Student Assessment

Assessment Resource Summary

Unit Details BSBLDR811 Lead strategic transformation

Written Questions Assessment Task 1

Assessment
Methods
Case Study Assessment Task 2

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Unit Summary

This unit describes the skills and knowledge required to analyse and lead organisational
transformation and learning for strategic outcomes. It covers leading transformational practices,
cultivating collaborative practices, completing ongoing professional development, and providing
strategic leadership in a dynamic context.

The unit applies to those who use cognitive and creative skills to review, critically analyse,
consolidate, and synthesise knowledge, in order to generate ideas and provide solutions to
complex problems. They use communication skills to demonstrate their understanding of
theoretical concepts and to transfer knowledge and ideas to others.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Prerequisite Units
There are no mandatory pre-requisite units for this competency.

Co-requisite Units
There are no recommended co-requisite units for this competency.

All products purchased remain the intellectual property of St Peter Institute. All rights reserved; no part of any publication provided
by St Peter Institute may be reproduced by any means for use outside the purchasing organisation, without the prior written
permission of St Peter Institute.

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The Assessment Process and Student Rights & Responsibilities

Submitting your Assessment Tasks:

 When you have completed your assessment, you will need to submit them, according to the
instructions provided to you by your trainer/ assessor. This may either be through TURNITIN or
email or by hand to the assigned trainer/assessor.
 You will be provided with a due date and you must make sure you submit your assessments in
accordance with it. You may be required to apply for an extension if you require extra time,
according to your SPI policies and procedures.
 Make sure you keep a copy of your tasks before you submit them. SPI will need to keep them as
evidence and may not be able to return them to you.
 Task specific instructions can be found further in this document.

Assessment Attempts and Resubmissions: You have up to three attempts to complete each
assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily,
your assessor will have to mark your result for the unit as ‘Not Yet Competent’ (NYC).
You will then have to discuss alternative arrangements for re-assessment with the intervention team.
The alternative arrangement may even include the student re-enrolling in the unit, participating in
additional training or attempting the task again at a later date, so that skills and knowledge can be
consolidated. These arrangements will be in accordance with SPI policies and procedures.
When you are required to resubmit, you may be required to:
 resubmit incorrect answers to questions (such as for written tasks and case studies)
 resubmit all or part of a project, depending on how the error affects the overall outcome of the
task
 redo a role-play after being provided with appropriate feedback about their original performance
 be observed a second (or third) time undertaking any tasks or activities that were not completed
satisfactorily the first time, after being provided with appropriate feedback.
When you are required to resubmit, you’ll be given a due date for your resubmission. All re-submissions
will be conducted in accordance with the SPI policies and procedures.

Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or
Not Yet Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an
overall outcome of Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent,
students will be given an overall outcome for the unit of Not Yet Competent (NYC).

Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not
acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these
are below.
 cheating – seeking to obtain an unfair advantage in the assessment of any piece of work
 plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and pass them off as your own by failing to give appropriate acknowledgement. This
includes material from any sources, such as staff members, other students, authors, texts,
resources and the internet, whether published or unpublished
 collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, this will be addressed in line with the SPI policies and procedures which
may ultimately lead to an academic misconduct warning and you needing to complete the whole unit
again.

Assessment Appeals: If you don’t agree with an assessment decision made, you have the right to
appeal it. You may need to lodge your request for an appeal within a certain amount of time from the
original decision being made. You will need to make your appeal in writing and follow SPI process for
appeals. Refer to your Student Handbook for more information about our appeals process.

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Reasonable Adjustments: These can be made to ensure equity in assessment for people with
disabilities. A legislative and regulatory framework underpins and supports the delivery of vocational
education and training across Australia. Under this framework, providers of vocational education and
training must take steps to ensure that learners with recognised disabilities have the same learning
opportunities and opportunities to perform and complete assessments as learners without disabilities.

Adjustments include any changes to the assessment process or context that meet the individual needs
of the person with a disability, but do not change competency outcomes. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or
assessment tasks to accommodate the particular needs of a student with a disability. Your trainer/
assessor may also provide assistance / intervention during the assessments in the event that there is
a risk of injury to the student or to the other members of the class.

