Sample assessment tool -- Observation and demonstration checklist This document is formatted for double-sided printing Candidate Assessment Guide HLT54115 Diploma of Nursing Unit of competency:...

Sample assessment tool -- Observation and demonstration checklist
Candidate Assessment Guide
HLT54115 Diploma of Nursing Unit of competency:
BSBLDR403 - Lead team effectiveness
This document is formatted for double-sided printing
Version control and document history
    Date
    Summary of modifications made
    Version no.
    20 October 2017
    Developed Student Assessment Guide for the unit of competency BSBLDR403 Lead team effectiveness
    1.0
    27 May 2018
    Some changes to formatting
    2.0
    02 August 019
    Updated the assessment tasks for the unit post ASQA-audit.
    3.0
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
Page 2 of 50
Contents
Version control and document history    2
Purpose of this Candidate Assessment Guide    4
Part A: General instructions to the candidate    4
Purpose of assessment    4
Application of the unit    4
Summary of assessment tasks and outline of evidence to be gathered    5
Assessment outcomes    7
For unit of competency    7
For assessment task    7
Re-assessment:    7
Evidence criteria used to judge the quality of performance 
    7
Administration, recording and reporting requirements 
    8
Assessor feedback    8
Candidate access to records    8
Support    8
Reasonable adjustments    9
Complaints and appeals    9
Assessor intervention    9
Plagiarism, cheating, collusion and assessment dishonesty    10
Part B: Assessment tasks    11
Competency based assessments    11
Assessment task 1 – Knowledge questions    11
Assessment task 2 – Project    18
Assessment task 3 – Simulation Based Assessments    37
Purpose of this Candidate Assessment Guide
This Candidate Assessment Guide provides information and instructions regarding the assessment requirements for the unit of competency BSBLDR403 - Lead team effectiveness.
This Candidate Assessment Guide includes information and instructions which ensure assessment is conducted in a manner that is fair, flexible, valid and reliable and evidence collected meets the rules of evidence which includes authenticity, validity, sufficiency and currency.
This Candidate Assessment Guide includes two (2) parts:
· General instructions to you
· Assessment tasks
Part A: General instructions to the Candidate Purpose of assessment
The assessments for this unit have been designed to ensure you are able to competently demonstrate your knowledge and skills for each of the elements, performance criteria, performance evidence, knowledge evidence, foundation skills and assessment conditions of the unit.
Application of the unit
Once competency has been achieved for this unit, you will be able to competently demonstrate skills, knowledge and outcomes required to plan and supervise the performance of the team and develop team cohesion.
It applies team leaders, supervisors and new emerging managers who have an important leadership role in the development of efficient and effective work teams.
Leaders at this level also provide leadership for the team and bridge the gap between the management of the organisation and the team members. As such they must 'manage up' as well as manage their team/s.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
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Summary of assessment tasks and outline of evidence to be gathered
The following three (3) assessment activities will be used to determine competency for this unit of competency.
    Assessment activity
    Assessment method and location
    Assessment due date
    Description
    Outline of evidence to be gathered
    Competency based assessments
    Knowledge Questions
    This is a written assessment that needs to be completed as part of your self-paced learning.
    
    You are required to respond in their own words to 14 descriptive and two (2) case studies requiring a written response to a range of questions related to, but not limited to, principles and techniques associated with:
· Delegation and work allocation
· Goal setting
· Group dynamics and processes
· Individual behaviour and difference
· Leadership styles
· Motivation
· Negotiation
· Problem solving
· Planning
· Workplace innovation, and
· Workplace productivity.
    · Answers to all knowledge questions.
· You are not required to submit an Assessment Cover Sheet for the Knowledge Questions as you will log on to Moodle to complete this assessment.
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    Assessment activity
    Assessment method and location
    Assessment due date
    Description
    Outline of evidence to be gathered
    Project
    You are required to complete a project assessment working in a team. This assessment needs to be completed in a safe environment (i.e. simulated nursing environment at EQUALS’ campus, EQUALS classroom, own workplace
etcetera)
    
    This project assessment requires you to work in a small team, plan and supervise the performance of your team and develop team cohesion. You must develop a workplan and complete a project report.
