BSBMGT617

Develop and implement a business plan

Learner Workbook

Table of Contents

Table of Contents 1

Instructions to Learner 3

Assessment instructions 3

Assessment requirements 6

Candidate Details 7

Assessment – BSBMGT617: Develop and implement a business plan 7

Observation/Demonstration 8

Third Party Guide 9

Third party details (required information from the learner) 9

Activities 10

Activity 1A 10

Activity 1A checklist – for assessor 11

Activity 1B 12

Activity 1B checklist – for assessor 13

Activity 1C 14

Activity 1C checklist – for assessor 15

Activity 1D 16

Activity 1D checklist – for assessor 17

Activity 1E 18

Activity 1E checklist – for assessor 19

Activity 1F 20

Activity 1F checklist – for assessor 21

Activity 1G 22

Activity 1G checklist – for assessor 23

Activity 2A 24

Activity 2A checklist – for assessor 25

Activity 2B 26

Activity 2B checklist – for assessor 27

Activity 2C 28

Activity 2C checklist – for assessor 29

Activity 2D 30

Activity 2D checklist – for assessor 31

Activity 3A 32

Activity 3A checklist – for assessor 33

Activity 3B 34

Activity 3B checklist – for assessor 35

Activity 3C 36

Activity 3C checklist – for assessor 37

Summative Assessments 38

Section A: Skills Activity 39

Summative Assessments: Section A checklist 42

Section B: Knowledge Activity (Q & A) 43

Summative Assessments: Section B checklist 44

Section C: Performance Activity 45

Summative Assessments: Section C checklist 47

Workplace Documentation – for learner 48

Workplace documents checklist 48

Supplementary Oral Questions (optional) – for assessor 49

Competency record to be completed by assessor 52

Instructions to Learner

Assessment instructions

1. Overview

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

2. Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed
• Your assessment tasks include your full legal name on each and every page.

3. Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

4. Plagiarism

Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one’s own unintentionally
• Handing in assessments markedly similar to or copied from another learner
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

5. Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

6. Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

7. Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

8. Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

9. Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

10. Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

11. Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

12. Assessment can either be:

• Direct observation
• Product-based methods e.g. reports, role plays, work samples
• Portfolios – annotated and validated
• Questioning
• Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

13. Third parties can be:

• Supervisors
• Trainers
• Team members
• Clients
• Consumers.

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

Assessment – BSBMGT617: Develop and implement a business plan

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBMGT617: Develop and implement a business plan.

Name: _____________________________________________________________

Address: _____________________________________________________________

_____________________________________________________________

Email: _____________________________________________________________

Employer: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed: ____________________________________________________________

Date: ____________________________________________________________

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Learner 2: ____________________________________________________________

Signed: ____________________________________________________________

Learner 3: ____________________________________________________________

Signed: ____________________________________________________________

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

• Performing a work based skill or task
• Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

• Performing a skill or task that is asked of you
• Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.

14. The reasons to use a third party may include:

• Assessment is required in the workplace
• Where there are health and safety issues related to observation
• Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.

Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.

Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

15. Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________

Third party signature: _____________________________________ Date: ___________________

Activities

Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.

Activity 1A

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to review and evaluate pre-existing strategic, business and operational plan, if available.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Review and evaluate your organisations pre-existing strategic, business and operational plans, if available. Does your organisation have a pre-existing strategic, business and operational plan? Briefly describe it.

Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1B

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to analyse and interpret business vision, mission, values and objectives.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Attempt to locate your organisations vision statement. Describe it and any ways in which you think it could be altered. Attempt to locate your organisations mission statement. Describe it and any ways in which you think it could be altered. What are the current objectives of your organisation? Can you think of any which could be implemented? In pairs, share your ideas on objectives that could be implemented.

Activity 1B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1C

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to consult with key stakeholders; and review market requirements for the product or service, profile customer needs and research pricing options.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Consider who your key stakeholders are. Plan a consultation meeting where stakeholders will provide you with advice on how to shape the future of the business. What are their thoughts on organisational vision, mission, values and objectives? What is an external environmental factor? List two external factors and explain how they could impact on your business plan? What research should be conducted regarding pricing options before writing your business plan?

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1D

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to develop performance objectives and measures through consultation with key stakeholders.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Based on the consultation plan developed in Activity 1C, in groups, perform the roles of manager and employees. Discuss the changes required in employee performance to meet the needs of the strategic plan. Provide examples of performance objectives which could be issued to your employees.