An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into
account factors such as:
 the views of the student
 the potential effect of the adjustment on the student and others
 the costs and benefits of making the adjustment.

Making reasonable adjustments requires the RTO to balance the need for change with the expense or
effort involved in making this change. If an adjustment requires a disproportionately high expenditure
or disruption, it is not likely to be reasonable. 1

Thus, if students are considered to have special needs, trainer/ assessors are allowed to provide
reasonable adjustment in accordance with SPI Policies and Procedures which means there may be
modification to the way in which evidence is gathered. This could include alternative methods of
assessment. However, it will not change the standards or outcomes the student achieves.

Please discuss with your assessor if you believe a reasonable adjustment to an assessment task,
method or process needs to be made on the basis of disability. Reasonable adjustments made for you
will be recorded in the space provided in the checklist for the relevant task and in the Unit Assessment
Record sheet.

Information about Assessment

Assessment: Assessment is ‘the process of collecting evidence and making judgements on whether
competency has been achieved, to confirm that an individual can perform to the standard required in
the workplace, as specified in a training package or VET accredited course’.2

Dimensions of Competency: To be competent, a person must show their ability to perform effectively
in a broad capacity. The dimensions of competency ensure that the person being assessed has the
skills to perform competently in a variety of different circumstances. To be competent, a person must
demonstrate the following:
 Task skills – These are the skills that are needed to perform a task at an acceptable level. They
are usually described in the performance criteria and include knowledge and practical skills.
 Task management skills – These are skills in organising and coordinating, which are needed
to be able to work competently while managing a number of tasks or activities as part of a job.

1
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide.
Retrieved from
https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.

2
Source: Australian Skills Quality Authority. (2019). Users’ guide to the Standards for registered training organisations
(RTOs) 2015. Retrieved from https://www.asqa.gov.au/sites/default/files/2020-
01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality
Authority; www.asqa.gov.au.

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 Contingency skills – These are the skills that are needed to respond and react appropriately to
unexpected problems, changes in routine and breakdowns while also performing competently.
 Job role/environment skills – These are the skills that are needed to perform as expected in a
particular job, position and location, and with others. These skills may be described in a range
of variables and in the underpinning skills and knowledge.

Principles of Assessment and Rules of Evidence: Assessment must be conducted in accordance

with the rules of evidence and principles of assessment. The following definitions of these terms are
taken from the Australian Skills Quality Authority’s Users’ guide: standards for registered training
organisations (RTOs) 2015.

Principles of Assessment -
 Validity: ‘Any assessment decision of the RTO is justified, based on the evidence of performance
of the individual learner. Validity requires:
- assessment against the unit(s) of competency and the associated assessment requirements
covers the broad range of skills and knowledge that are essential to competent performance
- assessment of knowledge and skills is integrated with their practical application
- assessment to be based on evidence that demonstrates that a learner could demonstrate these
skills and knowledge in other similar situations
- judgement of competence is based on evidence of learner performance that is aligned to the
unit/s of competency and associated assessment requirements.’
 Reliability: ‘Evidence presented for assessment is consistently interpreted and assessment results
are comparable irrespective of the assessor conducting the assessment.’
 Flexibility: ‘Assessment is flexible to the individual learner by:
- reflecting the learner’s needs
- assessing competencies held by the learner no matter how or where they have been acquired
- drawing from a range of assessment methods and using those that are appropriate to the
context, the unit of competency and associated assessment requirements, and the individual.’
 Fairness: ‘The individual learner’s needs are considered in the assessment process. Where
appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs. The RTO informs the learner about the assessment process and provides the
learner with the opportunity to challenge the result of the assessment and be reassessed if
necessary.’

Students are required to sign the declaration in this Student Assessment booklet and ensure that
they have advised the trainers/assessors if they have any special needs or considerations that may
affect their ability to complete the assessments. Any reasonable adjustments to these assessments
must be noted in the Assessment Record Tool for this unit &/ or in the checklist for the relevant
task.
Students are provided with information about the appeals process in the Student Handbook as well
as on the SPI Website.

