Advanced Diploma of Leadership and Management (BSB61015)

1. DESCRIPTOR

This qualification reflects the role of individuals who apply specialised knowledge and skills, together with experience in leadership and management, across a range of enterprise and industry contexts.

Individuals at this level use initiative and judgement to plan and implement a range of leadership and management functions, with accountability for personal and team outcomes within broad parameters.

They use cognitive and communication skills to identify, analyse and synthesise information from a variety of sources and transfer their knowledge to others, and creative or conceptual skills to express ideas and perspectives or respond to complex problems.

2. COURSE OUTCOMES

The diploma provides an opportunity for students to extend their skills and knowledge through the development of their own projects. It also offers participants the opportunity to develop expertise in the following areas:

• financial management
• leadership
• diversity
• innovation and sustainability
• organisational plans and development
• human resources and recruitment
• marketing
• risk management

This qualification provides a pathway to work within the business environment as:

• General manager
• Area Manager
• Department Manager
• Regional Manager

At the Diploma (AQF 5) level:

At the Diploma (AQF 6) level:
• demonstrate understanding of specialised knowledge with depth in some areas;
• analyse, diagnose, design and execute judgements across a broad range of
technical or management functions;
• generate ideas through the analysis of information and concepts at an abstract level;
• demonstrate a command of wide-ranging, highly specialised technical, creative or
conceptual skills;
• demonstrate accountability for personal outputs within broad parameters; and

• demonstrate accountability for personal and group outcomes within broad parameters.

At the conclusion of the diploma students will:

• have applied the counselling models and theories developed and grown personally.
• evaluate and apply counselling skills in life and counselling practice.
• apply legal and ethical responsibility in counselling practice.
• apply counselling therapies to client’s various issues.
• Facilitate the counselling relationship and support various background clients.

3. Duration and Requirements

Advanced Diploma course can be completed in one (1) year and half year if studied Full-time (2 days of class attending/online study per week). Part-time study options are available. It is estimated you’ll need to spend around 18.85 hours per week engaged in the course to complete it within the designated timeframe. To complete BSB61015 Advanced Diploma of Leadership and Management, 12 units of competency are required including 4 core and 8 elective units.

4. TRAINING LOCATION

The course will be delivered via the Australian College of Christianity’s on-campus in Sydney, Melbourne, Brisbane or Canberra (ACC building Gate 2 Randwick Rd, Lyneham 2602) and online study also will be available for the remote area students.

5. COSTS 2017

Fees for full-time students of Advanced Diploma of Leadership and Management are published on ACC Website.

6. ENTRY REQUIREMENTS

Entry requirements are in place to make sure that students who gain entry to these courses have the skills and abilities they require in order to successfully complete their studies. Successful completion of Australian Year 12 or equivalent at minimum or Diploma in a related field or have substantial vocational experience in a range of environment. Students must be over 18 years of age at time of course commencement.

7. TRAINING PROCESS

This course is based on the practical application of skills and knowledge needed and uses effective training methodology in cases of individual or small group settings. Whichever delivery mode is used, the emphasis is on practical based applications. With the support of learning materials, the course is delivered through a range of modes, including:
• Face to face facilitation
• Independent learning
• Group based workshops and discussions
• Simulated sessions
• Classes or workshop that are held every week
• Private study time for each subject
• One-on-one mentoring by a qualified trainer (this may be either over the phone or
Skype, in the Classes)
• Small group study with a qualified trainer
• Completion of a range of assignments such as Journals, Written assignment, project
Report, Performance test, Presentation, small group work and reading materials.

8. Receiving your Qualification

On successful completion of your course students will receive a Qualification Certificate 12 days after the trainer/assessor has completed all of the relevant documentation for a completing student. These are available for collection at the College unless other arrangements are requested by the student.

9. Presentation of Assessment Standards

Assessment Items
Assessments contain a variety of assessment methods. These may include:

a) Activities (Learner workbook, Skills and Knowledge and Major)
b) Research
c) Quiz
d) Work samples
e) Case Studies
f) Practical (Third Party)
g) Role Play
h) Projects.

Other activities may be workplace-based or simulate work practices. These may include the production of technical requirements documents, direct observation of workplace practices and the presentation of a portfolio of evidence. This portfolio may include documents, photographs, video and/or audio files.

Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. Students will be provided with feedback throughout the course to check their progress.

