Assessor Resource

SITXEVT501
Develop conference programs

Assessment tool

Version 1.0
Issue Date: April 2024


Conferences are diverse in nature and occur in all industry contexts.

This unit applies to conference coordinators who operate independently, and are responsible for making a range of operational decisions. They may work in event management companies, in conference venues, or in organisations that organise their own conferences.

More general conference organisation skills are found in business units such as BSBADM503A Plan and manage conferences.

This unit describes the performance outcomes, skills and knowledge required to develop conference programs that include a significant business component. It requires the application of detailed knowledge of conference formats and options as well as a sound understanding of learning and development issues that impact on program design.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

design cohesive and practical conference programs that meet overall objectives, audience needs and program budgetary guidelines

design multiple and diverse conference programs

integrate knowledge of:

needs of different conference market segments

options available to conference organisers in terms of:

venues

staging

format

pre and post-touring components

learning and development principles.

Context of and specific resources for assessment

Assessment must ensure use of:

industry-realistic conferences for which programs are developed. Conferences may be created for the specific purpose of skills assessment, but must still meet the requirements outlined under Critical aspects of assessment, and have commercial, community or business relevance. Small personal events are not appropriate as a means of assessing an individual’s skills and knowledge

venues where conferences are operated

dedicated conference budgets

current industry documentation and publications relating to conference venues

stakeholders with whom the individual consults.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

evaluation of a project to develop a program for a conference

use of case studies or projects to assess knowledge of programming for different types of conferences

written or oral questioning to assess knowledge of conference programming formats and considerations

review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the individual.

Guidance information for assessment

The assessor should design integrated assessment activities to holistically assess this unit with other units relevant to the industry sector, organisation and job role, for example:

SITTPPD401 Package tourism products.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to consult and reach agreement on program design with stakeholders

critical thinking skills to analyse conference requirements and develop program options that best meet conference objectives

initiative and enterprise skills to consider and incorporate innovative approaches to program design

learning skills to develop and maintain knowledge of conference programming options

literacy skills to:

research and interpret potentially wide-ranging and complex information sources about conference programming options

develop clear program documentation

numeracy skills to work with conference scheduling and timing issues

planning and organising skills to create cohesive conference programming and scheduling

problem-solving skills to analyse and respond to potential risks and issues in program design.

Required knowledge

needs of different conference market segments and relevant stakeholders:

associations

corporate

government

conference session formats, and the features, advantages and disadvantages of different options

current, emerging and innovative approaches to conference program design

links between different conference program components and how these affect program design:

breaks

business program:

plenary

break-outs

catering

links with other parallel events

pre and posttouring elements

social program

scheduling options and issues for conferences of varying durations

options for conference staging, including:

key staging components

room layouts

current technologies

educational, learning and development principles:

learning principles for different groups

varying learning styles

features of learning materials

features of academic abstracts and how these are used.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Conference context, scope and objectives may relate to:

delegates:

numbers

origin

profile

host organisation:

development needs

objectives

profile

industry context:

development needs

current issues of concern

practical issues:

dates

duration

location.

Program requirements may relate to:

balance of social and business program

duration

learning and development focus

speakers and facilitators.

Internal and external factorsmay include:

current and emerging industry trends

emerging research

speaker or facilitator availability

venuerelated issues.

Technologies may relate to:

delivery of program information

remote conferencing options

social media

venue requirements

ways to enhance presentations.

Learning and development principles may relate to:

action and experiential learning

instructional design

interpretive techniques

learning styles of particular groups

principles of adult learning.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Analyse conference context, scope and objectives in consultation with stakeholders to determine program parameters and balance. 
Develop and agree on program requirements with relevant stakeholders. 
Assess internal and external factors for impact on program design. 
Develop conference format within known budget, venue and staging constraints. 
Research and analyse options for different program components and investigate ways to incorporate innovative approaches. 
Identify and integrate use of appropriate technologies in program development. 
Include activities that integrate learning and development principles appropriate to the target audience. 
Create cohesive program by integrating program components. 
Prepare realistic program cost estimates. 
Present proposed conference program to appropriate stakeholders within required timeframe. 
Negotiate program details with stakeholders and gain appropriate approvals. 
Initiate actions for publication of conference program in the context of broader conference management plans. 

Forms

Assessment Cover Sheet

SITXEVT501 - Develop conference programs
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Assessment Record Sheet

SITXEVT501 - Develop conference programs

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Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

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Overall assessment result: Competent Not yet competent

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