Rules of Evidence -
 Validity: ‘The assessor is assured that the learner has the skills, knowledge and attributes as
described in the module or unit of competency and associated assessment requirements.’
 Sufficiency: ‘The assessor is assured that the quality, quantity and relevance of the assessment
evidence enables a judgement to be made of a learner’s competency.’
 Currency: ‘The assessor is assured that the assessment evidence demonstrates current
competency. This requires the assessment evidence to be from the present or the very recent
past.’
 Authenticity: ‘The assessor is assured that the evidence presented for assessment is the learner’s
own work.’3

3All italicised quotations in this section from Australian Skills Quality Authority. (2019). Users’ guide to the Standards for
registered training organisations (RTOs) 2015. Retrieved from https://www.asqa.gov.au/sites/default/files/2020-

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Students are required to sign the declaration section in the Unit Assessment Record sheet and indicate
that the work that they have submitted for assessment is their own.
Practical tasks, observations and confirmation of skills by the assessor ensure that the assessor sees
the student applying the skills and knowledge required for this unit.
Third-party reports (where applicable) require third-party persons to confirm that they have observed
the student undertake the tasks detailed in the checklist.
Glossary of Instructional Task Words: The assessment tasks use a range of instructional words,
such as ‘compare’ and ‘list’. These terms will guide the student and trainer/ assessor regarding the
level of detail that must be provided in students’ answers. Some questions will also tell the trainer/
assessor as to how many answers students need to give – for example, ‘Describe three strategies…’.
Use the following glossary as a guide to interpret the words in the tasks:
 Analyse - This means the students should break an issue down into its component parts, identify
them and explain how they relate. The issue has to be discussed in detail and methodically.
 Define: This means that the student should explain, in their own words, the meaning or
interpretation of a term or concept, including any qualities that are essential to understanding.
 Describe - This means that the student should outline the most noticeable qualities or features of
an idea, topic or the focus of the question.
 Discuss - This means that the student must point out the important issues, features, key points
and possible interpretations of the question, and debate these through argument, providing
reasons for and against them.
 Evaluate - This means that the student must judge or calculate the quality, importance, amount,
or value of something. An in-depth answer must be provided with as much detail as possible.
 Explain - This means that the student needs to make something clear or show their understanding
by describing or providing information about a topic. They will need to make clear how or why
something happened or why something is the way it is.
 Identify - This means that the student must recognise something and indicate the required
information. The length of the answer should be guided by what it is that they are being asked to
identify.
 List - This means that the student must record short pieces of information in the form of a numbered
or bulleted list, with one or two words, phrases or sentences on each line.
 Outline - This means that the student must give a brief description of the main facts or sequence
of events about something. The length of the response should be guided by what they are required
to outline. As long as the student includes the main facts or points, their response will be sufficient.
 Summarise - This means that the student must express the most important facts or points about
something in a concise way.

Assessment Outline for BSBLDR811

The following outlines the assessment requirements for this unit. You are required to complete all
assessment requirements outlined below to achieve competency for this unit. Your assessor will
provide you with the due dates for each assessment task.

Assessment Tool Type of Assessment Place of Assessment

Assessment Task 1 Written Questions SPI facilities

Assessment Task 2 Case Study SPI facilities

01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality

Authority; www.asqa.gov.au.

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Student Instructions

General instructions for all tasks:

• You must answer all questions and their parts correctly to achieve a Satisfactory outcome for all
tasks to be marked Competent for the unit.
• Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide
you in the level of response required in each question.
• Do not plagiarise. Plagiarism, cheating and collusion on assessments is not acceptable. Any
incidence of this is considered academic misconduct.
• Ask your assessor if you do not understand a question. Whist your assessor cannot tell you
the answer, he/she may be able to re-word the question for you.
• RPL. Recognition of prior learning is available. Please alert your assessor if you feel this applies
to you.
• Feedback. Your assessor will provide feedback to students after the completion of the
assessment. The trainer assessor will explain the appeals process.
• Resources & Equipment required.
- Access to your learning materials
- Access to a computer, the Internet, and a web browser
- Access to Microsoft Word (or a similar program)
- Assessment tools

