Institute of Leadership and

Management V2.0

Training and Assessment Strategy

(TAS)
Section 1: Training Product Description
RTO Name Australian Vocational Skills Institute Pty Ltd trading as Institute of
Leadership and Management
RTO Code xxx

BSB80120 Graduate Diploma of Management

Training Name (Learning)
Product
Release Number and Release 1 (19/Oct/2020), as per training.gov.au
Date
Delivery site Classroom delivery:
1. 3/49-54 Douglas Street Noble Park Melbourne VIC 3174
2. Level 14 3 Parramatta Square 153 Macquarie Street Parramatta NSW
2150
Packaging Based on information available from www.training.gov.au the following
Rules packaging rules apply for completion of this training product:

Total number of units = 8

3 core units plus
5 elective units, of which:

3 elective units must be selected from the elective units listed below
for the remaining 2 elective units:
up to 2 units may be selected from the elective units listed below
 if not listed, up to 2 units may be selected from an Advanced
Diploma, Graduate Certificate or Graduate Diploma from this or any
other currently endorsed Training Package qualification or
accredited course.
Consistent with the packaging rules, the units listed below will be delivered
Units of for this training product. The unit code and title is provided and units are
Competenc grouped into Core and Elective units. Pre-requisites are listed where
y relevant.

CORE

Unit Code Unit Name

BSBHRM613 Contribute to the development of learning and development strategies
BSBLDR811 Lead strategic transformation
TAELED803 Implement improved learning practice

ELECTIVES
IOLAM has determined that the units below will be offered in the delivery of
this program. The selection of units has been based on meeting local
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industry needs and confirmation of the availability of IOLAM resources,

equipment and teaching staff, with the relevant vocational competence.

Unit Code Unit name

BSBHRM611 Contribute to organisational performance development
BSBINS603 Initiate and lead applied research
BSBLDR812 Develop and cultivate collaborative partnerships and relationships
BSBSTR801 Lead innovative thinking and practice
PSPMGT006 Develop a business case

For details on training and assessment activity, refer to the Training and
Assessment Sequencing Plan included as Appendix 1 of this TAS.
Industry The industry consultation process assists by confirming that approach to
Engagemen delivery and assessment is consistent, as well as resources used are
t consistent with industry expectations and current practices.
Industry experts have been consulted in order to input into the
Clause 1.5 development of the course. Experts were provided with the Training and
Assessment Strategy, plus samples of the training and assessment
materials. Experts were also asked to comment on the industry skills
required of trainers and assessors.
Feedback from the consultation has been reviewed and incorporated into
this Strategy. An industry consultation register also records outcomes and
actions.
IOLAM also keeps up to date with industry trends through membership of
professional associations and newsletter subscriptions.
Entry to the
IOLAM has the following entry requirements:
training
product  Be 18 years or over
 Successful completion of Year 12 or equivalent
 Students will be required to have some skills and knowledge in
computers, with a basic understanding of Microsoft word.
 Participate in a suitability interview prior to enrolment and be able to
demonstrate an enthusiasm and ability to undertake this
qualification, with the recommendation being made by the
interviewer to the CEO and/or nominee who will make the final
decision
Transitionin The CEO subscribes to the following email updates to ensure the RTO is
g advised of any changes to the Training Product:
Arrangemen ✘ ASQA newsletters ✘ Skills Service Organisation Newsletters
ts Skiils IQ

✘ training.gov.au ✘ Other
VELG and Newbery Consulting

When there is a change to the Training Product that impacts on this TAS,
the CEO will notify all staff affected as soon as possible.

The RTO complies with clauses 1.26 & 1.27 of the Standards for RTOs
2015. When there are major changes to the Training Product, the CEO will
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review the changes made and create a plan to transition to the

requirements of the new training product and cater for completion
arrangements for students where possible. The progress of the transition
will be monitored by the CEO.

