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The Assignment Brief includes the case studies as provided by the school and a brief outline
of what is suggested and required to meet the learning objectives. Please note that additional
work researching the companies and applying strategic tools may help the student to achieve
the learning objectives: LO1, LO2, P1, P2, P3, M1, M2 and D1. Remember business
consultants must always use facts and evidence and not their opinion. Use quotations,
citations, and references from published sources. Use cases, research, the organizations
websites and annual reports, and known organizations that monitor and evaluate each
industry. Do not use Study.com, Wikipedia, any non-peer reviewed, or non-academic sources.
LO1 Compare ways in which change impacts on an organisation’s strategy and operations.
LO2 Evaluate the influences that drivers of change have on organisational behaviour.
P1 Compare different organisational examples where there has been an impact of change on
an organisation’s strategy and operations.
P2 Evaluate the ways in which internal and external drivers of change affect leadership, team
and individual behaviours within an organisation.
P3 Evaluate measures that can be taken to minimise negative impacts of change on
organisational behaviour.
M1 Assess the different drivers for change in each of the given examples and the types of
organisational change they have affected. This may be referenced in each of the comparative
summary paragraphs included at the end of the SWOT and PESTAL analyses.
M2 Apply appropriate theories and models to critically evaluate organisational response to
change.
D1 Draw conclusions and recommendations with valid justifications for planning effectively for
change and applying change impact analysis. (Use evidence not your opinion)
Attachments:
5534498_1_scribner-ulc-unit-17-assignment-brief-outline-082020-handout.pdf

Assignment Details For this assignment, you .11 create a simple Personal Organiser System App on . Android platform using Android lava programming 1.guage. The app includrs a home screen that includrs one or more decorative images and options (e.g. button menu items. etc4 The App has four main functions aside from the home screen
1. Allow users° view and manipulate rse list of fnends 2. Allow userso view .d manipulate to-do-.1. S. Allow userso view and manipulate eve. 4. Display user to view and manipulate images that are associated with tile friends
In particular, the App should
Pass level (np to 6.4%): – Provide the main interface a. implemented actions where user crs select an option from the bunonstmenus for manipulating the friend reconls including o Add a new friend record: user can add a friend into the list. T. record includesfirst name. last name. gender. age and address. Edit a friend record: user can select a friend Sam the list. The program will display full detail information in the corresponding fields where they crs he changed. The page should also include . option to delete the cunent record in addition to the e. option. Provide the main interface and implemented actions where user can select an option from the bunonnmenus rsr manipulating the to-do-tasks irsluding o Add a new tonlo-task: user can add a task into the list. The torslorsask record includes losk name. location and status (completed a. not completed). The sta. is initially default as not completed. Update a to-dorsas, the user can select a to-dorssk from the list. The user can rsitch the to-dorsask to either complete or riot complete. View all the to-do-tasks that are grouped into two categories: complete and n. complete. – Be able to return to the home page or the previous page. – Provide a good quality user interface – Are the rsreens rssy to use? A. they laid out neatly? Do they Irsk go.?
Attachments:
5534504_1_28bdf959-77e2-4aec-b83b-6b19e3131166.jpeg
5534504_2_622a5f5b-025f-4b3f-94f4-b0886e2ee4ac.jpeg

You work at DOMO Travel, Tourism & Events as a retail travel agent and are required to provide information and advice on specific Australian destinations to a customer with special needs. General Instructions: If you do not currently have a travel and tourism workplace, you are required to demonstrate your ability to provide information and advice on specific Australian destinations in a simulated industry environment through a role play scenario. You will need to find someone to assist you by playing the role of the customer in the role play. You should choose someone who speaks clearly and confidently. In this role play you will be required to demonstrate the skills outlined in the observation checklist below. The destination information you provide should be researched from the below sources, which you will need to display and make reference to during the role play: • internet • brochures • regional, state, national tourism authority websites (e.g. Tourism and Events Qld, Tourism Australia) • social media sites. In the scenario you will role play a travel agent providing destination information to a customer who is making an enquiry about a trip to an Australian destination. Your customer has previously phoned to make the appointment and advised that he/she would like to know more about attending a LGBT (Lesbian, Gay, Bisexual, Transgender) festival somewhere in Australia that they haven’t been to before. Therefore you may have some information prepared to present to your customer when you meet them. You will need to seek feedback from your customer on their travel experience with Australian destinations in order to select a destination they have not yet visited. Your customer should select an Australian destination you have not already researched in this unit. Various festival information can be found at: • Australian Pride Network • Visit Gay Australia • Lonely Planet Gay & Lesbian Travellers During the role play you should spend time greeting the customer, building rapport, asking questions and using active listening techniques to determine the needs of your customer before providing any tailored information. Select a festival to recommend and present some destination information about the State where the festival will be taking place and discuss at least five (5) different features of that destination. You will be required to provide video and audio evidence of the role lay and upload to the Connect Assessment 2B Dropbox. Your audio and video evidence should be no longer than seven (7) minutes in duration and you must demonstrate the skills and knowledge listed in the observation checklist below. Time allowed: The time taken to demonstrate the skills outlined in the observation checklist for this assessment activity task should be within commercial time constraints and be no longer than seven (7) minutes. Information/Materials provided: • Students will need to simulate a travel agency workplace including a desk, computer, brochures and other travel-related items if necessary. • Technology capable of recording video and audio. • Instructions on how to upload video and audio recordings to a YouTube Channel if file size is an issue. Number of Attempts: You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and will arrange a date for your 2nd attempt. If your 2nd attempt is unsatisfactory (U), or you fail to attend of date scheduled for the 2nd attempt, you will be receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules.
Attachments:
5534712_1_sitttsl004-at3-o-tqm-v1–4—1-.docx

CLO 1. Apply clinical reasoning skills and models of evidence-based care to work
collaboratively with individuals with chronic conditions across the lifespan;
CLO 2. Apply theoretical concepts in simulated practice to assess, plan and
therapeutically intervene and evaluate care for people with various chronic
conditions;
GA 1. Well informed individuals with discipline-specific and industry knowledge
relevant to their profession or area of study;
GA 2. Critical, creative, thinkers who can integrate and apply knowledge and
relevant skills, including research and digital literacy skills, to analyse and evaluate
ideas, concepts, theories and problems, and offer insights, innovative approaches
and solutions;
GA 3. Ethical, engaged professionals and citizens who engage in non-discriminatory
and sage practices and consider the local, global, social, economic legal and
environmental influences on, and impact of, their attitudes and actions;
GA 4. Employable, enterprising professionals who are confident, self-directed, know
how they learn, and are resourceful, resilient, and adaptable to change.
Attachments:
5534733_1_s2-nur2102-2020-written-assignment-final.pdf