BSBINN601 Learner Workbook V4.0

Lead and manage
organisational change
BSBINN601
Learner Workbook
Table of Content
Instructions to Learner.....................................................................................................................3
Assessment instructions....................................................................................................................3
Assessment requirements.................................................................................................................5
Candidate Details.............................................................................................................................6
Assessment – BSBINN601 – Lead and manage organisational change..............................................6
Instruction to Learners.....................................................................................................................8
Activity 1A......................................................................................................................................8
Activity 1A checklist – for assessor................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1B checklist – for assessor..............................................................................................12
Activity 1C....................................................................................................................................13
Activity 1C checklist – for assessor..............................................................................................14
Activity 1D...................................................................................................................................15
Activity 1D checklist – for assessor..............................................................................................16
Activity 1E....................................................................................................................................17
Activity 1E checklist – for assessor...............................................................................................18
Activity 2A....................................................................................................................................19
Activity 2A checklist – for assessor..............................................................................................20
Activity 2B....................................................................................................................................21
Activity 2C....................................................................................................................................24
Activity 2D...................................................................................................................................28
Activity 2E....................................................................................................................................30
Activity 3A....................................................................................................................................34
Activity 3A checklist – for assessor..............................................................................................35
Activity 3B....................................................................................................................................36
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BSBINN601 Lead and Manage organisational change_version 4.0
Activity 3C....................................................................................................................................38
Activity 3D...................................................................................................................................41
Activity 3E....................................................................................................................................43
Activity 3F....................................................................................................................................45
Activity 3F checklist – for assessor...............................................................................................46
Skills and Knowledge Activity.......................................................................................................47
Skills and Knowledge Activity checklist – for assessor.................................................................48
Competency record to be completed by assessor...........................................................................49
Appendix A.....................................................................................................................................51
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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.
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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
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further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to AIBT’s website, 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
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supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction. If you feel you are not yet ready to be assessed or that this assessment is
unfair, please contact your assessor to discuss your options. You have the right to formally appeal
any outcome and, if you wish to do so, discuss this with your trainer/assessor
Candidate Details
Assessment – BSBINN601 – Lead and manage organisational change
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBINN601 – Lead and manage organisational change
Name: _____________________________________________________________
Student ID: _____________________________________________________________
Email: _____________________________________________________________
Declaration:
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
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Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
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Instruction to Learners
You are required to complete this assessment workbook and obtain a satisfactory result of
all activities to be deemed ‘Competent’ in this unit of competency. You have two attempts
to submit your assessments.
Activity 1A
Type: Written Assessment Due date: TBA
Group or Individual: Individual
Objective To provide you with an opportunity to identify strategic change needs through
an analysis of organisational objectives.
Foundation skills: Reading, Navigate the world of work, Get the work done.
Activity
1. Why is it important to analyse an organisation’s objectives when identifying
change requirements or opportunities?
2. Give three examples of strategic change needs for Australia Post (refer to
the case study – Australia Post in appendix A).
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Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Date(s) of assessment
Marking checklist
Q1. Learner gives at least one reason why it is important to analyse an Yes No
organisation’s objectives when identifying change requirements or (Please circle)
opportunities.
Q2 Learner gives three examples of the strategic change needs relate to Yes No
organisational objectives (Australia Post). (Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
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Activity 1B
Objective Review existing policies and practices against strategic objectives to identify
where changes are required.
Foundation skills: Reading, Navigate the world of work, Get the work done
Activity
1. Why should existing policies and practices be reviewed against strategic
objectives?
2. Read the scenario and company’s policies and practices provided below.
Scenario The company introduces a new time recorder system for employees.
The new technology will use fingerprint to record clock in and clock out time
instead of signing paper sheet individually. Benefits of the new system are;
(i) Record time accurately
(ii) Automatic time record report summary which reduces HR working
process
(iii) Employees able to access information via a digital system
Company’s policies and practices

Hours of work: You are expected to work 38 hours per week between 8.30 am.
until 5.00 pm. Monday to Friday. During your ordinary hours of work, you are
entitled to a meal break of up to 1 hour.
In addition to your ordinary hours of work, you agree that we may from time to
time require you to work reasonable additional hours which may include
weekends and public holidays. You acknowledge that your remuneration has
been set to take into account the reasonable additional hours that you may be
required to work from time to time.
Time record: Employee must record clock in and clock out time at level 3, 18
Mount Gravatt, Capalaba Rd, Upper Mount Gravatt, by signing a provided
timesheet. Human resources (HR) Department is responsible to summarise the
timesheet and record late, sick leave and annual leave in the employee’s time
record report. Employees can access the report to review their time record
summary by completing time record request form and the employees must return
the record on time.
To complete the task, you are required to;