The assessment methods for each unit are outlined on the Training Plan and Training and
Assessment Strategy.

Written Assessment

• Written assignments shall be computer generated or type written.
• Students without access to a computer or typewriter must seek permission to present in any other form.
• Each page of your assessment should include footer with your name, student
number, the title of the assessment, unit code and title and page numbers.
• Original assessments shall be submitted.
• Email copies or disk copies will be accepted.
• Students must not engage in the use of another’s work that is not correctly and fully
referenced – APA Style referencing is preferred.
• Students will make a serious commitment to his/her studies at Australian College of
Christianity.
• This is to be applied on an individual basis for any assignment submitted later that the final due date indicated. Paper must be typed and double-spaced.
• Please type on one side of the page only, and leave a margin of 3 on both the left
and right-hand side for examiner’s comments.
• Please type in minimum 12 point font size.
• The list of references, appendices and footnotes are NOT included in the word count.
• Collusion and plagiarism will be grounds for failure of the assignment in part or full –
refer Student Policy on Plagiarism and Collusion in the Student Handbook.
• Students will make every effort to provide original, clearly legible work, and will refrain from copying the work of others. Plagiarism can be avoided by using accurate referencing.
• Plagiarism is using more than 10% of a source.

Oral Assessment

• Oral assessments shall be delivered by individual and/or group
• Students are encouraged to use visual aids.

Personal Presentation or Demonstration
• Students will meet the expectations and demands of Australian College of Christianity in terms of participation, cooperation, punctuality, dress code, successful submission of work and high standards of behaviour and conduct.

10. Assessment Policies

Each assessment method was designed to cover units of competency. Under the “AQTF Essential Conditions and Standards for Continuing” Registration Guidelines (Element 1.5) “Assessment ensures only learners who hold the requisite skills and knowledge are certified as competent.”

Students who successfully completed all the requirements of each training stage graduate diploma course which means they get the result of “competent” in all subjects.

Final Academic Transcripts will show results only for subjects/units assessed as:
C Competent
NYC Not Yet Competent

When students are satisfactory in all assessments, they get the result of “Competent”

When they are not satisfactory in a certain assessment, they get “Not Yet Competent” The student whose result is “Not Yet Competent” is going to have second chance to resubmit the assignment. When the result of the second submitted assignment is still not satisfactory, the student need to pay a penalty that is 50 dollars per assignment and will get another chance to submit their assignment and that will be the last chance. If the student does not pass the subject, the student needs to enrol the whole subject again. In that case the student should pay a full payment for that subject.

Australian College of Christianity Assessors will only record a student as being competent once the student has gained a satisfactory result for all assessments for the unit. Any Individual Assignment that does not meet the requirements of the training package will be marked as Not Yet Satisfactory and will be returned to the student for resubmission.

Assignment Submission

Ensure that you submit assessments on or before the due date. If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. You may choose to personally hand assessments in, post them in or email in your assessments.

It is the student’s responsibility to make copies of all assessments as no assessment will be returned to the student. Where the making of resources is required for assessment you may take photos of these and submit them rather than the assessment item.

When you submit work for assessment at ACC you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. On the cover sheet you declare that the work you are presenting for assessment is your own work. Any submissions made without an Assignment Cover Sheet will be returned to the student unmarked. An assignment cover sheet for submission of work for assessment is available on blackboard.

Where a student is not able to submit an assessment to their trainer or assessor, it can be handed in to admissions. A received date must be recorded on the Assignment Cover Sheet. Where a student hands the assessment directly to a teacher the student is to initial the received date.

Student Submission before end date

Students are encouraged to have all assessment work completed and submitted prior to their end date. If an assessment that is submitted before their end date is marked Not Yet Satisfactory the student will have 4 weeks to re-submit the assessment at no charge.

Each unit was designed for accredited training in Leadership and Management with vocational outcomes. It will train students to achieve learning outcomes and units of competency through proper training and assessment process and tools.

