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Sub Task 2.1
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Sub Task 2.2
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Sub Task 2.3
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Task 3:
Recognise and apply intellectual property requirements
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The student’s overall performance is
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o Satisfactory
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o Not-Yet-Satisfactory
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Assessor Signature:
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Date:
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