Instructions to the Candidates

1. This assessment is to be completed according to the instructions given below in this document.
2. Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
3. If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
4. Please refer to the College re-submission and re-sit policy for more information.
5. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
6. Please read the Tasks carefully then complete all Tasks.
7. To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
8. This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
9. Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
10. Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.

1. Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.

1. Plagiarism is copying someone elses work and submitting it as your own. Any Plagiarism will result in a mark of Zero.

Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
LLN	Speaking Reading Writing Confidence	Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists
Non-English-Speaking Background	Speaking Reading Writing Cultural background Confidence	Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous	Knowledge and understanding Flexibility Services Inappropriate training and assessment	Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age	Educational background Limited study skills	Make sure font size is not too small Trainer/Assessor should refer to the studentsexperience Ensure that the time available to complete the assessment takes account of the students needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background	Reading Writing Numeracy Limited study skills and/or learning strategies	Discuss with the Student previous learning experience Ensure learning and assessment methods meet the students individual need
Disability	Speaking Reading Writing Numeracy Limited study skills and/or learning strategies	Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in accessible format, e.g. a textbook in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as Not Yet Competent against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to:

• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism: Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to:

• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTOs policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTOs policy. Proven involvement in plagiarism or collusion may be recorded on students academic file and could lead to disciplinary action. Assessment Formatting and Answer Length Guidance: Your submitted document must follow the given criteria:

• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :

Student Id_Assessment_No ( Example AHI000014_Assessment 1) Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 1: Knowledge Questions Information for students Knowledge questions are designed to help you demonstrate the knowledge which you have acquired during the learning phase of this unit. Ensure that you:

• review the advice to students regarding answering knowledge questions in the IT Works Student User Guide
• comply with the due date for assessment which your assessor will provide
• adhere with your RTOs submission guidelines
• answer all questions completely and correctly
• submit work which is original and, where necessary, properly referenced
• submit a completed cover sheet with your work
• avoid sharing your answers with other students.

Assessment information Information about how you should complete this assessment can be found in Appendix A of the IT Works Student User Guide. Refer to the appendix for information on: where this task should be completed the maximum time allowed for completing this assessment task whether or not this task is open-book. Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix C of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that.

Questions Provide answers to all of the questions below:

1. Complete the following table by specifying the purpose of each policy and procedure.

Policy and procedure type	Purpose of policy and procedure
WHS
Anti-discrimination
Privacy

1. Complete the following table. Specify an Act that relates to each area.

Area	Act that applies
WHS
Workplace relations
Anti-discrimination

1. Complete the following table regarding the purpose and content of a code of conduct.

Purpose of a code of conduct
Three examples of what a code of conduct can contain

1. Explain the impact of organisational reputation and culture on team work.
2. Complete the following table and identify and describe two facilitation techniques that can be used to encourage team cohesion and effectiveness.

Facilitation technique 1
Facilitation technique 2

1. Complete the following table and identify and describe two mentoring and coaching techniques that can be used to support team members.

Mentoring and coaching technique 1
Mentoring and coaching technique 2

1. List three strategies that can be used for resolving conflict.
2. List three strategies that can be used for negotiating.
3. List three communication methods.
4. List three communication styles.
5. List three key principles of communication that must be adhered to when communicating with individuals from other cultures or those with special needs or disabilities.
6. Explain how each of the following workplace contingencies can impact on a team and a strategy that could be followed to reduce the impact.

Contingency	Impact	Strategy
Unplanned leave or absence of workers
Re-allocation of work tasks
Succession planning for important team roles

1. Explain how you would respond to each of the following teamwork challenges.

Contingency plan	Strategy
Difficulties performing tasks
Conflicts with clients or team members
Potential risks or safety hazards
Unethical or inappropriate behaviour.

Assessment Task 1: Checklist

Students name:
Did the student provide a sufficient and clear answer that addresses the suggested answer for the following?	Completed successfully?	Comments
Yes	No
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Task outcome:	Satisfactory	Not satisfactory
Assessor signature:
Assessor name:
Date:

Assessment Details
Qualification Code/Title	ICT50220 Diploma of Information Technology
Assessment Type	Assessment -01 (Written Questions)	Time allowed
Due Date		Location	AHIC	Term / Year

Unit of Competency
National Code/Title	ICTICT532 Apply IP, ethics and privacy in ICT environments

Student Details
Student Name		Student ID

Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.

Signature: ____________________________ Date: _____/______/__________

Assessor Details
Assessors Name
RESULTS (Please Circle)	SATISFACTORY	NOT SATISFACTORY

Feedback to student:

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights.	Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Signature		Signature
Date		Date

Instructions to the Candidates

1. This assessment is to be completed according to the instructions given below in this document.
2. Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
3. If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
4. Please refer to the College re-submission and re-sit policy for more information.
5. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
6. Please read the Tasks carefully then complete all Tasks.
7. To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
8. This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
9. Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
10. Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.

1. Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.

1. Plagiarism is copying someone elses work and submitting it as your own. Any Plagiarism will result in a mark of Zero.

Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
LLN	Speaking Reading Writing Confidence	Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists
Non-English-Speaking Background	Speaking Reading Writing Cultural background Confidence	Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous	Knowledge and understanding Flexibility Services Inappropriate training and assessment	Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age	Educational background Limited study skills	Make sure font size is not too small Trainer/Assessor should refer to the studentsexperience Ensure that the time available to complete the assessment takes account of the students needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background	Reading Writing Numeracy Limited study skills and/or learning strategies	Discuss with the Student previous learning experience Ensure learning and assessment methods meet the students individual need
Disability	Speaking Reading Writing Numeracy Limited study skills and/or learning strategies	Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in accessible format, e.g. a textbook in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as Not Yet Competent against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to:

• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism: Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to:

• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTOs policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTOs policy. Proven involvement in plagiarism or collusion may be recorded on students academic file and could lead to disciplinary action. Assessment Formatting and Answer length Guidance: Your submitted document must follow the given criteria:

• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :

Student Id_Assessment_No (Example AHI000014_Assessment 1) Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 1: Written Questions Task summary

• This is an open book test.
• Students need to answer all of the written questions correctly.
• Answers must be word processed

Required

• Access to textbooks/other learning materials
• Computer and Microsoft Office
• Access to the internet

Timing Your assessor will advise you of the due date of this assessment. Submit

• Answers to all questions

Assessment criteria All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily. Re-submission opportunities You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment. Written answer question guidance The following written questions use a range of instructional words such as identify or explain, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected. Note that the following guidance is the minimum level of response required.

Analyse when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long.

Compare when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long.

Contrast when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long.

Discuss when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long.

Describe when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long.

Evaluate when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long.

Examine when a question asks you to examine something, this is similar to analyse, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long.

Explain when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long.

Identify when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long.

List when a question asks you to list something, this means that you are asked to briefly state information in a list format.

Outline when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long.

Summarise when a question asks you to summarise something, this means (like outline) only giving the main points. Generally, you are expected to write a response a few sentences long.

Assessment Task 1 Instructions Provide answers to all of the questions below:

1. Complete the table below for two Code of Ethics relevant to the ICT industry.

Code of Ethics	Purpose

1. Complete the table below to identify the legislation relevant to copyright.

Copyright legislation	Purpose

1. Complete the table below to identify two types of legislation relevant to intellectual property.

Intellectual property legislation	Purpose

1. Complete the table below to identify the legislation relevant to privacy. Identify both the federal act, as well as the act for the state or territory in which you are located.

Privacy legislation	Purpose

1. Complete the table below. Research a policy and procedure relating to each of the areas below Write down the name of the policy and procedure, the business that has developed it and its key purpose.

Copyright/Intellectual property
Privacy

1. List three ways that a business could choose to communicate new IP, privacy or ethics processes and procedures to staff

Assessment Task 1: Checklist

Students name:
Did the student provide a sufficient and clear answer that addresses the suggested answer for the following?	Completed successfully?	Comments
Yes	No
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Task outcome:	Satisfactory	Not satisfactory
Assessor signature:
Assessor name:
Date:

The End

Assessment Details
Qualification Code/Title	ICT50120 Diploma of Information Technology
Assessment Type	Assessment -02 (Written Questions)	Time allowed
Due Date		Location	AHIC	Term / Year

Unit of Competency
National Code/Title	BSBXTW401 Lead and facilitate a team

Student Details
Student Name		Student ID

Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarized from any person or source.

Signature: ____________________________ Date: _____/______/__________

Assessor Details
Assessors Name
RESULTS (Please Circle)	SATISFACTORY	NOT SATISFACTORY

Feedback to student:

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of me result. I am also aware of my appeal rights.	Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.
Signature		Signature
Date		Date

Instructions to the Candidates

1. This assessment is to be completed according to the instructions given below in this document.
2. Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
3. If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
4. Please refer to the College re-submission and re-sit policy for more information.
5. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
6. Please read the Tasks carefully then complete all Tasks.
7. To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
8. This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
9. Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
10. Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.

1. Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.

