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BSB50420 – Diploma of Leadership & Management2

BSB50420 – Diploma of Leadership & Management2

(CRICOS Course Code: 109113H )

Course overview

Course Code

BSB50420

Course Name

Diploma of Leadership and Management (Release 1)

CRICOS Course Code

TBA – Subject to approval

Training Package Details

(BSB) Business Services Training Package (Release 7.0)

Packaging Rules

To be awarded this qualification, competency must be demonstrated in

12 units of competency, consisting of:

Six (6) core units, plus Six (6) elective units, of which:

Four (4) units must be selected from the elective units listed in the training package

Remaining 2 units may be selected from the elective units listed in the training package, or any other currently endorsed Training Package qualification or accredited course at Certificate IV or above

Elective units must be relevant to the work environment and the qualification, maintain the integrity of the AQF alignment and contribute to a valid, industry-supported vocational outcome.

https://training.gov.au/Training/Details/BSB50420

Note: Credits may apply for equivalent units of competency A Statement of Attainment will be issued for any unit of competency completed and deemed competent if the full qualification is not completed. A testamur along with the Record of Results will be issued upon attaining competency in all the 12 units in the qualification.

AQF Level

Australian Qualification Framework Level 5

Qualification Overview

This qualification reflects the role of individuals who apply knowledge, practical skills and experience in leadership and management across a range of enterprise and industry contexts.Individuals at this level display initiative and judgement in planning, organising, implementing and monitoring their own workload and the workload of others. They use communication skills to support individuals and teams to meet organisational or enterprise requirements.

They may plan, design, apply and evaluate solutions to unpredictable problems, and identify, analyse and synthesise information from a variety of sources. Source: TGA

 

Subjects and units

The BSB50420 – Diploma of Leadership and Management has 12 units of competency, there are 6 core units and 6 elective units.

Unit Code

Unit Title

Unit Type

BSBCMM511

Communicate with influence

Core

BSBCRT511

Develop critical thinking in others

Core

BSBLDR523

Lead and manage effective workplace relationships

Core

BSBOPS502

Manage business operational plans

Core

BSBPEF502

Develop and use emotional intelligence

Core

BSBTWK502

Manage team effectiveness

Core

BSBFIN501

Manage budgets and financial plans

Elective

BSBLDR522

Manage people performance

Elective

BSBPEF501

Manage personal and professional development

Elective

BSBSTR502

Facilitate continuous improvement

Elective

BSBSUS511

Develop workplace policies and procedures for sustainability

Elective

BSBTWK503

Manage meetings

Elective

Career opportunities

  • Senior Manager
  • Branch Manager
  • Team Leader
  • Call Centre Manager
  • Operations Manager

Target Clients

Target learners will be mostly International/Overseas students who may possess different education discipline but seek to further develop their skills across a wide range of business and management functions, with the specific goal of preparing them with the skills for work. Learners could be looking to get the skills to join or re-join the workforce, get better employment opportunities, move into a new career or gain additional skills in their existing career.

Learner Cohort for this training and assessment strategy:

  • learners will hold minimum of year 12 qualification or equivalent;
  • mostly International students; multi‐cultural groups;
  • young to matured students: 21 years and above age group;
  • no or limited access to an Australian workplace (e.g. casual or temporary workers);
  • may hold Certificates/Diplomas/other qualifications, may have previous overseas experience, and are interested in developing their business and management skills, to prepare them with the skills for work;
  • may have little or no vocational experience, looking to gain specific skills in business and management for their chosen occupation.

Delivery mode

Where students are not in a workplace setting (e.g. classroom sessions), a simulated environment will be created to provide the real‐life context and resemble the actual workplace conditions.

As best practice, Raymond International College shall endeavour to establish industry partnership to provide examples and context of an actual workplace environment. However, where it is not possible, the simulated environment will be achieved through role-play, scenario‐based activities and adjustments to classroom layout.

The simulated work environment, when used, will closely resemble what occurs in a real work environment. The simulated work environment will also involve a range of activities that reflect real work experience.

In the simulated work environment, Raymond International College shall ensure that that the trainers and assessors are thoroughly familiar with the units of competence as well as experienced in the current circumstances of the work.

Raymond International College shall utilise the RTO environment to showcase examples of actual work environment

Recognition of prior learning / credit transfer

Recognition of Prior Learning (RPL) is a process where skills and knowledge that you have gained through work or unrecognised training, potentially life experience can be formally recognised and reduce the amount of required study or cover the entire course in specific circumstances.