Specific Instructions for Projects & Case Studies:

• This is an individual assessment, but you are to research and can use notes to assist.
• The case studies & projects are designed to assess your understanding of the unit as well as your
underpinning knowledge.
• This activity will provide you with an opportunity to demonstrate your knowledge of required skills,
knowledge and critical aspects of assessment you have obtained through the completion of this
unit.
• Your answers will form part of the evidence gathered for this unit.
• The length of your case study report will be guided by the description in the task or will be provided
by the trainer/assessor.
o Brief report: 500 words – 750 words
o Long Report: 1500 - 2000 words
• To be deemed Satisfactory in this assessment you need to answer correctly ALL parts of case
study in your own words, clearly printed, word formatted and typed in English.

Specific Instructions for Written Questions:

 Candidates are required to complete the following written assessment task. This is an individual
assessment, but you can use notes to assist.
 Your answers will form part of the evidence gathered for this unit.
 The length of your answers will be guided by the description in the task or will be provided by the
trainer/ assessor. Please check the Glossary of Instructional Task Words.
 Generally, the length of the answers would be as below:
- Short answers: 50 words – 100 words
- Long answers: 100 words – 200 words
- Detailed answers: 400 words – 500 words

 ALL questions will need to be answered correctly in your own words, clearly printed, word formatted
and typed in English to be deemed satisfactory in this task.

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Assessment Task 1 – Written Questions

1. a. What is a change management strategy?

b. Discuss the process for developing and implementing a change management strategy.

2. Explain the purpose of an organisation’s mission, vision, and value statements. How does the
mission, vision and values guide the strategic direction of the organisation?

3. Explain the key characteristics of the following types of leadership styles:

a) Laissez-Faire Leadership
b) Democratic leadership
c) Autocratic leadership
Which leadership style usually gets the best response when managing change within an
organisation?

4. How can stakeholder analysis help you to identify the key stakeholders involved in strategic
change? Explain the roles and responsibilities of the following stakeholders in leading and
managing change.
a) Supervisors
b) Human resource Personnel

5. Discuss four (4) major risks/barriers involved while trying to introduce strategic changes in an
organization. What mitigation strategies, can you implement to address the strategic change
risks identified?

6. What are personal development planning methodologies? Outline at least 5 components of a

personal development plan.

7. Explain two strategies that can be used to effectively communicate and embed change during
an organisational change process.

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Assessment Task 2 – Case Study

This assessment requires the student to complete a set of activities based on the information given in
the case study. These activities will provide an opportunity for the student to lead a strategic business
transformation for the organisation given in the case study (Appendix A- Online Media solutions).

You will take on the role of the Change manager at Online media solutions and report to the General
Manager. The General Manager wants you to lead the strategic business transformation at the
company.

Your role and responsibilities

As part of your job role, you have the following responsibilities:

 Identify personal responsibilities in the strategic transformation process and develop a strategic
change strategy in collaboration with the departmental managers

 Brief internal and external stakeholders of strategic change processes and intended outcomes
and establish communication channels for organisational personnel to contact management

 Analyse and confirm the capacity and competence of relevant individuals to contribute to
change processes and plans

 Identify and resolve risks in the change management process and develop learning and
communication processes for addressing problems and risks arising during organisational
change

 Make changes to change management process according to risks and inform stakeholders of
updates

 Review strategic outcomes and incorporate feedback into leadership style.

Scenario
To be able to sustain and grow as an organisation, all companies must research, read, and understand
the changes occurring within the industry. The changes can be internal or external to the organisation
and require the right type of leadership controls, understanding of why changes are required or needed,
dedication and involvement of stakeholders, constant communication, planning and maintenance of all
changes. As the change manager at online media solutions, you need to identify the changes occurring
in the web designing, content marketing and e-commerce industry and accordingly undertake the
following activities.