2.1 Identify where changes in policies and practices are required
2.2 Adjust company’s policies in accordance with the change
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Activity 1B checklist – for assessor
Learner’s name
Assessor’s name
Unit of Competency
(Code and Title)
Marking checklist
Q1. Learner gives at least one reason that the company should review its Yes No
policies and practices against its strategic objectives. (Please circle)
Learner can identify at least two areas that the company’s policies and Yes No
practices are required to change regarding the new time recorder system. (Please circle)
Q2.
Learner writes a new policies and practices relates the new time recorder Yes No
system usage. (Please circle)
Comments
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Activity 1C
Objective Monitor the external environment to identify events or trends that impact the
achievement of organisational objectives.
Foundation skills: Navigate the world of work, Get the work done
Activity
1. Give six examples of external factors that may impact the achievement of an
organisation’s objectives.
2. Use the PESTEL analysis tool to identify factors that can affect Australia Post
performance.
Examples of factors
Political
Economic
Sociological
Technological
Legal
Environmental
Learners are required to write a short explanation, how the factor affect to the
industry.
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Activity 1C checklist – for assessor
Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Q1. Learner gives at least six examples of external factors that may impact the Yes No
achievement of an organisation’s objectives. (Please circle)
Q2. The learner can explain how the factor affects the company/industry. Yes No
(Please circle)
Comments
Activity 1D
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Objective Identify major operational change requirements due to performance gaps,
business opportunities or threats, or management decisions.
Foundation skills: Navigate the world of work, Get the work done
Activity
1. Give 3 examples of each factor that may result in a change in an
organisation:
Factor
Performance gaps
Business opportunities
Business threats
Management decisions
2. You are an owner of a graphic design company. You have reviewed your
employee’s performance and found that they fail to deliver services on
time. Only 70% of products are delivered to the customers on time. Hence,
the customer satisfaction rate is low. From this scenario, you are required to
identify major operational change requirements due to performance gaps.
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Activity 1D checklist – for assessor
Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Q1. Learner gives at least three examples of performance gaps, business Yes No
opportunities, business threats and management decisions that require (Please circle)
operational change.
Q2. Learner writes at least two changes that would apply in the circumstance Yes No
provided. (Please circle)
Comments
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Activity 1E
Group or Individual: Group
Objective - Review and prioritise change requirements or opportunities with
relevant managers
- Consult stakeholders, specialists and experts to assist in the
identification of major change requirements and opportunities.
Foundation skills: Oral communication, Navigate the world of work, Interact

with others, Get the work done.
Activity
1. Why is it important to review and prioritise change requirements or
opportunities with relevant managers and specialists? (Give at least two
reasons)
2. Refer to a case study – Australia Post in Appendix A

List at least five change requirements.
3. Discuss with your classmates who play the role of managers/specialists to

identify major changes requirement, and prioritise change requirements from
the list.
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Activity 1E checklist – for assessor
Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Q1. Learner describes at least two reasons of importance in reviewing and Yes No
prioritising change requirements with relevant managers and specialists. (Please circle)
a) Learner lists at least three topics that they want to mention in the Yes No
meeting. (Please circle)
a) Learner explains managers (classmates) about the change program that Yes No
Q2. they plan to do. (Please circle)
a) Learner explains managers (classmates) about their priorities in the Yes No

change program proposed. (Please circle)
b) Learner lists at least three key points that they will include in their Yes No
conversation with the contractors. (Please circle)
Comments
Activity 2A
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Objective Undertake cost-benefit analysis for high priority change requirements and
opportunities.
Foundation skills: Reading, Writing, Numeracy, Get the work done

Activity
1. Why is it important to undertake a cost-benefit analysis for high priority
change requirements and opportunities? (give at least two reasons)
2. Imagine the graphic design company has decided to invest $50,000 in new
equipment, staff training and consultancy support to streamline its
workflow.
(i) What are the potential tangible and intangible benefits to be

achieved from this investment? (List 3 tangible benefits and 3
intangible benefits)
(ii) Please conduct cost-benefit analysis report of using a new

equipment from the information as follows;
Detail Old equipment New equipment
Product Quantity Maximum capacity Maximum capacity
= 500 = 1000
Production time 30 seconds per unit 15 seconds per unit
Cost $1 per unit $0.5 per unit
Cost Benefit
- -
- -
- -
- -
- -