Transition arrangements must be completed within 12 months of changes

being published on training.gov.au for superseded qualifications and two
years for deleted training products (except Skill Sets and units of
competency which are 12 months).

Section 2: Learners and learning outcomes

Learners Target groups for the BSB80120 Graduate Diploma of Management
(Learning) are domestic students who are:

• Seeking to pursue a career in Organisational Capability Development

• Seeking a pathway to higher-level qualifications.
Characteristics of the target group are as follows:
Students may have work or study experience. Credit and/or RPL can be
provided for those with existing skills and knowledge, allowing such
students to complete the course in a shorter timeframe.
An entry-level has been set to ensure students are able to complete course
work.
Students are expected to typically fall into the age range of 18 – 35 as
people still establishing or changing careers.

Learning Institute of Leadership and Management provides learning and welfare

Support support to ensure a supported and successful learning environment for all
students.
Support arrangements are detailed in the Student Support Policy, and
Associated Procedures, and details of all student support services are
included in the Student Handbook and provided to students at orientation.
Students’ course progress is monitored throughout the course as per our
Course Progress and Attendance Policy and Associated Procedures.
Additionally, Institute of Leadership and Management has an officially
assigned dedicated trainer who can respond to student enquiries during
weekdays and within 48 hours of receiving the enquiry.

Pathways Potential employment options are in business in a range of industry areas.

The possible employment pathways may include as below:
 Organisational learning and leadership manager
 Workforce capability development leader
 RTO Manager or RTO Director
 Human resources development (HRD) operational manager

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Pathways from BSB80120 Graduate Diploma of Management (Learning) are

on a case-by-case basis as this is already a postgraduate course.

Section 3: Training Product Design

Recognition Students may apply for recognition of existing qualifications or skills,
knowledge, and experience (credit transfer or recognition of prior learning).
The granting of course credit may affect course fees, as well as the
duration of the course.
• This process is outlined in IOLAM Student Enrolment and Completion
Policy and Associated Procedures and Training and Assessment Policy
& Associated Procedures.
• Students who have skills and experience and are able to demonstrate
competence and currency in a unit or units of competency will be
eligible for Recognition of Prior Learning.

AQF AQF volume of learning indicators

Volume of (Note these indicators are considered to be a starting point and many factors can
Learning affect the amount of training required).
Certificate I Certificate Certificate III Certificate IV Diploma Advanced
0.5–1.0 II * ** 1.0–2.0 Diploma
year 0.5–1.0 1.0–2.0 0.5–2.0 years 1.5–2.0 years
600–1200 year years years 1200–2400 1800–2400
hours 600–1200 1200–2400 600–2400 hours hours
hours hours hours

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Duration The qualification is delivered over 75 weeks comprising of:

and
Amount of  6 terms of 10 weeks each (60 weeks total)
Training
 Holiday breaks amounting to 15 weeks (as specified in the
timetable)

Students are required to attend 20 hours of classroom training per week.

Additional unsupervised Study is expected to be approximately 5 hours a
week (see explanation below).
The training and assessment schedule shows the weeks during which
training is delivered and assessment conducted for each unit.
The total amount of training for structured classrooms is 880 hours. The
time scheduled for Assessments in class is 320 hours. Additional Study,
which is unsupervised and may include research for assessments and
general reading, is expected to be on average 5 hours a week.
Total delivery and assessment hours, therefore, amount to 1200 hours, and
the volume of learning (i.e. including unsupervised learning of homework)
is 1500 hours. A detailed breakdown of hours is provided in the Training
and Assessment Schedule.
Institute of Leadership and Management operates a system of rolling
enrolments meaning that students may commence at the beginning of any
unit. Students may enter the qualification after any unit, as there are no
pre-requisites for any units. The Training and Assessment Schedule is
shown in terms, and this represents the scheduling of units on
commencement. However, depending on when a student joins the course,
the term number will vary.
Institute of Leadership and Management has decided on the course
duration and amount of training, taking into account the AQF Volume of
Learning, which is typically 1 – 2 years and 1200 – 2400 hours. It is
considered that the duration and amount of training provided will allow
students the opportunity to fully absorb the required knowledge, as well as
develop skills over time. Where learners have prior skills and knowledge,
they may apply for RPL or credit transfer, which will reduce the course
duration if granted.