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PART A- Develop a Change Management Strategy

For this part you need to present a brief report (approximately 800-1000 words) highlighting the
company’s current set up and the intended approach towards the change management strategy. Your
report needs to contain the following sections:
1. Introduction (organisational mission, purpose, and values)
2. Change management strategies (Identify 3)
3. Stakeholders (Identify at least 2 Internal and 2 External)
4. Communication and education plan (identify at least 3 Communication channels and 3 approaches
to educate staff about change)
5. Risks (Identify 3 risks associated with the change management process)
6. Risks mitigation (3 approaches to the three risks identified in 5)
7. Conclusion

PART B- Stakeholder Consultation and Feedback

B. 1 Plan a meeting

Meet with relevant stakeholders (should include at least one internal and one external stakeholder in
the meeting). The role of the stakeholders will be played by fellow students and the trainer/
assessor will observe the presentation, assess you and provide feedback as per the checklist
(Appendix B).

For the meeting, prepare a presentation which covers the following:

 Intended outcomes of the change management strategies identified in Part A

 Expected contribution of each stakeholder in the change process
 Risks/Barriers to change as identified in the report in Part A
 Planned communication channels and education programs
 Planned approached to minimize resistance to change

B. 2 Feedback from Stakeholders

Assume a month has passed and you need to collect feedback from stakeholders about how the change
is being handled by the management at online media solutions.
Write an email that can be sent to the stakeholders (sign off as <Your name> Change Manager, Online
Media Solutions), in which you request for feedback from them. In the email include at least three
questions that cover:
 Their experiences of the processes of changes implemented.
 Their thoughts personally on why there is resistance to change and
 How they believe the communication and education plan has been effective or ineffective in
minimizing the impact of resistance.

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PART C- Reviewing Change Management Outcomes

 For this part focus mainly on the Communication and Education Plan. (Developed as a part of
the change management strategy in Part A)
You need to briefly highlight the changes that were made to the plan based on your own
recommendations and feedback from the stakeholders.
When developing your new communication Plan, ensure you apply the feedback received form
stakeholders and from your own self-reflection on your leadership style. (Present it as a word
document titled, ‘Modified communication and education plan’)

 After incorporating necessary changes to the plan, you need to inform stakeholders of the
changes. Write an email (Sign off as <Your name> Change Manager, Online Media Solutions),
to the stakeholders letting them know that their feedback has been incorporated into the
leadership approach taken by the manager (that is you) and other areas pertaining to
communication and education plans. Assume that the document developed above is attached
to the email.

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Appendix A

Case Study – Online Media Solutions

Introduction

“Online Media Solutions” is a marketing and web development business based in Melbourne, Australia.
The business started in operations in 2015 and has seen exponential growth since its establishment.

The business operates in the web service industry to offer superior and unique services to small
businesses and institutions (B2B business model). Our experience and expertise in web sales and e-
commerce give us the backing to provide solutions that are currently lacking in the market.

There is an all-time high demand for web development and marketing for small businesses with signs
of rising further. Interestingly, few web developers have taken advantage of this opportunity, leaving the
industry with no dominant participants.

The projects’ high costs and the focus on more prominent companies and institutions could contribute
to why this market remains untapped. We will have a system that will reduce the project costs
dramatically, allowing us to offer quality services at reduced costs.

Business plan

Business plan excerpt

Company details:

Company name: Online Media Solutions, Pty. Ltd

Company address: 2/10 Lawn court, Craigieburn, 3064, VIC

Mission

 Provide best-in-class design services

 Make a positive impact on our customer businesses

 Be respected and admired by peers

Our vision

To provide best-in-class web design and development services in a simple, effective,

and cost-effective manner to the target audience.

Objectives

The objectives of Online Media Solutions are as follow:

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 To exceed customer expectations.

 To provide cost-effective and quality services to our clients.

 Build and maintain long-term relationships with the clients.

 To increase operational efficiency.

Keys to Success

 We will offer quality web services to small businesses and institutions at

affordable prices.

 To build and tailor our services to small businesses.

