Although there are no prerequisites, the college prefers students who have completed the BSB40120 Certificate IV Business (Leadership) course at Collins Institute of Australia or who already have a relevant/equivalent qualification, to enter BSB50420 Diploma of Leadership and management course.

Age restrictions:

• Must be 18 years of age or above.

Academic Requirements:

• Successful completion of Year 12 or equivalent and/or above.

English Language Requirements :

• IELTS 6.0 or equivalent.

After achieving the BSB50420 Diploma of Leadership and Management candidates may undertake the BSB60420 Advanced Diploma of Leadership and Management, or a range of other Advanced Diploma qualifications.

Graduates of the BSB50420 Diploma of Leadership and Management will develop an understanding of the dynamics and principles underlying effective functioning of work groups, as well as the necessary skills to competently function within small and/or large organisations. Possible job titles relevant to this qualification include:

• Manager
• Team leader
• Project leader

• The delivery mode is face-to-face institution based delivery and assessment.
• The face-to-face delivery includes lecture, group activities, and pair work and class presentations.
• The delivery mode is a classroom based with students required to attend 20 hours face-to-face scheduled course contact per week for the course of full time study.

Type of Assessments

• Demonstration
  Learners will be assessed through demonstration in some units; the trainer/assessor will observe learners communicating, interacting, planning, and co-ordinating with each other. This will help them build skills, knowledge and attitude and to successfully communicate.
• Questioning/Tests/Examination
  Learners will be assessed through questioning and testing in some units. The goal here is to identify the learner’s underpinning knowledge. Learners will be assessed with a formative exam. The exam may consist of several types of questions, these include; multi-choice, short answer, and listings.
• Role Play
  Learners will be assessed through role play assessment activity in some units. In role play activity, participants adopt and act out the role of characters, or parts that may have personalities, motivations, and backgrounds different from their own.
• Case Study
  Learners will be assessed through fault finding methods in some units. Fault finding is like validating/moderating or testing different training materials or any other resource (a technical story versus a set of diagnostic heuristics). During the training session, fault-finding is to be applied and measured before and after the delivery of the training material. The latter test involved ‘old’ faults and ‘new’ faults from the same and different categories to those encountered during training.
• Written Report and Project
  Learners will be assessed through written reports in some units. The goal is to ensure the learner possesses the tools for using technical skills in writing and drafting professional workplace reports.

Learners will be assessed through projects. Projects will focus on particular aspects or topics undertaken over the duration allocated for the delivery of the units.

The project activities reflect authentic workplace techniques and processes. The project will require the collection of information and the presentation of outcomes.