BSBLDR811

BSBLDR811
LEAD STRATEGIC TRANSFORMATION

Australian Sovereign College
212A, LIVERPOOL STREET HOBART TASMANIA – 7000 | 03 6200 9550
Unit Assessment Tool
AuSC
Australian Sovereign College
212A, LIVERPOOL STREET HOBART TASMANIA – 7000 | 03 6200 9550
BSBLDR811 - Lead Strategic Transformation
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to analyse and lead organisational
transformation and learning for strategic outcomes. It covers leading transformational practices,
cultivating collaborative practices, completing ongoing professional development and providing
strategic leadership in a dynamic context.
The unit applies to those who use cognitive and creative skills to review, critically analyse,
consolidate and synthesise knowledge, in order to generate ideas and provide solutions to complex
problems. They use communication skills to demonstrate their understanding of theoretical
concepts and to transfer knowledge and ideas to others.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
What the student can expect to learn by studying this unit of competency
 Prepare to undertake strategic change

 Lead strategic change
 Review strategic outcomes
Training and assessment resources required for this unit of competency
The student will have access to the following:

 Computer
 Internet
 MS Word
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also included:

 Legislation, regulations and codes of practice relevant to business strategic change
 Workplace plans, mission statements, policies and procedures for strategic change.
Skills must be demonstrated in the workplace.
In addition, simulations and scenarios must be used where the full range of contexts and
situations cannot be provided in the workplace or may occur only rarely. These are situations
relating to emergency or unplanned procedures where assessment in these circumstances would
be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where
these skills and knowledge would be performed, with all the relevant equipment and resources of
that working environment.
RTO Code: 45680 | CRICOS Code: 03907K Unit Assessment Tool (UAT) | Page 2 of 44
V 4: Sep 2023, Approved: Academic Manager, Next Review: Sep 2024
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF
mandatory competency requirements for assessors.
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
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, AuSC 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 AuSC student or with individuals or student’s external to the AuSC.
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 AuSC 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 AuSC’s 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 AuSC’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action
Other Important unit specific Information
Supersedes BSBLDR801 - Lead personal and strategic transformation
Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency
not yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment
skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
• Relevant Legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011
Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and
consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to training.gov.au - BSBLDR811 - Lead strategic transformation
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and
quality assurance department/administration department in your RTO for continuously
improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on
what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a
subject. At its best, feedback should:
 Be provided for each Unit Assessment Task (UAT)
 Guide students to adapt and adjust their learning strategies
 Guide trainers/assessors to adapt and adjust teaching to accommodate students’
learning needs
 Be a pivotal feature of learning and assessment design, not an add-on ritual
 Focus on course and unit learning outcomes
 Guide students to become independent and self-reflective learners and their own
critics
 Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the AuSC/person responsible for looking after the quality
and compliance services of the AuSC.
For more information, please refer to AuSC Student Handbook.
Unit Pre-Assessment Checklist (UPAC)

Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor
must review the checklist with the student before the student attempts the assessment task. If any items of
the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant
information to the student to ensure they understand the requirements of the assessment task. The student
must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
 Please make sure you have completed the necessary prior learning before attempting this assessment.
 Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
 Please make sure you understand what evidence is required to be collected and how.
 Please make sure you know your rights and the Complaints and Appeal process.
 Please make sure you discuss any special needs or reasonable adjustments to be considered during the
assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your
trainer/assessor).
 Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
 Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
 Due date of this assessment task is according to your timetable.
 In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be
granted by the trainer/assessor.
 Evidence of the compelling and compassionate circumstances must be provided together with your request
for an extension to submit your assessment work.
 Request for an extension to submit your assessment work must be made before the due date of this
assessment task.
Section 2: 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.
 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  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill

 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable) whether
English  Reading language, literacy and numeracy are likely to impact on the assessment
Speaking  Writing process
Background
 Cultural  Use methods that do not require a higher level of language or literacy
background than is required to perform the job role
 Confidence  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 student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical application through
 Flexibility oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the field after
assessment demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study  Ensure that the time available to complete the assessment takes
skills account of the student’s 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
  Reading  Discuss with the Student previous learning experience
Educational  Writing  Ensure learning and assessment methods meet the student’s
background  Numeracy individual need
 Limited study
skills and/or learning
strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study  Provide information or course materials in accessible format, e.g. a
skills and/or learning textbook in braille
strategies  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)
Unit Assessment Task (UAT)

Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
• Written Questions
Instructions provided to the student:
Assessment task description:
• This is the first (1) unit of assessment task that the student must successfully complete to be deemed
competent in this unit of competency.
• The Unit Knowledge Test is comprised of ten (10) written questions.
• Student must respond to all the questions and submit them to the Trainer/Assessor.
• Student must answer all questions to the required level, e.g. provide the number of points, to be deemed
satisfactory in this task.
• Trainer/Assessor is required to provide feedback within two weeks and notify students when results are
available.
Applicable conditions:
• This knowledge test is untimed and is conducted as an open book test (this means student can refer to
textbooks during the test).
• Student must read and respond to all questions.
• Student may handwrite/use computers to answer the questions.
• Student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or
Not Satisfactory.
• Trainer /Assessor must assess student’s written skills and knowledge as he/she completes this assessment
task.
• The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is
his/her own work.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will
be allowed.
• Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and
requires a reasonable adjustment (e.g., can be given as an oral assessment).
• For more information, please refer to the RTO Student Handbook.
Location:
• This assessment task may be completed in (tick the relevant box):
☐ Learning Management System ☐ Classroom

☐ Simulated learning environment ☐ Workplace
Other: ____________________________________
• Trainer/Assessor will provide the student with further information regarding the location for completing
this assessment task.
Purpose of the assessment
The purpose of the assessment is to check knowledge relevant to the unit.
Instructions for answering written questions:
• Students must complete a written assessment consisting of a series of questions.

• It is expected from students to correctly answer all the questions.
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and
good writing skills.
• Students must respond to all questions for this assessment in a concise manner, providing only information
that is relevant.
• Student must use non-discriminatory language. The language should not devalue, demean, or exclude
individuals or groups on the basis of such attributes including gender, disability, culture, race, religion,
sexual preference, age and/or any other basis. Gender inclusive language should be used.
• Assessors must not accept responses/answers that have been copied directly from other sources materials.
Assessment Task 1 - Unit Knowledge Test (UKT)

Instructions:
● This is an individual assessment.
● To make full and satisfactory responses you should consult a range of learning resources, other
information such as handouts and textbooks, learners’ resources and slides.
● All questions must be answered in order to gain competency for this assessment.
● You may attach a separate sheet if required.
● You must include the following particulars in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
● You must staple the loose sheets together along with the cover page.
● You must attach the loose sheets chronologically as per the page numbers.
● Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect
words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
● Computer
● Internet
● MS Word
Question 1. Answer the following questions.

A. What do you understand by the strategic transformation process? (50-100 words)
B. Expound the different components of a change management strategy for strategic transformation in
business? (300-350 words)

A. Define Stakeholders. Identify internal and external stakeholders who need to be consulted for change
management. (50-100 words)
B. Analyse the importance of seeking assistance from stakeholders and specialists when identifying major
change requirements and opportunities? (150-200 words)
Question 3. “The organisational mission, vision and value statements drive transformational change.” Analyse
the statement in the context of strategic change management? (150-200 words)
Question 4. There are different phases that employees commonly move through when facing change. What
are the four major stages of changes, and explain how you would manage those stages? (200-250 words)

A. What are the elements of a communication plan for change management? (100-150 words)
B. How would you plan effective communication during transformational change management? (100-150
words)

A. How do learning and development processes affect change implementation? (100 – 150 words)
B. As a change manager, how can you identify the learning needs of the staff? (50-100 words)
C. What types of learning and development opportunities can be made available for team members? (100-
150 words)