Training A face to face training mode is employed for this qualification and all
Delivery training will take place at the Institute of Leadership and Management
training facilities.
Units of competency are delivered individually.

A timetable will be supplied to each student prior to course

commencement. Students are also provided with an orientation to the
course to outline the learning and assessment processes, support services
and other relevant information. This forms part of the general orientation
that Institute of Leadership and Management provides to students.
Students will be provided the required textbooks at orientation that they
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will use to develop their knowledge and understanding. All students will be
provided with a range of learning support options and resources to help
them achieve competency.
Students can also be supported outside of face to face through e-mail and
telephone contact with their trainer. Students are provided with their
trainer’s contact details at their orientation. Students are encouraged to
contact their trainer at any time and trainers will liaise with students
regarding their progress and provide advice as required, including any
relevant course content and concepts, learning opportunities, assessment
requirements, feedback on assessments and any issues the student is
experiencing.

Students will be informed of the required reading or activities to prepare

for each face to face lesson.

Students will also be provided with a list of reference materials that can
also be accessed to develop their knowledge.

Institute of Leadership and Management uses a range of techniques during

face to face delivery including trainer presentations and demonstrations,
individual tasks, case studies, research, role plays, practical
demonstrations and group work. The context of the simulated workplace
environment will be incorporated into delivery methodologies and students
will complete tasks to appropriate workplace standards.
Delivery methodologies employ terminology, equipment, resources,
materials, contexts, practices and activities associated with the role in the
workplace.
Assessment IOLAM has a Quality Assessment System which aims to ensure that
assessment of our students meets the requirements of the nationally
endorsed training packages and accredited courses, and produces
graduates with the relevant skills and knowledge for the workplace.

All assessments for this training program comply with the assessment
requirements of the BSB80120 Graduate Diploma of Management
(Learning) and in accordance with the Principles of Assessment and Rules
of Evidence.

For details on assessment activity, refer to the Training and Assessment

Sequencing Plan included as Appendix 1 of this TAS. The information below
aligns with the Training and Assessment Sequencing Plan.

Academic Institute of Leadership and Management requires that students complete

Integrity all assessments/provide assessment evidence ethically and without
cheating, plagiarism, and collusion. The CEO and trainer/assessors will
ensure that academic integrity is maintained in all learning and
assessment activities by providing information to students to ensure they
understand what constitutes cheating, plagiarism and collusion and what
will be the outcome if they undertake such practice. Institute of Leadership
and Management has the following definitions for cheating, plagiarism and
collusion.

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Cheating: this is the use of any means to gain an unfair advantage during
the assessment process. Cheating may include copying a friends’ answers,
using mobile phones or other electronic devices during closed book
assessments, bringing in and referring to pre-prepared written answers in a
closed book assessment and referring to texts during closed book
assessments, amongst others.

Plagiarism: plagiarism is the submission of somebody else’s work as if it

was the Student’s own. This may include copying all or part of another
person’s thoughts or ideas and representing them as your own. If a student
fails to identify the original source of some or all of the submissions, this
also constitutes plagiarism. If a student copies another student’s work and
passes this of as their own, then this is also a form of plagiarism and
cheating.

During the assessment, students will read about ideas and gather
information from many sources. When students use these ideas in
assignments, they must identify who produced them and in what
publications they were found. If students do not do this, they are
plagiarising. If students are including other people; work in submissions
e.g., passages from books or websites, then the reference should be made
to the source.

