Name of Student: Due Date:
Name of Assessment: BSBINM501 Manage an information or knowledge management system
Table of Contents
Instructions to Learner........................................................................................................... 3 Assessment instructions .............................................................................................................. 3
Assessment requirements ........................................................................................................... 6
Reasonable Adjustment ......................................................................................................... 7
Assessment Task Coversheet ................................................................................................ 8
Observation/Demonstration ................................................................................................. 9
Third Party Guide ....................................................................................................................1 0
Activities checklist – for assessor ............................................................................................. 11
Activities ....................................................................................................................................1 2 Activity 1A .................................................................................................................................... 12
Activity 1B .................................................................................................................................... 13
Activity 1C .................................................................................................................................... 13
Activity 1D .................................................................................................................................... 14
Activity 1E .................................................................................................................................... 15 Activity 2A .................................................................................................................................... 15
Activity 2B .................................................................................................................................... 16
Activity 2C .................................................................................................................................... 17
Activity 2D .................................................................................................................................... 17
Activity 2E .................................................................................................................................... 18 Activity 3A .................................................................................................................................... 19
Activity 3B .................................................................................................................................... 20
Activity 3C .................................................................................................................................... 20
Summative Assessments .......................................................................................................2 1 Section A: Skills Activity ............................................................................................................. 22 Summative Assessments: Section A checklist ........................................................................ 25
Section B: Knowledge Activity (Q & A) .................................................................................... 26
Summative Assessments: Section B checklist ........................................................................ 28
Workplace Documentation – for learner ...........................................................................2 9
Workplace documents checklist................................................................................................ 29
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed ? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
? Presenting any work by another individual as one's own unintentionally
? Handing in assessments markedly similar to or copied from another learner
? Presenting the work of another individual or group as their own work
? Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third-party observation must be submitted to your trainer/assessor, as directed.
The third-party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Reasonable Adjustment
As a learner, I have been advised of my rights and responsibilities regarding Reasonable Adjustment. I understand how it relates to measures or actions that can be taken by an education provider, to assist me to succeed in my training program where I have identified myself as having a disability or impairment that could prevent me from fulfilling the requirements of my chosen program.
I have indicated where necessary, on my enrolment form, those disabilities that may require a reasonable adjustment to my training schedule and I have ensured that my trainer is aware of any additional recognized issues that will require changes to the standard delivery of this program of study. Should any of these circumstances change during my study I will notify my trainer as soon as possible and my trainer will list these changes here with my signature.
I certify I have read and accept the above information as part of my responsibilities during my program of study.
Assessment Task Coversheet
Students must clearly and accurately complete an Assessment Task Coversheet for all assessment tasks and other types of evidence to be submitted for a unit(s) of competency. Original work will not be returned to students as ASMI is required to hold assessments for six months after completion for audit purposes. Students should retain a copy for their records, ASMI does not accept responsibility for work that goes missing in postage between the student and the organisation. Any students wishing to have their original work back after the six-month period should contact the administration office by email admin@asmitraining.edu.au.
Assessment Task Name:
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work-based skill or task
? Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:
? Performing a skill or task that is asked of you ? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation ? Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third-Party section in the Observations/Demonstrations document.
Activities checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activities been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Activities
Complete the following activities individually (as applicable to the specific activity and the assessment environment). Activity 1A
Objective To provide you with an opportunity to know how to identify learning needs of relevant personnel and stakeholders for input into and use of an information or knowledge management system.
1. Identify five learning needs which are relevant to personnel and stakeholders in your organisation.
2. Give examples of five personnel or stakeholders who may need training or help using information and knowledge management systems.
3. Define information/knowledge management systems, briefly explaining what it is, how it used, and what it is used for.
Activity 1B
Objective To provide you with an opportunity to know how to identify and secure human, financial and physical resources required for learning activities to use an information or knowledge management system.
1. Give two examples of human resources, two examples of financial resources, and two examples of physical resources which are required for learning activities.
2. Give examples of three methods of securing resources which your organisation uses.
Activity 1C
Objective To provide you with an opportunity to identify how to organise and facilitate learning activities.
1. Identify three steps you will need to take to organise learning activities.
2. Identify three steps you will need to take to facilitate learning activities.
Activity 1D
Objective To provide you with an opportunity to identify how to promote and support use of the system throughout the organisation.
1. Give examples of five ways that you can promote the knowledge and information system in your organisation.
2. Give examples of five ways that you can support the use of the knowledge and information system in your organisation.
Activity 1E
Objective To provide you with an opportunity to identify how to monitor and document effectiveness of learning activities.
1. Give examples of three ways that you can monitor the effectiveness of learning activities.
2. Identify three methods of documenting the effectiveness of learning activities.
Activity 2A
Objective To provide you with an opportunity to identify how to ensure implementation of policies and procedures for the information or knowledge management system are monitored for compliance, effectiveness and efficiency.
1. Describe three ways that you can implement your organisations policies and procedures on issues relating to your information/knowledge system.
2. Give examples of three ways that you can monitor for compliant use of your organisation’s information/knowledge system.