A. How do you conduct a risk analysis for change management? (100-150 words)
B. Enlist any five types of risks that may appear while implementing changes for business transformation.
C. Analyse the various strategies that can be applied to mitigate risk? (250-300 words)

A. The leadership style is important in organisational change management? Justify the statement. (50-100
words)
B. Briefly explain the following leadership styles: (150-200 words)
I. Authoritarian leadership
II. Transformational Leadership
III. Laissez-faire leadership
Question 9. As a change manager, how would you develop a change management strategy for business
transformation? (300-350 words)

A. What is the purpose of creating personal development plans (PDPs)? (50-100 words)
B. Briefly explain the following personal development methodologies to be used by a change leader: (50-100
words each)
I. Seeking feedback
II. Reflective practice
Assessment Task 2 – Unit Project

Assessment type
Unit Project
Assessment task description
• This is the second (2) unit assessment task that student has to successfully complete to be deemed
competent in this unit of competency.
• The student is required to complete seven (7) activities.
o Activity 1: Consultation meeting with stakeholders for the strategic change process
o Activity 2: Informing stakeholders-email
o Activity 3: Communication plan
o Activity 4: Learning plan
o Activity 5: Sharing updates-email
o Activity 6: Self-reflection report
o Activity 7: Leadership review-meeting
• The student must attempt all criteria to the required level, e.g., Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task.
Applicable conditions
• Activity 2, 3, 4, 5 and 6 are untimed and conducted as an open book test (students can refer to textbooks
or other online learner materials during the test).
• Activity 1 and 7 are timed. You must complete this activity within the allocated time.
• The student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or
Not Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique, and knowledge as he/she completes this
assessment task.
• The Trainer/Assessor may ask the student relevant questions on this assessment task to ensure that this is
his/her own work.
Resubmissions and reattempts

• Where a student’s answers are deemed not satisfactory after the first attempt a resubmission attempt will
be allowed. You will have 2 attempts to resubmit your assessment. In case if you fail to get competency
after 2 attempts, you have to re-enrol for the unit and need to pay the unit fee.
• You must speak to your Assessor if you have any difficulty in completing this task and require reasonable
adjustments (e.g. can be given as an oral assessment)
Location
• This assessment task may be completed in a classroom, learning management system, workplace, or
independent learning environment.
• Your assessor will provide you further information regarding the location of completing this assessment
task.
Purpose of the assessment:
• Purpose of this assessment is to check skills and knowledge related to performance criteria and
performance evidence of the unit.
General Instructions for attempting the project:
• Student must complete all the activities of this assessment task.

• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and
good writing skills.
• The student must complete all the provided templates (if any).
How your assessor will assess your work?

● This assessment task requires the student to successfully complete all questions.
● Answers must demonstrate the student’s understanding and skills of the unit.
● You will be assessed according to the provided performance checklist/ performance criteria.
● Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/
performance criteria with this assessment task to ensure that you have successfully completed and
submitted the assessment task.
● If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
● If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet
Competent (NYC).
● Once all assessment tasks allocated to this Unit of Competency have been undertaken, the
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be
either Competent (C) or Not Yet Competent (NYC).
● The “Assessment Plan” and “Cover Sheet” is available with the Assessor Checklist File.
Assessment Task 2 – Unit Project

Instructions to complete this assessment task:
● Please write your responses in the template provided.
● You may attach a separate sheet if required.
● You must include the following particulars in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
● You must staple the loose sheets together along with the cover page.
● You must attach the loose sheets chronologically as per the page numbers.
● Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect
words with one or two lines and rewriting the correct words.
● The premise of the project must be closely related to the previous assessment task.
● This submission must be well presented and follow the guidelines and instructions provided.
● Please follow the format as indicated in the template section below.
● One of the most important steps that you can take: proofread your answers.
● Appropriate citations are required.
● All AuSC’s policies are in effect, including the plagiarism policy.
Resources required to complete the assessment task:

• Computer
• Internet
• MS Word
• Printer
Scenario:
Career Training is a private registered training organisation (RTO) based in Geraldton, Western Australia. Career
Training is recognised as an industry training leader delivering nationally recognised and specialised courses.
Registered training organisations (RTOs) are the training providers registered by ASQA (or, in some cases, a state
regulator) to deliver nationally recognised vocational education and training (VET) services.
Career Training provides qualifications in various subject areas, including business, community services,
information technology and hospitality. There are currently 400 students enrolled across a wide range of courses.
There are 35 staff members, including training staff and administration.
The levels of qualifications provided are as follows:
• Certificates I, II, III and IV
• Diploma
• Advanced Diploma
Career Training follows the important standards of the industry and focusses on supporting informed decisions,
engagement and participation. The RTO applies a systematic approach to ensure quality across all training and
assessment services, including staff and systems. It seeks feedback from students and internal staff every month
and conducts internal audits of the company’s policies and procedures to ensure compliance against the standards
for registered training organisations.
Mission
Career Training aims to provide the highest quality and research-based vocational business education and facilitate
a conducive environment to develop students' global mindsets.
Vision
To become Australia’s leading academy of business and develop well-equipped world’s leaders
Values
• Providing a respectful and safe environment for all staff and students.
• Integrity, transparency and accountability in work styles.
• Fostering an inclusive learning environment for all students
• Continuous improvement based on regular feedback from students and the community
• Integrating principles of equity and non - discrimination.
Context of the Assessment
You are Chris, the Chief Marketing Officer (CMO) for “Career Training”.
Management aims at exploring new marketing opportunities to enhance business growth. Career Training
embraced a review of their current marketing strategies and found various things, including:
• The market situation had changed, and the competition had evolved.
• The target market characteristics had segmented further with globalisation.
• The digital space and media preferences of their market had evolved.
• The organisational requirements had become more complicated due to introducing new courses.
Therefore, Career training plans to explore new market opportunities and develop an effective marketing strategy
to promote the courses.
Strategic objectives for marketing initiatives
1. To ensure the consistent and positive brand message for the RTO
2. To increase the enrolments by 10% annually
3. To promote the new courses through a digital marketing campaign.
4. To grow brand awareness and market share by 10% by the end of the financial year.
The management wants to focus on marketing opportunities for promoting new branches and digital marketing.
You are required to conduct an environmental analysis, collect the required data, consult the experts and draft an
action plan.
To help you get started, the CEO has provided you with:
• An excerpt of the Career Training marketing plan
• An excerpt of the organisational strategic plan
• Organisational future goals
Excerpts from the marketing plan and the Strategic plans
The marketing strategy of Career Training is focussed on market penetration and product development. Career
training also aims to organise promotional events for students, education agents, and other digital marketing to
get more leads and make a brand.
Marketing prospects
• Market segmentation
• New market development
• Promotional events
• Upgrading of skills of human resources
• Product development
• Product diversification
Organisational mission
“To continue to provide a quality and innovative education and to expand Australia wide.”
SWOT Analysis
Strength Weakness
• Commitment from stakeholders • New RTO
• Providing quality training • Not offering a range of qualifications
• Industry contacts • Less advanced technologies
• Experienced management and staff
Opportunities Threats
• A new model for marketing and social media • Changes in the VET sector
• Introducing new courses • Changes in the Australian political system
• Build a relationship across different sector
• To provide quality training • Increased number of RTO providers and

• Adopt new technologies to improve the competition
training • Failure to invest in marketing and
• Global influences advertising appropriately
• Market development
Organisational future goals