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Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Q1. Learner describes at least two reasons about importance of undertaking Yes No
cost-benefit analysis for high priority change requirements and (Please circle)
opportunities.
i) Learner lists at least two potential tangible benefits relates to the Yes No
scenario provided. (Please circle)
i) Learner lists at least two potential intangible benefits relates to the Yes No
scenario provided. (Please circle)
Q2. ii) Learner identifies at least three benefits of using the new technology Yes No
(Please circle)
ii) Learner identifies at least three costs of using the new technology Yes No
(Please circle)
ii) Learner includes calculation or figures in the answers (at least 1). Yes No
(Please circle)
Comments
Activity 2B
Objective - Undertake risk analysis and apply problem-solving and innovation skills
to identify barriers to change and agree and record mitigation
strategies.
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- Identify and respond to barriers to the change according to risk
management plans.
Foundation skills: Reading, writing, oral communication, get the work done
Activity
1. What is the purpose of a risk analysis when developing a change
management strategy?
2. Imagine that the graphic design company is introducing new technology and
working practices. Discuss in pair about risk of using the new technology
and conduct risk analysis. (Please read a learner guide and refer to risk
analysis diagram in page 43) – The learner is required to list at least three
risks that may occur.
3. Imagine that the graphic design company is introducing new technology and
working practices. What barriers might be encountered? (Give at least two
barriers)
4. What mitigation strategies could be implemented to avoid the barriers

identified in the previous question? (Give at least two mitigation strategies)
5. Discuss with your classmates about risks and mitigation strategies relates to
the graphic design company case.
Note: the trainer/assessor must observe the discussion and make sure that it
matches the marking criteria.

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Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Q1. Learner can explain purpose of risk analysis when developing a change Yes No
management strategy. (Please circle)
Learner lists the risk of using new technology and working practices relates Yes No
to the scenario. (Please circle)
Q2.
Learner can identify level of risks and explain why those risks are Yes No
categorised in those levels. (Please circle)
Q.3 Learner explains at least two correct barriers that the company might be Yes No
encountered. (Please circle)
Q4. Learner identifies at least two correct mitigation strategy which could be Yes No
implemented to avoid the barriers in Question 3. (Please circle)
Learner uses formal language when discussing with the classmate. Yes No
(Please circle)
Q5. Learner asks questions to the classmates during the discussion. Yes No
(Please circle)
Learner confirms his/her understanding during the discussion. Yes No

(Please circle)
Learner does not interrupt other people when they are talking. Yes No
(Please circle)
Comments
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Activity 2C
Objective Develop change management project plan.
Foundation skills: Writing, numeracy, Get the work done

Activity
1. Why is it important to develop a change management project plan? (Give at
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least three reasons)
2. What key information should be included in the change management

project plan? (Give at least four key information)
3. Refer to the case study – Australia Post in Appendix A.
Due to COVID-19 pandemic situation, Australia Post has to develop a change

management project plan. You are required to write a project plan in the table
below.
Project Title
Project detail and

objective
Department/team which
will involve in the project
Estimated Timeline
List of resources -
requirements (you must
-
identify the cost of each
spending) -
Total cost
Risk -
Risk management -
strategies
-
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Learner’s name
Assessor’s name
Unit of competency
25
(Code and Title)
Marking checklist
Q1. A learner can list at least three correct reasons to support the importance Yes No
of developing a change management project plan. (Please circle)
Q2. A learner lists at least four correct key information that should include in Yes No
the change management project plan. (Please circle)
A learner writes a change management plan. Yes No

(Please circle)
A learner can explain the project in detail and objective. Yes No

(Please circle)
A learner can identify relevant people who need to involve with the Yes No
project. (Please circle)
A learner can estimate the timeline of the project. Yes No

Q3. (Please circle)
A learner lists resources required in the project and they can identify the Yes No
cost of each requirement. (Please circle)
A learner calculates the correct total cost (monetary cost). Yes No