    · Assessment cover sheet for the assessment task with all areas duly completed by you and the assessor.
· The project report and workplan need to be submitted in Moodle.
· The project checklist provided for the assessment will be completed by the assessor in the Candidate Assessment Tool.
    Simulation Based Assessment
    This assessment task/s involves the demonstration of various skills in the simulated nursing environment at the EQUALS campus.
    
    You are required to demonstrate appropriate skills in a simulated environment related to planning and supervising the performance of the team and developing team cohesion.
    · Demonstration of various skills as per the tasks outlined in the Simulation Based Assessment Tool.
· The observation checklist provided for the tasks will be completed by the assessor in the Candidate Assessment Tool.
· Assessment cover sheet for the assessment
task with all areas duly completed by the Candidate and the assessor.
Assessment outcomes For unit of competency:
Assessments carry two potential outcomes for each unit of competency level, i.e. C (Competent) and NYC (Not Yet Competent). The latter outcome requires you to undergo more training and experience or provide further evidence.
On completion of the unit, if the assessor is satisfied that you have provided appropriate evidence and satisfied all requirements necessary to meet criteria in line with the Rules of Evidence, you will be awarded C (Competent). If it is considered that you failed to meet the necessary requirements, you will be awarded NYC (Not Yet Competent) and may be reassessed in accordance with the policies and procedures of EQUALS.
To be assessed as competent for this unit, you must demonstrate a satisfactory result in all assessment activities. Final assessment results are to be recorded on the Summary of Assessment form.
For assessment task:
Tasks carry two assessment outcomes, i.e. S (Satisfactory) and NYS (Not Yet Satisfactory). On the individual cover sheet for assessment tasks, the assessor must mark S (Satisfactory) if you have satisfactorily completed the task, submitted all necessary evidence and met the assessment criteria. If you have not satisfactorily completed the task, the evidence is insufficient and all requirements have not been met you will be marked NYS (Not Yet Satisfactory).
Re-assessment:
If, after the first attempt, you have proved to be unsuccessful at achieving competency you will be given two further opportunities for reassessment at a mutually agreed time and date. For further details, refer to EQUALS’ Re-Assessment Policy and Course Progress Policy.
Evidence criteria used to judge the quality of performance
The evidence criteria ensure the intent of the assessment tool is met and that you are able to demonstrate you have valid, sufficient, authentic and current skills and knowledge relevant to the unit. The criteria confirm the evidence provided by you:
· Directly relates to the competency being assessed
· Is enough to allow the assessor to make a valid judgement
· Is your own work
· Shows currency of the skills and knowledge required.
Evidence criteria are used by an assessor to ensure consistent outcomes when:
· Checking evidence quality (i.e. the rules of evidence)
· Judging how well you performed according to the standard expected, and
· Collating evidence from multiple sources to make an overall judgement.
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Administration, recording and reporting requirements
The assessor will securely retain, and produce in full if required at audit, all completed candidate assessment items for each candidate for a period of six months from the date on which the judgement of competence for each candidate was made. EQUALS will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years.
Where possible assessors will retain the actual piece(s) of work completed by you. The completed evidence criteria may be sufficient where it is not possible to retain your actual work. However, EQUALS will ensure that the retained evidence has enough detail to demonstrate the judgement made of your performance against the standard required.
Assessor feedback
Each assessment tool requires an assessor to provide feedback to you, both where competency has been demonstrated and where further evidence is required. Providing feedback shows fairness in the assessment process and allows you to understand why a result was awarded.
The assessor will provide feedback to you on any assessment that you have submitted. You are responsible for retaining a copy of the feedback provided, together with your submission, throughout the course.
Candidate access to records
You have the right to access your records at any time. These will be kept current and accurate and include details of participation, attendance and results. You can access your records by logging on to Moodle or can request a copy by contacting student administration or the assessor.
Support
You can contact your assessor at mutually agreed times to seek clarification on assessment information, instructions and tasks.