Raymond International College has a process that has been structured to minimise the time and cost to applicants and provides a supportive approach to students wishing to apply for RPL. We encourage you to discuss RPL with one of our trained team to Raymond International College ertain if RPL may be suitable for you and ideally apply for RPL at the time of enrolment, however you may apply up to 2 weeks into your course.

Delivery and support arrangements

Mode of Delivery

Face to Face, Campus‐Based Delivery

Delivery Location

341- 345 Queen Street Melbourne 3000 VIC

Learning Environment

Classroom based, multicultural groups in an instructor‐led learning environment

Simulated Work and Learning Environment

Where students are not in a workplace setting (e.g. classroom sessions), a simulated environment will be created to provide the real‐life context and resemble the actual workplace conditions.

As best practice, Raymond International College shall endeavor to establish industry partnerships to provide examples and context of an actual workplace environment. However, where it is not possible, the simulated environment will be achieved through role play, scenario‐based activities and adjustments to classroom layout.

The simulated work environment, when used, will closely resemble what occurs in a real work environment. The simulated work environment will also involve a range of activities that reflect real work experience.

In the simulated work environment, Raymond International College shall ensure that the trainers and assessors are thoroughly familiar with the units of competency as well as be experienced in the current circumstances of the work.

Assessing in simulated environments

Raymond International College strongly believes that simulations must provide opportunities for integrated assessment of competence that include:

performing the task (task skills)

managing a number of tasks (task management skills)

dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)

fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)

transferring competencies to new contexts.

Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under simulated conditions should reflect those typically found in the workplace. Students will have access to a simulated workplace environment in the classroom to learn and practice their skills. Raymond International College understands the importance to study real-life case studies and examples, so students get exposed to industry practices and trends, so they are ready to leap into the industry fully prepared. Real-world quality outcomes and authentic learning are a focus of our training and this is done by having industry current trainers who have vast experience in the industry, the use of real case studies in the learning sessions and in some of the assessment tasks.

Entry Requirements

English Language Requirement

To enter this qualification, applicants must meet English Language Requirements – IELTS (Academic) overall score of 5.5 or TOEFL IBT 46 or Cambridge English Advanced (CAE) 162 or PTE Academic 42 or equivalent. English language competence can also be demonstrated through documented evidence of any of the following:

Minimum five (5) years of study in English in Australia, Canada, New Zealand, Britain, America, South America or Ireland.

Completed in Australia in English a substantial component (at least 50%) of a qualification at AQF level 4 or higher.

Successfully completed in Australia in English the Senior Secondary Certificate of Education.

Completed a recognised ELICOS program and achieved an English Proficiency level of upper intermediate or equivalent.

Note: In the absence of formal English qualifications Raymond International College may proffer an English Placement Test.

DHA Requirement

Applicants must also provide documentation according to Department of Home Affair requirements. For further information on student visa assessment level and documentation, visit Department of Home Affairs’ website at: https://www.homeaffairs.gov.au/

Academic Requirement

To enter this qualification, applicants should have successfully completed an Australian Year 12 (or an international secondary school year which is equivalent to Australian Year 12) with satisfactory results, OR successful completion of a recognised Foundation Studies program in Australia, OR Successful completion of an Australian qualification of AQF level 4. An educational achievement which is greater than any of these is also suitable.

Age Requirement

Students must be a minimum age of 18 years or above at the time of course commencement.

Pre-Training Review

All international learners will undertake pre-training review to determine suitability for the course and student needs. The aim of the review is to identify their training needs through questions on previous education or training, relevance of the course to applicant, relevant experience and interview conducted by Raymond International College enrolment officer. Interview will also aim to identify any support needs and possible RPL opportunities.

Through pre-training review learner will demonstrate that they have necessary skills to successfully complete the course.

Language Literacy and Numeracy (LLN)

All students will be required to complete an LLN assessment prior to the commencement of the course.The outcome will help the trainers and Student Support Staff to identify the learning needs and make provisions for additional academic support where required.

Hardware/Software requirements

 

Raymond International College will provide access of computers/laptops during classroom hours, however for students to work on assessments, tasks and self-study all learners are expected to have access to a laptop or computer with windows operating system and office application like Microsoft word at their own cost.

Note: Some assessment tasks are completed using a computer and internet, and it is essential for the student to possess basic computer skills.