(Please circle)
A learner can identify risks that may occur during applying the project. Yes No
(Please circle)
A learner can identify risk mitigation strategies that relate to the risks of Yes No
the project. (Please circle)
Comments
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Activity 2D
Type: Presentation and written assessment Due date: TBA
Objective Obtain approvals from relevant authorities to confirm the change management
process.
Foundation skills: Writing, Oral communication, Navigate the world of work,

Interact with others and Get the work done.
Activity
1. Why is it important to gain approval from relevant authorities for change
management processes?
2. Identify at least three people that you have to seek approval for your
project (refer to Australia Post Annual report 2020 page 61-63).
3. Refer to the project plan you developed in Activity 2C, you are required to
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present your project plan to relevant authorities.
Note: you can select any technique that you think is suitable for your project
presentation. Choose the technique that you think you will get the approval.

Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
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Q1. Learner can explain why it is important to gain approval from relevant Yes No
authorities for change management processes? (Please circle)
Q2. A learner answers three people who have authority for the project Yes No
approval correctly. (Please circle)
A learner uses formal language when presenting the project. Yes No

(Please circle)
A learner uses appropriate presentation technique in the presentation. Yes No

Q3. The appropriate tool and technique is the one that helps the audiences to (Please circle)
understand your project easier.
A learner confirms understanding from the audience. Yes No

(Please circle)
A learner uses asking and questioning techniques to get feedback from the Yes No
audiences. (Please circle)
Comments
Activity 2E
Objective - Assign resources to the project and agree on reporting protocols with
relevant managers.
- Identify and respond to barriers to the change according to risk
management plans.
Foundation skills: Oral communication, Navigate the world of work, Interact

with others, and Get the work done
Activity
1. What kind of resources might you allocate to the project (refer to the
Australia Post project)?
2. Work in a pair, you are required to discuss with your partner and complete
the task below:
(i) Identify barrier to change and solutions.
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(ii) Write reporting protocols and resources assigned. You must write detail
about stakeholders, when will they report work progress? How do they report
the progress? and who is the person responsible for the project?
For more information, you can refer to page 57 in the Learner guide.
Stakeholders When How Person

responsible
Note:
- Stakeholder is the person who you need to communicate/report to.
- When is how frequently do you need to report such as monthly, weekly,
annually, etc.
- How is the method, technique that you select to report the stakeholders.
- Person responsible is the person who is responsible for developing the report.
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Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
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Q1. Learner lists resources that they might allocate in the project. Yes No
(Please circle)
Learner can identify who needs to be updated as to the progress of the Yes No
project. (Please circle)
Learner explains how the update will be done. Yes No

(Please circle)
Learner explains how often the update should be. Yes No

(Please circle)
Q2.
Learner can assign people who responsible for developing reports in the Yes No
protocol. (Please circle)
Learner uses active listening when discussing with their classmates. Yes No
(Please circle)
Learner uses appropriate language in the discussion. Yes No

(Please circle)
Learner can find agreement between themselves and their partner in Yes No
generating a report protocol. (Please circle)
Comments
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Activity 3A
Type: Written assessment Due date: TBA
Objective Develop communication or education plan, in consultation with relevant groups
and individuals, to promote the benefits of the change to the organisation and
to minimise loss.
Foundation skills: Writing, Navigate the world of work, Interact with others, and
Get the work done.
Activity
1. Develop a communication plan for Australia Post, as part of implementing
change strategy. Then discuss two other members of your class, as acting
stakeholders (or as per instructed by the trainer).
Note: You can refer to a communication plan template in

“Change_management_workbook and template” file provided in the
Moodle.
2. What are the benefits of this change? (Give at least two benefits)
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3. What can be the loss or drawbacks of the change? How could this be taken
into account in the communication process?

Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
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Learner writes a communication plan for the organisation. Yes No
(Please circle)
Q1. Learner consults with the classmates about his/her communication plan. Yes No
(Please circle)
Q2. Learner identifies at least two benefits relate to the change in their Yes No
organisation. (Please circle)
Learner identifies losses or drawbacks of the change. Yes No