Collusion: this is the presentation by a student of an assignment as his or

her own, which is the result of unauthorised collaboration with another
person or persons. Collusion involves the cooperation of two or more
students in plagiarism or other forms of academic misconduct or cheating.
Both collusion and plagiarism can occur in group work.

Where it is found that cheating, plagiarism, or collusion has occurred, this

will result in the Student’s assessment submission being invalidated, and
the Student will be investigated for academic misconduct.
Assessment Institute of Leadership and Management has a plan for, and implements,
Validation systematic validation of assessment practices and judgments. The
Validation Plan ensures that each unit or module on Institute of Leadership
and Management’ scope of registration is validated at least once every five
years, with at least 50% of all units or modules validated within the first
three years of each five-year cycle.
The Validation Plan includes:
• When assessment validation will occur
• Which training products will be the focus of the validation
• Who will lead and participate in the validation activities.

Validation is conducted on a regular basis for each training product in line

with the requirements of the Standards for RTOs 2015 (Clause 1.9, 1.10 &
1.11). Collectively, those involved in validation must have:
• Vocational competencies and current industry skills
• Current knowledge and skills in vocational teaching and learning
• The training and assessment qualification or assessor skill set

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Section 4: Human and Physical Resources

Trainers • The trainers/assessors for the course are listed on the Trainer and
and Assessor Register. Each completes and maintains their details in the Skills
assessors Matrix.
• All trainers are required to have the qualification TAE40116 Certificate IV
in Training and Assessment or its successor or
• TAE40110 Certificate IV in Training and Assessment plus the following
units:
o TAELLN411 (or its successor) or TAELLN401A, and
o TAEASS502 (or its successor) or TAEASS502A or TAEASS502B or
• a diploma or higher-level qualification in adult education.
• Trainers will have relevant tertiary, VET, and specific industry
qualifications that, in combination, will demonstrate qualifications to teach and
assess at the unit of competency level in competency mapping tables on file.
• Trainers are required to demonstrate a work history and current
experience in the relevant industry in their teaching area of expertise. This
experience is confirmed in a resume and references.
• Trainers must maintain their currency with industry and knowledge of
the VET system in professional development logs. Individual professional
development plans will be maintained in the Human Resources – staffing
folders and updated annually.
• The College will offer internal professional development opportunities in
relevant topics.
Facilities Training rooms, including desks, chairs, whiteboard and overhead projector.
and Computers with Microsoft Office and access to the Internet.
Equipment
Learning and assessment materials as outlined in this TAS.
In addition, all students who are undertaking the BSB80120 Graduate Diploma of
Management (Learning) must have the following resources while in class.
• A laptop or computer that is installed with Microsoft Office or similar.
Simulated The simulated training environment is achieved by using equipment, tools,
training technology, workplace conditions, legislation, quality standards, and
environmen approaches to work that match those currently employed in the industry. For
t example, workplace plans (business/operational/ weekly), administration
documentation, IT hardware, and Microsoft office software applications,
telephones, tables and chairs, policy and procedure manual.
Students understanding of the workplace and its requirements will be
developed throughout the course.
The environment is created to suit the specific unit requirements, and the
trainer reinforces understanding through relating to their own experience and
through the use of learning materials, e.g., textbooks, handouts, or videos.
Depending on the unit content and context the classroom environment is
adapted to recreate the simulated work environment.
Appropriate simulated contexts and activities are incorporated into delivery
and prepare students for assessment. These align to the contexts and activities
indicated in the units of competency. The simulated assessment contexts and
activities also align to the requirements of each unit of competency.

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During the practical lessons, sufficient time is allocated for students to perform
the required tasks, practice their skills and reinforce their knowledge.

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Appendix 1
Training and Assessment Sequencing Plan
This plan details the order that units or clusters of units are delivered, including details of the weeks/dates students will undertake assessments. Refer to the
example below.