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1E

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to identify financial, human and physical resource requirements for the business.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Identify three forms of existing finance funds in your organisation. Provide two examples of factors that a human resources audit should assess. Provide three examples of production facilities which should be considered when implementing a business plan.

Activity 1E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1F

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to consider any permits or licenses that may be required for new activity.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): If your company were to alter their address because of a change of location in the business plan, what steps would you need to take when updating ASIC? Provide three examples of factors you should cover in your code of practice. Briefly describe your company’s approach to the area.

Activity 1F checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 1G

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to write business plan.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): What are the components of a typical business plan? Briefly explain what should be included in each section. Provide two examples of benefits that can arise from writing a business plan and researching your industry.

Activity 1G checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2A

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Why should your marketing team conduct a media outlet analysis before sending out your business plan? What steps should you work through to communicate your business plan? Explain two advantages of segmenting your stakeholders and employees?

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2B

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to ensure skilled labour is available to implement plan; and test performance measurement systems and refine, if necessary.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Develop a staffing plan to assess your current employees. Locate any statistics you have regarding their productivity. List three examples of benefits of performance measurement.

Activity 2B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2C

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to ensure timely reports on all key aspects of the business are available, user‑friendly and balanced in terms of financial and non‑financial performance.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): In groups, discuss the aspects you should report on in a business report. Why might suppliers take an interest in your business report?

Activity 2C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 2D

Estimated Time	15 Minutes
Objective	To provide you with an opportunity to report system failures, product failures and variances to the business plan as they occur.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): What procedures currently exist in your organisation for reporting system or product failures? How could you apply a FRACAS to your organisation? Provide three examples of targets which could be set in a business plan that you could monitor for variances.

Activity 2D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3A

Estimated Time	30 Minutes
Objective	To provide you with an opportunity to analyse performance reports against planned objectives; and review performance indicators and refine if necessary.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): What actions could you take to analyse the performance of an employee whose job role has changed within the period of their set performance objectives? What performance indicators are used by your business to measure performance? In pairs, discuss how you feel these could be refined to meet the needs of the new business plan.

Activity 3A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3B

Estimated Time	25 Minutes
Objective	To provide you with an opportunity to ensure groups and individuals contributing to under‑performance are coached, and provide training where appropriate.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): What procedures are in place in your organisation to reduce under-performance? Are there any methods you think could be implemented to support those in the new business plan? Describe two benefits of one-on-one learning as a response to under-performance.

Activity 3B checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3C

Estimated Time	20 Minutes
Objective	To provide you with an opportunity to review system processes and work methods regularly as part of continuous improvement.
Activity	Complete the following individually or in a group (as applicable to the specific activity and the assessment environment): Does your business currently have a procedure for the continuous improvement of system processes and work methods? Describe what they are and some improvements that have been made. If not, describe how CI could implemented in your workforce.

Activity 3C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

• Skills – skill requirements, required skills, essential skills, foundation skills
• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
• Performance – evidence requirements, critical aspects of assessment, performance evidence.

16. Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

17. Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

18. Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following skills:

• Reading

• gathers, interprets and analyses textual information when developing the business plan and monitoring operational and performance
• Utilises understanding of distinguishing structures and features of a range of text as well as recognising and reflecting on context, purpose and audience
• Writing

• communicates relationships between ideas and information, matching style of writing to purpose and audience
• researches, plans and prepares business plan for relevant stakeholders
• Oral communication

• presents information and seeks advice using language and features appropriate to audience
• participates in discussions using listening and questioning to elicit the views of others and to clarify and confirm understanding
• Numeracy
• extracts and evaluates mathematical information to review the market, research competitors and review pricing structures
• Navigate the world of work
• takes full responsibility for identifying and complying with legislative requirements applicable to self and the organisation
• Interact with others

• selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information
• collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role
• provides support in field of expertise to colleagues, as required
• Get the work done

• sequences and schedules complex activities, monitors implementation and manages relevant communication
• systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement.

Answer the activity in as much detail as possible, considering your organisational requirements.

• Research and gather information regarding the most recent business plan of your organisation. Consider the following points:

• Goals
• Objectives
• Mission statement
• Vision statement
• Marketing/financial plan
• Business summary.

Present this information in an essay of 1000 words, demonstrating your understanding of the key features of the business plan.

• Write a business plan specific to your organisation.

Within the business plan you should:

• Consider your style of writing for your intended audience
• Ensure that your business plan covers all relevant information and ideas for stakeholders.