The grading is according to the following criteria:

• Level of independence, initiative, enterprise and performance of work task: We are looking for a high level of ability to complete all tasks independently as per the specifications as well as demonstrating a high level of initiative in your approach to the task.
• Demonstrated breath of underpinning knowledge and a willingness to continue learning: we are looking for depth of understanding of the key concepts and
knowledge required in the assessments system. You should be able to demonstrate a thorough understanding of all requirements in all the assessment tasks.
• Techniques and process, technology skills and problem solving: we are looking for appropriate use of technology to assist in presenting all tasks clearly and suitable for the intended audience. You also need to show an understanding of the kinds of
problems that can arise in managing pertinent issues and how these might be addressed.
• Work organisation, planning and self-management: If required by the teacher we would expect to see ongoing uploading of information into Pebble Pad that is relevant to the unit, full utilisation of Pebble Pad and Blackboard as per course
requirements and timely submission of all required assessment tasks.
• Communication, people networking, language and interpersonal skills and teamwork:
we expect to see contributions to relevant discussions and scheduled Collaborate sessions. In addition your tasks should demonstrate a very good understanding of strategies for a collaborative approach to management issues in the workplace.

Australian College of Christianity follows principles of assessment and rules of evidence in assessment process which guide-lined by standards of NVR RTO

Principles of assessment are required to ensure quality outcomes. Assessments should be fair, flexible, valid and reliable as follows:

a) Fairness: Fairness requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands, and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.
b) Flexible: To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and, support continuous competency development.
c) Validity: There are five major types of validity: face, content, criterion (i.e. predictive and concurrent), construct and consequential. In general, validity is concerned with the appropriateness of the inferences, use and consequences that result from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a candidate (e.g. competent/not yet competent, a grade and/or a mark), based on the evidence of performance by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision, exploring alternative explanations for good or poor performance, and feeding them back into the assessment process to reduce errors when making inferences about competence.
Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed for a particular purpose and target group may not necessarily lead to valid interpretations of performance and assessment decisions if the tool was used for a different purpose and/or target group
d) Reliability: There are five types of reliability: internal consistency; parallel forms; split-half; inter-rater; and, intra-rater. In general, reliability is an estimate of how accurate or precise the task is as a measurement instrument. Reliability is concerned with how much error is included in the evidence.

Rules of evidence are closely related to the principles of assessment and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current as follows:

a) Validity: see Principles of assessment.
b) Sufficiency: Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.
c) Authenticity: To accept evidence as authentic, an assessor must be assured that
the evidence presented for assessment is the candidate’s own work.
d) Currency: Currency relates to the age of the evidence presented by candidates to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence must be from either the present or the very recent past.

11. Recognition of Prior Learning

While reviewing assessment events, you may find that you have already developed the required skills and knowledge through work, previous study or life experience. If this is the case, you may request recognition of prior learning (RPL) for the skills and/or knowledge that you may already have. You can talk to your facilitator for more information.

12. EQUITY AND ACCESS CONSIDERATION

Australia Christian College is highly committed to equity and access policy to help students with disabilities that need help in completing the course. ACC may play a role in overcoming barriers or provide access to external services. If necessary, course delivery and assessing methods may be modified to take into account of their circumstances while maintaining integrity of the unit of competency. (See ‘ Students with Special Needs’ on your student handbook for the further details).

13. COURSE COMPETENCIES

The following course specific competencies are achieved through completion of BSB51915 Diploma of Leadership and Management

Core Units

National Code Competency
BSBFIM601 Manage finances
BSBINN602 Lead and manage organisational change
BSBMGT605 Provide leadership across the organisation
BSBMGT617 Develop and implement a business plan

Elective Units

National Code Competency
BSBMKG609 Develop a marketing plan
BSBWHS605 Develop, implement and maintain WHS management system
BSBMGT616 Develop and implement strategic plans
BSBHRM602 Manage human resources strategic planning
BSBMGT615 Contribute to organisation development
BSBDIV601 Develop and implement diversity policy
BSBSUS501 Develop workplace policy and procedures for sustainability
BSBRSK501 Manage risk

14. COURSE STRUCTURE

BSB61015 Advanced Diploma of Leadership and Management consists of 12 units (4 core units and 8 elective units)

Essential Code Unit Name Hours Length
Core BSBFIM601 Manage finances 110 Term
Core BSBINN602 Lead and manage organisational change 110 Term
Core BSBMGT605 Provide leadership across the organisation 110 Term
Core BSBMGT617 Develop and implement a business plan 110 Term
Elective BSBMKG609 Develop a marketing plan 110 Term
Elective BSBWHS605 Develop, implement and maintain WHS management system 110 Term
Elective BSBMGT616 Develop and implement strategic plans 110 Term
Elective BSBHRM602 Manage human resources strategic planning 110 Term
Elective BSBMGT615 Contribute to organisation development 110 Term
Elective BSBDIV601 Develop and implement diversity policy 110 Term
Elective BSBSUS501 Develop workplace policy and procedures for sustainability 110 Term
Elective BSBRSK501 Manage risk 110 Term
Total 1320