1. Plagiarism is copying someone elses work and submitting it as your own. Any Plagiarism will result in a mark of Zero.

Reasonable adjustments

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below Reasonable Adjustment Strategies Matrix to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category	Possible Issue	Reasonable Adjustment Strategy (select as applicable)
LLN	Speaking Reading Writing Confidence	Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists
Non-English-Speaking Background	Speaking Reading Writing Cultural background Confidence	Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the students needs
Indigenous	Knowledge and understanding Flexibility Services Inappropriate training and assessment	Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
Age	Educational background Limited study skills	Make sure font size is not too small Trainer/Assessor should refer to the studentsexperience Ensure that the time available to complete the assessment takes account of the students needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Educational background	Reading Writing Numeracy Limited study skills and/or learning strategies	Discuss with the Student previous learning experience Ensure learning and assessment methods meet the students individual need
Disability	Speaking Reading Writing Numeracy Limited study skills and/or learning strategies	Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in accessible format, e.g. a textbook in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as Not Yet Competent against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to:

• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism: Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.

Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to:

• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.

Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTOs policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTOs policy. Proven involvement in plagiarism or collusion may be recorded on students academic file and could lead to disciplinary action. Assessment Formatting and Answer Length Guidance: Your submitted document must follow the given criteria:

• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :

Student Id_Assessment_No ( Example AHI000014_Assessment 1 Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 2: Project Portfolio Information for students In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a project portfolio. You will need access to:

• a suitable place to complete activities that replicates a business environment including a meeting space and computer and internet access
• your learning resources and other information for reference
• the Simulation Pack or your own business
• Project Portfolio template.

Ensure that you:

• review the advice to students regarding responding to written tasks in the IT Works Student User Guide
• comply with the due date for assessment which your assessor will provide
• adhere with your RTOs submission guidelines
• answer all questions completely and correctly
• submit work which is original and, where necessary, properly referenced
• submit a completed cover sheet with your work
• avoid sharing your answers with other students.

Assessment information

Information about how you should complete this assessment can be found in Appendix A of the IT Works Student User Guide. Refer to the appendix for information on: where this task should be completed how your assessment should be submitted. Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix B of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that.

Activities Complete the following activities:

1. Carefully read the following:

This project requires you to demonstrate your skills and knowledge in effectively leading and facilitating a team. This project can be based on the case study business in the Simulation pack or you may like to base this on your own business, or a business you are currently working for or are familiar with. Speak to your assessor to get approval if you want to base this on your own business or one you work for. If you choose the case study business, you may select any of teams that form part of the organisation on which to base your project. If it is your own business, then you may choose any team that forms part of your workplace and in which you are involved. You will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below.

1. Preparation

Make sure you are familiar with the business you are basing this assessment on and have read through the necessary background information and policies and procedures. For the case study business, this is all of the documents included in the ICT simulation pack. If its your own business or a business where you are working or are familiar with, its important at this step that you have your business or case study approved by your assessor. Complete Page 4 of your Project Portfolio for this unit. Read through the requirements of Section 1, 2 and 3 of your Project Portfolio which include detailed guidance relevant to all the assessment activities.

1. Planning team outcomes

	You are now to complete Section 1 of your Project Portfolio by completing the team performance plan based on your chosen team from the case study business or your team within your own business.
	Complete Section 1 of your Project Portfolio. Submit your Portfolio to your assessor.

1. Preparing for team coordination and support

In the following activity, you will be required to communicate the team performance plan that you have developed to your team. If you are basing this on the case study, this will be a group of students that your assessor will organise. If this is your own workplace, this will be the members of your own team. You will have approximately 10 minutes to present your plan and discuss challenges with tasks allocated as outlined below. During the meeting you will also be required to provide coaching to your team on a topic of your choice in order to enhance workplace culture and to ensure common team goals are met. This is to be a short coaching session on a specific topic i.e. no more than 10 minutes. You will therefore need to prepare a presentation to use in the next activity about the team performance plan you have developed and the topic of your choice. You may prepare the presentation in any form you wish e.g. PowerPoint Presentation or handouts. Make sure that you choose a method of communication that will be appropriate for your team and assist them to understand their responsibilities. You will also be required to: consider how you will facilitate open and respectful communication and collaboration between team members, taking into account the diverse backgrounds of those in your team. You will then be required to demonstrate techniques that you have identified as appropriate in the next activity. Assist your team to identify, brainstorm, report and resolve issues and inefficiencies related to the tasks as identified in your team performance plan. You will therefore need to ensure you identify suitable techniques to achieve this, as well as your own problem solving skills to come up with solutions during the meeting. You will also need to manage conflict where there are disagreements about how to resolve an issue so be prepared as to how you will handle this.

Complete Section 2 of your Project Portfolio. Submit your Portfolio to your assessor.