 Positioning as a viable solution alternate to more established brands

Services

We currently offer the following services to our clients:

 Interface and Web Design

 Graphics design

 Website development

 Domain and web hosting

 Video editing

 Blog development

 Search engine optimisation

 E-commerce

Values

 Quality service to our clients

 Integrity & Accountability

 Reliability

 Quality

 Innovation

 Respect

Strategic directions

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The strategic direction of ONLINE MEDIA SOLUTIONS is to achieve its mission and vision
is through:

● Increasing operational efficiency

● Engaging with customers through quality research and understanding supported

by marketing techniques.

● Establishing a reputation for exceptional customer service and end to end

solutions

● Supporting people to perform via training and performance management

● Controlling costs through operational efficiency

Organisational structure and expertise

The foundation team has 30 team members. The business has three (3) departments:

 IT department

 Marketing department

 Sales department

The finance and human resource work are outsourced.

All three (3) departments are managed by Managers who are experienced and experts
in commercial web development and business-to-business sales. Further, the team
members have years of experience working for MNCs.

All the departmental managers report to the Operations.

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Roles and responsibilities:

IT Manager

 Coordinate and supervise IT staff members

 Handle annual budget and ensure cost-effectiveness for the IT department

 Manages and coordinates all IT-related matters, including data, wireless

communications, mobile technology, telephony, security, and computer
hardware and software

 Trouble-shoots and solves problems related to hardware, software, and network

problems

 Researches and recommends acquisition of network hardware and software

 Monitors network utilisation and performance, implement procedures for network

optimisation, reliability, and availability

 Identify problematic areas and implement strategic solutions in time

 Build long term relationships with outside vendors for IT related products and
services

Marketing Manager:

 Working with the executive team to set the marketing strategy for the business.

 Hiring and managing the performance of a more junior marketing team.

 Researching and analysing market trends and competitors.

 Overseeing marketing campaigns.

 Tracking the effectiveness of marketing campaigns and reporting findings to the

executive team.

 Negotiating and liaising with third-party marketing agencies.

 Writing and delivering content and social media plans.

 Managing the design and production of promotional materials, such as websites

and brochures.

Sales Manager

 Build and maintaining client relations

 Work with internal departments such as the Marketing or Product teams to

engage audiences and clients more deeply

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 Meet and exceed KPIs and sales targets

 Possess deep knowledge of business product offering and value proposition

 Follow organisational policies and regulations that affect the Sales department

 Proactively pursue new business and sales opportunities

 Solve problems for clients and customers by developing innovative and tailored
sales solutions

 Be a brand ambassador and reflect company values at all times

Business model

“Online Media Solutions” is a full-service web solutions provider for businesses. The
company offers services through the mode of its B2B engagements.

B2B services:

“Online Media Solutions” service portfolio includes Web Design, Graphics design,
Website development, Domain and web hosting, 2d & 3d animation, Blog development,
Search engine optimisation and E-commerce. The project cost will be estimated by the
appropriate number of hours needed to complete the project.

The sales team will aggressively track prospective clients and sell the services provided
for businesses.

Operational model and strategies

B2B engagements

Lead generation – Lead generation refers to creating and generating prospective

consumer interest or inquiry into a business’s products or services. This will be done by
building a database of prospective customers using social networks, business listings,
internet search etc.

Sales pitch – A sales pitch is a line of talk that attempts to persuade someone or
something with a planned sales presentation strategy of a product or service designed
to initiate and close a product and service sale. Sales professionals prepare and give a
sales pitch using the following methods:

 Face to face meetings

 E-mailing marketing contacts from the leads

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Marketing plan

Marketing plan excerpt

The growth of the web and graphics design industry is huge. Over the last five years, it
has grown almost by 30%. The web has become a tool for communicating, interaction
and the growth of businesses.

Existing situation

‘Online Media Solutions’ has successfully established itself in the web development and
marketing industry with signs of rising further.

‘Online Media Solutions’ implemented a system for cost reduction that reduced the
project costs dramatically and helped us offer quality services at reduced costs.