Qualification BSB80120 Graduate Diploma of Management (Learning) Volume of Learning

Week Unit Classroom training Classroom Amount of Training Classroom Unsupervised study
schedule assessment assessment hours hours
schedule Classroom training
hours

Term 1

Week 01 BSBHRM613 Training as outlined 20 5

Contribute to the in trainer guide for
development of this unit
learning and
development
strategies

Week 02 BSBHRM613 Training as outlined 20 5

Contribute to the in trainer guide for
development of this unit
learning and
development
strategies

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Week 03 BSBHRM613 Training as outlined 20 5
Contribute to the in trainer guide for
development of this unit
learning and
development
strategies

Week 04 BSBHRM613 Training as outlined Task 1: Knowledge- 10 10 5

Contribute to the in trainer guide for based questions
development of this unit
learning and
development
strategies

Week 05 BSBHRM613 Task 2: Project 20 5

Contribute to the
development of
learning and
development
strategies

Week 06 BSBHRM611 Training as outlined 20 5

Contribute to in trainer guide for
organisational this unit
performance
development

Week 07 BSBHRM611 Training as outlined 20 5

Contribute to in trainer guide for

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organisational this unit
performance
development

Week 08 BSBHRM611 Training as outlined 20 5

Contribute to in trainer guide for
organisational this unit
performance
development

Week 09 BSBHRM611 Training as outlined Task 1: Knowledge- 10 10 5

Contribute to in trainer guide for based questions
organisational this unit
performance
development

Week 10 BSBHRM611 Task 2: Project 20 5

Contribute to
organisational
performance
development

Tern Break (Week 11-13)

Term 2

Week 14 BSBINS603 Initiate Training as outlined 20 5

and lead applied in trainer guide for
research this unit

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Week 15 BSBINS603 Initiate Training as outlined 20 5
and lead applied in trainer guide for
research this unit

Week 16 BSBINS603 Initiate Training as outlined 20 5

and lead applied in trainer guide for
research this unit

Week 17 BSBINS603 Initiate Training as outlined Task 1: Knowledge- 10 10 5

and lead applied in trainer guide for based questions
research this unit

Week 18 BSBINS603 Initiate Task 2: Project 20 5

and lead applied
research

Week 19 BSBLDR812 Develop Training as outlined 20 5

and cultivate in trainer guide for
collaborative this unit
partnerships and
relationships

Week 20 BSBLDR812 Develop Training as outlined 20 5

and cultivate in trainer guide for
collaborative this unit
partnerships and
relationships

Week 21 BSBLDR812 Develop Training as outlined 20 5

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and cultivate in trainer guide for
collaborative this unit
partnerships and
relationships

Week 22 BSBLDR812 Develop Training as outlined Task 1: Knowledge- 10 10 5

and cultivate in trainer guide for based questions
collaborative this unit
partnerships and
relationships

Week 23 BSBLDR812 Develop Task 2: Project 20 5

and cultivate
collaborative
partnerships and
relationships

Term Break (Week 24-26)

Term 3

Week 27 BSBSTR801 Lead Training as outlined 20 5

innovative thinking in trainer guide for
and practice this unit

Week 28 BSBSTR801 Lead Training as outlined 20 5

innovative thinking in trainer guide for
and practice this unit

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Week 29 BSBSTR801 Lead Training as outlined 20 5
innovative thinking in trainer guide for
and practice this unit

Week 30 BSBSTR801 Lead Training as outlined Task 1: Knowledge- 10 10 5

innovative thinking in trainer guide for based questions
and practice this unit

Week 31 BSBSTR801 Lead Training as outlined 20 5

innovative thinking in trainer guide for
and practice this unit

Week 32 BSBSTR801 Lead Training as outlined 20 5

innovative thinking in trainer guide for
and practice this unit

Week 33 BSBSTR801 Lead Task 2: Project 1 20 5

innovative thinking
and practice

Week 34 BSBSTR801 Lead Training as outlined 20 5

innovative thinking in trainer guide for
and practice this unit

Week 35 BSBSTR801 Lead Training as outlined 20 5

innovative thinking in trainer guide for
and practice this unit

Week 36 BSBSTR801 Lead Task 3: Project 2 20 5

innovative thinking
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and practice