1. Roundtable discussion

In a group round-table style discussion with your selected team, you will present your team performance plan and coaching session. Your assessor will be looking to see that you can: use communication practices that are relevant to the team. take into account others opinions facilitate open and respectful communication and collaboration between team members, taking into account the diverse backgrounds of those in your team. ask the team to identify issues/ inefficiencies related to the tasks as identified in your team performance plan and then brainstorm solutions. use your own problem solving skills to come up with solutions to these task challenges. manage conflict appropriately. demonstrate effective communication skills including: Speaking clearly and concisely Using non-verbal communication to assist with understanding Asking questions to identify required information Responding to questions as required Using active listening techniques to confirm understanding build rapport with your team through use of effective communication skills.

This can either be viewed in person by your assessor or you may like to video record the session for your assessor to watch later. Your assessor can provide you with more details at this step. Make sure you follow the instructions above and meet the timeframes allocated.

1. Monitor workplace activities

If you are using the case study business you are to complete this activity. If you are using your own business, you may collate feedback on your own team and individual performance. If this is not possible, you may also complete this same activity below, selecting one of the teams below. Assume it is six months later and feedback has been received on individual and team performance as follows:

Overall team feedback
Team	Feedback
IT Team	The team has been effective overall, working to time and budget. Its been a very busy time and some of the long term goals havent been achieved such as improving the help desk function. Because of the workload collaboration between teams hasnt been as good as it could be.
Sales Team	Despite the global outlook, the sales team has been managing to increase sales albeit by less than expected. Its been a tough time and theres definitely been a lack of motivation at times. Because of the workload collaboration between teams hasnt been as good as it could be.
Operations Team	The teams just ticking along with its usual activities. Not a lot of progress has been made on long term objectives due to general workload. Because of the workload collaboration between teams hasnt been as good as it could be.
Individual team member feedback
Team member: Sales
Jade Somers	Team management is overall excellent but sometimes lack of communication resulting in missed deadlines.
Jay Santos	Less engaged of late which is impacting on the team. Still achieving sales goals.
Jane Stone	Jane has been participating in sales training in her own time and the impact can be seen. Her contribution is definitely clear. Lagging behind on some key tasks.
Individual team member feedback
Team member: IT
Hal Hyland	Hal seems distracted and seems down on himself for a lack of creativity. He needs to be more confident.
Helen Hunt	Great team member. Motivates others. Brings a lot to the role through her studies.
Hayley Hill	Has been negative about the systems of late and the pace of change. It is frustrating that things arent moving quicker but its the way it is. Being positive despite frustration is important. Being willing to discuss solutions is also important.
Individual team member feedback
Team member: Operations
Alicia de Souza	Alicia is a really great member of the team. Shes organising systems to improve things. Shes a little unconfident.
Alan Ibrahim	Alan is a hard worker. He tends to keep himself to himself but always gets his work done and is pleasant to all staff.

You now need to collate and report on the feedback provided to assess individual and team performance. Based on this feedback, you are also to identify specific learning and development opportunities that will improve team and individual performance and behaviours. You will also need to organise a specific event for your team. You will document all of this in an email to your team which you will draft within your Portfolio. Complete Section 3 of your Project Portfolio within the timelines specified by your assessor.

1. Submit your completed Project Portfolio

Make sure you have completed all sections of your Project Portfolio, answered all questions, provided enough detail as indicated and proofread for spelling and grammar as necessary. Submit to your assessor for marking.

Assessment Task 2: Checklist

Students name:
Did the student:	Completed successfully?	Comments
Yes	No
Plan team outcomes by developing a team performance plan that includes: Team objectives, responsibilities and outcomes Individual outcomes, goals and behaviours, as well as tasks Strategies to ensure team members are accountable for their roles and responsibilities Contingency plans Tasks allocated based on expertise or development potential Opportunities for cross collaboration amongst external and internal teams and individuals?
Coordinate and support teams and individuals within the team by: Communicating the team performance plan and associated objectives to the team Providing instructions about tasks to be completed.
Facilitating open and respectful communication and c There are 3 Steps involved in it Step: 1 Get Instant Access to Expert-Tailored Solutions See step-by-step solutions with expert insights and AI powered tools for academic success Step: 2 Step: 3 Ace Your Homework with AI Get the answers you need in no time with our AI-driven, step-by-step assistance Get Started Recommended Textbook for Introduction to Wireless and Mobile Systems Authors: Dharma P. Agrawal, Qing An Zeng 4th edition 1305087135, 978-1305087132, 9781305259621, 1305259629, 9781305537910 , 978-130508713 More Books Students also viewed these Programming questions Question Assessment Details Qualification Code/Title ICT50220 Diploma of Information Technology Assessment Type Assessment -01 (Written Questions) Time allowed Due Date Location AHIC Term / Year Unit of... 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