Reasonable adjustments
Where appropriate, reasonable adjustments will be applied by EQUALS to take into account the individual candidate’s needs. The assessor will consider your needs in the assessment process and make reasonable adjustments to accommodate you (such as providing oral rather than written assessment). However, the assessor will ensure that this doesn’t compromise the rigour of the assessment process (e.g. if there is a requirement to complete documentation in a unit of competency, oral assessment would not be appropriate).
Examples of reasonable adjustments EQUALS might make include providing:
· Accessible class rooms
· Course material in alternate formats - electronic or large print.
· Use of laptop for assessments
· Extra time or extensions for assessments
· Alternate assessment tasks
· Ergonomic chair/desk
· Use of assistive technology
· Presenting questions orally for candidates with literacy issues
Any forms of reasonable adjustment that are utilised will be documented and retained in your file.
Complaints and appeals
Any candidate who is dissatisfied with an assessment outcome may lodge a complaint. You are encouraged to firstly approach your assessor informally and discuss the issue with them. If the matter cannot be resolved, you can make a formal complaint in writing, requesting your result be reviewed. For more information, refer to EQUALS’ Assessment Policy and the Complaints and Appeals Policy and Procedures.
Assessor intervention
The assessor will:
· Ensure you are ready for assessment and defer the assessment if this is not the case.
· Provide feedback to you at the completion of the assessment.
· Participate in role play, when required, but not interfere in any way with the assessment.
· Ensure assessment activities are not harmful to you in any way. If they might impact on your safety or that of others, the assessment will be immediately stopped.
Plagiarism, cheating, collusion and assessment dishonesty
Plagiarism, cheating and collusion are considered as serious matters. Any evidence that you have participated in plagiarism, cheating and collusion will be treated on a case by case basis. Consequences for candidates found to have engaged in these practices may include being deemed Not Yet Satisfactory for that assessment or Not Yet Competent in the unit. You may also be excluded from the course. For more information, refer to EQUALS’ Academic Misconduct Policy and Procedure, available to view here: https://www.equals.edu.au/policies/
Part B: Assessment tasks
The following pages contain the assessment tasks that you have to complete.
Competency based assessments
Assessment task 1 – Knowledge questions Context of assessment:
· This assessment needs to be completed in your own time as part of your self-paced learning. You need to undertake the knowledge questions at home (and/or during class time, if time permits).
· You must submit the completed knowledge answers individually and plagiarism, collusion and cheating will not be tolerated.
Planning the assessment:
· Time allowed for this assessment is 2 – 2.5 hours. This is a guide only and you may take more or less time to complete this assessment.
· A mutually agreeable time will be set by the assessor to provide feedback to you.
· You will be advised of this knowledge questions assessment during session 1. All questions are to be answered by the designated due date.
Required resources
· Computer with internet connection to access online resources.
· Log in credentials to access the Moodle platform.
· Website reference:
· Creativity/ASIA. (2017). Seven principles for intelligent problem solving. Retrieved from https://creativityasia.com/insights/seven-principles-problem-solving
· Johnson. A. (2014). Group Dynamics-principles, features, reasons. Retrieved from http://www.nsgmed.com/management/group-dynamics-principles-features-reasons/
· Katulka. L. (2019). How to set smart goals for your nursing career? Retrieved from https://www.berxi.com/resources/setting-smart-nursing-goals/
· Etcetera.
· INFORMIT database
Evidence submission:
· The knowledge questions are required to be answered on Moodle.
· Ensure you log in to the Moodle platform using the user credential provided to you.
· Answers must be entered in the space provided for each question.
Competency assessment:
· To be deemed Satisfactory for this assessment, you must provide satisfactory answers to all knowledge questions. To authenticate the veracity of your work, the assessor will query you on the answers provided.
· You must refer to various online and on-campus resources and provide an appropriate description for each question in a well-structured paragraph and in your own words, incorporating at least three specific points for each question (or each part of the question, if there are different aspects asked in the same question) if a specific number of points is not specified. Definitions of any terminology can be provided in a sentence.