In the next five years, Career Training aims to become a national brand with the largest market share.
The following three generic competitive strategies were discussed in the general meeting:
• Cost leadership strategy where the organisation can compete with others with the lowest cost.
• Differentiation strategy where the organisation offers unique and valued programs.
• Focus strategy where the organisation implements a cost or differentiation advantage strategy in an
industry segment. The selection of one or a combination of strategies depends on the organisation’s
strengths and the competition’s weaknesses.
The strategy is not focused on short-term results but results and outcomes for cost-reduction.
Budget
The management has allocated 5% to 7% of the development budget for marketing opportunities. The
development budget is $1200000.
Organisational human resource capacity
At present five people are working in the marketing department. There are two marketing assistants, two
copywriters and a head of the marketing team. Marketing assistants are working for 60 hours a week altogether.
However, as per capacity assessment and demand estimate, 120 hours are required in the administration area.
Moreover, the organisation does not have any graphic designers to meet the strategic demands.
As Chief Marketing Officer (CMO), you will perform the following tasks related to organisational strategical
planning for marketing operations:
1. Prepare to undertake strategic change
2. Lead strategic change
3. Review strategic outcomes
The student is advised to read the scenario carefully and do research on similar types of business activities on the
internet to complete the following activities.
Use the established tools as per organisational policy and procedures.
Simulated Business Website
The assessment tasks provided below use a simulated business website

named Career Training. To access the website, you need to log in by using the
below-provided link:
Link
http://careertraining.vetadvisorygroup.com/
Trainer notes: (The trainer will provide the log in details to the students to
access the website)
Login details to access the Career Training website are as follow:
Username: CareertrainingRTO
Password: Career123
Trainer notes: (The trainer will also provide the simulated business website
information document to students to assist them to access the website)
Step 1: Navigate to the website and click “Login”.
Step 2: Enter the username and password provided by your trainer.
Your trainer will also provide you with the simulated business website
information document that will help you to navigate through the website, and
you may refer to the relevant part of the following policies and procedures to
complete the provided activities:
• Continuous improvement policy and procedure

• Marketing policy and procedure
You can also refer to legal essentials of business at
https://business.gov.au/Planning/New-businesses/Legal-essentials-for-
business
Activity 1: Consultation meeting with stakeholders for the strategic change process
Your task As Chief Marketing Officer (CMO), conduct a meeting with the CEO, marketing team
head and business consultant to analyse the strategic change requirements and
develop transformational change strategy.
Perform the following activities in the meeting:
• Discuss the expectations of stakeholders for your role concerning change

management.
• Discuss the strategic change priorities.
• Discuss the purpose and benefits of strategic change.
• Analyse organisational capacity with the help of SWOT analysis.
• Identify strategic initiatives required i,e, an action plan as per budget
requirements.
• Identify the risks involved
• Analyse the capacity of existing staff and confirm the human resources
requirements.
Participants of the meeting:
• Chief Marketing Officer (CMO)- You will play the role and perform the activities
mentioned above.
• CEO (David) - One of your fellow students will play the role of David.
• Marketing team head (John)- One of your fellow students will play the role of
John.
• Business consultant (Ryan)- One of your fellow students will play the role of
Ryan.
Role of participants:
Student playing the role of CEO
• He will discuss the strategic change priorities and organisational capacity.

• He will clarify the responsibilities of the chief marketing officer about strategic
change management.
• He will assist in identifying the strategic actions required.
Student playing the role of the marketing team head
• He will suggest the benefits involved and strategic actions planned.

• He will confirm discuss and confirm the human resource requirements
Student playing the role of Business consultant
• He will assist in conducting a SWOT analysis and identifying risks involved.