Term Break (week 37-39)

Term 4

Week 40 PSPMGT006 Develop Training as outlined 20 5

a business case in trainer guide for
this unit

Week 41 PSPMGT006 Develop Training as outlined 20 5

a business case in trainer guide for
this unit

Week 42 PSPMGT006 Develop Training as outlined 20 5

a business case in trainer guide for
this unit

Week 43 PSPMGT006 Develop Training as outlined Task 1: Knowledge- 10 10 5

a business case in trainer guide for based questions
this unit

Week 44 PSPMGT006 Develop Training as outlined 20 5

a business case in trainer guide for
this unit

Week 45 PSPMGT006 Develop Training as outlined 20 5

a business case in trainer guide for
this unit

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Week 46 PSPMGT006 Develop Task 2: Research 20 5
a business case report

Week 47 PSPMGT006 Develop Training as outlined 20 5

a business case in trainer guide for
this unit

Week 48 PSPMGT006 Develop Training as outlined 20 5

a business case in trainer guide for
this unit

Week 49 PSPMGT006 Develop Task 3: Project 20 5

a business case

Term Break (week 50-52)

Term 5

Week 53 TAELED803 Training as outlined 20 5

Implement improved in trainer guide for
learning practice this unit

Week 54 TAELED803 Training as outlined 20 5

Implement improved in trainer guide for
learning practice this unit

Week 55 TAELED803 Training as outlined 20 5

Implement improved in trainer guide for
learning practice this unit

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Week 56 TAELED803 Training as outlined Task 1: Knowledge- 10 10 5
Implement improved in trainer guide for based questions
learning practice this unit

Week 57 TAELED803 Training as outlined 20 5

Implement improved in trainer guide for
learning practice this unit

Week 58 TAELED803 Training as outlined 20 5

Implement improved in trainer guide for
learning practice this unit

Week 59 TAELED803 Training as outlined Task 2: Research 20 5

Implement improved in trainer guide for report
learning practice this unit

Week 60 TAELED803 Training as outlined 20 5

Implement improved in trainer guide for
learning practice this unit

Week 61 TAELED803 Training as outlined 20 5

Implement improved in trainer guide for
learning practice this unit

Week 62 TAELED803 Task 3: Project 20 5

Implement improved
learning practice

Term Break (week 63-65)

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Term 6

BSBLDR811 Lead Training as outlined

Week 66 strategic in trainer guide for 20 5
transformation this unit

BSBLDR811 Lead Training as outlined

Week 67 strategic in trainer guide for 20 5
transformation this unit

BSBLDR811 Lead Training as outlined

Week 68 strategic in trainer guide for 20 5
transformation this unit

BSBLDR811 Lead Training as outlined

Task 1: Knowledge-
Week 69 strategic in trainer guide for 10 10 5
based questions
transformation this unit

BSBLDR811 Lead Training as outlined

Week 70 strategic in trainer guide for 20 5
transformation this unit

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BSBLDR811 Lead Training as outlined
Week 71 strategic in trainer guide for 20 5
transformation this unit

BSBLDR811 Lead Training as outlined

Week 72 strategic in trainer guide for Task 2: Project 1 20 5
transformation this unit

BSBLDR811 Lead Training as outlined

Week 73 strategic in trainer guide for 20 5
transformation this unit

BSBLDR811 Lead Training as outlined

Week 74 strategic in trainer guide for 20 5
transformation this unit

BSBLDR811 Lead
Week 75 strategic Task 3: Project 2 20 5
transformation

Total Supervised Classroom Training Hours 880

Total Supervised Assessment Hours 320

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Total Unsupervised Study Hours 300
Total Volume of Learning 1500

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