We targeted the small businesses, assessed their needs and provided them with quality
services at reduced costs.

Existing customers

The company focuses on small businesses and institutions that are looking to develop
or upgrade their web presence.

Our service brings onboard any small business that needs an internet presence, but we
concentrate more on those that need more details about their operations online.

Such companies most likely go for all or some of the following services:

• A shopping cart or e-commerce.

• Dynamic features and content.

• Aggressive marketing of products online.

Market opportunity

Opportunity

‘Online Media Solutions’ has successfully ventured into B2B engagements. Based on the
analysis conducted, the organisation sees exponential growth in developing B2C
products and selling them to customers.

These products include:

 Web templates

 CMS templates

 Graphic templates

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o Brochure

o Flyers

o Business cards

 Logo templates

Solution

Online Media Solutions will focus on developing the B2C products (specified in the
opportunity section) and selling them to the end-users using its website. The
organisation will focus on reducing operational costs and provide the products to the
clients at prices cheaper than the market.

SWOT analysis

Strengths

 Experience team

 Market demand

 Known market

Weaknesses

 Highly competitive market

 Low margin

Opportunity

 B2C engagement to sell web-based products

Threats

 Price wars

 Market share of existing players

Competitor analysis

‘Online Media Solutions’ has an advantage over its competitors as there are not many
competitors in the market that provide the products at such a reasonable cost.

Further, the organisation has a very good reputation in the market and well-established
links that will help them venture into the B2C segment and successfully conduct its
operations.

Target market segment strategy

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We will focus our marketing efforts on attracting end-users and small businesses. We
reached this decision after careful market analysis and identifying the needs of this
market segment.

Marketing objectives

• To generate 60-70% revenue from small businesses and institutions

• To increase brand awareness in the market

• To generate 20-30% revenue from the new market segment (B2C engagements)

Pricing Strategy

Online Media Solutions will establish a pricing system to guide our clients on the nature
of the services and the corresponding prices. Since we will be dealing with a market
segment that tries to reduce costs, we will charge our services on an hourly basis. It will
make the clients understand the services that will most likely cost them more.

Expected costs, profits and sales

As the organisational pricing strategy, Online Media Solutions will charge for its products
and services on an hourly basis.

Following are the expected costs associated with the production and delivery of its
products and services:

• Expected costs for its products and services:

o Labour cost: $35/hour

o Indirect costs: $40/hour

• Net-profit targets: 35%

• Expected time to develop its products: 10-15 hours.

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Strategic business transformation

Strategic business transformation

“Online Media Solutions” is a full-service web solutions provider for businesses. The company offers
services through the mode of its B2B engagements.

“Online Media Solutions” further want to venture into B2C engagement by selling its products. The
products that the business will develop and sell to the end-users include:

 Web templates

 CMS templates

 Graphic templates

o Brochure

o Flyers

o Business cards

 Logo templates

B2C Products

“Online Media Solutions” product portfolio includes Web Templates, CMS Templates, Graphics
Templates, Brochures, Flyers, Business cards and Animated logo templates. The prices are typically
listed on the online shop where customers can either take monthly subscription or pay per download
as per need.

The business will have a database that will act as the repository for all the products.

Budget requirements for operating B2B engagements

Budget requirements for operating B2B engagements

Start-up expenses

Legal $2500

Stationery $1500

Insurance $2000

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Website re-development $30000

Recruitment $10000

Software and hardware $25000

Marketing and advertisements $20000

Total Start-up expenses $96000

Start-up assets

Cash required $200000

Other current assets $25000

Long-term assets $250000

Total assets $475000

Total requirements $571000

Operational model and strategies

The business will focus on B2C engagements along with the existing B2B engagements.

B2C engagements

The B2C engagement is primarily done through a dedicated online shop where customers can browse
through the repository, select designs or templates or download. The steps in the process are as
follow:

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Sign up
Browse Select Sign up Pay/Subscrib Download
e

Key strategic metrics

 Price

 Quality

 Network

 Service

 Relationship

 Customer-centric goals

Strategic initiatives

 Attractive portfolio

 Aggressive marketing

 Excellent service

 Service

 Relationship

 Customer-centric goals

Policies and procedures for strategic change

‘Online Media Solutions’ has a risk management plan in place to manage risks associated
with strategic change or transformation.