• He will assist in identifying strategic actions required
(Students can refer to the information provided in the scenario and research online to
play their roles)
You will be You are required to conduct the meeting and submit the minutes of the meeting,
required to including the discussion held on agenda topics and conclusions arrived. (Template
complete and/or given).
attach.
Your trainer will observe your performance and complete the following performance
criteria checklist.
Timeframe You need to complete this meeting in 10-15 minutes, and your trainer will provide you
additional time to complete the minute of the meeting template.
Template -Minutes of Meeting
Meeting Objective:
Attendees:
Venue:
Date:
Discussion held:
Sr no Topics discussed Discussion held
Activity 2: Informing stakeholders-email
This activity is a continuation from the previous activity.
Additional You have developed the action plan for strategic priorities. It has been finalised that the
scenario organisation will hire a digital marketing consultant (Josh) from an outside agency to
develop a model for digital marketing and train the internal staff for using digital
platforms.
Your task. Based on consultation with the stakeholders in the previous activity, write an email to
the marketing team members (Shaun and Cynthia)and external consultant (Josh)
informing them about processes to be implemented and expected outcomes in
measurable terms.
The students can refer to the additional scenario and research online to complete the
task.
You will be Complete the following templates and submit it to your Trainer/ Assessor.
required to
complete.
Template – E-mail
To:
Cc:
Bcc:
Subject:
Date email is sent:
Attachments:
Activity 3: Communication plan
This activity is in continuation to previous activities.
Your task. As a change manager, you have planned to establish communication channels for the
stakeholders to contact for consultation and issue resolution.
Prepare the communication plan for implementing digital marketing and manage the
changes.
The student may research online and complete the task based on best industry practices.
You will be Complete the following template and submit it to your Trainer/ Assessor.
required to
complete.
Template – Communication plan
Communication Method Frequency Goal Audience
Activity 4: Learning plan
Additional During initial consultations, you have identified a risk. Two marketing team members are
scenario not well acquainted with the latest digital marketing platforms. They are hesitant to
implement the change processes and use the social media platforms effectively for
marketing. If not properly monitored and guided, these staff members may hamper the
whole team's performance and negatively impact the outcomes.
Your task. Prepare the following for implementing digital marketing and manage the changes
• Learning plan (including formal training and informal learning)
required to
complete.
Template – Learning plan
Training/Discussion/informal Method Frequency Goal Audience

learning topic
Activity 5: Sharing updates-email
Your task. Write an email for the marketing manager (John) and team members (Shaun and
Cynthia) informing them of the updated learning plan. (Refer to activity 4).
required to
complete.
Template – E-mail
To:
Cc:
Bcc:
Subject:
Date email is sent:
Attachments:
Activity 6: Self-reflection report
Additional It has been six months into the implementation of strategic change. You have faced the
scenario following obstacles:
• Employees’ resistance
• Lack of cooperation from other staff members
• Complaints regarding an increase in workload and forcing the changes
You had planned the change management processes in the best possible manner. You have
prepared a communication plan and training plan timely. But on the other hand, you have
followed a strict and directive leadership style. Your vision of leadership is to be a
transformational leader. But, as assessed by you, you have not achieved that mission yet.
Your task. You must critically review your leadership performance, including strengths, weaknesses
and behavioural patterns and prepare a detailed self-reflection report.
Include the following in your report:
• Strengths
• Weaknesses
• Problems faced during the strategic change process
• Possible causes of the problems faced
• Improvements to be made to adopt a transformational leadership style
Use the template provided.
required to
complete.
Template – Self-reflection on leadership report
My strengths
My weaknesses
Problems faced
during strategic
change process
Possible causes of the