Q3. (Please circle)
Learner explains how they take the identified losses into account in the Yes No
communication process. (Please circle)
Comments
Activity 3B
Type: Assessment report Due date: TBA
Objective Arrange and manage activities to deliver the communication or education plans
to relevant groups and individuals.
Foundation skills: Navigate the world of work and interact with others.
Activity
1. You are about the implement the communication plan. What are topics that
you will include in the meeting? (List at least three main topics)
2. What practical arrangements do you need to consider when arranging and

managing communication/training activities? (Identified at least three areas
of practical arrangement)
3. Discuss with your classmate to seek feedback on practical arrangements in

your plan
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Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Q1. Learner writes at least three main topics that they will cover in the Yes No
meeting session.
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(Please circle)
Learner identifies at least three areas of practical arrangements that they Yes No
need to consider when arranging and managing communication/training (Please circle)
activities.
Q2.
Learner can communicate to their classmates about the communication Yes No
activities/practical arrangements. (observe by the trainer). (Please circle)
Q3. Learner collects feedbacks from the classmates. Yes No

(Please circle)
Comments
Activity 3C
Objective Consult with relevant groups and individuals for input into the change process.
Foundation skills: Oral communication and Interact with others

Activity
1. Imagine that you are planning a consultation event in your organisation as
part of a change program to introduce the change project of Australia Post.
1.1 How would you select members of the consultation group/s?
1.2 When, where and how will the consultation/s take place?
1.3 What key questions will be asked as part of the consultation process? (at
least three questions)
1.4 What will happen to the results/output from the consultation process?
(at least two results)
2. Perform a roleplay:
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Student A will be a person who will seek a consultation.
Student B will be the specialist.
Student A is required to ask questions in Question 1.3 and write the answers
below. Student B is required to answer questions.
After finish, you are required to swap the role.

Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Learner can explain how they select members in the consultation group/s. Yes No
(Please circle)
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Learner can schedule the event by identifying when the consultation will Yes No
take place. (Please circle)
Learner can schedule the event by identifying where the consultation will Yes No
Q1. Learner can schedule the event by identifying how the consultation will Yes No
Learner writes at least three key questions that they will ask as part of the Yes No
consultation process. (Please circle)
Learner writes at least two results from the consultation process. Yes No
(Please circle)
Q2. Learner completed the roleplay and wrote a summary of answers in the Yes No
workbook. (Please circle)
Comments
39
Activity 3D
Objective Action interventions and activities set out in project plan according to project
timetable.
Foundation skill: Get the work done

Activity
1. Choose three of the following possible interventions and actions which may
occur on a project plan. Thinking of the context of Australia Post, describe
how you would ensure the correct/appropriate implementation of these
actions:
 Action research
 Career planning
 Job redesign
 Sensitivity training
 Succession planning
 Surveys (with feedback)
 Team building
 Termination or redeployment
 Training
 Transition analysis.
40
2. please schedule your selected intervention and activities in the change
process timeline.
Example of template:
Stage of
changes
Date/Month
Activities

Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Learner chooses three of the possible interventions provided in activity 3D. Yes No
Q1. (Please circle)
Learner explains how they ensure whether the implementation of each Yes No
action you selected is correct and appropriate. (Please circle)
Q2. Learner can schedule their selected intervention activities in the timeline Yes No
template provided. (Please circle)
41
Comments
Activity 3E
Objective Activate strategies for embedding the change
Foundation skills: Get the work done

Activity
1. Why is it important to activate strategies for embedding the change? (Give
at least two reasons)
2. As you start implementing the change project to Australia Post, which

strategies might you use to embed the change? (Learner must include an
explanation of how they apply the selected strategies in the answer) (Give
at least two strategies)
42
Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Q1. Learner identifies at least one of the reasons why activating strategies for Yes No
embedding the change are important. (Please circle)
Learner identifies at least two strategies that they will use to embed the Yes No
change. (Please circle)
Q2.
Learner explains how they apply the selected strategies to their change Yes No
program. (Please circle)
Comments
43
Activity 3F
Objective Conduct regular evaluation and review and modify project plan where appropriate
to achieve change program objectives.
Foundation skill: Get the work done

Activity
1. Why is it important to evaluate and review progress during a change
management programme?
2. What methods can be used to evaluate and review the progress of the project?
(Give at least two methods)
3. You are required to write an evaluation plan for the project. In the plan, you
must include the topics as follows:
- Evaluation method
- How often is the evaluation or performance review
- What do you want to observe/ evaluate?
- How would you know if you need to modify the project plan?
- Give an example of the modification.
44
Activity 3F checklist – for assessor
Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Learner can explain the reason why it is important to evaluate and review
Q1. Yes No
progress during a change management programme.
(Please circle)
Learner can identify at least two correct methods that can be used to
Q2. Yes No
evaluate and review progress of a change programme.
(Please circle)
Learner mentions about how often they will do an evaluation.