· You must analyse information on each question appropriately referring to various resources and synthesise an appropriate response. You must ensure your answer addresses all aspects of the question asked and must demonstrate an in-depth understanding of theoretical knowledge and concepts.
· Any candidate not achieving a Satisfactory outcome for any question, will be allowed to repeat the question and resubmit the assessment tool through Moodle (second attempt).
· If the assessment outcome is Not Yet Satisfactory after the second attempt, any further intervention strategies will be planned in accordance with EQUALS’ Assessment Policy.
· You must use Harvard referencing style where required, e.g. when using direct quotes, although you are encouraged to keep these to a minimum. For more information, refer to EQUALS’ Style Guide available from the Student Centre in Moodle.
Reasonable adjustment provided, if applicable (to be completed by the assessor):
Knowledge questions
Part A – Descriptive questions:    
1. Discuss any four (4) principles of delegation and appropriate techniques of delegation using an example in a nursing management/leadership context.
It is through the process of delegation which helps in transferring as well as sharing of responsibilities to an authorized and liable person for completion of an activity adhering to the standard for achieving the given responsibilities.
There are four principles for delegation which are as follows:
a. Assigning responsibilities with respect to the expected results
b. There must be equal allocation of responsibilities and authority to the employees of the organization
c. The employees who are given responsibilities must be clarified of the limits
d. There must be a supreme commander who is liable for conducting the duties and responsibilities after they are delegated responsibilities
Techniques used: (1) planning ahead (2) selecting the most capable and the authorized person for the delegation of authority (3) communication is the ultimate key for accomplishing the organizational objectives (4) empowerment of the delegates (5) setting the date for meeting the goals (6) rewarding of delegates and achieving the tasks.
Example: I am the shift leader of a healthcare center and want to delegate my responsibilities to another person. I will identify the capabilities of the person before allocating him with the responsibilities of a shift leader. I will display my leadership skills, attention, experiences and direction for this process. Hence, the person to whom I will delegate responsibilities must be like minded like mine. I will convey the person of better results for the patients, health and well-being and security of other staffs. Hence, I will monitor the responsibilities and give rewards on behalf of the services for attaining the delegated responsibilities.
Satisfactory    Not Yet Satisfactory
2. How is work allocation different from delegation? Discuss any four (4) principles of work allocation using appropriate examples in a nursing management/leadership context.
Work allocation is a step-by-step instruction which are provided to the individual who are allocated tasks and in delegation, the person who is delegated the tasks has to complete the work themselves as per the working standards and by using own creative ideas.
The four principles of work allocation are:
1. Prioritizing the work based on its importance
2. The work must be allocated to a skilled person who has the capability to perform the tasks
3. Allocation of work based on the availability of skilled person
4. It must be the interested person who are dedicated, focused and are interested to work must be allocated responsibilities
Example: While allocation of work, if the male nurse is interested to work and are skilled and committed enough to attend in case of child delivery, then it is better to allocate the work to the male than the female nurse (Hyun 2020).
Satisfactory    Not Yet Satisfactory
3. How is goal setting with your team beneficial in achieving a set target? Briefly describe the key principles and techniques of goal setting.
Goal setting with respect to a team helps in achieving a goal which is set by the organization. Hence, these people are fully dedicated and have common interest and goals. They work collaboratively to accomplish the targeted goals. Hence, it will be easy to achieve the targeted goals easily as the objectives are common.
The key principles are:
Specific – The aims must be specified and clarified with each team members. Then we have to write down the goals so that the optimum results can be achieved.
Measurement: The goals and aim must be reasonable and attainable
Achievable: The goals must be realistic and can be used to motivate the team members.
Relevant: The aim and the target must commensurate with the work discipline
Time-Bound: The goal must be achieved within a specified deadline then only it will be effective (Sabell, 2021).
Satisfactory    Not Yet Satisfactory
4. What does SMART goal stand for? Provide two (2) examples of SMART goals in a nursing management/leadership context.
The SMART stands for S = Specific, M = Measurable, A = Achievable, R = Realistic and T = Time-Bound
1. Safety is...