problems faced
Improvements to be
made to adopt a
transformational
leadership style
Activity 7: Leadership review-meeting
Additional It has been six months into the implementation of the strategic changes. After doing self-
scenario reflection, You have planned to meet the team members, seek their feedback and make
necessary changes to leadership style.
The team members had following concerns about leadership styles followed by you:
Marketing manager- He believes that your leadership style was more authoritative. The
guidance have been provided to the team members to implement changes, but there was
lack of motivation factors for team members. It was difficult to mange changes as staff
took it as additional work load for them.
Team members- Shaun believed that team members were not given enough opportunities
in decision making. They were not clear about the advantages of strategic changes going
on. Cynthia was of the opinion that the training opportunities should be planned in
consultation. Also the online courses must be selected by staff themselves based on their
needs.
Your task. Conduct a team meeting and perform the following activities:
• Obtain the feedback of team members about your leadership style.
• Discuss your views about the problems faced during strategic change
management. (based on activity 6)
• Make provisions for the following to implement transformational leadership style:
o Staff’s participation in decision making
o Motivation and empowerment of team members
Participants of the meeting:
• Chief Marketing Officer (CMO)- You will play the role and perform the activities
mentioned above.
• Marketing team head (John)- One of your fellow students will play the role of John.
• Team member (Shaun)- One of your fellow students will play the role of Shaun.
• Team member (Cynthia)- One of your fellow students will play the role of Cynthia.
Role of participants:
Student playing the role of John
• He will provide the feedback about leadership concerns as discussed in additional
scenario.
Student playing the role of Shaun

scenario.
Student playing the role of Cynthia
scenario.
(Students can refer to the information provided in the scenario and research online to play
their roles)
You will be You are required to conduct the meeting and submit the minutes of the meeting,
required to including the discussion held on agenda topics and conclusions arrived. (Template given).
complete.
Your trainer will observe your performance and complete the following performance
criteria checklist.
Timeframe You need to complete this meeting in 10-15 minutes, and your trainer will provide you
additional time to complete the minute of the meeting template.
Template -Minutes of Meeting
Meeting Objective:
Attendees:
Venue:
Date:
Discussion held:
Sr no Topics discussed Discussion held

BSBLDR811 - Unit Assessment Tool

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LEAD STRATEGIC TRANSFORMATION

Unit Assessment Tool

 Prepare to undertake strategic change

The student will have access to the following:

The resources required for these assessment tasks also included:

Skills must be demonstrated in the workplace.

Principles of assessment and rules of evidence

 Acknowledge the developmental nature of learning.

For more information, please refer to AuSC Student Handbook.

Unit Pre-Assessment Checklist (UPAC)

 Writing  Demonstration of a skill

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)

Instructions provided to the student:

Assessment task description:

Resubmissions and reattempts:

• This assessment task may be completed in (tick the relevant box):

☐ Learning Management System ☐ Classroom

Purpose of the assessment

The purpose of the assessment is to check knowledge relevant to the unit.

Instructions for answering written questions:

• Students must complete a written assessment consisting of a series of questions.

Assessment Task 1 - Unit Knowledge Test (UKT)

Resources required to complete the assessment task:

Question 1. Answer the following questions.

Question 2. Answer the following questions.

Question 5. Answer the following questions.

Question 6. Answer the following questions.

Question 7. Answer the following questions.

Question 8. Answer the following questions.

Question 10. Answer the following questions.

Assessment Task 2 – Unit Project

Resubmissions and reattempts

Purpose of the assessment:

General Instructions for attempting the project:

• Student must complete all the activities of this assessment task.

How your assessor will assess your work?

Assessment Task 2 – Unit Project

Resources required to complete the assessment task:

• To provide quality training • Increased number of RTO providers and

Organisational future goals

Simulated Business Website

The assessment tasks provided below use a simulated business website

Login details to access the Career Training website are as follow:

Step 1: Navigate to the website and click “Login”.

Step 2: Enter the username and password provided by your trainer.

• Continuous improvement policy and procedure

Perform the following activities in the meeting:

• Discuss the expectations of stakeholders for your role concerning change

Student playing the role of CEO

• He will discuss the strategic change priorities and organisational capacity.

• He will suggest the benefits involved and strategic actions planned.

• He will assist in conducting a SWOT analysis and identifying risks involved.

Template -Minutes of Meeting

Sr no Topics discussed Discussion held

Activity 2: Informing stakeholders-email

This activity is a continuation from the previous activity.

Date email is sent:

Activity 3: Communication plan

This activity is in continuation to previous activities.

Template – Communication plan

Communication Method Frequency Goal Audience