Yes No
(Please circle)
Learner can identify correct methods that they would use to review Yes No
Q3. progress of the change project toward achieving their objectives. (Please circle)
Learner can identify what to observe or evaluate correctly. Yes No

(Please circle)
45
Learner can explain when they will need to modify the plan. Yes No
(Please circle)
Comments
Skills and Knowledge Activity

Objective To provide you with an opportunity to demonstrate your knowledge of the
foundation skills, knowledge evidence and performance evidence.
Activity Answer each question in as much detail as possible, considering your
organisational requirements for each one.
1. Describe a process or cycle for managing organisational change effectively.

2. What are the components of a change management project plan?
3. Describe how organisational behaviour can affect a change management
programme.
4. List three potential barriers to change in your organisation and describe
specifically how those barriers may impede the change process.
46
Skills and Knowledge Activity checklist – for assessor
Learner’s name
Assessor’s name
Unit of competency
(Code and Title)
Marking checklist
Q1. Learner can describe a process or cycle for managing organisational Yes No
change correctly. (Please circle)
Q2. Learners can identify at least three components of a change management Yes No
project plan. (Please circle)
Q3. Learner can explain how organisational behaviour can affect a change Yes No
management programme. (Please circle)
Learner writes three potential barriers to change in the organisation. Yes No

Q4. (Please circle)
Learner describes how the barriers mentioned may impede the change Yes No
process. (Please circle)
47
Comments
Competency record to be completed by assessor

performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit?
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current
Yes No
48
(Please circle)
Sufficient Yes No
(Please circle)
Learner is deemed Not yet competent Competent

If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature
49
Appendix A
Case study – Australia Post
Australia Post delivers mails to 12.3 million delivery points across Australia. In 2020,
Australia Post recorded its revenue of $7.5 billion and profit before tax of $53.6 million
(Australian Post, 2020).
Since 2019, Australia Post has been encountered a big challenge from the COVID-19
pandemic. The organisation need to change its strategy and practice on delivering services.
There are a few trends that Australia Post has to consider during the COVID which are as
follows:
- Booming of eCommerce and online shopping
- Applying contactless services
- Increasing in online or digital communication
Change management involves extensive consultation with internal and external key
stakeholders and can include the development of a wide range of documentation. For
example, policy and procedures manuals, communication plan and materials, training plan
and materials, reporting plan, development of key performance indicators, and a review
plan for ongoing feedback and monitoring to implement continuous improvement (QGCIO,
n.d.).
As this change process will be used for future rollouts in post offices across Australia, it is
critical that extensive formal monitoring and evaluation be undertaken to identify any
changes to the process that may be needed.
Source: https://auspost.com.au/content/dam/auspost_corp/media/documents/2020-
australia-post-annual-report.pdf
50
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Lead and manage

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 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

If we, at our sole discretion, determine that we require additional or alternative

Assessment appeals process

Recognised prior learning.

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

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

Third parties can be:

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

Student ID: _____________________________________________________________

(Code and Title)

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

Company’s policies and practices

To complete the task, you are required to;

2.2 Adjust company’s policies in accordance with the change

(Code and Title)

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

(Code and Title)

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

(Code and Title)

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

Foundation skills: Oral communication, Navigate the world of work, Interact

2. Refer to a case study – Australia Post in Appendix A

3. Discuss with your classmates who play the role of managers/specialists to

(Code and Title)

a) Learner explains managers (classmates) about their priorities in the Yes No

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

Foundation skills: Reading, Writing, Numeracy, Get the work done

(i) What are the potential tangible and intangible benefits to be

(ii) Please conduct cost-benefit analysis report of using a new

Detail Old equipment New equipment

Product Quantity Maximum capacity Maximum capacity

Production time 30 seconds per unit 15 seconds per unit

Cost $1 per unit $0.5 per unit

Activity 2A checklist – for assessor

(Code and Title)

Provide your comments here:

The learner’s performance was: Not yet satisfactory Satisfactory

4. What mitigation strategies could be implemented to avoid the barriers

Activity 2B checklist – for assessor

(Code and Title)

Learner confirms his/her understanding during the discussion. Yes No

Provide your comments here:

Foundation skills: Writing, numeracy, Get the work done

2. What key information should be included in the change management

3. Refer to the case study – Australia Post in Appendix A.