Risk management plan excerpt

The organization’s risk management plan is prepared in accordance with the ISO 31000
risk management framework.

Purpose of the Risk Management plan

The purpose of the risk management plan is to allow Online Media Solutions to identify
and record potential risks.

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The plan also allows mitigation strategies to be developed and tracked.

Risk strategy

‘In order to ensure that risks are identified in a consistent manner across the
organisation, a “Risk Assessment Model” will be applied. This will rank the risks in
priority order, and those risks considered important to track will be recorded on the
“Summary of Risks”. Mitigation strategies will be developed, recorded and monitored on
a monthly basis by the Operations Manager. If new major risks are identified, these
shall be recorded. The “Summary of Risks” will be reported to the board on a weekly
monthly basis.

The following diagram represents the process to be followed:

Risk matrix to be used:

The following risk matrix should be used to determine the priority of risks.

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Appendix B

Assessor Checklist for Stakeholder Consultation

During the session, the learner/ student was able to: Yes No

Use specialized vocabulary and features appropriate to context to discuss

and confirm requirements
Use inclusive and collaborative techniques to cooperate and consult with
others to identify options to support policy objectives
Effectively participates in verbal exchanges using active listening and
questioning to clarify information
Clearly explains detailed information using language, tone, and pace
appropriate to audience
Monitors processes, evaluates performance against agreed benchmarks and
recommends improvements to ensure compliance with organization,
statutory and legal requirements
Adapts personal communication style to build a positive working relationship
with stakeholders
Applies problem-solving processes and procedures relevant to Strategy

COMMENTS:

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UNIT ASSESSMENT RECORD

This section is to be completed by the Student

Student Name:

Student ID No:

Unit Start Date

Unit End Date:

Unit Code: BSBLDR811

Unit Title: Lead Strategic Transformation

Student Declaration

 I confirm all assessment instructions have been read & understood.

 I have been provided with and have reviewed the Student Handbook for all RTO policies & procedures
pertaining to assessments & reassessments.
 My responsibilities and requirements for this assessment have been explained to me by my
trainer/assessor.
 I understand my rights to appeal the decisions regarding the assessment outcomes according to the
RTO policies & procedures.
 I have advised my assessor of any special needs considerations (if any) & I understand when the
reasonable adjustments will be applied.
 I agreed to comply with all the requirement and conditions applicable to all assessments.
 I declare that all answers and responses to the tasks are my own work & none of this work has been
completed by any other person.
 I have not cheated or plagiarized the work or colluded with any other student/s in the completion of this
work.
 I have correctly referenced all resources and reference texts throughout these assessment tasks.
 I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken
against me.
 I permit the RTO to use my assessment submissions for moderation/validation purposes.

Student Signature: _______________________________________________ Date: _______________

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This section is to be completed by the Assessor

Result Reassessment
Please attach the following documentation to this form S = Satisfactory S = Satisfactory
NS = Not Satisfactory NS = Not Satisfactory

 Written Questions
Assessment Task 1  S |  NS  S |  NS

 Change strategy report

 Presentation tool
 Feedback request Email
Assessment Task 2  Modified communication  S |  NS  S |  NS
plan
 Stakeholder information
Email

Final Assessment Result for this unit  Competent  Not Yet Competent

Assessor Notes: (inclusive of reasonable adjustment, reassessment, reasonable adjustment, further

opportunities for gap training etc):
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________

Assessor / Trainer Signature: ___________________________

Assessor / Trainer Name: ___________________________

Date: ___________________

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Student Assessment Receipt

Student Name Student ID

Unit Name Lead Strategic Transformation Unit Code BSBLDR811

Summary of Assessments Submission Date

Assessment Task 1

Assessment Task 2

Assessor / Trainer Signature: ___________________________

Assessor / Trainer Name: ___________________________

Date: ___________________

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