3. Give examples of three ways that you can monitor for effective and efficient use of your organisation’s information/knowledge system.
Activity 2B
Objective To provide you with an opportunity to identify how to address implementation issues and problems as they arise.
Give examples of five implementation issues/problems that could arise when introducing knowledge or information systems. For each issue, briefly describe how you would address the problem, in order to overcome it.
Activity 2C
Objective To provide you with an opportunity to identify how to monitor integration and alignment with data and information systems.
1. Give examples of three ways that you can monitor the integration of a data/information system.
2. Give examples of three ways that you can monitor whether a new information/knowledge system aligns with your organisation and its goals.
Activity 2D
Objective To provide you with an opportunity to identify how to collect information on achievement of performance measures.
1. Give examples of four performance measures that you can use to collect information on achievement.
2. Describe two methods for judging performance in your organisation.
Activity 2E
Objective To provide you with an opportunity to identify how to manage contingencies such as system failure or technical difficulties by accessing technical specialist help as required.
1. Give examples of five contingency strategies that you can use in the event of system failure or technical difficulties.
2. Give three examples of steps that a technical specialist will be able to take to help deal with a system failure or technical difficulties.
Activity 3A
Objective To provide you with an opportunity to identify how to analyse effectiveness of system and report on strengths and limitations of the system.
1. List five ways that you can analyse the effectiveness of your information/knowledge system in your organisation.
2. Give examples of three methods of reporting on the strengths and weaknesses of your organisation’s knowledge/information system.
Activity 3B
Objective To provide you with an opportunity to identify how to review business and operational plan and determine how effectively the system is contributing to intended outcomes.
1. Identify five methods of reviewing business and operational plans.
2. Identify five measures or signs that indicate that the knowledge/information system is contributing to intended outcomes in your organisation.
Activity 3C
Objective To provide you with an opportunity to identify how to make recommendations for improvement to system, policy or work practices.
Give examples of five suggestions/recommendations you could make to improve your organisation’s current system, policies, or work practices.
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
? Reading
o researches and critically analyses documentation from a variety of sources to determine requirements
? Writing o prepares and produces documentation for a specific audience using clear and detailed language to convey explicit information, requirements and recommendations
? Oral Communication o presents information using structure and language to suit the audience o uses active listening and questioning and reading of verbal and non-verbal signals to clarify information and to confirm understanding
? Navigate the world of work o takes full responsibility for following policies, procedures and legislative requirements and identifies organisational implications of new legislation or regulation
o modifies or develops organisational policies and procedures to comply with legislative requirements and organisation goals
? Interact with others o implements strategies for a diverse range of colleagues and clients in order to build rapport and foster strong relationships
o collaborates with others sharing information to build strong work groups and avoid behaviours that are not conducive to a productive environment
o elicits feedback and provides feedback to others in order to improve self or workgroup behaviours
? Get the work done o accepts responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others and taking into account capabilities, efficiencies and effectiveness
o monitors progress of plans and schedules and reviews and changes them to meet new demands and priorities
o applies systematic and analytical processes to address problems and make decisions in complex situations
o investigates new and innovative ideas as a means to continuously improve, work practices and processes
o uses and investigates new digital technologies and applications to manage and manipulate data and communicate effectively with others
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Using your reading skills, critically analyse two documents in order to understand your organisation’s policies and procedures on using its knowledge/information system. Identify at least five policies or procedures.
2. Using your writing skills, prepare and produce two organisational documents for two different target audiences on how to use the knowledge/information system. Each document must include at least three requirements for the target audience to meet.
3. Using your oral communication skills, give a presentation on at least three areas where improvements need to be made in relation to use of your organisation’s knowledge/information system. You must present information using structure and language to suit the audience. You must also use active listening and questioning skills where appropriate, in order to clarify points in your presentation.
4. Show that you can navigate the world of work by identifying three legislative requirements that your company needs to meet, before investigating how your organisation meets those requirements. Write a short report on whether your organisation is successful in meeting the legislative requirements you have selected.
5. Show that you can interact with others by holding a meeting to discuss strengths and weaknesses of your organisation’s knowledge/information system. You must make efforts to hear all participants’ opinions, before negotiating to agree on three strengths and three weaknesses of the system (or the use of it).
6. Show that you can get the work done by monitoring the use of the knowledge/information system at regular intervals. Use performance measures to measure the effectiveness of the system at three points over the course of a month.
Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
? Outline relevant legislation, codes of practice and national standards relevant to privacy, freedom of information and knowledge management ? Explain organisational policies and procedures including:
o records management o information management o customer service o commercial confidentiality
? Describe the organisational operations and existing data and information systems
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1. Outline three pieces of legislation or national standards that are relevant to privacy and freedom of information. Briefly describe what each act or standard states about data privacy and freedom of information.
2. Give examples of three organisational policies and procedures relating to your information/knowledge system. Briefly describe your organisation’s stance on records management and information management.
3. Identify three existing organisational operations or systems that need to be considered when integrating and aligning a new system.
Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description Document attached
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No
If not originals, have the originals been validated or checked? Yes No
Learner’s signature
Assessor’s signature