15. PATHWAYS

Not Applicable

16. Course Schedule and Assessment Plan

17. COURSE DATES - Year 2017

2017 Intensive Seminar
Term1 27/2/2017~3/3/2017
Term2 8/5/2017~12/5/2017
Term3 24/7/2017~28/7/2017
Term4 9/10/2017~13/10/2017
2017 Semester 1
Orientation 27/2/2017
Term 1 27/2 /2017 – 7/5/2017
BSBWRT401 Write complex documents
BSBCMM401 Make a presentation
BSBLDR401 Communicate effectively as a workplace leader
Break 29/4/2017 – 7/5/2017
Term 2 8/5/2017 – 14/7/2017
BSBLDR402 Lead effective workplace relationships
BSBMGT401 Show leadership in the workplace
BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements
Break 15/7/2017 – 23/7/2017

2017 Semester 2
Orientation 24/7/2017
Term 3 24/7/2017 – 22/9/2017
BSBLDR403 Lead team effectiveness
BSBMGT403 Implement continuous improvement
BSBWOR404 Develop work priorities
Break 23/9/2017 – 1/10/2017
Term 4 2/10/2017 – 8/12/2017
BSBRSK401 Identify risk and apply risk management processes
BSBMGT402 Implement operational plan
BSBCUS401 Coordinate implementation of customer service strategies
Break 9/12/2017 – 24/2/2018

2018 Intensive Seminar
Term5 26/2/2018-2/3/2018
Term6 7/5/2018 – 11/5/2018

2018 Semester 1
Term 5 26/2/2018 – 27/4/2018
BSBRSK401 Identify risk and apply risk management processes
BSBMGT402 Implement operational plan
BSBCUS401 Coordinate implementation of customer service strategies
Break 28/4/2018 – 6/5/2018
Term 5 7 May – 13/7/2018
BSBRSK401 Identify risk and apply risk management processes
BSBMGT402 Implement operational plan
BSBCUS401 Coordinate implementation of customer service strategies
Break 14/7/2018 – 22/7/2018

14. COURSE DATES - Overseas Student Program (1 week later only for students in Canberra)

2017 Intensive Seminar
Term1 27/2/2017~3/3/2017
Term2 8/5/2017~12/5/2017
Term3 24/7/2017~28/7/2017
Term4 9/10/2017~13/10/2017
2017 Semester 1
Orientation 27/2/2017
Term 1 27/2 /2017 – 7/5/2017
BSBWRT401 Write complex documents
BSBCMM401 Make a presentation
BSBLDR401 Communicate effectively as a workplace leader
Break 29/4/2017 – 7/5/2017
Term 2 8/5/2017 – 14/7/2017
BSBLDR402 Lead effective workplace relationships
BSBMGT401 Show leadership in the workplace
BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements
Break 15/7/2017 – 23/7/2017

2017 Semester 2
Orientation 24/7/2017
Term 3 24/7/2017 – 22/9/2017
BSBLDR403 Lead team effectiveness
BSBMGT403 Implement continuous improvement
BSBWOR404 Develop work priorities
Break 23/9/2017 – 1/10/2017
Term 4 2/10/2017 – 8/12/2017
BSBRSK401 Identify risk and apply risk management processes
BSBMGT402 Implement operational plan
BSBCUS401 Coordinate implementation of customer service strategies
Break 9/12/2017 – 24/2/2018

2018 Intensive Seminar
Term5 26/2/2018-2/3/2018
Term6 7/5/2018 – 11/5/2018

2018 Semester 1
Term 5 26/2/2018 – 27/4/2018
BSBRSK401 Identify risk and apply risk management processes
BSBMGT402 Implement operational plan
BSBCUS401 Coordinate implementation of customer service strategies
Break 28/4/2018 – 6/5/2018
Term 6 7 May – 13/7/2018
BSBRSK401 Identify risk and apply risk management processes
BSBMGT402 Implement operational plan
BSBCUS401 Coordinate implementation of customer service strategies
Break 14/7/2018 – 22/7/2018