You may use the example of the typical components in a business plan provided in the Learner Guide.

• Design a pitch for a new product or service that your organisation could provide. Present this idea to a group of your class peers and then participate in a discussion about the pitch. During this discussion, you must:

• Seek advice using language and features appropriate to your audience
• Use listening and questioning to elicit the views of others
• Use listening and questioning to clarify or confirm your understanding.

• Looking at the most recent business plan of your organisation, gather information regarding the incoming and outcoming expenditure of the business.

Use this information to review pricing structures and suggest two strategies that could be implemented which aim to improve the income of the business.

You might consider the following aspects of the business:

• Research competitors
• Position in the market.

• Identify three examples of legislative requirements that you would consider when writing and implementing a new business plan.

• This will be a role-playing/demonstrative task.

Working in a group, you will present the business plan you designed in a previous task. Others within the group will take the role of your colleagues and internal and external stakeholders. They will communicate with you any ideas they have for your business plan, as well as any issues.

You should demonstrate your ability to:

• Collaborate effectively with others to achieve joint outcomes
• Provide support to colleagues
• Play an active role throughout the discussion, showing control and leadership of your business plan
• Use appropriate conventions and protocols throughout the discussion.

• Plan and design a strategy that will monitor the performance of under-performing staff members and identify opportunities for improvement.

Explain why you have chosen this strategy.

Summative Assessments: Section A checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

• Outline processes for developing business plans
• Describe performance objectives and measures including key performance indicators
• Identify key stakeholders.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

1. Describe the process that you would go through to develop a business plan for your organisation.

2. What are the performance objectives and measures of your organisation?

You should consider any key performance indicators.

3. What is the difference between performance objectives and goals which are outlined in a business plan?

4. Identify the key stakeholders of your organisation.

Summative Assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.

This activity will enable you to demonstrate the following performance evidence:

• Analyse and research business vision, mission, values, objectives, goals, competitors, financial targets, management arrangements, marketing approaches and strategic, business and operational plans
• Write a business plan which included a description of the business, products and services, financial, physical and human resource requirements, permit and license requirements, marketing activity, financial indicators, productivity and performance targets for key result areas
• Implement a business plan including ensuring skilled labour is available, and that training is provided where appropriate
• Monitor and respond to business performance including evaluation of performance against key results indicators including profit and loss, community awareness or branding, environmental impact governance, quality, sales, triple bottom line and the workforce
• Consult, communicate with and report to key stakeholders including business partners, financiers, customers, staff and technical advisers
• Provide an analysis of the strengths and weaknesses of a business plan.

Answer the activity in as much detail as possible, considering your organisational requirements.

1. For an organisation of your choice, carry out research in order to determine business:

• Vision
• Mission
• Values
• Objectives
• Goals
• Competitors
• Financial targets
• Management arrangements
• Marketing approaches
• Strategic, business and operational plans.

Provide a summary of each (no more than 50 words each).

2. Using the information collected in Question 1, write a 2-page business plan for your chosen organisation.

Within your business plan you should include at least THREE of the following and consider any training which would be required to implement the plan.

• A description of the business
• Products and services
• Financial, physical and human resource requirements
• Any permit and licence requirements
• Marketing activity
• Financial indicators
• Productivity and performance targets for key result areas.

For the business plan you have created, produce a 1-page document identifying your requirements for skilled labour and what training would be necessary.

3. During the course of this unit, produce a dairy documenting your performance of the following tasks within your workplace:

• Monitor and respond to business performance including evaluation of performance against key results indicators including profit and loss, community awareness or branding, environmental impact governance, quality, sales, triple bottom line and the workforce
• Consult, communicate with and report to key stakeholders including business partners, financiers, customers, staff and technical advisers
• Provide an analysis of the strengths and weaknesses of a business plan.

For each diary entry, provide a description of the situation, as well as what you did to complete the task.

Where possible, provide documentation to support your diary entries.

Summative Assessments: Section C checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Workplace Documentation – for learner

Workplace documents checklist

To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.

Document name/description	Document attached
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
	Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents?	Yes No (Please circle)
If not originals, have the originals been validated or checked?	Yes No (Please circle)
Learner’s signature
Assessor’s signature

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit?	Yes No (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic	Yes No (Please circle)
Valid	Yes No (Please circle)
Reliable	Yes No (Please circle)
Current	Yes No (Please circle)
Sufficient	Yes No (Please circle)

Learner is deemed:	Not yet competent	Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature