g · web view• brief cv • certificates/results of assessment • any licences • tickets...

Department of Trainingand Workforce Development

Western Australia

RPL Assessment Tool Kit

BSB40807Certificate IV in Frontline

Management

First published 2010

ISBN 978-1-74205-504-6

© Department of Training and Workforce Development

All rights reserved.

Western Australian Department of Training and Workforce Development materials, regardless of format, are protected by copyright law.

Permission, however, is granted to Trainers, Assessors, and Registered Training Organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities.

This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Training and Workforce Development.

Published by and available from

WestOne Services

1 Prospect PlaceWEST PERTH WA 6005Tel: (08) 9229 5200 Fax: (08) 9227 8393Email: [email protected]

Website: www.westone.wa.gov.au

AcknowledgementsThis work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI).

This resource contains ‘Units of Competency’ from BSB07 Business Services Training Package – BSB51107 Diploma of Management © Commonwealth of Australia 2007 Department of Education, Science and Training (DEST), used under the AEShareNet-FfE licence.

DisclaimerWhilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Tool Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Tool Kit can be accepted by the Western Australian Department of Training and Workforce Development.

mailto:[email protected]

http://www.westone.wa.gov.au/

BSB40807 Certificate IV in Frontline ManagementRPL Assessment Tool Kit

ContentsRecognition of Prior Learning (RPL) Assessment Tool Kit 7

Overview of the Recognition Process 9

PART 1Section 1 – Assessor’s Information 11

Introduction 13

Explanation of RPL documents 14

Section 2 – List of competencies in this RPL Assessment Tool Kit 15

Qualification Rules 17

List of competencies in this RPL Assessment Tool Kit 19

Units of competency covered in this RPL Assessment Tool Kit 19

Section 3 – Interview Question Bank and Recording Sheets 21

Cluster 1 – Workplace leadership 23

Cluster 2 – Workplace relationships 35

Cluster 3 – Innovation and improvement 45

Cluster 4 – Project management 53

Section 4 – Practical Tasks and Observation Recording Sheets 61

Practical tasks 63

Cluster 1 – Workplace leadership 65

Task 1– Develop workgroup plan 65

Instructions for the candidate 65

Demonstration/Observation Checklist 67

Instructions for the Assessor 67

Task 2 – Prepare a personal development plan 71




Task 3 – Monitoring a safe workplace case study 75




Cluster 2 – Workplace relationships 83

Task 4 – Managing poor performance case study 83




of 228 © Department of Training and Workforce Development 2010Version 1, February 2010


Task 5 – Resolving conflict to improve team performance case study 91




Task 6 – Network negotiations role play 99




Cluster 3 – Innovation and improvement 107

Task 7 – Create a new and improved customer service charter 107




Cluster 4 – Project management 111

Task 8 – Research, develop and manage a project 111




PART 2Section 5 – Candidate’s Information and Self-Evaluation Forms 117

What is Recognition of Prior Learning (RPL)? 119

How to prepare for your RPL assessment 120

The four steps in the RPL assessment process 122

Candidate’s Information Form 125

Candidate’s Employment History Form 127

Candidate’s Self-Evaluation Form 129

Candidate’s Self-Evaluation for Cluster 1 – Workplace leadership 131

Candidate’s Self-Evaluation for Cluster 2 – Workplace relationships 139

Candidate’s Self-Evaluation for Cluster 3 – Innovation and improvement 143

Candidate’s Self-Evaluation for Cluster 4 – Project management 147

Section 6 – Third Party Report and Supporting Documentation 153

Third Party Report 155

Supporting Documentation 157

Table 1: Cluster 1 158




Assessor’s Evidence Summary Sheet 163

© Department of Training and Workforce Development 2010 of 228Version 1, February 2010


Section 7 – Mapping of Assessment Tools 165

Mapping document for Cluster 1 167

Evidence Matrix 169


Evidence Matrix 185


Evidence Matrix 197


Evidence Matrix 205



Page intentionally blank



Recognition of Prior Learning (RPL) Assessment Tool Kit

BSB40807 Certificate IV in Frontline ManagementThis RPL Assessment Tool Kit has been developed by the Western Australian Department of Training and Workforce Development, in consultation with industry, as a resource to assist RPL Assessors by providing a set of quality assessment tools which can be used to conduct whole of qualification RPL. This Kit also contains information which can be provided to the candidate.

This kit should be customised to suit the needs of the candidate, employer/industry or Assessor and should reflect the purpose for which it is being used.

It is recommended that prior to using this kit for the first time, and after any modifications or contextualisation, that this assessment kit be validated by the user to ensure it meets the required Australian Qualification Training Framework Standards (AQTF), relevant Training Package requirements and Registered Training Organisation (RTO) policies.

A task-based model for RPL A process for RPL has been developed that promotes holistic, task-based assessment, and which focuses on relating assessment activities to actual job tasks. The intention of this model is to streamline and simplify recognition processes for prospective candidates. This RPL Assessment Tool Kit has been developed to support this task-based model.

The focus of the new streamlined holistic assessment process is to focus on demonstrated skills and knowledge, and is not reliant on documentary evidence as the main source of evidence.



Overview of the Recognition Process


STEP 1

STEP 2

STEP 3

STEP 4

Candidate Enquiry Candidate’s Information

Form

Demonstration/Observation of Practical Tasks

Interview and Questioning

Candidate Self-Evaluation

Issue Qualification –Statement of Attainment

By RTO

Supporting Evidence/Third Party

Report(If required)

If not ready for RPL, the candidate is to

be provided with training options.

Gap Training (if required)

BSB40807 Certificate IV in Frontline ManagementSection 1 – Assessor’s Information

PART 1

Section 1

Assessor’s Information

It is important that you complete both Steps 2 (Interview/Questioning) and 3 (Practical Tasks) when completing RPL Assessment using this kit.

The RPL process is a streamlined process which does not rely solely on documentary evidence. It uses a combination of questioning, practical assessment and supporting evidence to provide evidence of the candidate’s competence.



IntroductionWelcome to the BSB40807 Certificate IV in Frontline Management.

This RPL Assessment Tool Kit contains 12 (10 required for the qualification + an additional two electives as an alternative option) units of competency.

It is simply set out, with a covering comprehensive list of instructions at the front of each document, as well as covering instructions for each step of the process, as found in the notes for the Assessor, and notes for the candidate.

Included in this pack are documents as follows:

Explanation of RPL documents

Information for Assessors

Qualification Rules and list of units of competency contained in this kit

Units of competency separated into clusters for assessment

Tool Kits for each cluster, in order:

► Interview Question Bank and Record of Interview Sheets

► Demonstration/Observation Tasks and Recording Documents

Candidate information

► Candidate Self-Evaluation (incorporating Third Party Verification)

Mapping Documents for all the units included in this kit.



Explanation of RPL documents

a) Interview Question Bank and Recording Sheets (Section 3): The interview question bank is the second stage of the process, in which the Assessor and the candidate confirm the knowledge by discussing a series of questions. Each of these questions includes a series of Key Points which may assist the Assessor in guiding the discussions.

b) Practical Tasks and Observation Recording Sheets (Section 4): These tools are designed to guide the Assessor and candidate through a workplace observation, proving the candidate’s ability to conduct the specific tasks and skills required for recognition of competency in the particular area.

c) Candidate’s Information and Self-Evaluation Forms (Section 5): This document is for the candidate to assess their suitability for RPL process, by asking them to consider each of the points and assessing their ability against the task. It has been broken into smaller skill groups, clustering like activities together to enable ease of completion. It is then reinforced by the candidate’s supervisor’s comments, both against tasks and as a summary for each group. This serves as third party validation of the candidate’s claims.

d) Third Party Report and Supporting Documentation (if applicable) (Section 6): The third party verification report is provided for referees, for example the supervisor, to confirm the candidate’s skills and experience in the qualification/occupation. This is particularly useful in addressing Employability Skill requirements. It is important to note that third party reports are not always available and that Assessors are recommended to use their professional judgement to determine if this is a requirement.

List of suggested supporting documentation (if applicable): A list of suggested industry specific evidence or supporting documentation (in addition to the generic documentation) is provided to assist the candidate in collecting evidence to support their application.

e) Mapping document (Section 7): This tool demonstrates how each of the documents reflects the units of competency in the particular cluster.


BSB40807 Certificate IV in Frontline ManagementSection 2 – List of competencies in this RPL Assessment Tool Kit

Section 2

List of competenciesin this

RPL Assessment Tool Kit



Qualification Rules

BSB40807 Certificate IV in Frontline ManagementThe following information has been extracted from the IBSA BSB07 Business Services Training Package: This qualification reflects the role of individuals who take the first line of management in a wide range of organisational and industry contexts. They may have existing qualifications and technical skills in any given vocation or profession, and require recognition of their supervisory skills. Typically they would report to a manager and provide leadership and guidance to others, taking responsibility for the effective functioning and performance of the team and its work outcomes. Applicants seeking RPL in this qualification would have vocational experience in a supervisory role, but no formal qualification.

Requirements

Successful completion of a total of ten (10) units of competency made up of:

four (4) core units; and

six (6) elective units

○ of which three must be selected from the list of electives in the qualification rules for BSB40807 as stated in the BSB07 Training Package

or

○ the remaining three may come from the list of electives in the qualification rules for BSB40807 as stated in the BSB07 Business Services Training Package or from any other currently endorsed training package.

○ If not included in the lists, one unit may be selected from either a Certificate III or Diploma qualification.

Note: Given the flexibility provided within the structure and packaging of this qualification, this RPL tool has been created to give the maximum flexibility to the candidate, whilst still capturing the nature of the qualification.



List of competencies in this RPL Assessment Tool KitThis section identifies the units contained in this Assessment Tool Kit.

Units of competency covered in this RPL Assessment Tool Kit

Note: Not all clusters need to be completed to qualify for this award.

The candidate may select either cluster 3 or cluster 4 to best reflect their vocational area.

Cluster 1 – Workplace leadership

Unit Code Unit Title Core/Elective

BSBMGT401A Show leadership in the workplace Core

BSBOHS407A Monitor a safe workplace Core

BSBMGT402A Implement operational plan Core

BSBWOR404A Develop work priorities Elective

BSBRSK401A Identify risk and apply risk management processes Elective

Cluster 2 – Workplace relationships


BSBWOR401A Establish effective Workplace relationships Elective

BSBWOR402A Promote team effectiveness Core

BSBREL401A Establish networks Elective

Cluster 3 – Innovation and improvement


BSBCUS402A Address customer needs Elective

BSBMGT403A Implement continuous improvement Elective

Cluster 4 – Project management


BSBPMG510A Manage projects Elective

BSBRES401A Analyse and present research information Elective


BSB40807 Certificate IV in Frontline ManagementSection 3 – Interview Question Bank and Recording Sheets

Section 3

Interview Question Bankand

Recording Sheets

This section contains questions the Assessor may ask the candidate while documenting their conversation during the RPL interview.

Assessor’s InstructionsIt is not intended that every question for each competency be asked or discussed during the conversation. Only questions related to those competencies that the initial documentary review has failed to fully address are required.

Each question provides key points to look for in the candidate’s responses. You may wish to use these key points to formulate questions of your own, contextualise, or rephrase the suggested questions to suit the candidate’s particular work situation.

On the Recording Sheets, place a tick next to each key point as it is addressed by the candidate during the conversation. By doing this, you are recording what you have heard the candidate say during the interview.

Use the Assessor’s Comments section next to each question to provide further details about the context of the discussion or other key points and examples the candidate has discussed that may be relevant in confirming competency.



It is important to remember that the notes taken during the questioning interview are important evidence and should be retained as part of the candidate’s assessment records.



Interview Question Bank and Recording Sheets


Assessor’s Instructions

The interview should allow the candidate to confirm their knowledge as identified by their Self-Evaluation against relevant units of competency. The Assessor may use these questions to guide the interview, ensuring that the candidate addresses the key points identified for each question.

These key points exist as a guide only, and the Assessor is encouraged to expand on them where necessary to satisfy depth of underpinning knowledge and skills.

It is recommended that the interview be conducted in the workplace, allowing the candidate access to documents, equipment etc to support their statements.

Record of interview

Candidate’s name

Assessor’s name

How/where was the interview conducted?

Interview only qAt an RTO’s premises q Name: _________________________________________

In the workplace q Name: _________________________________________




Candidate’s name

Units of competency BSBMGT401A Show leadership in the workplaceBSBOHS407A Monitor a safe workplaceBSBMGT402A Implement operational plan

Units of competency BSBWOR404A Develop work prioritiesBSBRSK401A Identify risk and apply risk management processes

Questions relating to Cluster 1 Yes No Assessor’s Comments

1. Using an example from your workplace, explain how you developed and implemented your operational plan.Key Points: consultation, monitoring, team motivation; implementation of resource management systems, tactical risk analysis, identification of requirements, team implementation plans; contribution of operational plan to achievement of organisation’s performance and business plan; short term plans for a department or section Collating, analysing and organising details of resources; consultation with colleagues and specialist resource managers; allowing employees opportunities to contribute to team and operational plans, providing feedbackKPIs to monitor operational performanceDetails of plan implementation, development and presentation of proposals for resources requirementsPlanning and organising skills to sequence work to achieve planned outcomes

q q

2. What are some contingency plans that you used in the planning and implementating of your organisation’s operational plan and why is it important to have contingency plans; where else might you use them?Key Points: contingency planning, problem identification, methods of resolution; contingency planning, contracting out, outsourcing human resources, diversification of outcomes, using cheaper materials, increasing sales or production, recycling equipment, use of rental equipment, restructuring to reduce labour costs, risk identification and management, further funding, succession planning, cost-reducing strategiesContingency planning for financial management, budgeting, safety planning and implementation, resource acquisition

q q




Candidate’s name




3. Referring to your organisation’s policies, practices and procedures, explain how you have undertaken resource acquisition to enable implementation of your operations and safety plans (this could be human, physical or services).Key Points: resource management systems at the tactical implementation level; resource planning and acquisition; organisation’s policies, practices and procedures, implementing plans for resource acquisition in consultation with relevant personnel.

q q

4. Where human resources were acquired, what safety and other induction processes did your undertake?Key Points: organisation’s policies, practices and procedures relevant to recruitment and induction of employees, supporting documentation as evidence may be used

q q

5. How do you ensure that the desired outcomes in your operational plans are successfully met?Key Points: methods for monitoring performance; analytical skills to review and interpret budgets and financial information, monitor profit/productivity performance. Monitoring of performance systems and processes, feedback arrangements, individual and team plans, KPIs and specified work outcomes to assess progress in achieving plans and targets; analysing budget and actual financial information; identifying unsatisfactory performance and taking prompt action according to organisational policies; providing coaching mentoring and supervision of staff to meet objectives Development of contingency plans to ensure issues do not become obstacles; acquisition of necessary resourcesPlanning and organising skills to monitor performance, sequence work of self and others to achieve planned outcomes; coaching and mentoring skills to provide support to colleagues

q q




Candidate’s name




6. What do you need to consider when reporting on performance?Key Points: practices and techniques associated with methods for reporting on performance; reporting on financial performance and tactical risk analysis; using KPIs or agreed upon benchmarks, providing consistent and timely feedback and following up on agreed upon outcomes. organisation’s systems, procedures and records associated with performance, databases, individual/team plans and organisational policies/proceduresunderstanding of how to prepare reports and recommendations using language/literacy skills suitable for the task and target group

q q

7. Using examples from your workplace, what strategies and tools do you use when planning and completing your own work schedule?Key Points: techniques to prepare personal plans and to establish priorities to support the achievement of goals; organisation’s business technology applications to schedule tasks and plan work.planning for workgroup, consideration of resource needs, organisational needs, team needs, own personal needs and prioritiesexamples of factors that may affect the achievement of work objectives and to consider these when planning work scheduleexamples of business technology applications available in their workplace to assist with scheduling, software, hardware, email and internet/intranet/extranet, fax, modems, personal schedules, general office equipmentliteracy skills to understand the organisation’s policies, procedures and communications to write work plans; organising skills to prioritise, manage and meet deadlines; and problem-solving skills to develop contingency plans

q q




Candidate’s name




8. How do you monitor and measure your own progress in achieving targets and goals?Key Points: understanding of methods to evaluate own performance; to elicit, analyse and interpret feedback from others on the achievement of work objectives; and to routinely identify and report on the variations in the quality of service and performance according to organisational requirementsorganising skills to prioritise, manage and meet deadlines; literacy skills to request and receive feedback about performance; and using technology to monitor progress

q q

9. How do you coordinate and manage your own professional development?Key Points: identify and prioritise personal learning needs; range of professional development options.coordinate their own professional development such as assessing personal knowledge and skills against organisational benchmarks to determine development needs and priorities; researching and planning for sources and opportunities for improvement in liaison with colleagues; using feedback to identify and develop ways to improve competency within available opportunities; identifying, accessing and completing new skills professional development activities to facilitate continuous learning and career development; storing and maintaining records and documents relating to achievements and assessments in accordance with organisational requirementsrecognise and develop new and necessary skills and knowledge; literacy skills to write professional development plans and to request, receive and interpret feedback; and using technology to monitor self-development

q q

10. As a frontline manager you are required to model high standards of performance and behaviour and to enhance the image of your organisation. Using examples from your workplace, how do you ensure that you are a positive role model for your team and are enhancing your organisation’s image? What theories of leadership do you draw upon regarding your leadership style?

q q




Candidate’s name




Key Points: leadership styles and concepts; organisation’s standards, values and expectations of behaviour. Where relevant, reference to a code of conduct also requiredprocesses of ensuring management performance and behaviour; meet the organisation’s requirements and serve as a role model for others; developing and implementing plans in accordance with organisation’s goals and objectives; and establishing and using KPIs to meet goals and objectivesorganisation’s standards and values when carrying out business and to questioning (through established channels) standards or values they consider to be damaging to the organisation, and ensuring personal performance contributes to the organisation’s credibility and integritygood communication and presentation skills to represent the organisation, to explain its work to others and to model professionalism

11. Describe an instance when your leadership and decision-making led to a positive change in your workplace. How did you ensure you made an informed decision and how did you involve your team?Key Points: leadership skills; decision-making skills to show good judgement and follow through, and an understanding of basic theory of group behaviourgathering and organising information relevant to the issue under consideration; facilitating individuals/teams active participation in decision-making processes; examining options and assessing associated risks to determine preferred option; ensuring decisions are timely and communicate them clearly to individuals/teams; preparing plans to implement decision and ensuring agreement by individuals/team; using feedback processes effectively to monitor the implementation and impact of decisions

q q

12. What are some of the more common legislation and Australian Standards that may affect aspects of your organisation’s operations? Explain how you take these into consideration when conducting risk management activities and monitoring a safe

q q




Candidate’s name




workplace.Key Points: key provisions of relevant legislation from all levels of government eg anti-discrimination, ethical principles; codes of practice, privacy, environmental, OHS, Australian and international standards, and explain using examples where they have made decision based on the requirementsRelevant legislation may include: Mines Safety Inspect Act (WA) 1994, Workers’ Compensation and Injury Management Act (WA) 1981, Privacy Act (Cth) 1988, Equal Opportunity Act (WA) 1984, State Records Act (WA) 2000, Occupational Safety and Health Act (WA) 1984, AS/NZS4360:2004 Risk Management, Occupational Health and Safety Regulations (WA) 1996, Mines Safety and Inspection Regulations (WA) 1995, Dangerous Goods Safety Act (WA) 2004, Dangerous Goods Safety (General) Regulations (WA) 2007legal responsibilities of employers, supervisors and employees in the workplaceliteracy skills sufficient to read and understand a variety of texts, including OHS documentation




Candidate’s name




13. Using an example from your workplace, explain how you identified risk and applied risk management processes to projects that were within your area of operation. Key Points: identification, analysis and evaluation of risk; risk management processes; understanding of personal role in relation to wider organisational or project context. organisational policies and procedures relating to risk management processes and strategies; identifying risk (ie context for risk management; using tools to identify risk; eg documentation, standard instruments or tools to prioritise risk with numerical scoring systems); analysing and evaluating risk (ie analysing and documenting identified risks in consultation with key stakeholders; undertaking risk categorisation to determine the level of risk; documenting analysis processes and outcomes); treating risk (ie determining control measures and assessing strengths and weaknesses; identifying control measures for all risks; referring risks relevant to whole organisation or beyond own area to others; choosing and implementing control measures for own area; and preparing and implementing treatment plans)problem-solving skills to appropriately address identified risks; research and data skills to identify and evaluate risks; and literacy skills to write, edit and proofread documents to ensure clarity of meaning, accuracy and consistency or information

q q

14. What monitoring and reviewing arrangements are in place to support the risk management plan or processes in your own area of operation?Key Points: risk management processes and procedures and of auditing requirements relating to risk management; example of monitoring and reviewing risk management from own areaworkplace example and may refer to processes such as regular review of implemented treatments against measures of success (eg cost, reductions in impact, reductions in likelihood, reductions in occurrence); and using review results to improve risk treatmentauditing requirements, particularly how this impacts on own area of operationresearch and data collection skills to monitor and evaluate risks

q q




Candidate’s name




15. Provide examples of instances when you have communicated OHS issues to your workgroup or team. What did you need to consider when preparing your communication materials? Key Points: legal responsibilities of employers, supervisors and employees; organisation’s OHS policies, procedures and programs; sound understanding of necessity to provide specific, clear and accurate information and advice on workplace hazards to the workgroupexamples of types of information to be communicated such as OHS legislation and codes of practice (Mines Safety Inspect Act (WA) 1994, Workers’ Compensation and Injury Management Act (WA) 1981, Privacy Act (Cth) 1988, Equal Opportunity Act (WA) 1984, State Records Act (WA) 2000, Occupational Safety and Health Act (WA) 1984, AS/NZS4360:2004 Risk Management, Occupational Health and Safety Regulations (WA) 1996, Mines Safety and Inspection Regulations (WA) 1995, Dangerous Goods Safety Act (WA) 2004, Dangerous Goods Safety (General) Regulations (WA) 2007); organisation’s policies, procedures and programs; information about identified hazards and the outcomes of risk assessments and control

q q

16. Why is it important to use efficient consultative mechanisms when managing health and safety risks in the workplace? Give examples of instances when you have implemented and monitored participative OHS processes in your workplace. Were they effective? Why/why not?Key Points: understanding that consultation is a key mechanism for improving workplace culture and provide an example of implementing, facilitating and monitoring participative processes in their own workplaceimportance of effective consultation as a mechanism of improving workplace safetypromptly dealing with issues raised and recording and communicating the outcomes of consultative processes to the workgroup, in accordance with organisation’s consultation procedures

q q




Candidate’s name




17. Explain how you have implemented and monitored your organisation’s procedures for providing OHS training.Key Points: coaching and mentoring skills to provide support to colleagues; knowledge of systematic processes for managing OHS training needs in line with organisational requirements, including identifying training needs; making arrangements to meet training needs in consultation with relevant industries; providing workplace learning opportunities and coaching and mentoring to facilitate team and individual achievement of identified training needs; and identifying and reporting to management the costs associated with providing training for inclusion in the financial plan

q q

18. Can you provide an example of an instance when you identified hazards and associated risks in your workplace? What actions did you take and how did you treat the risk?Key Points: hazards and associated risks which exist in the workplace; organisational policies and procedures relating to hazard management, fire, emergency, evacuation, incident (accident) investigating and reportingidentify and report on hazards; assessing risks in work area and promptly actioning team member hazard reports in accordance with OHS policies and proceduresprocedures to control risk using the hierarchy of controls in accordance with organisational requirements; identifying and reporting inadequacies in existing control measures in accordance with the hierarchy of controls; monitoring outcomes of reported inadequaciesanalytical skills to identify hazards, to assess risks in the work area and to review data relating to monitoring and evaluating the effectiveness of risk control measures

q q




Candidate’s name




19. What OHS records do you maintain for your team and what do you need to consider when managing OHS information and reporting OHS data? Key Points: relevant legal requirements and organisation’s policies and procedures for incident reporting and maintaining OHS data and informationexample of OHS records they maintain in their workplace such as audit and inspection reports, consultation; first aid/medical post records; hazardous substances registers; induction, instruction and training; manufacturer’s and supplier’s information including dangerous goods storage lists; plant and equipment maintenance and testing reports; workers’ compensation and rehabilitation records; workplace environmental monitoringaccurately completing and maintaining records of incidents of occupational injury and disease in the work area in accordance with OHS legal requirements;(State Records Act (WA) 2000, Occupational Safety and Health Act (WA) 1984: s23l Notification of deaths, injuries and diseases) and using the aggregate information and data from work area records to identify hazards and monitor risk control procedures in work areaanalytical skills to review data relating to monitoring and evaluating incidents (accidents) and environmental issues

q q




Candidate’s name



Additional notes from conversation

Assessor’s signature Outcome(Please circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)

Assessor’s name Date









Record of interview

Candidate’s name

Assessor’s name







Candidate’s name

Units of competency BSBWOR401A Establish effective workplace relationshipsBSBWOR402A Promote team effectiveness

Units of competency BSBREL401A Establish networks


1. What are some of the more common legislative requirements that may affect your business operation? Key Points: legislation from all levels of government (with particular emphasis on local knowledge) that affects business operation, especially in regard to OHS, environmental issues, equal opportunity, industrial relations and anti-discriminationRelevant information may include: Mines Safety Inspection Act (WA) 1994, Workers’ Compensation and Injury Management Act (WA) 1981, Privacy Act (Cth) 1988, Equal Opportunity Act (WA) 1984, State Records Act (WA) 2000, Occupational Safety and Health Act (WA) 1984, AS/NZS4360:2004 Risk Management, Occupational Health and Safety Regulations (WA) 1996, Mines Safety and Inspection Regulations (WA) 1995, Dangerous Goods Safety Act (WA) 2004, Dangerous Goods Safety (General) Regulations (WA) 2007

q q

2. What types of information could you collect, analyse and share with your work team to improve work performance? And where would you source this information from?Key Points: types of information collected in workplace to assist with work performance; examples of work place sources of informationinformation including data appropriate to work roles and organisational policies that are shared and retrieved in writing or verbally, electronically or manually such as: archived, filed and historical background data; individual and team performance data; marketing and customer related data; planning and organisational documents including the outcomes of continuous improvement and quality assurance; policies and procedures

q q

3. Describe some consultation processes you have implemented in your workplace to encourage employees to contribute to issues related to their work. Are there any other people who may be able to contribute to developing and refining new ideas and approaches?Key Points: consultation processes; examples of consultation processes implemented in

q q




Candidate’s name




workplaces, such as feedback to the work team and relevant personnel, in relation to outcomes of the consultation process; opportunities for all employees to contribute to ideas and information about organisational issuesacknowledge contributions from internal and external sources in developing and refining new ideas and approacheseffective relationship management and communication skills to use supportive and consultative processes effectively; communication skills to receive and report on feedback; maintain effective relationships and culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

4. Why is it important to promptly relay feedback to the team in regards to outcomes of consultation processes?Key Points: relationship management skills, dealing with people openly and fairly, gaining trust and confidence of colleagues, responding to unexpected demands from a range of people, using supportive and consultative processes effectively

q q

5. How do you ensure you are communicating in a manner that is appropriate to your workgroup? What do you need to take into consideration?Key Points: awareness of coaching and mentoring skills to support colleagues, relationship management and communication skills including culturally appropriate communication skills; relating to people from diverse backgrounds and with diverse abilities.

q q




Candidate’s name




6. What processes have you implemented to ensure that issues are resolved promptly, and who are the relevant personnel you may need to raise issues with?Key Points: processes to resolve issues promptly such as conducting information meetings; coordinating surveys or questionnaires; distributing newsletters or reports; exchanging informal dialogue with relevant personnel, participating in planned organisational activitiesrelevant personnel; managers; OHS committee and other people with specialist responsibilities; other employees; supervisors; union representatives/groups

q q

7. How do you develop trust and confidence in your working relationships with colleagues, customers and suppliers and other business contacts?Key Points: theory and skills associated with relationship management and communication; organisation’s social, ethical and business standardscolleagues, customers and suppliers; internal and external contacts; employees at the same level and more senior managers; people from a wide variety of social, cultural and ethnic backgrounds, team members.organisation’s social, ethical and business standards to develop and maintain effective relationships; implied standards such as honesty and respect relative to the organisational culture and generally accepted within the wider community; rewards and recognition for high performing staff; standards expressed in legislation and regulations such as anti-discrimination legislation; written standards such as those expressed in: code of workplace conduct/behaviour, dress code, policies, statement of workplace values, vision and mission statementsacknowledge treating all internal and external contacts with integrity, respect and empathygaining trust and confidence through competent performance; through leadership, through demonstration of high standards of business practice; through adjusting interpersonal style and methods to meet organisation’s social and cultural environment; and through maintaining consistent behaviour in the workplaceencouraging other team members to follow set examples as per organisation’s policies and

q q




Candidate’s name




procedures, such as Materials Safety Data Sheet; organisational tasks and activities undertaken to meet performance outcomes; sets of accepted actions approved by the organisation; Standard Operating Procedureeffective communication skills such as culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

8. How do you manage difficulties and conflict in your team or working relationships? Give an example of where you have turned a difficulty into a positive outcome.Key Points: theory associated with relationship management including identifying and resolving problems; resolving conflict; monitoring, analysing and introducing ways to improve work relationships; example of successfully resolving a difficultly/conflict in the workplacehow to manage the difficulty, including identifying and analysing difficult situations and taking action to rectify the situation within the requirements of the organisation and relevant legislation (eg Equal Opportunity Act (WA) 1984, Occupational Safety and Health Act (WA) 1984); negotiating (assertiveness; bargaining; collaboration; confidence building; empathising; offers and counter offers; solution designing; stress management) to encourage positive and mutually acceptable outcomesstrategies to support team members such as guiding and supporting colleagues to resolve work difficulties; and regularly reviewing and improving workplace outcomes (OHS processes and procedures; performance of the work team) in consultation with personnel relevant to the candidate’s workplacemanage any conflicts constructively within the organisation’s processescommunication skills to receive and report on feedback, to maintain effective relationships and use of culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

q q

9. How do you manage poor work performance, which may include individual team q q




Candidate’s name




members, the organisation as a whole, yourself or the whole work team?Key Points: theory associated with relationship management including managing poor performance and communication skillsregularly reviewing and improving workplace outcomes (OHS processes and procedures; performance of the work team) in consultation with personnel relevant to the candidate’s organisationcoaching and mentoring skills to provide support to colleagues; effective communication skills to receive and report on feedback, to maintain effective relationships; as well as culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities




Candidate’s name




10. When planning team outcomes, what do you need to identify, establish and document in consultation with team members? And what types of consultation methods have you used with your team to establish team outcomes?Key Points: planning outcomes for own team and supporting team members in meeting outcomes; examples of consultation methods they have used in their workplace with their teamteam purpose, roles, responsibilities, goals, plans and objectives; action plans, business plans and operational plans linked to strategic plans; expected outcomes and outputs; goals for individuals and the work team; individual and team performance plans and key performance indicators; OHS responsibilitiesconsultation methods; examples of methods employed, such as attending meetings, interviews, brainstorming sessions; using email/intranet communications, newsletter or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual effectiveness; using mechanisms to provide feedback to the work team in relation to consultation outcomeseffective communication skills to enable consultation such as facilitating discussion, mentoring and coaching; use of planning, organising and leadership skills; communication skills to receive and report on feedback, to maintain effective relationships and culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

q q

11. How have you assisted your team to become an effective cohesive unit?Key Points: delegation and work allocation; goal setting; group dynamics and processes; individual behaviour and difference; leadership; motivation; negotiation; planningteam cohesion; opportunities for input of team members into planning, decision-making and operational aspects of work team; encouraging and supporting team members to take responsibility for own work (individual and joint actions; individuals and teams) and to assist each other in undertaking required roles and responsibilities; providing feedback (formal/informal

q q




Candidate’s name




gatherings between team members where there is communication on work related matters; information, communication of ideas and thoughts on specific tasks, outcomes, decisions, issues or behaviour) to team members to encourage, value and reward individual and team efforts and contributions; and recognising and addressing issues, concerns and problems identified by team members or referring to relevant persons (colleagues, direct superior, or other management representatives; OHS committees and other people with specialist responsibilities) as requiredcommunication skills such as boosting team morale; dealing with team conflict; delivering messages from management; facilitating discussion; mentoring and coaching; ability to receive and report on feedback to maintain effective relationships; and culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

12. How do you ensure your own performance serves as a role model for your team?Key Points: ensure own behaviour enhances the organisation’s image within the work team, the organisation and with clients/customersleadership skills and effective communication skills to receive and report on feedback, as well as culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

q q

13. Describe how you facilitate work in your team.Key Points: principles and techniques associated with delegation and work allocation; goal setting; group dynamics and processes; individual behaviour and difference; leadership; motivation; negotiation; planningencouraging team members to participate in and take responsibility for team activities and communication processes; and giving team support to identify and resolve problems which may impede its performanceplanning, organising and communication skills, such as boosting team morale; dealing with team

q q




Candidate’s name




conflict; delivering messages from management; facilitating discussion; mentoring and coaching; receiving and reporting on feedback, as well as culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

14. As a team leader you have an important role to liaise and raise issues with both management and your team. How do you ensure your communication with line managers and your team is effective and what steps do you take to ensure issues are resolved?Key Points: organisational structure, including organisational chart, as well as principles and techniques associated with leadership, negotiation and communication skillsmaintaining open communication (face-to-face; formal/informal interaction/ verbal, written or electronic communication) with line managers/management (direct superior or other management representative) at all times; communicating information from line manager/management to team; and communicating unresolved issues, concerns and problems raised by either the team/team members to line manager/management and/or issues raised by the line manager/management to the team; ensuring follow-up action is takenleadership skills; negotiation skills to achieve mutually acceptable outcomes; effective communication skills to receive and report on feedback; deliver messages from management; facilitate discussion; culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

q q

15. Can you identify some professional networks or associations you have developed or participated in? Where you developed the network, briefly describe the network strategy you used to establish and maintain the network relationship?Key Points: professional networks developed, maintained, pursued or involved in; client or organisational policies, plans and procedures; related organisations, agencies and networks; trends and forecasts for relevant industries, services and products

q q




Candidate’s name




networks as established structures or unstructured arrangements and may include business or professional associations; informal or formal and with individuals or groups; internal and/or externalprofessional network or association such as advisory committees; colleagues; committees; government agencies; internal/external customers; lobby groups; local inter-agency groups; other organisations; professional/occupational associations; project specific ad hoc consultative/reference groups; specific interest groups or support groups; suppliers; work teamnetwork strategy; examples such as association memberships; conference participation; distributing materials; individual marketing; maintaining regular contact; seminar attendancerelationship management and communication skills to forge effective relationships with internal and external people, and to develop and maintain these networks




Candidate’s name




16. Can you provide some examples of how you have used these networks to promote and benefit your team and/or the organisation, consistent with organisational/client requirements?Key Points: examples from own workplace of how the network benefited themselves, their team or organisation; knowledge of client or organisational policies, plans and procedures; related organisations, agencies and networks; trends and forecasts for relevant industries, services and productsorganisational/client requirements such as access and equity principles and practices; defined resource parameters; ethical standards; goals, objectives, plans, systems and processes; legal and organisational policies, guidelines and requirements; marketing plans; occupational health and safety policies, procedures and programs; quality and continuous improvement processes and standards; quality assurance and/or procedures manualscommunicating information regarding new networks to inform individuals, colleagues and clients of potential benefitsparticipation to obtain and maintain personal knowledge and skillshigh level negotiation skills to encourage positive outcomes

q q

17. Give an example of where you were required to seek specialist advice in the development of a contract that arose out of a business relationship that you established.Key Points: example from workplace of where they were required to seek specialist advice regarding the development of a contract that arose out of a network they had establishedeffective negotiation skills to achieve mutually acceptable outcomes

q q




Candidate’s name




18. What strategies have you employed to promote business relationships? Key Points: examples of different methods of communicating and presenting; importance of feedback; use of technology to support effective communication and presentation when promoting business relationshipstrategies to represent and promote the interests and requirements of the relationship; appropriate presentation skills to communicate the goals and objectives of the relationship; effectively communicated issues, policies and practices of the relationship to a range of audiences, in writing and verbally; feedback (such as accuracy and sufficiency of information; appropriateness of audience; benefits to organisation; impact of message; liaison with networks; participation of competitors; use of media) to identify and develop new ways to improve promotional activities within available opportunitieseffective communication skills to receive and report on feedback to maintain effective relationships, as well as culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

q q



S(Satisfactory)










Record of interview

Candidate’s name

Assessor’s name







Candidate’s name

Units of competency BSBCUS402A Address customer needsBSBMGT403A Implement continuous improvement


1. What are some of the more common legislative requirements, codes of practice and standards that may affect aspects of your business operations? Key Points: relevant aspects of legislation, codes of practice and national standards pertaining to their area of operations – including anti-discrimination , ethical principles, privacy laws, environmental issues and OHSRelevant legislation may include: Mines Safety Inspect Act (WA) 1994, Workers’ Compensation and Injury Management Act (WA) 1981, Privacy Act (Cth) 1988, Equal Opportunity Act (WA) 1984, State Records Act (WA) 2000, Occupational Safety and Health Act (WA) 1984, AS/NZS4360:2004 Risk Management, Occupational Health and Safety Regulations (WA) 1996, Mines Safety and Inspection Regulations (WA) 1995, Dangerous Goods Safety Act (WA) 2004, Dangerous Goods Safety (General) Regulations (WA) 2007.

q q

2. Who are your customers and how do you assist them to articulate their needs? Key Points: good understanding of who their customers are; explain their organisation’s procedures and standards for customer service relationships; demonstrate detailed product knowledge which may be of significant breadth or of significant depthmay refer to their customers as those persons with specific requests or needs; in person, computer based and telephone customers; internal and external customers; people from a range of social, cultural or ethnic backgrounds; people who may be unwell, drug affected or emotionally distressed; people with varying physical and mental abilities; regular and new customersassist their customer to articulate needs for example ensuring customer needs are fully explored, understood and agreed; explaining and matching available services and products to customer needs; identifying and communicating rights and responsibilities of customers (fulfilment of external obligations; informed consent) to the customer as appropriatecommunication skills to relate to people from diverse backgrounds and people with diverse abilities

q q




Candidate’s name



3. Give an example of how you used your problem-solving skills to satisfy a complex customer need. What actions did you take and what was the outcome?Key Points: undertaken to satisfy a complex customer need in their workplace including explaining the importance/relevance of detailed product knowledge; demonstrate effective problem-solving skills to develop solutions unique to a customerprocess to satisfy complex customer needs which includes explaining possibilities for meeting customer needs; assisting customers to evaluate service and/or product options to satisfy their needs; determining and prioritising preferred actions; identifying potential areas of difficulty in customer service delivery and taking appropriate actions in a positive mannerdetailed product knowledge which may be of significant breadth (so as to propose alterative products and services) or of significant depth (so as to propose variations within a limited product and service range) mannereffective communication skills such as culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

q q

4. Given your knowledge of continuous improvement and customer service, do you think you could have handled the situation differently? Why/Why not?Key Points: knowledge of continuous improvement/customer service theories to create considered and justified answer

q q

5. When interacting with customers, what types of communication skills do you use to ensure their needs are met? What do you need to consider when interacting with customers in writing?Key Points: explain effective verbal and written communication skillscommunication methods such as giving customers full attention; handling sensitive and confidential issues; maintaining eye-contact (for face to face interactions), except where eye contact may be culturally inappropriate; speaking clearly and concisely; using active listening

q q




Candidate’s name



techniques; using appropriate language and tone of voice; using clearly written information/communication; using non-verbal communication eg body language, personal presentation (for face to face interactions); using open and/or closed questionseffective literacy skills to prepare general information and papers, and to write formal and informal letters according to target audienceculturally appropriate communication skills to relate to people from diverse backgrounds and with diverse abilities

6. What are your organisation’s procedures for referring customers to products from within or outside of your organisation? Key Points: customer service relationships, including procedures that ensure decisions about targeting of customer services are based on up-to-date information about the customer, and the products and services available; ensure procedures are in place that referrals are based on the matching of the assessment of customer needs and availability of products and servicesrequirement to maintain records of customer interaction in accordance with their organisational procedures (procedural manuals; quality systems, standards and guidelines)

q q

7. Can you provide an example of when you established or expanded a network to ensure the appropriate referral of customers to products? How did you manage the network to ensure the customer’s needs were met?Key Points: example of establishing or expanding a network in their workplace to ensure a customer’s needs were metorganisation’s procedures for networking

q q




Candidate’s name



8. What are some of the continuous improvement processes in your workplace that you have implemented?Key Points: continuous improvement processes; examples of continuous improvement processes they have implemented in their workplace, such as cyclical audits and reviews of workplace, team and individual performance; evaluations and monitoring of effectiveness; implementation of quality systems, such as International Standardisation for Organisation (ISO); modifications and improvements to systems, processes, services and products; policies and procedures which allow the organisation to systematically review and improve the quality of its products, services and procedures; seeking and considering feedback from a range of stakeholders

q q

9. How do you ensure that individuals and teams are fully informed and able to implement continuous improvement processes? What systems have you implemented to encourage their participation and for them to take responsibility?Key Points: systems to encourage teams to participate fully in continuous improvement processes; examples of systems they have implemented in their workplaceunderstanding of what a system is; example of a system they have implemented in their workplace to encourage participation, such as forums, meetings; newsletters and reports; organisational policies and procedures; web based communication devicesteam members’ participation in decision-making processes such as feedback in relation to outcomes of the consultative process; and processes which ensure all employees have the opportunity to contribute to organisational issuesmentoring and coaching to provide assistance with problem-solving; provide feedback, support and encouragement; teaching another member of the team, usually focusing on a specific work task or skillcommunication skills to gain the commitment of individuals and teams to continuously improve

q q




Candidate’s name



10. What strategies do you have in place in your organisation to monitor and review continuous improvement and customer service?Key Points: examples of monitoring and reviewing of continuous improvement and customer serviceusing organisation’s systems and technology (computerised systems and software such as databases, project management and word processing, telecommunications devices; any other technology used to carry out work roles and responsibilities) to monitor and review progress and to identify ways in which planning and operations could be improvedformulating and communicating recommendations for adjustments to those who have a role in their development and implementation

q q

11. Can you describe an example where you used your lateral thinking skills and/or your innovation to create a more effective solution to an established workplace practice?Key Points: application of lateral thinking skills and innovation to create a more effective solution to an established workplace practice

q q

12. What are some of the theories of continuous improvement that you draw upon to support your practices in the workplace?Key Points: principles and techniques associated with benchmarking; best practice; change management; continuous improvement systems and processes; quality systems

q q




Candidate’s name



13. How do you ensure that team members are informed of the outcomes of continuous improvement processes?Key Points: processes to inform team members of the outcomes of continuous improvement processesuse of email/intranet, newsletters or other communication devices; newsletters and bulletins; staff reward mechanisms; team meetingseffective communication skills

q q

14. What documentation do you keep to assist in managing further opportunities for improvement?Key Points: practices in own organisation to aid the identification of further opportunities for improvement; annotating current working documents with changes to enable future evaluation, using quantative data such as production or sales figures, referring to recommendations and submissions from team, other relevant reports and records

q q





S(Satisfactory)











Record of interview

Candidate’s name

Assessor’s name







Candidate’s name

Units of competency BSBPMG510A Manage projectsBSBRES401A Analyse and present research information


1. What are some of the more common legislative requirements, codes of practice and standards that may affect aspects of your business operations? Give some examples and explain how you ensured your project management and research complied with relevant legislation.Key Points: relevant aspects of legislation, codes of practice and national standards pertaining to their area of operations – including anti-discrimination, ethical principles, privacy laws, environmental issues, OHS; examples where they have made decisions based on the requirements.Relevant legislation may include: Mines Safety Inspect Act (WA) 1994, Workers’ Compensation and Injury Management Act (WA) 1981, Privacy Act (Cth) 1988, Equal Opportunity Act (WA) 1984, State Records Act (WA) 2000, Occupational Safety and Health Act (WA) 1984, AS/NZS4360:2004 Risk Management, Occupational Health and Safety Regulations (WA) 1996, Mines Safety and Inspection Regulations (WA) 1995, Dangerous Goods Safety Act (WA) 2004, Dangerous Goods Safety (General) Regulations (WA) 2007.

q q

2. Referring to your project, explain how it assisted in supporting your organisation’s goals, objectives and/or operations.Key Points: knowledge of the bigger organisational picture and understanding of the project’s significance in the overall scheme of the organisation

q q

3. What steps did you take when defining your project and developing the project plan and what lines of authority within the organisation did you follow to seek approval?Key Points: steps taken to define project and to develop project planproject scope and relevant documentation (contract or other agreement; project brief; project plan or summary; other documents outlining expected outcomes of the project, inclusions and exclusions from project, timeframes from project, quality standards for project, project resources), stakeholders, delegating authority (customer or client, funding body, manager or

q q




Candidate’s name



management representative, project sponsor), project parameters (finances; integration of project within organisation; legislative and quality standards; physical, human and technical resources available or required for project; procurement requirements associated with project; reporting requirements; risks associated with project, including OHS; scope of project; timelines), determining and accessing available resources required, relationship to other projects, identifying own responsibility and reporting requirementsdeveloping project plan: timelines, work breakdown, roles and responsibilities, budget, approvals; identify and access project management tools; formulate risk management plan; develop and approve budget, consult with team members for their views; finalise plan and gain approvals to commence

4. Explain what project management tools you have used on a project and briefly describe why you chose them and how you used them to manage your project.Key Points: range of appropriate project management tools (such as cost schedule control system; Critical Plan Method; Gantt and bar chart; life cycle cost analysis; logistics support analysis; PERT charts, project management software; spreadsheets; technical resources required for the project, for example OHS management systems tools) and to justify why they chose a particular tool for their own project

q q

5. Explain how you encouraged and maximised stakeholder participation during the facilitation of your project. What would have happened if one or more of the stakeholders weren’t actively engaged?Key Points: range of appropriate communication methods, such as email, face to face contact, weekly meetings etc relevant stakeholders: clients or customers (internal or external); funding bodies; management, employees and relevant key personnel (internal and external) with responsibilities; project sponsor

q q




Candidate’s name



6. What are some contingencies you considered when formulating a risk management plan for your project?Key Points: risk management undertaken for a project: changing roles and responsibilities within the project team, negotiating an extension of deadline, or redefining completion or quantities or quality of outcomes; outsourcing some aspects of the project; reducing costs; researching and applying more efficient methods for completing project tasks; seeking further resources to meet deadlines; sharing of ideas to gain improvements to work undertaken within the project

q q

7. How did you ensure that the project’s outcomes were successfully met?Key Points: administration and monitoring undertaken to ensure successful completion of projectstrategies to ensure outcomes were met, such as ensuring team members are clear about responsibilities and project requirements; providing support, coaching and mentoring to team members to ensure quality of outcomes; establishing and maintaining required record keeping systems (correspondence; financial data including costs, expenditure, income generated, purchases; project outcomes; quality data including any test results; recording of time spent on projects and progress in completing project; samples, prototypes, models) throughout project; implementing and monitoring plans for managing project finances (human, physical and technical) and quality; contingency planning to ensure issues are not major obstacles; through acquisition of necessary resources and training to ensure capacity to meet objectives; undertaking risk management to ensure outcomes are met; reporting to stakeholders

q q

8. How do you monitor and measure your own or your team’s progress in achieving project goals and targets, and what support do you provide to project team members, especially with regard to special needs, to ensure that the quality of the expected outcomes of the project and documented timelines is met?

q q




Candidate’s name



Key Points: creation of timelines and/or timeframes to achieve objectives, individual goal setting, identified areas of no or poor performance, creation of formalised opportunities to acknowledge good performance and response to poor performancestrategies to support project team members such as additional physical, human and technical resources (within allocated budget) if and as required; encouragement, feedback; learning and development; regular project team meetings; supervision, mentoring and coaching

9. Once your project achieved its outcomes, what steps did you take to finalise and review it? Who did you receive your necessary sign-off from?Key Points: processes undertaken to finalise and review project and who provided necessary sign-offfinalising the project; completing financial record keeping associated with the project and checking for accuracy; assigning staff involved in the project to new roles or reassigning to previous roles; completing project documentation and obtaining any necessary sign off (clients, customers; funding body; management; project sponsor) for concluding project reviewing the project; reviewing project outcomes and processes against the project scope and plan; involving members in the project review; documenting lessons learnt from the project and reporting within the organisation

q q




Candidate’s name



10. What types of information do you collect and what are some of the methods you use when you are gathering workplace information?Key Points: types of information collected in their workplace; methods by which they collect informationcomputer databases (library catalogue, customer records, subscription database, internet); computer files (letters, memos and other documents); correspondence (faxes, memos, letters, emails); financial figures; forms (insurance forms; membership forms); information on training needs; invoices (from suppliers, to debtors); marketing reports/plans/budgets; personnel records (personal details, salary rates); production targets; sales records (monthly forecasts, targets achieved)methods of collecting information such as checking research provided by others; checking written material including referrals and client files; individual research; information from other organisations; interviews with colleagues/customers; observation and listening; previous file records; questioning (in person or indirect); recruitment application and other formsidentifying research requirements; combining online research with non-electronic sources of information

q q




Candidate’s name



11. What do you need to consider when organising information that is going to be accessed by others in the workplace?Key Points: organisational policies and procedures relating to the distribution of workplace information; legal and ethical obligationsformat suitable for analysis, interpretation and dissemination in accordance with organisational requirements (anti-discrimination and related policy; business and performance plans; code of conduct/code of ethics; defined resource parameters; ethical standards; goals, objectives, plans, systems and processes; information protocols; legal and organisational policies, guidelines and requirements (eg State Records Act (WA) 2000, Privacy Act (Cth) 1988); management and accountability channels; OHS policies, procedures and programs; procedures for updating records; quality assurance and/or procedures manuals; security and confidentiality requirements); ensure accuracy and relevance in line with established organisational requirementsorganisational requirements, organisational record keeping/filing systems, security procedures and safe recording practices relating to the modification, maintenance and storage of information, and the use of business technology (answering machine, computer, fax machine, photocopier, telephone) to access, organise, and monitor information

q q




Candidate’s name



12. When you are researching workplace information, what processes and strategies do you use to ensure efficiency, consistency and relevance to your organisation’s requirements?Key Points: research processes and strategies used to identify new sources (online and print) of information; how to use them most efficiently and effectivelyresearch processes such as defining objectives of research (comparative analysis, hypothesis testing, identification of trends, industry pricing policies, process mapping, situational diagnosis); ensuring data and research strategies (data analysis, documentation review; focus groups, interviewing colleagues and clients, online searching, product sampling, subscription databases) to be valid, relevant and efficient; identifying and using key words and phrases (American spellings when searching online; cultural or geographic terms; using different thesauri in different databases) including Boolean operators (exclude -/NOT; include +/AND; or; phrase searching “”/(); variations, depending on the resource being used

q q

13. Explain what methods you use when analysing and interpreting data and forming conclusions, and how do you deal with information which is contradictory, ambiguous, inconsistent or inadequate?Key Points: data analysis used when analysing information and data in workplace; demonstrate problem-solving skills when responding to how they have dealt with problematic datadata analysis including data sampling; feedback on results; peer review; review of previous research; statistical analysisensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives (business planning, financial performance, flexibility, responsiveness. interpersonal communication, marketing and customer service, organisational values and behaviours, people management, work procedures and quality assurance manuals)

q q




Candidate’s name



14. When presenting information, how do you ensure that your research findings and recommendations are in a suitable format for dissemination, and why is it important to seek and obtain feedback?Key Points: presenting documents for dissemination to the workplace; what feedback is and why it is important (suitability and sufficiency of findings in accordance with organisational requirements)research findings and recommendations: use an appropriate format, style and structure using business technology; ensure report format is in a clear manner and that it conforms to organisational requirements; edit and proofread to ensure clarity of meaning, accuracy and consistency of information; distribute report according to organisational requirements; seek and obtain feedback (audit documentation and reports, comments from clients and colleagues, customer satisfaction questionnaires, quality assurance, returned goods)

q q




Candidate’s name




S(Satisfactory)




BSB40807 Certificate IV in Frontline ManagementSection 4 – Practical Tasks and Observation Recording Sheets

Section 4

Practical Tasksand

ObservationRecording Sheets

This section contains practical assessment tasks that the candidate will complete to assist you in determining a candidate’s skills and knowledge.

Assessor’s InstructionsUse the Observation Recording Sheets for each of the practical tasks to document the skills and knowledge demonstrated by the candidate in completing each of the required tasks.

These practical tasks may be modified to suit the context of the candidate’s workplace, job role or their work environment.

Not all tasks need to be completed by the applicant. The Assessor should select only those tasks that will provide the required evidence to prove competency by the candidate.

For a whole qualification it may be necessary to perform all tasks.

It is important to remember that the notes made by the Assessor during the observation of the practical demonstration are important evidence and should be retained as part of the candidate’s assessment records



.




Practical tasksWhile performing the various practical tasks, it is important that the principles of Occupational Health and Safety and workplace safety requirements be met at all times.

Assessors need to ensure that the specifications for materials/resources used in the practical tasks are consistent with those in the critical aspects of evidence. (Refer to the Mapping of Assessment Tools document for more information.)


Task 1 – Develop workgroup plan

The candidate is to develop a short term work plan for their workgroup, demonstrating their ability to create short term plans, develop work priorities, implement risk management processes and show leadership in the workplace.

Task 2 – Prepare a personal development plan

The candidate is to provide written answers to a series of personal management activities, demonstrating their ability to identify their own learning and professional/personal developmental needs and then use this information to set and develop an action plan to meet these needs.

Task 3 – Monitoring a safe workplace case study

The candidate is to read and analyse the case study provided regarding hazards in the workplace and to answer associated questions, demonstrating their ability to manage hazards and implement their organisation’s OHS management procedures in their workgroup.




Task 4 – Managing poor performance case study

The candidate is to read and analyse the case study provided regarding poor performance of a team member and to answer associated questions, demonstrating their ability to manage poor performance, promote team effectiveness and to establish effective workplace relationships.

Task 5 – Resolving conflict to improve team performance case study

The candidate is to read and analyse the case study provided regarding team conflict and to answer associated questions, demonstrating their ability to resolve team conflict, promote team effectiveness and to establish effective workplace relationships.

Task 6 – Network negotiations role play

The candidate is to participate in a role play activity to demonstrate their ability to use high level negotiation skills to encourage positive outcomes.


Task 7 – Create a new and improved customer service charter

The candidate is to access a customer service charter and using their knowledge of continuous improvement theories, create a new and improved charter, demonstrating their ability to address customer needs and to facilitate continuous improvement.


Task 8 – Research, develop and manage a project

The candidate is required to research and develop a written project plan for their organisation, demonstrating their ability to develop, monitor and evaluate a project.

The candidate is also required to provide a summary of the research tools and strategies they used when creating the project plan.




Task 1– Develop workgroup plan

Instructions for the candidate

Outline of taskFor this task you will be required to develop a short term plan for your workgroup and to prepare a brief presentation of the plan to your workgroup.

If you use your own organisational policies and procedures, you will need to provide these to your Assessor with your work.

You will be assessed on your ability to:

produce short term department or section plans, including resource acquisition

apply principles and techniques associated with monitoring and implementing operations and procedures

schedule work objectives and tasks to support the achievement of goals

apply risk management processes and procedures

articulate the organisation's values and expectations of behaviour

apply leadership, communication and presentation skills to represent the organisation and model professionalism

apply relevant legislation that may impact on business operations.




Task 1 – Develop workgroup plan

Activities

A. Create a short term plan for your workgroup. Consider and answer the following points when creating your plan:

1. Ensure you identify your organisation’s policies, practices and procedures and incorporate them into the plan.

2. Who would you consult when creating your plan?

3. What are your KPIs (key performance indicators)?

4. What contingencies have you included in your plan?

5. What do you need to consider when acquiring resources, both physical and human?

6. What risk management processes have you implemented? Provide detail of any risk identification, analysis, evaluation and treatment you have conducted for the workgroup plan.

7. How would you implement and monitor your plan, including monitoring the effectiveness of risk treatments? Consider using software to monitor and evaluate the plan.

8. What action would you take if you identified unsatisfactory performance?

B. Prepare a five minute presentation that you could use to communicate the plan to your workgroup.



Demonstration/Observation ChecklistCluster 1 – Workplace leadershipTask 1– Develop workgroup plan

Candidate’s name

Assessor’s name

Supervisor’s name(if applicable)

Work activity Written activity requiring candidate to develop a work plan for their own workgroup, incorporating risk management.

Cluster 1 – Units of competency

BSBMGT401A Show leadership in the workplace

BSBMGT402A Implement operational plan

BSBWOR404A Develop work priorities

BSBRSK401A Identify risk and apply risk management processes

Assessment location

Date of demonstration Time

Instructions for the Assessor

The candidate is to complete this assessment task independently.

Answers must be provided in writing.

Resources required for this task

Access to appropriate documentation and resources normally used in the workplace

Access to workplace documentation relating to risk management

Access to risk management tools and frameworks.




Candidate’s name

During the demonstration or observation of skills, did the candidate do the following?

Yes No Assessor’s Notes

Create a plan in consultation with relevant personnel, colleagues, specialists and resource managers? q q

Prepare the workgroup plan to reflect the consideration of resources, client needs and workgroup targets? q q

Consider KPIs (key performance indicators) and include them in the plan? q q

Correctly use contingency plans when developing the plan? q qIdentify that resources and services are acquired in accordance with existing organisation’s policies? q q

Identify that human resources be recruited and inducted in accordance with existing policy? q qIncorporate risk management processes into the plan and show evidence of identifying, analysing, evaluating and treating risk? q q

Explain how risks were analysed and evaluated? q q

Determine and select appropriate options for treating risk? q q

Apply legislation, codes of practice and national standards when responding to this task? q q

Use problem-solving skills to manage identified risks? q q




Candidate’s name



Provide details on how the plan would be monitored and evaluated, including: q q

using software to monitor the plan? q q

monitoring performance systems and processes? q q analysing and using budget and actual financial information to monitor

profit/productivity performance? q q

Suggest taking prompt action to rectify unsatisfactory performance? q qSuggest providing mentoring, coaching and supervision to support team members to use resources effectively, efficiently and safely to achieve outcomes? q q

Use literacy skills:

to understand the organisation’s policies and procedures? q q to access and use workplace information and to prepare reports? q qUse technology skills to use software to produce the plan? q qUse planning and organisational skills to monitor performance and to sequence work of self and others to achieve planned outcomes? q q

Use their organisation’s values and standards when conducting activities? q q




Candidate’s name



Use leadership, communication and presentation skills in the presentation plan for their workgroup? q q

Include roles and responsibilities, expected outcomes etc for the workgroup in the communication/presentation plan? q q


Candidate’s name

Assessor’s general comments/observations:

Assessor’s name Outcome S NYS




Candidate’s name

(Please circle) (Satisfactory) (Not Yet Satisfactory)Assessor’s signature

Candidate’s signature Date






Outline of taskFor this task you will be required to provide written answers to a series of personal management activities, demonstrating your ability to identify your own learning and professional/personal developmental needs and then use this information to set and develop an action plan to meet these needs.



prepare your own work plan

schedule work objectives and tasks to support the achievement of goals

review own work performance against achievements through self-assessment

seek and obtain feedback from clients and colleagues

access learning opportunities to extend own personal work competencies

use business technology to monitor self-development.





Activities

1. Referring to your job description, or the description of a position that you are ambitious to achieve, evaluate the competencies for the job.

2. Create a feedback form to evaluate your ability against these criteria and using at least three personnel from different levels of your organisation or professional networks, gather some feedback on your ability in these areas.

3. Using your own evaluation and the provided feedback, create a personal development plan that will assist you in achieving the learning needed for this position. This needs to be done electronically.

4. Ensure that you consider any risks.

5. Justify how this plan will fit in with your other (current) work and personal priorities.



Demonstration/Observation ChecklistCluster 1 – Workplace leadership

Task 2 – Prepare a personal development planCandidate’s name

Assessor’s name


Work activity Written task requiring candidate to use feedback and self analysis to develop a personal development plan

Cluster 1 – Unit of competency


Assessment location



This task is designed to rectify a gap in ability to provide documentary evidence. It is preferable that the candidate complete this task in the context of their own work environment or future work environment as it is a forward looking concept – it should not be retrospectively completed.



Access to at least three colleagues.







Create a personal development plan incorporating their career objectives and an action plan to achieve this? q q

Consider risks to the success of the plan and indicate measures to overcome these? q q

Prioritise work, personal and learning needs to create a balanced plan? q qUse technology appropriately to create the plan? q q

Accurately analyse competency status and use feedback to support this analysis? q qUse effective communication skills to seek feedback? q qUse literacy skills to interpret written and verbal information about workplace requirements and to write personal development plan? q qUse learning skills to recognise and develop new and necessary skills and knowledge? q qUse organisational skills to prioritise, manage time and achieve priorities? q qAssessor’s general comments/observations:

Assessor’s nameOutcome(Please circle)

S(Satisfactory)

NYS(Not Yet Satisfactory)Assessor’s signature






Outline of taskFor this task you will be required to read and analyse the case study on the following page and to answer associated questions. Responses are to be researched and answered using own work knowledge and context to assist you.



apply organisational management systems and procedures to OHS within your workgroup area

apply procedures for assessing and controlling risks to health and safety associated with those hazards, in accordance with the hierarchy of controls

provide specific, clear and accurate information and advice on workplace hazards to workgroup

apply legal responsibilities of employers, supervisors and employees in the workplace.





Case study

You are the new supervisor of an electrical workgroup within a large manufacturing company. You are responsible for a team of 15 employees and you report to the Electrical Superintendent.

One of your team members, Dave, has come to you reporting a hazard he has seen in your work area. He reports to you that he found a fault on an extension lead and when he inspected the attached electrical safety compliance tag he found that the compliance date had expired three months earlier. When inspecting other extension leads in the area he found evidence of more non-compliant safety tags. He is concerned that this hazard has the potential to be very serious and may impact on other areas of the organisation as well, not just on your workgroup.

Dave has also mentioned that some other members of your team are aware of the hazard but aren’t concerned about it, in fact, many have continued to work with electrical equipment that has an out of date compliance tag and a few have even told Dave he was being over cautious and silly.

While you are inspecting the electrical equipment Dave receives a minor shock. He is unharmed and tells you ‘not to worry about it’.

Questions

Answer these using the case study and your own workplace context to supplement the case study and assist in maintaining relevance to your work role.

1. In accordance with your organisation’s hazard management policy, what action would you take to identify the hazard, assess the risk and control the risk in your workgroup? Refer to the hierarchy of controls and your organisation’s requirements when planning your control.

2. How might this hazard impact on the broader organisation and what action would you take?

3. What information would you provide to your workgroup regarding the identified hazard and risk, OHS policies and procedures and legal responsibilities?



4. Identify suitable OHS training for your team and prepare a recommendation to your supervisor justifying the training.

5. What systems might you implement for your workgroup to improve the workplace culture regarding safety and risk?

6. Prepare a brief report of the hazard identification and resultant risk control processes for your superintendent.

7. What action do you take regarding Dave’s safety incident?




Task 3 – Monitoring a safe workplace case studyCandidate’s nameAssessor’s nameSupervisor’s name(if applicable)

Work activity Written activity requiring the candidate to read the provided case study and answer associated questions


BSBOHS407A – Monitor a safe workplace

Assessment location





Where possible the candidate is encouraged to contextualise this answer to their work environment to support their statements/comments.


Access to case study

Access to an actual workplace or simulated environment

Access to office equipment and resources

Examples of documentation relating to hazards in the workplace

Examples of documents relating to workplace safety, hazard identification and risk assessment.




Task 3 – Monitoring a safe workplace case studyCandidate’s name



Promptly action team member hazard reports, in accordance with their organisation’s hazard management policy? q qExplain suitable hazard identification procedures, in accordance with their organisation’s hazard management policy? q qUse the hierarchy of control when assessing the risk associated with the hazard, in accordance with their organisation’s hazard management policy? q qUse analytical skills to assess risk? q qIdentify and report the inadequacies in the existing control measures? q qProvide specific, clear and accurate information and advice on the hazard to their workgroup? q qProvide information to their workgroup on the organisation’s policies and procedures regarding OHS? q qProvide information on legal responsibilities of employers, supervisors and employees to their workgroup? q qIdentify suitable OHS training for their workgroup and prepare a recommendation to justify the training? q qSuggest implementing consultative processes/participatory arrangements as a key mechanism for improving workplace culture? q qSuggest using coaching and mentoring skills to support colleagues? q qReport Dave’s safety incident in accordance with the organisation’s policies and procedures and required legislation? q qRecord Dave’s safety incident in accordance with the organisation’s policies and q q




Task 3 – Monitoring a safe workplace case studyCandidate’s name



procedures and required legislation?



S(Satisfactory)











apply performance management processes, including legal requirements

apply techniques for resolving problems and dealing with poor performance, including coaching and mentoring skills to provide support to colleagues for improvement in performance

apply theory associated with managing work relationships to achieve planned outcomes.





Case study

Larry is the frontline manager of a medium sized team working in the firm Bocker & Bocker (B&B), a fabrication and manufacturing company with a range of national and international customers. Recently B&B won a large contract to supply some fabricated steel parts to a high profile client. The contract has quite a tight deadline and requires the use of equipment that is different to which B&B were previously using. It, therefore, requires the team to adopt different processes than they have been using in the past. Regardless, the company’s expectation is that the team’s performance, production and outputs must be right on target and schedule if B&B is to meet their requirements as stated in the contract and not incur a loss.

All members of the team are full time employees, paid an hourly award rate with a maximum of two hours overtime allowed per day. The team itself has been running for over eight months with no personnel changes. The team work a six week schedule, averaging hours of work from 7:30 am until 4:30 pm. They participate in monthly Toolbox meetings which are held by Larry and which the manager, Phil, also participates in, when there is time. They were all provided with a one day PowerPoint™ training course on the new equipment for the contract, which was followed up by a written multiple choice assessment to validate their learning. The accuracy rate of the validation test was 62 per cent. Phil and Larry did not participate in the training and are therefore somewhat behind on the new system as well. This is a fact which was jokingly pointed out by the team at a recent Toolbox meeting.

Larry has raised concerns with Phil that the performance of one of the team members, Andy, has been dropping off since they commenced the contract. Larry has taken preliminary action by having an informal talk with Andy to try and identify the reasons for his drop in performance and, although Andy states that there is no reason and his performance is fine, Larry sent a memo to Phil last week stating that Andy’s output was at 93% against his agreed key performance indicators and by all indications would have slipped to 87% by the next report.

Larry is going to recommend to Phil that Andy’s hours should be cut back and he be replaced with the new casual, who has been working at an excellent level and could certainly assist the team in meeting the new targets.



Questions


1. What action/s should Phil take regarding Larry’s proposal to replace Andy with the new staff member?

2. Justifying your comments, what are some possible reasons for Andy’s decline in performance?

3. What actions would you recommend Larry take to identify and improve Andy’s performance?

4. Referring to your organisation’s policies and procedures, if Andy’s performance is still lacking after the actions recommended in question 3, what action would you recommend Larry take from there? What should he do with the team who are performing exceptionally?

5. Where else might Larry go to seek assistance if he was in doubt?

6. What legislation governs Larry and Phil in making decisions?

7. If Phil and Larry were to be positive role models, what personal actions should they take and by when?

8. What systems could Larry introduce into Toolbox meetings to support team members in meeting expected outcomes?



Demonstration/Observation ChecklistCluster 2 – Workplace relationships

Task 4 – Managing poor performance case studyCandidate’s name

Assessor’s name


Work activity Written activity requiring the candidate to read the provided case study and answer associated questions.


BSBWOR402A Promote team effectiveness

BSBWOR401A Establish effective workplace relationships

Assessment location









Access to office and equipment.







Follow the organisation’s policies and procedures? q qApply theory associated with managing work relationships to achieve planned outcomes? q qRefer to a number of different techniques to coach and mentor the employee? q qProvide realistic staff development options for the employee in their answer? q qConsider that the employee might be having difficulty in achieving his KPIs due to learner difficulties with the new system? q qSuggest encouraging team members to take responsibility for own work and to assist each other to achieve outcomes? q qRecommend an approach that would lead to trust among the team members? q qRefer to appropriate legislation in making recommendations for the employee’s development and/or dismissal? q qRecommend that Phil and Larry undertake immediate training in the new process to act as role models and to gain and maintain trust and confidence? q qRecommend that Phil attend all Toolbox meetings to show support to team members and to facilitate communication between management and team? q qSuggest the following as possible inclusions into Toolbox meetings to support team members achieve planned outcomes:

set team goals, purpose, responsibilities with team? q q team members to contribute to decision-making? q q feedback to encourage, value and reward team members? q q







S(Satisfactory)











apply relevant legislation

apply methods and techniques for developing positive relationships that build trust and confidence in a team

apply principles and techniques associated with group dynamics and processes

apply theory associated with managing work relationships to achieve planned outcomes, including:

○ identifying and resolving problems and conflict

○ maintaining consistent behaviour in work relationships

○ understanding the cultural and social environment.





Case study

You are the team leader for Band-Tek Electrics, a small retail firm hosting about 25 employees. There are only five women on staff and most of them are office personnel, apart from Simone who works on the shop floor with all of the other customer service officers (all male).

You have noticed that Simone is being stirred by the boys – you’ve even been a bit entertained by some of their wit.

Just lately you have noticed that Simone’s attitude has been sliding, as is her productivity. You have wondered if the cause could be the stirring being made about her gender but, hey, it’s Australian culture, it’s a great team, and you don’t really want to have to speak to the blokes about it.

You also struggle to find the time to deal with these issues – you tend to prefer to let the staff sort out as you are busy enough with work at the moment, let alone these ‘fluffy’ problems.

After one of the jokes on the shop floor, Simone approaches you and tells you that she has an issue with some of the other customer service officers. She says she has been working in this predominantly male environment for several years and has been consistently the brunt of gender remarks from the guys. She says she has tolerated the remarks with reasonably good humour. Over time, though, she has become tired of the consistent comments and they have actually been making her job less enjoyable and now her motivation has dropped off.

You then speak with one of Simone’s customer service co-workers, Pete. Pete says he is used to working in a predominantly male environment and feels slightly resentful of the inclusion of females in the industry. Nevertheless, Pete feels that he and the boys have made a good effort at including Simone, and have even gone so far as to include her in their ‘blokey’ jokes.

Pete says he did notice that Simone hadn’t been laughing as much at the jokes lately, but he thought it might be some issue she is having elsewhere, so he has been trying to help her out by pretending there is nothing wrong and proceeding as usual. Pete says he is a bit ‘put off’ because he knows that Simone has approached you but he doesn’t know why; however, he believes it could be a bad thing for him and the rest of the team.



Questions


1. What will your advice be to team members regarding the organisation’s goals, expected standards of performance and legal requirements?

2. What processes or systems could you implement to ensure that issues raised by team members are promptly dealt with and resolved?

3. How would you involve team members to resolve the conflict and to develop team cohesion?

4. How will you ensure that the team stays focused and continues to meet agreed outcomes?

5. How will you participate in and facilitate team work in future?




Task 5 – Resolving conflict to improve team performance case studyCandidate’s name

Assessor’s name


Work activity Written activity requiring the candidate to read the provided case study and answer associated questions.




Assessment location









Access to office and equipment.







Link team issues to organisational goals and expected standards of performance as per legal requirements (including equal opportunity and anti-discrimination requirements)? q qRecommend implementing processes to ensure issues raised by team members are promptly dealt with and resolved? q qRecommend involving team members and developing team cohesion by encouraging and supporting team members to:

take responsibility for own work and issues? q q participate in and take responsibility for team activities? q q participate in and take responsibility for communication processes? q q identify and resolve own problems and difficulties which impede performance? q qEnsure own performance meets the organisation’s social, ethical and business standards and expectations when conducting business and involved in team work? q qRecommend using training and mentoring skills to coach team members? q qRecommend using effective and appropriate communication skills to explain team goals, to address team conflict and to build an environment of trust? q qRecommend using leadership, planning and organisational skills to keep team on track and focused on work outcomes? q q







S(Satisfactory)






Task 6 – Network negotiations role play


Outline of taskFor this task you will be required to participate in a role play activity while being observed by your Assessor. You will be required to respond to the role play using your communication and negotiation skills to achieve a positive outcome. Once you have completed the role play you will need to explain to your Assessor what theory and processes were underpinning your actions.


apply high level negotiation and problem-solving skills to achieve mutually acceptable outcomes

apply relationship management, communication and presentation skills to:

○ convey information

○ manage conflict

○ respond to unexpected demands/requests

○ forge effective relationships with external people and to build and maintain these networks

○ relate to people from diverse backgrounds and with diverse abilities

use leadership skills to develop trust and gain confidence.




Task 6 – Network negotiations role playYou are to read the following role play information and participate in the role play as Participant 1. You are to use your communication and negotiation skills to achieve a positive outcome for both parties.

Once you have completed the role play you will need to explain to your Assessor what theory and processes were underpinning your actions.

Participant 1 (the candidate)

You are the team leader of Keep the Trees Green Publishing, a supplier of high quality printing and copying services to the public. Your business has a good ‘green’ reputation and prides itself on its use of energy efficient resources in all of its business operations, particularly with its printing and copying machines. To keep you updated on the latest news, developments and technology in energy efficiency you have joined a professional network called The Greenhouse Reduction Powerhouse, which provides a network of business communication channels for energy efficient businesses.

You have been contacted by Chris, who is a representative of Carbonless Business Machines, a manufacturer of energy efficient photocopiers and printers. Chris tells you that his business has just finalised a prototype of a new photocopier/printer which he claims uses the smallest carbon footprint of any comparable machine worldwide. Chris says they would like to trial the machine in a reputable commercial operation for three months and would like to use your business. Chris says that once the trial is over they will do an exclusive special deal and offer five machines to your business at the cost of $20,000 each. Chris says their RRP will be $35,000. Chris wants to meet with you to discuss the offer and sounds quite keen to get the machine into your business.

You have considered the offer and are willing to participate in the trial; however, you feel that there is some risk involved in trialling a prototype, particularly given your current good standing in the industry and the damage to your reputation if the trial is unsuccessful. You would like to re-negotiate the offer and instead of five machines @ $20,000 each you would like to be rewarded by receiving 10 machines for free after the trial. However, you are willing to compromise to achieve a win-win outcome.



Participant 2 (Chris)

You are a representative of Carbonless Business Machines, a manufacturer of energy efficient photocopiers and printers. Your business has just finalised a prototype of a new photocopier/printer which you believe has the smallest carbon footprint of any comparable machine worldwide. You would like to trial the machine in a reputable commercial operation for six months and have just learnt of a highly reputable energy efficient copying and printing business Keep the Trees Green Publishing through a professional network of which you are a member, The Greenhouse Reduction Powerhouse.

You contact the team leader of Keep the Trees Green Publishing by telephone and explain the proposed three month trial and offer them an incentive of purchasing five machines for $20,000 (usual RRP $35,000) after the trial is complete. You believe the team leader is interested in participating in the trial but does sound reluctant given that the machine is yet commercially unproven. You are very keen to get this machine into their business so you are willing to compromise on the incentive and may offer eight machines at $10,000, but not straight away.

You have arranged to meet to discuss the offer further and are keen to achieve a win-win outcome.




Task 6 – Network negotiations role playCandidate’s name

Assessor’s name


Work activity Role play activity requiring the candidate to use communication and negotiation skills to achieve mutually acceptable outcomes with a member of a professional network.


BSBREL401A Establish networks


Assessment location



The candidate is to be given time to read and digest their aspect of the role play before commencing. They are encouraged to ask any questions and clarify their part before it commences so that they have maximum ownership of the role. They may even wish to take some notes. Candidate is to be given maximum flexibility in how they want to proceed with the role play as this is a part of how they will demonstrate their communication and negotiation skills. The other participant in the role play is to be willing and well briefed on their part in order to make the process as realistic as possible – some creative license is allowed.

After working through the role play the candidate will be required to explain the strategy that assisted them in achieving a mutually acceptable outcome.


Access to role play instructions

Male or female role play participant

Access to environment where role play can be enacted without interruption

Access to appropriate documentation and resources normally found in a workplace.







Develop and maintain a positive relationship between the two network members? q qRepresent and promote the interests and requirements of the relationship? q qUse high level negotiation skills to encourage positive outcomes for both parties? q qUse problem-solving techniques to arrive at a solution? q qUse effective presentation skills to communicate the goals and objectives of the relationship? q q

Use effective and appropriate communicate skills to:

convey issues to the other party? q q maintain an effective relationship? q q manage conflict? q q respond to unexpected demands/requests? q q relate to people from diverse backgrounds and with diverse abilities? q qUse leadership skills to gain trust and confidence? q qObtain feedback to identify and develop ways to improve the relationship and future business opportunities? q q







S(Satisfactory)








Outline of taskFor this task you will be required to access your workgroup’s or organisation’s current Customer Service Charter and using your knowledge of continuous improvement theories, create a new and improved customer service charter for your workgroup or organisation. Responses are to be researched and answered using own work knowledge and context to assist you.



apply principles and techniques associated with continuous improvement systems and processes

review, assess and adjust processes and procedures to improve performance

assist customers to articulate their needs

document customer service processes.





Activity

1. Access a customer service charter, and using your knowledge of continuous improvement theories, create a new and improved customer service charter focusing on addressing customer needs. You may choose to access and use a customer service charter from your own workplace or from an alternative organisation that you have researched.

Provide a copy of the original customer service charter to your Assessor with your work.

2. Who would you involve in the decision-making processes?

3. How would you communicate the new charter to your workgroup and what strategies might you use to ensure the new charter is effective?

4. How would you monitor the performance of the new charter? Consider using technology.

5. What systems would you use to inform your workgroup of the productivity/service improvements as a result of the new charter?



Demonstration/Observation ChecklistCluster 3 – Innovation and improvement

Task 7 – Create a new and improved customer service charterCandidate’s name

Assessor’s name


Work activity Written activity requiring the candidate to access a customer service charter and using their knowledge of continuous improvement theories, create a new and improved customer service charter.


BSBMGT403A Implement continuous improvement

BSBCUS402A Address customer needs

Assessment location







Access to a customer service charter (may be from the candidate’s workplace or from an alternate organisation)


Access to all appropriate documentation and resources normally found in a workplace, such as the following Acts: Industrial Relations, Equal Opportunity, Anti-discrimination

Access to organisational policies and procedures (candidate may have these in the workplace, or provide candidate with a generic copy of these)

Access to internet to research relevant publications and information.



Demonstration/Observation ChecklistCluster 3 – Innovation and improvement

Task 7 – Create a new and improved customer service charterCandidate’s name



Use principles and techniques associated with benchmarking, best practice, change management, continuous improvement systems and processes and quality systems? q qUse innovation skills to design better ways of performing work? q qCreate a new charter addressing customer needs, including: q q assisting customer to articulate needs? q q satisfying complex needs? q q managing networks to ensure customer needs are addressed? q qSuggest individuals and teams are actively encouraged and involved in decision-making processes? q qSuggest using communication skills to effectively inform team members of new charter and seeking feedback? q qSuggest using mentoring and coaching to ensure individuals and teams implement the new charter? q qSuggest using technology to monitor and review the charter? q qAssessor’s general comments/observations:

Assessor’s name Outcome(Please circle)

S(Satisfactory)








Outline of taskFor this task you will be required to complete the activity listed on the following page to research and create a project plan for your chosen organisation. The activity is to be researched and answered using own work knowledge and context to assist you.



develop a project plan

detail monitoring arrangement/s and evaluation of the project plan’s efficacy to address timelines and budgets of project

apply relevant legislation

present information and data

maintain and handle data and documents systematically

apply research processes and strategies to identify new sources of information.





Activities

1. Research and develop a project plan for your organisation or for an alternative organisation. Ensure that you include evaluations and monitoring arrangements for your project plan and provide detail of the processes you would implement to finalise and review your project. If you would like some suggestions on possible projects, then discuss your options with your Assessor.

2. Provide a brief summary of the research strategies and tools used while preparing this plan. Be sure to refer to your organisation’s information management policy and procedures where relevant.



Demonstration/Observation ChecklistCluster 4 – Project management

Task 8 – Research, develop and manage a projectCandidate’s name

Assessor’s name


Work activity Written task requiring candidate to research and create a project plan for their workgroup or organisation


BSBPMG510A Manage projects

BSBRES401A Analyse and present research information

Assessment location




Answers must be provided in writing and must demonstrate conduct of research.



Access to all appropriate documentation and resources normally found in a workplace, such as the following Acts: Industrial Relations, Equal Opportunity, Anti-discrimination

Access to organisational policies and procedures (candidate may have these in the workplace, or provide candidate with a generic copy of these)

Access to an actual workplace or simulated environment


Access to internet to research relevant publications and information.







Define project by accessing and identifying project scope, other relevant documentation and stakeholders? q qIdentify project parameters during project definition stage? q qClarity relationship of project to other projects and to the organisation’s objectives? q qDetermine resources to undertake project? q qDevelop a project plan demonstrating an understanding of project planning concepts? q qIdentify project management tools in the plan? q qFormulate a risk management plan for the project including OHS? q qDevelop and demonstrate the project budget? q qDevelop and demonstrate project timelines? q qDevelop a monitoring and evaluation plan to manage project finances, resources (human, physical and technical) and quality? q qDetail the required record keeping and reporting system for the project? q qUse literacy skills to read, write and review a range of documentation to ensure clarity of meaning, accuracy and consistency of information? q qUse planning and organising skills to develop, monitor and maintain implementation schedules? q qUse numeracy skills to analyse data, and to compare timelines and promotional costs against budgets? q qUse research skills to identify and access new sources of information? q q







Apply research processes and strategies and use them most efficiently and effectively? q qApply their organisation's information management policy and procedures where relevant? q qAssessor’s general comments/observations:


S(Satisfactory)




BSB40807 Certificate IV in Frontline ManagementSection 5 – Candidate’s Information and Self-Evaluation Forms

PART 2

Section 5

Candidate’s Informationand

Self-Evaluation Forms

It is recommended that candidates be provided with this information before applying for RPL.



What is Recognition of Prior Learning (RPL)?RPL is the acknowledgement of skills and knowledge obtained through learning achieved outside the formal education and training system and includes work and life experience including paid and volunteer work and skills attained through leisure pursuits such as musical, mechanical or linguistic abilities.

RPL recognises any prior knowledge and experience and measures it against the qualification in which students are enrolled. The individual may not need to complete all of a training program if he or she already possesses some of the competencies taught in the program.

Why you should apply for RPLIf you apply for RPL and your application is successful you could:

reduce or eliminate the need for any training in skills and knowledge you already have

save time by not needing to attend any or a reduced number of classes and completing unnecessary work

save money because you will not have to buy textbooks and other learning material

complete your qualification in a shorter time

advance to a higher level qualification in a shorter time if desired.

Some terms you need to understandIt is important that you understand the following terms to assist you with your RPL application.

Competence

Competence is the demonstration of skills and knowledge that you have gained through life and work experiences as well as any training that you have successfully completed that can be matched against a set of industry performance standards referred to as units of competency. These units are grouped together to form a specific industry qualification, within the Australian Quality Training Framework (AQTF).

Each unit of competency is divided into elements (a set of activities that lead to an overall achievement or demonstration of competence). Each of these elements is further broken down into a set of performance criteria which give a more detailed description of the skills and knowledge you need to be able to demonstrate.

Matching your evidence against each of the elements/performance criteria will help you to reach your qualification more quickly.



How to prepare for your RPL assessmentIn order for your skills to be formally recognised as part of a national qualification, Assessors must make sure that you (the candidate) have the required skills and knowledge to meet the industry standard as specified in the relevant Training Package.

You must be involved in the RPL process so that all the experience, skills and knowledge you have gained over time can be correctly identified and suitably demonstrated. This evidence is gathered and used in recognition of all or some of the units for the qualification you wish to gain.

All assessment requirements will be discussed with you in advance and you will be given the opportunity to ask questions and clarify requirements. Being prepared for the assessment process and knowing what you need to provide can save you valuable time and ensure that the RPL assessment is as simple and stress-free as possible.

Here are some tips to make the application process and interview easier for you.

1. Your Assessor will ask you to talk about your work roles and your employment history.

Bring a copy of your résumé. You might like to write down any work you have done in the past (paid or unpaid) and where this took place.

2. If you have certificates from any training courses you have completed, bring along either certified copies or the originals to the interview with the Assessor and they can make a copy of them.

3. Bring along any other documentation that you think would support your claim that you have done this work over time.

The following is a list of some of the documents you can provide as examples of your work history:

• brief CV

• certificates/results of assessment

• any licences

• tickets held, eg forklift, crane

• photographs of work undertaken

• diaries/task sheets/job sheets/logbooks

• site training records

• site competencies held record

• membership of relevant professional associations

• hobbies/interests/special skills outside work

• references/letters from previous employers/supervisors

• industry awards



• any other documentation that may demonstrate your trade or industry experience or support your claim.

Depending on where you have worked and what the work may have included, you may or may not have documentary evidence. Do not be put off if you do not have documentary evidence, as the Assessor will work with you during the assessment process.

4. Think about who you would consider to be your workplace contact or referee.

Is your employer happy to support your aim to become qualified?

Would you feel comfortable if the Assessor contacted your current workplace or previous workplace/s to validate your skills and spoke to your supervisor/s or employer/s?

5. You will need to supply the contact details of work referees who can confirm your skills in the industry.

Think about who the best person to confirm your skill level would be.

Think about current or recent supervisors or employers who have observed your work and who would be able to confirm your previous work skills and experience. The Assessor will need to contact them.

6. You can speak with your Assessor about other ways you can show your skills for the trade or industry in which you are seeking recognition.

These could include letters from employers, records of any training courses or professional development sessions attended, employers or clients in related industries or government agencies, acknowledgements, workplace forms (as long as there are no confidentially issues – see below) or any other relevant documents.

Confidentiality issuesIt is important that sensitive information is not included as part of your Supporting Documentation (as identified in Section 6 and any other documentation you wish to use as evidence). You may need authorisation from your supervisor to use some of your evidence, so it is always best to check the privacy and confidentiality policies of the organisation. Client names should be deleted and financial figures or other personal details should be blacked out and made unidentifiable.



The four steps in the RPL assessment processOnce your training organisation has provided you with the information you need to apply for RPL, you need to follow these four steps in order to complete the process.

Step 1 – Self-Evaluation

Before you decide to apply for RPL you need to assess your current competence for one or several units of competency.

Complete the candidate information and self-evaluation forms provided with as much information of your previous work experience as you can.

This will allow for an initial assessment of your experience and a check to see whether you can demonstrate the required skills and knowledge. You can discuss this with an RPL Assessor if you want.

You must be able to provide evidence against the elements/performance criteria for the relevant unit/s of competency.

It is not enough to simply state that you possess the skills and knowledge required. You must be able to demonstrate competence.

This is your opportunity to provide as much proof as you can of the variety of experience you have had. You should supply examples of your work history if you have any. (See Tip 3 above.)

Depending on the trade or industry you have worked in, you may or may not have documentary evidence available. This should not deter you from seeking RPL, as your Assessor will work with you throughout the RPL process.

You will also need to supply the contact details of work referees who can confirm your skills in the industry.

By asking your supervisor to complete their part of your self-evaluation, they will be providing valuable evidence confirming the work experience, skills and knowledge you have demonstrated in the performance of your work duties.

You will also be provided with a list of suggested evidence that you could use to demonstrate that you are competent in a particular unit or units of competency. This list is a guide only. If you have other suitable evidence to support your claim for RPL then you are encouraged to share this with your Assessor.

If you do not believe that you have any suitable evidence, then you should discuss your options with your Assessor.

Once you have completed the self-evaluation and made the decision that you would like to continue with the RPL process, make an appointment for an interview and enrol for RPL.



Note: It is possible to gain RPL for an entire qualification.

Step 2 – Enrolment and interview with the Assessor

An interview with an Assessor who understands your industry will be organised for you. They will review – usually with you – the information and supporting documentation you have provided and match up your skills to the units/subjects in the qualification.

During your RPL interview, your Assessor will discuss with you your self-evaluation and any evidence you have provided.

It is at this point that you will be able to identify any previous work experience and discuss this with your Assessor.

During this conversation, you will be required to answer questions relating to your work experience. This questioning forms part of the assessment, as it will identify your current knowledge and skills regarding the area of industry in which you are applying for recognition.

If you are currently enrolled in a training course relating to this qualification, it is important that you let your Trainer know that you intend to apply for RPL, then nominate the units you have selected for RPL so that the required documentation can be processed and your application can go ahead.

It is at this stage that a decision will be made whether you are able to proceed to the next step or whether you need to undergo gap training.

Step 3 – Practical demonstration of your skills

Your Assessor will organise with you and your employer to conduct a practical skills test at your workplace (if appropriate) or other suitable location.

This is your opportunity to demonstrate your level of competence on a practical level. The assessment will focus on the skills required in the work activities which relate to the qualification in which you are applying for recognition.

Your Assessor will identify the skills they want you to demonstrate by asking you to complete certain tasks.

Step 4 – Provision of further supporting evidence

Your Assessor will need to confirm your previous work experience with someone (such as your supervisor or employer) who can vouch for your skills over a period of time.

They will contact the referees you have provided as part of the candidate information.

Your Assessor may ask you to give your selected workplace contacts or previous employers the Third Party report to complete. Authentication of these reports by the Assessor would then be required.



After the assessmentAfter the assessment, your Assessor will advise you of the units of competency you have successfully completed. You will also be advised whether you have gained the full qualification or if gaps have been identified during the recognition process. If you do have skill gaps, these may be addressed through additional training.

If you have any questions during the RPL process, you should contact your Assessor.



Candidate’s Information Form

(You may find it easier to provide the information for the following by attaching a résumé.)

Qualification/Industry in which you are seeking recognition

BSB40807 Certificate IV in Frontline Management

Personal details

Surname

First name/s

Any other name/s used

Home address

Postal address (if different from above)

Telephone numbers Home: Work:

Mobile: Fax:

Email address

Are you a permanent resident of Australia?

Yes q No q

Do you need an interpreter to help you with an interview? Yes q No qDo you have a disability which we should be aware of? Yes q No qWill you need special aids if you are required to undertake a practical assessment?

Yes q No q

Please provide details of special needs so that we can assist you if required.

Current employment

Are you currently employed? Yes q No qIf ‘yes’, in which occupation are you currently employed?

What is your current job title?

Who is your current employer?

How long have you worked in this job approximately? year/s month/s

Is this occupation in the same industry as the industry in which you are applying for recognition?

Yes q No q If ‘no’, go to the next page.



If ‘yes’, list some of the main tasks you perform as part of your work that you think are relevant to your RPL application.

If you have further recent industry experience relevant to your application, please attach another sheet or your current résumé.

Rate your knowledge and skills against the qualification/industry relevant to your RPL application.

Industry area: Frontline Management Yes No Possibly

I think my experience is of a high level. q q qI think I am skilled to do this job. q q qI know how to do the work tasks really well. q q qI can explain my experience and provide documentary evidence. q q q

I have undertaken much of this work without supervision. q q q

Further training

I have attended training courses in this area of work. q qIf ‘yes’, what training did you undertake? Include date training completed (month, year).

Is there any further information you wish to give in support of your application?

Professional referees (relevant to work situation if not already listed on your résumé)

Name

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Name



Professional referees (relevant to work situation if not already listed on your résumé)

Position

Organisation

Address of organisation

Phone number

Mobile number

Email address

Candidate’s Employment History Form(You may attach a current résumé in place of completing this section.)

Name, address and phone number

of employers

Period of employment(DD/MM/YYYY) Position/s

heldFull-timePart-timeCasual

Description of major duties

From To

1.

2.

3.

4.

5.

Attach additional sheet if required.

DeclarationI declare that the information contained in this application is true and correct and that all documents are genuine.




Candidate’s Self-Evaluation Form

Completion instructions

The purpose of completing the Self-Evaluation Form is to enable candidates who believe that they already possess the competencies, to assess their skills and knowledge against the qualification.

Complete the following pages and identify your capacity to perform the tasks described. Be honest in your appraisal. By completing this self-evaluation you will be identifying the areas where you may be able to apply for recognition.

NB: If this self-evaluation is being used as evidence, your supervisor must evaluate your ability to perform the work tasks. Your supervisor is also asked to comment on your ability to perform these work tasks and verify this by signing each section.

If this self-evaluation is being used only so that you and your Assessor can decide if you should proceed, then it doesn’t have to be verified.

Identify your level of experience in performing each competency/task by using the following:

not well – I do the task but not well.

well – I do the task well.

very well – I do the task really well.

See example below.

Competency/TaskI have performed these tasks

Supervisor’s Evaluation

Evidence to support claim

Frequently Never Sometimes Doc No.

Documentation provided (Number and name the document you are providing for easy reference.)

Using a computer to enter or change work information or data. q Not Well Not WellUsing personal protective equipment as appropriate to conduct my work safely and in accordance with site and legal requirements.

Well q Well1 Copy of Company Personal Protective

Equipment Requirements for my job role.



Candidate’s Self-Evaluation

Cluster 1 – Workplace leadershipCandidate’s name Date completed



Cluster 1Competency/Task

I have performed these tasksSupervisor’s Evaluation



Documentation provided (Number and name the document you are providing for easy

reference.)

1. I ensure my behaviour meets the organisation’s requirements and serves as a positive role model for others.

2. I develop and implement performance plans and establish and use key performance indicators in accordance with the organisation’s goals and objectives.

3. I adopt the organisation’s standards and values when conducting business and use my communication and presentation skills to represent the organisation and to explain its work to others.

4. I question, through established communication channels, standards and values that I consider to be damaging to the organisation.

5. I model professionalism in all areas of my personal performance to ensure that the organisation has integrity and credibility.



Candidate’s name Date completed








reference.)

6. I gather and organise information relevant to issues for decision and facilitate individual and team active participation in decision-making.

7. I examine options and assess associated risks to determine the best course of action.

8. I ensure decisions are timely and communicate them clearly to team members.

9. I demonstrate good judgement when making decisions and use feedback processes to monitor the impact of decisions.

10. I understand and apply the theory of group behaviour in my work place.

11. I understand the concepts of leadership theory and I adopt different leadership styles to suit the particular situation in my workplace.

12. I understand and apply the key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as anti-discrimination, ethical principles, codes of practice, privacy laws, environmental issues and OHS.











reference.)

13. I understand the legal responsibilities of employers, supervisors and employees in the workplace and I work within these obligations.

14. I interpret relevant documents relating to OHS requirements and provide information to the workgroup on the organisation’s OHS policies, procedures and programs and ensure it is accessible to the workgroup.

15. I understand the relevance of consultation as a key mechanism for improving workplace culture, particularly in managing health and safety risks, and I implement and monitor consultative processes to facilitate participation of the workgroup in the management of work area hazards.

16. I deal promptly with any issues raised in consultation and I record and communicate to the workgroup any outcomes of the OHS consultation process.

17. I identify OHS training needs and make arrangements to satisfy those needs through workplace learning opportunities and coaching and mentoring, in accordance with organisational requirements and financial plans.











reference.)

18. I use my analytical skill to identify hazards and to assess associated risks in the work area and regularly review data relating to monitoring and evaluating incidents or accidents.

19. I implement procedures to control risks using the hierarchy of controls and organisational requirements.

20. I clearly explain information about identified hazards and the outcomes of risk assessment and control to the workgroup, including reporting inadequacies in existing control measures.

21. I ensure organisational policies and procedures relating to hazard management, fire, emergency, evacuation, incident or accident investigating and reporting are followed in the workplace.

22. I accurately record and maintain OHS records of incidents of occupational injury and disease in accordance with legal requirements, and use aggregate information and data from records to identify hazards and monitor risk control procedures.











reference.)

23. When implementing an operational plan to contribute to the achievement of the organisation’s performance/business plan, I collate, analyse and organise details of resource requirements in consultation with relevant personnel, colleagues and specialist resources managers.

24. I identify and use key performance indicators to monitor operational performance.

25. I undertake contingency planning and consultation processes when implementing the operational plan, and I provide assistance in the development and presentation of proposals for resource requirements.

26. I ensure new employees are recruited and inducted in accordance with the organisation’s policies, practices and procedures.

27. I plan for resource acquisition and ensure the acquisition of physical resources and services is in accordance with the organisation’s policies, practices and procedures.

28. I use my planning and organising skills to monitor and report on operational performance and to sequence work of myself and others to achieve outcomes.











reference.)

29. I use my analysis, interpretation and reporting skills to monitor actual financial information and compare it with the budget to monitor profit.

30. I take prompt action to rectify any unsatisfactory performance/problems and I provide mentoring, coaching and supervision to support individuals and teams to use resources effectively, economically and safely.

31. I present recommendations for improvement/variation to the operational plan to designated persons and gain approval to implement those recommendations.

32. I prepare workgroup plans which reflect the consideration of resources, client needs and workgroup targets, and I use my problem-solving skills to develop contingencies and incorporate them into work plans to address any factors affecting the achievement of work objectives.

33. I manage and organise my own goals and I ensure that I analyse and incorporate work objectives and priorities into personal schedules and responsibilities.











reference.)

34. I make use of business technology to manage and monitor planning, completion and scheduling of tasks to assist with prioritising, managing time and meeting deadlines.

35. I monitor my own work performance through self-assessment and feedback from others on the achievement of work objectives, and I routinely identify and report on variations in the quality of service and performance.

36. I determine my professional development needs and priorities by assessing personal knowledge and skills against organisational benchmarks, and I research and plan for sources and opportunities for improvement in liaison with colleagues.

37. I identify access and participate in professional development activities to facilitate continuous learning and career development.

38. I store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements.

39. I understand and apply Australian and international standards when carrying out risk management activities.











reference.)

40. I ensure all organisational policies and procedures relating to risk management processes and strategies are adhered to in the workplace.

41. I identify the context for risk management and identify risks using tools, conduct risk categorisation and determine the level of risk and I document all outcomes and seek advice from stakeholders as necessary.

42. I use my problem-solving skills to appropriately treat identified risk by determining appropriate control measures and implementing treatment plans.

43. I use my research and data collection skills to monitor implemented treatments against measures of success and to review results to improve risk treatments.

44. I understand and use auditing requirements relating to risk management.

Supervisor’s comments (Please provide a comment on the candidate’s ability to perform the above work task/s.)











reference.)

Supervisor’s name Position

Supervisor’s signature Date




Cluster 2 – Workplace relationshipsCandidate’s name Date completed








1. I support colleagues through coaching and mentoring.

2. I research, analyse, interpret and report workplace information accurately.

3. I use well-developed relationship management and communication skills in my workplace to facilitate discussion, set goals and boost team morale.

4. I deal with people openly and fairly.

5. I use leadership skills to gain the trust and confidence of clients and colleagues.

6. I respond to unexpected demands from a range of people and am able to negotiate effectively to achieve mutually acceptable outcomes.

7. I use supportive and consultative processes effectively.











8. I ensure all work complies with relevant legislation that may affect the business operation, especially in regard to OHS, environmental issues, equal opportunity, industrial relations and anti-discrimination.

9. I maintain consistent behaviour in work relationships to help achieve planned outcomes.

10. I understand the cultural and social environment of my work relationships and use culturally appropriate communication skills when relating to people from diverse backgrounds or with diverse abilities.

11. I understand individual behaviour and difference and I identify and assess interpersonal styles in my working relationships to achieve planned outcomes.

12. I establish, build and maintain networks with internal and external people, including related organisations and agencies.

13. I understand group dynamics and processes and use group behaviour knowledge and awareness to ensure that my team works in a comfortable and safe environment.











14. I use conflict resolution skills to assist in solving team/group issues effectively and in accordance with my organisational policies and procedures.

15. I manage poor performers in accordance with legal and organisational requirements and procedures.

16. I monitor, analyse and introduce ways to improve work relationships.

17. I understand my organisation’s goals, objectives and plans and ensure that team goals are aligned to those of the organisation.

18. I ensure that team objectives are carried out within the framework of my organisation’s policy and procedures.

19. I understand my organisation’s structure and refer to the organisational chart when delivering messages from management to my team, when required.

20. I plan and organise the delegation and allocation of work to meet team objectives.

21. I show leadership when planning outcomes and working with and managing my team.











22. I use technology to assist when presenting information and communicating to my team and others in the workplace.

23. I encourage and report on feedback from others.

24. I understand and keep abreast of the current trends and forecasts for relevant industries, services and products.

25. I use my communication skills to clarify, coach, give and receive effective feedback and ensure the trust of my team.

26. I organise myself and my team so set priorities and tasks are achieved.

27. I keep the team and myself on track and focused on work outcomes.

28. I maintain a planned and objective approach to performance management systems.

29. I maintain awareness of my own behaviour/self and use this to ensure a comfortable work environment for all around me.





Cluster 3 – Innovation and improvementCandidate’s name Date completed







reference.)

1. I apply ethical practices and refer to all relevant legislation, codes of practice, national standards and other laws when conducting my work, such as common law, environmental, freedom of information, privacy, industrial relations, anti-discrimination and OHS and any other laws that may affect my business.

2. I understand and work within organisational procedures and standards for customer service relationships.

3. I assist customers articulate their needs by fully exploring, understanding and agreeing on their needs.

4. I explain and match available services and products to customer needs.

5. I identify and communicate rights and responsibilities of customers to customers as appropriate.










reference.)

6. I satisfy complex customer needs and identify potential areas of difficulty in customer service delivery and take appropriate action in a positive manner.

7. I apply detailed product knowledge which may be of significant breadth so as to propose alternative products and services, or of significant depth so as to propose variations within a limited product and service range.

8. When preparing general information and papers, and writing formal and informal letters I consider the target audience and prepare documents accordingly.

9. I analyse data and compare timelines and promotional costs against budgets.

10. I use problem-solving skills to develop solutions unique to a customer.

11. I am innovative and design better ways of performing work.

12. I establish effective regular communication with customers.

13. I establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation.










reference.)

14. I ensure organisational procedures are in place regarding decisions about targeting of customer services based on up-to-date information about the customer, and the available products and services.

15. I ensure that organisational procedures in place regarding referrals are based on matching of the assessment of customer needs and availability of products and services.

16. I maintain records of customer interaction in accordance with organisational procedures.

17. I use culturally appropriate communication skills to relate effectively to people from diverse backgrounds and people with diverse abilities.

18. I improve customer service through continuous improvement techniques and processes.

19. I understand and apply continuous improvement theories associated with benchmarking, best practice, change management and quality systems, when carrying out my work.










reference.)

20. I implement systems to ensure individuals and teams participate in decision-making, assume responsibility and exercise initiative.

21. I communicate the organisation’s continuous improvement processes to individuals and teams, and obtain feedback.

22. I coach and mentor teams to enable them to implement continuous improvement processes.

23. I gain the commitment of individuals and teams to continuously improve.

24. I use the organisation’s systems and technology to monitor and identify ways in which planning and operations could be improved.

25. I formulate and communicate recommendations for adjustments/improvements in processes to those who have a role in development and implementation.

26. I implement processes to ensure that team members are informed about savings and productivity/service improvements.










reference.)

27. I document work performance to aid in identification of further opportunities for improvement.

28. I manage work records, reports and recommendations for improvement within the organisation’s systems and processes.







Cluster 4 – Project managementCandidate’s name Date completed







1. I edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information.

2. I apply ethical practices and refer to all relevant legislation, codes of practice, national standards and other laws when conducting my work, such as common law, environmental, freedom of information, privacy, industrial relations, anti-discrimination and OHS and any other laws that may affect my business.

3. I use problem-solving skills to deal with and address information which is contradictory, ambiguous, inconsistent or inadequate.

4. I ensure information that is gathered is organised in a format suitable for analysing, interpreting and disseminating.

5. I access information held by the organisation ensuring accuracy and relevance.










6. I ensure that methods of collecting information are reliable and make efficient use of resources.

7. I use business technology to access, organise and monitor information.

8. I clearly define the objectives of research to ensure consistence with organisational requirements.

9. I research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively.

10. I use record keeping/filing systems, security procedures and safe recording practices to securely store workplace information and data.

11. I use key words and phrases as part of any online search and I make use of Boolean operators and other search tools.

12. I use reliable methods of data analysis.

13. I analyse data and compare timelines and promotional costs against budgets.










14. I ensure that assumptions and conclusions are clear, justified, supported by evidence and consistent with research and business objectives.

15. I present information and recommendations in an appropriate format, style and structure using business technology.

16. I ensure that the distribution of workplace information is done according to organisational policy and procedure, and is compliant with relevant legal and ethical requirements.

17. I obtain feedback and comments on the suitability and sufficiency of findings.

18. I communicate appropriately and within the lines of authority of the organisation and/or as established in the project’s communication plan.

19. Before commencing new projects I ensure that I understand the whole picture and how it relates to the overall mission, goals, objectives and operations of the organisation so that my decisions are informed and timely.

20. I define projects and develop project plans using established methods at my workplace.










21. I select and use technology appropriate to the task.

22. I formulate risk management plans for my projects and undertake risk management activities to ensure project outcomes are met.

23. I implement monitoring plans for managing project finances, resources (human, physical and technical) and quality, and report outcomes to stakeholders.

24. I use my planning and organisational skills to develop, monitor and maintain all implementation schedules.

25. I communicate and negotiate with team members and other stakeholders to maintain project schedules.

26. I support project team members, especially with regard to specific needs, through coaching, mentoring, learning and development, feedback and encouragement.

27. I hold regular team meetings and provide additional physical, human and technical resources (within allocated budget) when required.










28. I use culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.

29. I finalise projects by completing project documentation and obtaining necessary sign-offs.

30. I involve team members in the review of project outcomes, and I document and report on lessons learnt.






BSB40807 Certificate IV in Frontline ManagementSection 6 – Third Party Report and Supporting Documentation

Section 6

Third Party Reportand

Supporting Documentation

It is recommended that the Assessor verify the third party report with the person who completes the form to confirm the candidate’s skills in different contexts over time.

This information may be provided at, and form part of, the interview.



Third Party Report(Referee testimonial)

All people who verify your work are to complete the details below to ensure validity. (You may need multiple copies of this form.)

BSB40807 – Certificate IV in Frontline ManagementCandidate’s nameReferee’s name(Name of person providing this evidence)

Position/titleWorkplaceWorkplace address

Telephone numbersEmail addressThis report was completed via interview by Assessor q independently by referee q

Interview conducted by (if applicable)

Date of interviewInstructions As part of the assessment for Certificate IV in Frontline Management,

the candidate requires evidence from a third party (employer, supervisor or equivalent). This evidence will be used to validate the candidate’s skills and experience.A letter of support from the organisation validating a range of tasks performed by the candidate over a period of time is useful in identifying competence.

To whom it may concernRe: _____________________________________ who is a ____________________________.

(insert candidate’s name) (insert industry/job title).

I certify that the above-named person has:

worked at _______________________________ for a period of ________________________.(insert name of workplace) (insert length of time).

They have regularly completed the following activities to an acceptable workplace/industry standard within this organisation.

Yes NoI understand the evidence/tasks the candidate has performed on which I am required to comment. q q

I am willing to be contacted if further verification of my statements is required. q q

If you would like further information or would like to discuss any of the above, I can be contacted on ____________________________________ (insert phone number).

Yours sincerely

Signature: _____________________________________ Date: ________________________



Supporting DocumentationThe following table provides a guide of additional evidence sources to support your claim for Recognition of Prior Learning. If you have other evidence you are encouraged to provide this to your Assessor.

If you do not have all this evidence you are not excluded from applying for recognition and you should discuss options with your Assessor.

If you are providing documents as evidence then it is a good idea to number each document for easy identification. Place the number of the relevant document against the evidence listed below.

Supporting documentary evidence has been grouped according to clusters as set out below:

Table 1: Cluster 1– Workplace leadership

Table 2: Cluster 2 – Workplace relationships

Table 3: Cluster 3 – Innovation and improvement

Table 4: Cluster 4 – Project management



Table 1: Cluster 1Candidate’s name:Date:

BSB40807 required documentary evidence: Document numberCluster 1 – Workplace leadership

1. An operational plan or short term plan you have developed and/or implemented for your organisation, section or department

2. Example outlining contingency planning and consultation processes undertaken

3. Example demonstrating monitoring or auditing of performance you have undertaken (including organisation, workgroup and self)

4. Example demonstrating coaching, mentoring or support you have provided to individuals and/or your team to assist them to achieve outcomes

5. Examples of performance reporting

6. Examples of where you have organised and prioritised tasks such as planning sheets, electronic diaries etc

7. Examples demonstrating how you have managed your work effectively

8. Your personal development plan showing career objectives and an action plan

9. Example of communication seeking feedback on performance

10. Example demonstrating completion of professional development activities

11. Example demonstrating storing and maintaining records and documents relating to achievements and assessments

12. Example of use of business technology to monitor self-assessment

13. Examples of communication of expectations, roles and responsibilities, outcomes of consultation processes, organisation’s policies and procedures, legislative requirements to team members

14. Example of documentation examining options and assessing associated risks/outlining hazard identification, risk analysis processes and outcomes

15. Example of implementation of treatment plans



Candidate’s name:Date:

BSB40807 required documentary evidence: Document numberCluster 1 – Workplace leadership

16. Example of records communicating specific, clear and accurate information and advice on workplace hazards and the outcomes of consultation over OHS issues to the workgroup

17. Example of risk assessments

18. Example of reports to management on the costs associated with training for the work team

19. Example demonstrating actioning a team member’s hazard report

20. Example of OHS records of outcomes of consultative processes, and occupational injury and disease incidents in the work area

21. Example demonstrating your application of relevant legislation, codes of practice, Australian Standards or other guidance material when carrying out tasks associated with implementing the operational plan, developing work priorities, showing leadership in the workplace, identifying risk and applying risk management processes and/or monitoring a safe workplace




BSB40807 required documentary evidence: Document numberCluster 2 – Workplace relationships

1. Example of documented consultation processes implemented to encourage employees to contribute to issues related to their work

2. Example of documentation outlining review of workplace outcomes, including poor performance, issues or conflict

3. Example of documented feedback, coaching or support provided to team

4. Example of teamwork plan

5. Example of documentation communicating issues, policies and practices of business relationships to a range of audiences

6. Example of documented strategies promoting the business relationship/network

7. Example of documentation demonstrating your reference to and/or application of relevant legislation, codes of conduct, Australian Standards or other guidance material when carrying out activities related to workplace relationships

8. Example of reference or other documents demonstrating your ability to act as a role model for your team and organisation

9. Example of document confirming your participation or membership of a workplace network




BSB40807 required documentary evidence: Document numberCluster 3 – Innovation and improvement

1. Example of customer interaction records

2. Example of communication established with customers eg correspondence, newsletter, email

3. Examples of any documentation where you have taken actions to solve complex complaints with customers

4. Example of how the continuous improvement process and/or outcomes was communicated to individuals or teams, including other coaching and mentoring if required

5. Examples of different approaches or strategies you have used to improve the organisation’s functioning or improve work outcomes, demonstrating innovative thinking

6. Examples of how you have undertaken monitoring of performance and customer service

7. Example of documented work performance

8. Example of documentation demonstrating your reference to and/or application of relevant legislation, codes of conduct, Australian Standards or other guidance material when carrying out customer service and/or continuous improvement processes




BSB40807 required documentary evidence: Document number

Cluster 4 – Project and risk management

1. A project plan that you have developed, implemented and reviewed on completion

2. A risk management plan (related to a project) that you have created demonstrating stakeholder analysis, explanations of risk context, critical success factors, identified and analysed risks and treatment options for prioritised risks

3. Examples of monitoring arrangements you implemented for the project plan

4. Examples of documentation outlining research findings and/or recommendations and issues

5. Example of documentation demonstrating your reference to and/or application of relevant legislation, codes of conduct, Australian Standards or other guidance material when managing a project or conducing research



Assessor’s Evidence Summary SheetThe Assessor completes this table during the assessment to record the evidence collected.

It is expected that this evidence summary sheet (or similar) is attached to the evidence.

Candidate’s name

Date

Unit Code Unit Title

Evidence collected

Com

pete

ncy

dem

onst

rate

d

Que

stio

ns

Prac

tical

Third

Par

tyR

epor

t

Oth

er e

vide

nce

Core units

BSBMGT401A Show leadership in the workplace q Yesq No

BSBMGT402A Implement operational plan q Yesq No

BSBOHS407A Monitor a safe workplace q Yesq No

BSBWOR402A Promote team effectiveness q Yesq No

Elective units

BSBWOR404A Develop work priorities q Yesq No

BSBRSK401A Identify risk and apply risk management processes q Yesq No

BSBWOR401A Establish effective workplace relationships q Yesq No

BSBREL401A Establish networks q Yesq No

BSBCUS402A Address customer needs q Yesq No

BSBMGT403A Implement continuous improvement q Yesq No

BSBPMG510A Manage projects q Yesq No

BSBRES401A Analyse and present research information q Yesq No

Assessor’s signature

Assessor’s name

Date


BSB40807 Certificate IV in Frontline ManagementSection 7 – Mapping of Assessment Tools

Section 7

Mapping ofAssessment Tools

This section contains tables with mapping of each of the assessment tools provided, against the requirements of the units of competency for the qualification that makes up this Assessment Tool Kit.

It is important to note that this section is used for validation purposes only.

Whilst all effort is made to ensure that all the unit requirements for each unit are covered, the developers do not give any warranty nor accept any liability in relation to the mapping provided.

Note: It is recommended that these Assessment Tools be validated prior to using them for the first time, or after any customisation has been made, to ensure they meet the requirements of the organisation and meet AQTF Standards.



Mapping document for Cluster 1

Using this documentThis document is mapped to the direct sources of evidence required to satisfy competency in this particular cluster.

Each of the columns reflects the particular tool in use, and the numbers relate to the question numbers in that tool which support the relevant performance criteria, critical aspects of evidence or required knowledge and skills in this cluster.

Note: The final column, ‘Supplementary evidence’, refers to any suggested sources of documentary evidence that the candidate may use to support their application for RPL.



Evidence MatrixThe evidence matrix below identifies how each of the questions in the Interview Question Bank (Section 3) and the Practical Tasks (Section 4) demonstrate competence against the elements, performance criteria and critical aspects of evidence, underpinning skills, knowledge, and dimensions of competency (Task Skill – TS, Task Management Skill – TMS, Contingency Management Skill – CS, Job role environment – JRE).



Cluster 1 – Workplace leadershipUnits of competency BSBMGT401A Show leadership in the workplaceBSBOHS407A Monitor a safe workplaceBSBMGT402A Implement operational plan


Element Performance Criteria Question Practical Tasks Supplementary Evidence

BSBMGT401A Show leadership in the workplaceElement 1 – Model high standards of management performance and behaviour.

1.1 Ensure management performance and behaviour meet the organisation’s requirements

10 Task 1 (TMS, JRE) 13

1.2 Ensure management performance and behaviour serve as a positive role model for others


1.3 Develop and implement performance plans in accordance with organisation’s goals and objectives

10 Task 1 (TS, TMS, JRE)

1

1.4 Establish and use key performance indicators to meet organisation’s goals and objectives


1

Element 2 – Enhance organisation’s image.

2.1 Use organisation’s standards and values in conducting business


2.2 Question, through established communication channels, standards and values considered to be damaging to the organisation


2.3 Ensure personal performance contributes to developing an organisation which has integrity and credibility

10 Task 1 (TMS, JRE) 6, 7, 9

Element 3 – Make informed decisions.

3.1 Gather and organise information relevant to the issue/s under consideration

11 Task 1 (TS, TMS) 14

3.2 Facilitate individuals and teams active participation in decision-making processes


2, 14

BSBMGT401A Show leadership in the workplace

3.3 Examine options and assess associated risks to determine preferred course/s of action

11 Task 1 (TS, TMS, CS)

14

3.4 Ensure decisions are timely and communicate them clearly to individuals and teams


6, 13






3.5 Prepare plans to implement decisions and ensure they are agreed to by relevant individuals and teams


1

3.6 Use feedback processes effectively to monitor the implementation and impact of decisions

11 Task 1 (TS, TMS) 3, 9

Critical aspects of evidence

Articulation of organisational values and expectations of behaviour


Instances where leadership and decision-making have been demonstrated and which have led to positive changes in the workplace


Knowledge of leadership styles and concepts 10, 11 Task 1 (TMS)

Required knowledge Basic theory of group behaviour 11 Task 1 (TMS)

Leadership styles and concepts 10, 11 Task 1 (TMS)

Required skills Communication and presentation skills to represent the organisation, to explain its work to others and to model professionalism

10 Task 1 (TS, JRE) 13

Decision-making skills to demonstrate good judgement and follow through

11 Task 1 (TS) 14

BSBOHS407A Monitor a safe workplaceElement 1 – Provide information to the workgroup about OHS policies and procedures

1.1 Accurately explain relevant provisions of OHS legislation and codes of practice to the workgroup

15 Task 3 (TMS) 13, 21

1.2 Provide information to the workgroup on the organisation's OHS policies, procedures and programs, ensuring it is readily accessible by the workgroup







1.3 Regularly provide and clearly explain information about identified hazards and the outcomes of risk assessment and control to the workgroup


Element 2 – Implement and monitor participative arrangements for the management of OHS

2.1 Explain the importance of effective consultative mechanisms in managing health and safety risks

16 Task 3 (TMS) 16

2.2 Implement and monitor consultative procedures to facilitate participation of workgroup in management of work area hazards

16 Task 3 (TS, TMS, CS, JRE)

3, 16

2.3 Promptly deal with issues raised through consultation, in accordance with organisational consultation procedures


16

2.4 Promptly record and communicate to the workgroup the outcomes of consultation over OHS issues


16, 20

Element 3 – Implement and monitor the organisation's procedures for providing OHS training

3.1 Systematically identify OHS training needs in line with organisational requirements


18

3.2 Make arrangements to meet OHS training needs of team members in consultation with relevant individuals


18

3.3 Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate team and individual achievement of identified training needs


4

BSBOHS407A Monitor a safe workplace

3.4 Identify and report to management the costs associated with providing training for work team, for inclusion in financial plans


18

Element 4 – Implement and monitor procedures for

4.1 Identify and report on hazards in work area in accordance with OHS policies and procedures


14, 17






identifying hazards and assessing risks

4.2 Promptly action team member hazard reports in accordance with organisational procedures


19

Element 5 – Implement and monitor the organisation's procedures for controlling risks

5.1 Implement procedures to control risks using the hierarchy of controls and organisational requirements


14, 17

5.2 Identify and report inadequacies in existing risk control measures in accordance with the hierarchy of controls


3, 5, 14

5.3 Monitor outcomes of reported inadequacies, where appropriate, to ensure a prompt organisational response


3, 14

Element 6 – Implement and monitor the organisation's procedures for maintaining OHS records for the team

6.1 Accurately complete and maintain OHS records of incidents of occupational injury and disease in work area in accordance with OHS legal requirements


20

6.2 Use aggregate information and data from work area records to identify hazards and monitor risk control procedures in work area


3, 20


Applying organisational management systems and procedures to OHS within workgroup area

15, 16, 17, 18, 19 Task 3 (TS, TMS, CS, JRE)

14, 15, 15, 17, 18, 19, 20, 21

Applying procedures for assessing and controlling risks to health and safety associated with those hazards, in accordance with the hierarchy of controls


15, 17, 19


Critical aspects of evidence (continued)

Providing specific, clear and accurate information and advice on workplace hazards to workgroup


16

Knowledge of legal responsibilities of employers, supervisors and employees in the workplace

12, 15 Task 3 (TMS) 21






Required knowledge Key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS

12 Task 3 (TMS) 21

Legal responsibilities of employers, supervisors and employees in the workplace

12, 15 Task 3 (TMS) 21

Hazards and associated risks which exist in the workplace 15, 18 Task 3 (TMS, JRE) 14, 17

Organisational policies and procedures relating to hazard management, fire, emergency, evacuation, incident (accident) investigating and reporting

15, 18 Task 3 (TMS, JRE) 14, 15, 16, 17

Relevance of consultation as a key mechanism for improving workplace culture.

16 Task 3 (TMS) 16, 19, 20


Required skills Analytical skills to identify hazards, to assess risks in the work area and to review data relating to monitoring and evaluating incidents (accidents), environmental issues and the effectiveness of risk control measures

18, 19 Task 3 (TM, CS, JRE)

14, 17

Literacy skills to comprehend documentation and to interpret OHS requirements

12, 15, 16, 17 Task 3 (TS) 21

Coaching and mentoring skills to provide support to colleagues 17 Task 3 (TS) 4






BSBMGT402A Implement operational planElement 1 – Implement operational plan

1.1 Collate, analyse and organise details of resource requirements in consultation with relevant personnel, colleagues and specialist resource managers


1

1.2 Implement operational plans to contribute to the achievement of organisation's performance/business plan


1.3 Identify and use key performance indicators (KPIs) to monitor operational performance


1

1.4 Undertake contingency planning and consultation processes

1, 2 Task 1 (TMS, CS) 2

1.5 Provide assistance in the development and presentation of proposals for resource requirements in line with operational planning processes

1 Task 1 (TMS) 1

Element 2 – Implement resource acquisition

2.1 Recruit and induct employees within organisation's policies, practices and procedures

3, 4 Task 1 (TS, TMS, JRE)

1, 4

BSBMGT402A Implement operational plan2.2 Implement plans for acquisition of physical resources

and services within organisation's policies, practices and procedures and in consultation with relevant personnel


1

Element 3 – Monitor operational performance

3.1 Monitor performance systems and processes to assess progress in achieving profit/productivity plans and targets


3.2 Analyse and use budget and actual financial information to monitor profit/productivity performance


3






3.3 Identify unsatisfactory performance and take prompt action to rectify the situation according to organisational policies

5 Task 1 3

3.4 Provide mentoring, coaching and supervision to support individuals and teams to use resources effectively, economically and safely

5 Task 1 4

3.5 Present recommendations for variation to operational plans to the designated persons/groups and gain approval

6 Task 1 5

3.6 Implement systems, procedures and records associated with performance in accordance with organisation's requirements

6 Task 1 5


Ability to monitor and adjust operational performance, produce short-term plans for the department or section, plan and acquire resources, and provide reports on performance as required

1, 2, 3, 4, 5, 6 Task 1 1, 2, 3, 4, 5

BSBMGT402A Implement operational planCritical aspects of evidence (continued)

Knowledge of principles and techniques associated with monitoring and implementing operations and procedures

1, 2, 3, 4, 5 Task 1 1, 3






Required knowledge Principles and techniques associated with: contingency planning methods for monitoring and reporting on performance monitoring and implementing operations and

procedures problem identification and methods of resolution relevant budgeting and financial analysis,

interpretation and reporting requirements resource management systems at the tactical

implementation level resource planning and acquisition tactical risk analysis including identification and

reporting requirements

1, 2, 3, 4, 5, 6 Task 1

Required skills Coaching and mentoring skills to provide support to colleagues 5 Task 1 4

Literacy skills to access and use workplace information and to prepare reports

1, 6 Task 1 1, 2, 3, 5

Planning and organising skills to monitor performance and to sequence work of self and others to achieve planned outcomes

1, 5 Task 1 1, 2, 3, 4

BSBWOR404A Develop work prioritiesElement 1 – Plan and complete own work schedule

1.1 Prepare workgroup plans which reflect consideration of resources, client needs and workgroup targets


1, 6

1.2 Analyse and incorporate work objectives and priorities into personal schedules and responsibilities


1, 6






1.3 Identify factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans

7 Task 2 (TMS, CS, JRE)

2, 6

1.4 Efficiently and effectively use business technology to manage and monitor planning completion and scheduling of tasks

7 Task 2 (TS, TMS) 3, 7, 12

Element 2 – Monitor own work performance

2.1 Identify and analyse personal performance standards through self-assessment and feedback from others on the achievement of work objectives

8 Task 2 (TS, TMS) 3, 9

2.2 Seek and evaluate feedback on performance from colleagues and clients in the context of individual and group requirements


3, 9

2.3 Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements


3, 5

Element 3 – Coordinate professional development

3.1 Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities


3.2 Research and plan for sources and opportunities for improvement in liaison with colleagues


8


3.3 Use feedback to identify and develop ways to improve competence within available opportunities

9 Task 2 (TS, TMS) 3, 9

3.4 Identify, access and complete new skills professional development activities to facilitate continuous learning and career development


8, 10






3.5 Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements


11


Preparing and communicating own work plan 7 Task 2 (TS, TMS) 1, 6

Scheduling work objectives and tasks to support the achievement of goals


1, 6

Seeking and acting on feedback from clients and colleagues 8 Task 2 (TS, TMS) 9

Reviewing own work performance against achievements through self-assessment


3, 12

Accessing learning opportunities to extend own personal work competencies

9 Task 2 (TS) 8, 10

Using business technology to monitor self-development 8, 9 Task 2 (TS) 3, 7, 12

Required knowledge Knowledge of relevant business technology applications to schedule tasks and plan work

7 Task 2 (TMS) 12

Knowledge of techniques to prepare personal plans and establish priorities

7 Task 2 (TMS, CS) 6, 8

Methods to identify and prioritise personal learning needs 9 Task 2 (TMS, CS) 6, 8


Required knowledge (continued)

Understanding of a range of professional development options 9 Task 2 (TMS) 8

Understanding of methods to elicit, analyse and interpret feedback

8 Task 2 (TMS) 9

Understanding of methods to evaluate own performance 8 Task 2 (TMS) 3

Required skills Learning skills to recognise and develop new and necessary skills and knowledge

9 Task 2 (TS) 8






Literacy skills to understand the organisation's policies, procedures and communications, to write personal work plans and professional development plans and to request and receive feedback about performance

7, 8, 9 Task 2 (TS, JRE) 1, 2, 5, 6, 8, 9

Organising skills to prioritise, manage time and meet deadlines 1, 7, 8 Task 2 (TS, CS) 6, 7, 12

Problem-solving skills to develop contingency plans 2, 7 Task 2 (TS, CS) 2

BSBRSK401A Identify risk and apply risk management processesElement 1 – Identify risks 1.1 Identify the context for risk management 13 Task 1 (TS, TMS,

JRE)14

1.2 Identify risks using tools, ensuring all reasonable steps have been taken to identify all risks


1.3 Document identified risks in accordance with relevant policies, procedures and legislation


14, 21

Element 2 – Analyse and evaluate risks

2.1 Analyse and document risks in consultation with relevant stakeholders


14, 16


2.2 Undertake risk categorisation and determine level of risk 13 Task 1 (TS, TMS, CS)

14, 17

2.3 Document analysis processes and outcomes 13 Task 1 (TS, TMS) 14

Element 3 – Treat risks 3.1 Determine appropriate control measures for risks and assess for strengths and weaknesses


14, 15

3.2 Identify control measures for all risks 13 Task 1 (TS, TMS) 14, 15






3.3 Refer risks relevant to whole of organisation or having an impact beyond own work responsibilities and area of operation to others as per established policies and procedures


14, 15

3.4 Choose and implement control measures for own area of operation and/or responsibilities


14, 15

3.5 Prepare and implement treatment plans 13 Task 1 (TS, TMS) 15

Element 4 – Monitor and review effectiveness of risk treatment/s

4.1 Regularly review implemented treatment/s against measures of success


4.2 Use review results to improve the treatment of risks 14 Task 1 (TS, TMS, CS)

3

4.3 Provide assistance to auditing risk in own area of operation


3

4.4 Monitor and review management of risk in own area of operation


3



Identification, analysis and evaluation of risks 13 Task 1 (TS, TMS, JRE)

14, 18

Demonstrated understanding of personal role in relation to wider organisational or project context

13 Task 1 (TMS, JRE) 14, 16

Demonstrated understanding of risk management processes and procedures

13, 14 Task 1 (TS, TMS, CS)

14, 15, 16, 17

Required knowledge Australian and international standards for risk management 12 Task 1 (TMS) 14, 15, 16, 17, 21






Key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety

12 Task 1 (TMS) 21

Organisational policies and procedures relating to risk management processes and strategies

13, 14 Task 1 (TMS, JRE) 14

Auditing requirements relating to risk management 14 Task 1 (TMS) 3


Required skills Literacy skills sufficient to read and understand a variety of texts and to write, edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information

12, 13 Task 1 (TS) 1, 2, 5, 8, 9, 13, 14, 15, 16, 17, 18, 21

Research and data collection skills to monitor and evaluate risks

13, 14 Task 1 (TS) 3, 14, 17

Problem-solving skills to appropriately address identified risks 13 Task 1 (TS) 14




Cluster 2 – Workplace relationshipsUnits of competency BSBWOR401A Establish effective workplace relationshipsBSBWOR402A Promote team effectivenessBSBREL401A Establish networks


BSBWOR401A Establish effective workplace relationshipsElement 1 – Collect, analyse and communicate information and ideas

1.1 Collect relevant information from appropriate sources and analyse and share with the work team to improve work performance


1

1.2 Communicate ideas and information in a manner which is appropriate and sensitive to the cultural and social diversity of the audience and any specific needs

5 Task 4, Task 5 (TS, TMS, JRE)

5

1.3 Implement consultation processes to encourage employees to contribute to issues related to their work, and promptly relay feedback to the work team in regard to outcomes


1

1.4 Seek and value contributions from internal and external sources in developing and refining new ideas and approaches


1.5 Implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel as required

3, 6 Task 4, Task 5 (TS, TMS, JRE)

1






Element 2 – Develop trust and confidence

2.1 Treat all internal and external contacts with integrity, respect and empathy

7 Task 4, Task 5, Task 6 (TS)

8

2.2 Use the organisation's social, ethical and business standards to develop and maintain effective relationships

7 Task 4, Task 5, Task 6 (TS, TMS, JRE)

6, 8

2.3 Gain and maintain the trust and confidence of colleagues, customers and suppliers through competent performance

7 Task 4, Task 5, Task 6 (TS, TMS)

8

2.4 Adjust interpersonal styles and methods to meet organisation's social and cultural environment

7 Task 4, Task 5 (TS, TMS, CS, JRE)

5

2.5 Encourage other members of the work team to follow examples set, according to organisation's policies and procedures


8

Element 3 – Develop and maintain networks and relationships

3.1 Use networks to identify and build relationships 15 Task 6 (TMS, JRE) 6

3.2 Use networks and other work relationships to provide identifiable benefits for the team and organisation


6

Element 4 – Manage difficulties into positive outcomes

4.1 Identify and analyse difficulties, and take action to rectify the situation within the requirements of the organisation and relevant legislation

8 Task 4, Task 5, Task 6 (TS, TMS, CS, JRE)

2

4.2 Guide and support colleagues to resolve work difficulties 8 Task 4, Task 5 (TS, TMS)

5






4.3 Regularly review and improve workplace outcomes in consultation with relevant personnel

8, 9 Task 4 (TMS, JRE) 2

4.4 Manage poor work performance within the organisation's processes


4.5 Manage conflict constructively within the organisation's processes


2


Range of methods and techniques for communicating information and ideas to a range of stakeholders

3, 4, 5, 6 Task 4, Task 6 (TS, TMS)

1, 3, 5

Range of methods and techniques for developing positive work relationships that build trust and confidence in the team

3, 4, 6, 7 Task 4, Task 5, Task 6 (TS, TMS)

6

Accessing and analysing information to achieve planned outcomes

2, 8 Task 4, Task 5 (TS, TMS)

1

Techniques for resolving problems and conflicts and dealing with poor performance

6, 8, 9 Task 4, Task 5 (TS, TMS)

2

Knowledge of the theory associated with managing work relationships to achieve planned outcomes

2, 3, 4, 6, 7, 8, 9 Task 4, Task 5, Task 6 (TMS)

1, 2, 3, 4, 5, 6, 7

Required knowledge Relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS), environmental issues, equal opportunity, industrial relations and anti-discrimination

1 Task 4 (TMS) 7







Theory associated with managing work relationships to achieve planned outcomes: developing trust and confidence maintaining consistent behaviour in work relationships understanding the cultural and social environment identifying and assessing interpersonal styles establishing, building and maintaining networks identifying and resolving problems resolving conflict managing poor work performance monitoring, analysing and introducing ways to improve

work relationships

2, 3, 4, 5, 6, 7, 8, 9 Task 4, Task 6 (TMS)

1, 2, 3, 4, 5, 6

Required skills Coaching and mentoring skills to provide support to colleagues 8, 9 Task 4 (TS) 2, 3, 5

Literacy skills to research, analyse, interpret and report information

2 Task 4 (TS) 1, 2, 3, 4, 5

Relationship management and communication skills to: deal with people openly and fairly forge effective relationships with internal and/or external

people, and to develop and maintain these networks gain the trust and confidence of colleagues respond to unexpected demands from a range of people use supportive and consultative processes effectively

4, 5, 7, 8, 9, 15, 16 Task 4, Task 6 (TS)

1, 3, 5





BSBWOR402A Promote team effectivenessElement 1 – Plan to achieve team outcomes

1.1 Identify, establish and document team purpose, roles, responsibilities, goals, plans and objectives in consultation with team members


4

1.2 Support team members in meeting expected outcomes 10 Task 4 (TS, TMS, JRE)

4, 5

Element 2 – Develop team cohesion

2.1 Provide opportunities for input of team members into planning, decision-making and operational aspects of work team


2.2 Encourage and support team members to take responsibility for own work and to assist each other in undertaking required roles and responsibilities

11 Task 4, Task 5 (TMS, JRE)

1

2.3 Provide feedback to team members to encourage, value and reward individual and team efforts and contributions


3

2.4 Recognise and address issues, concerns and problems identified by team members or refer to relevant persons as required


2

Element 3 – Participate in and facilitate work team

3.1 Actively encourage team members to participate in and take responsibility for team activities and communication processes

13 Task 4, Task 5 (TS, TMS)

1, 3, 4, 5

3.2 Give the team support to identify and resolve problems which impede its performance

13 Task 4, Task 5 (TS, TMS)

2, 3






3.3 Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers

12 Task 4, Task 5 (TMS)

8

Element 4 – Liaise with management

4.1 Maintain open communication with line manager/management at all times


4.2 Communicate information from line manager/management to the team

14 Task 4 (TS, TMS) 3, 5

4.3 Communicate unresolved issues, concerns and problems raised by the team/team members to line manager/management and ensure follow-up action is taken

14 Task 4 (TS, TMS) 3, 5

4.4 Communicate unresolved issues, concerns and problems related to the team/team members raised by line managers/management to the team and ensure follow-up action is taken

14 Task 4 (TS, TMS) 3, 5


Teamwork plan with details of how it was generated and how it will be monitored so that team goals can be met


Techniques in communicating information, dealing with team conflict and resolving issues

5, 8, 11, 13, 14 Task 4 (TS, TMS) 1, 2, 3, 5

Knowledge of organisational goals, objectives and plans 10, 14 Task 4 (TMS, JRE) 4






Required knowledge Organisational goals, objectives and plans 10, 14 Task 4 (TMS, JRE) 4

Organisational policy and procedures framework 10, 14 Task 4 (TMS, JRE) 4

Organisational structure, including organisational chart 10, 14 Task 4 (TMS, JRE) 4

Principles and techniques associated with: delegation and work allocation goal setting group dynamics and processes individual behaviour and difference leadership motivation negotiation planning

8, 10, 11, 12, 13, 14 Task 4 (TMS) 4, 5

Required skills Communication skills to: boost team morale deal with team conflict deliver messages from management facilitate discussion mentor and coach

3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

Task 4 (TS) 2, 3, 5






Required skills (continued) Leadership skills 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 14

Task 4 (TS) 1, 2, 3, 4, 5

Planning and organising skills 3, 6, 10, 11, 13, 14, 15, 16, 18

Task 4 (TS) 1, 4, 6

BSBREL401A Establish networksElement 1 – Develop and maintain business networks

1.1 Use appropriate network strategies to establish and maintain relationships that promote the development of business opportunities

15, 16 Task 6 (TS, TMS) 6

1.2 Identify and pursue network opportunities to maximise a range of contacts

15, 16 Task 6 (TMS, JRE) 6

1.3 Communicate information regarding new networks to inform individuals, colleagues and clients of potential benefits

16 5

1.4 Participate in professional networks and associations to obtain and maintain personal knowledge and skills

15, 16 Task 6 (TMS, JRE) 9

Element 2 – Establish and maintain business relationships

2.1 Develop and maintain relationships to promote benefits consistent with organisational/client requirements


5

2.2 Gain and maintain trust and confidence of contacts through demonstration of high standards of business practices


2.3 Use a high level of negotiation skills to encourage positive outcomes


2






2.4 Identify difficult situations and negotiate solutions using collaborative problem-solving techniques


2

2.5 Seek specialist advice in the development of contacts where appropriate

17 2

Element 3 – Promote the relationship

3.1 Develop strategies to represent and promote the interests and requirements of the relationship


6

3.2 Use appropriate presentation skills to communicate the goals and objectives of the relationship


3.3 Effectively communicate issues, policies and practices of the relationship to a range of audiences, in writing and verbally


3.4 Obtain feedback to identify and develop ways to improve promotional activities within available opportunities



Establishing contacts and participating in networks 15 Task 6 (TS, TMS) 9

Identifying opportunities for networking 15, 16 Task 6 (TS, TMS) 5, 6

Knowledge of related organisations, agencies and networks 15, 16 Task 6 (TMS) 6, 9

Maintaining records of relevant contacts 15, 16, 18 Task 6 (TS, TMS) 6

Required knowledge Client or organisational policies 16 Task 6 (TMS) 5

Related organisations 15, 16, 18 Task 6 (TMS) 6

Trends and forecasts for relevant industries 15, 16, 18 Task 6 (TMS) 6






Required skills Communication skills to receive and report on feedback, to maintain effective relationships and to manage conflict

5, 8 Task 6 (TS, CS) 3, 5

Culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

3, 5, 6, 7, 8, 9, 11, 13, 14, 15, 16, 18

Task 6 (TS) 5

Leadership skills to gain trust and confidence of clients and colleagues

7 Task 6 (TS) 3

Negotiation skills to achieve mutually acceptable outcomes 8, 16 Task 6 (TS, CS) 3

Technology skills to support effective communication and presentation

18 5




Cluster 3 – Innovation and improvementUnits of competency BSBCUS402A Address customer needsBSBMGT403A Implement continuous improvement


BSBCUS402A Address customer needsElement 1 – Assist customer to articulate needs

1.1 Ensure customer needs are fully explored, understood and agreed

2 Task 7 (TMS) 1

1.2 Explain and match available services and products to customer needs

2 Task 7 (TMS) 1

1.3 Identify and communicate rights and responsibilities of customers to the customer as appropriate


Element 2 – Satisfy complex customer needs

2.1 Explain possibilities for meeting customer needs 3 Task 7 (TS, TMS, CS)

1, 3

2.2 Assist customers to evaluate service and/or product options to satisfy their needs

3 Task 7 (TS, TMS) 1, 3

2.3 Determine and prioritise preferred actions 3 Task 7 (TMS) 1, 3

2.4 Identify potential areas of difficulty in customer service delivery and take appropriate actions in a positive manner

3 Task 7 (TMS, CS) 1, 3

3.1 Establish effective regular communication with customers

5 Task 7 (TMS) 2





Element 3 – Manage networks to ensure customer needs are addressed

3.2 Establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation



3.3 Ensure procedures are in place to ensure that decisions about targeting of customer services are based on up-to-date information about the customer, and the products and services available


3.4 Ensure procedures are put in place to ensure that referrals are based on the matching of the assessment of customer needs and availability of products and services


3.5 Maintain records of customer interaction in accordance with organisational procedures



Assisting customers to articulate their needs 2, 3, 5 Task 7 (TS, TMS) 1, 2, 3

Documenting processes used and customer satisfaction with the products/services offered

6 Task 7 (TS, TMS) 1, 2, 3

Assisting customers to address their needs 2, 3, 5 Task 7 (TS, TMS, CS)

1, 2, 3





Required knowledge Key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues occupational health and safety

1 Task 7 (TMS) 8



Organisational procedures and standards for customer service relationships

2, 3, 6 Task 7 (TMS, JRE) 1

Detailed product knowledge which may be of significant breadth (so as to propose alternative products and services), or of significant depth (so as to propose variations within a limited product and service range)

3 Task 7 (TMS) 1, 2, 3

Required skills Literacy skills to read a variety of texts, to prepare general information and papers and to write formal and informal letters according to target audience

1, 5, 6 Task 7 (TS ) 2

Numeracy skills to analyse data and to compare timelines and promotional costs against budgets

10 Task 7 (TS) 6

Problem-solving skills to develop solutions unique to a customer

3, 4, 11 Task 7 (TS) 3, 5


2, 3, 7, 9, 13 Task 7 (TS) 1, 2, 3






Element 1 – Implement continuous improvement systems and processes

1.1 Implement systems to ensure that individuals and teams are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative


4

1.2 Communicate the organisation's continuous improvement processes to individuals and teams and obtain feedback



1.3 Ensure effective mentoring and coaching allows individuals and teams to implement the organisation's continuous improvement processes


4

Element 2 – Monitor and review performance

2.1 Use the organisation's systems and technology to monitor and review progress and to identify ways in which planning and operations could be improved


6

2.2 Improve customer service through continuous improvement techniques and processes

4, 10 Task 7 (TS, TMS) 5, 6

2.3 Formulate and communicate recommendations for adjustments to those who have a role in their development and implementation

10 6

Element 3 – Provide opportunities for further improvement

3.1 Implement processes to ensure that team members are informed of savings and productivity/service improvements in achieving the business plan


4

3.2 Document work performance to aid the identification of further opportunities for improvement






3.3 Manage records, reports and recommendations for improvement within the organisation's systems and processes


7


Taking active steps to implement, monitor and adjust plans, processes and procedures to improve performance

8, 9, 10, 11, 14 Task 7 (TS, TMS) 4, 5, 6, 7

Supporting others to implement the continuous improvement system/processes and to identify and report opportunities for further improvement

9, 13, 14 Task 7 (TS, TMS, JRE)

4


Critical aspects of evidence (continued)

Knowledge of principles and techniques associated with continuous improvement systems and processes.

12 Task 7 (TMS) 5, 6

Required knowledge Principles and techniques associated with: benchmarking best practice change management continuous improvement systems and processes quality systems

12 Task 7 (TMS) 5, 6

Required skills Communication skills to: coach and mentor team members gain the commitment of individuals and teams to

continuously improve

2, 3, 5, 7, 9, 13 Task 7 (TS) 1, 2, 4

Innovation skills to design better ways of performing work 4, 11 Task 7 (TS) 5




Cluster 4 – Project managementUnits of competency BSBPMG510A Manage projectsBSBRES401A Analyse and present research information


BSBPMG510A Manage projectsElement 1 – Define project 1.1 Access project scope and other relevant documentation 3 Task 8 (TMS, JRE) 1

1.2 Define project stakeholders 3 Task 8 (TMS, JRE) 1

1.3 Seek clarification from delegating authority of any issues related to project and project parameters


1.4 Identify limits of own responsibility and reporting requirements

3 Task 8 (TMS) 1

1.5 Clarify relationship of project to other projects and to the organisation's objectives


1.6 Determine and access available resources to undertake project


Element 2 – Develop project plan

2.1 Develop project plan including timelines, work breakdown structure, role and responsibilities and other details of how the project will be managed in relation to the project parameters


2.2 Identify and access appropriate project management tools


2.3 Formulate risk management plan for project, including occupational health and safety (OHS)

6 Task 8 (TMS) 2





2.4 Develop and approve project budget 3 Task 8 (TMS) 1


2.5 Consult team members and take their views into account in planning the project

3, 5 Task 8 (TS, TMS) 1

2.6 Finalise project plan and gain any necessary approvals to commence project according to documented plan

3 Task 8 (TMS) 1

Element 3 – Administer and monitor project

3.1 Take action to ensure project team members are clear about their responsibilities and the project requirements

7 Task 8 (TMS) 3

3.2 Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented timelines are met

7, 8 Task 8 (TMS) 3

3.3 Establish and maintain required record keeping systems throughout the project


3.4 Implement and monitor plans for managing project finances, resources (human, physical and technical) and quality


3.5 Complete and forward project reports as required to stakeholders


3.6 Undertake risk management as required to ensure project outcomes are met


2

3.7 Achieve project deliverables 7 Task 8 (TS, TMS) 1

Element 4 – Finalise project 4.1 Complete financial record keeping associated with project and check for accuracy


4.2 Assign staff involved in project to new roles or reassign to previous roles

9 Task 8 (TMS) 1






4.3 Complete project documentation and obtain any necessary sign-offs for concluding project

9 Task 8 (TMS) 1

Element 5 – Review project 5.1 Review project outcomes and processes against the project scope and plan


5.2 Involve team members in the project review 9 Task 8 (TMS) 1

5.3 Document lessons learnt from the project and report within the organisation



Development of a project plan 2, 3, 4, 5 Task 8 (TS, TMS, CS)

1

Details of monitoring arrangement/s and evaluation of the project plan's efficacy to address timelines and budgets of project

7, 8, 9 Task 8 (TS, TMS) 3

Knowledge of relevant legislation 1 Task 8 (TMS) 5

Required knowledge Relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws environmental issues OHS

1 Task 8 (TMS) 5

Organisational structure and lines of authority and communication within the organisation

2, 3, 9 Task 8 (TMS, JRE) 1







How the project relates to organisation's overall mission, goals objectives and operations


Required skills Communication and negotiation skills to work with team members and other stakeholders to maintain project schedules

5, 8 Task 8 (TS) 3

Literacy skills to read, write and review a range of documentation

1, 2, 3 Task 8 (TS) 1, 2, 3, 4, 5

Planning and organising skills to develop, monitor and maintain implementation schedules

3, 4, 6, 7, 8 Task 8 (TS) 1, 2, 3

Numeracy skills to analyse data and to compare timelines and promotional costs against budgets

4, 7, 9 Task 8 (TS) 1


5, 8 Task 8 (TS) 3

BSBRES401A Analyse and present research informationElement 1 – Gather and organise information

1.1 Gather and organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements


4

1.2 Access information held by the organisation ensuring accuracy and relevance in line with established organisational requirements


4

1.3 Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements


1.4 Identify research requirements for combining online research with non-electronic sources of information

10 Task 8 (TS) 4





BSBRES401A Analyse and present research information

1.5 Use business technology to access, organise and monitor information in accordance with organisational requirements


1.6 Update, modify, maintain and store information, in accordance with organisational requirements


4

Element 2 – Research and analyse information

2.1 Clearly define objectives of research ensuring consistency with organisational requirements


2.2 Ensure that data and research strategies used are valid and relevant to the requirements of the research and make efficient use of available resources


2.3 Identify key words and phrases for use as part of any online search strategy, including the use of Boolean operators and other search tools

12 Task 8 (TS) 4

2.4 Use reliable methods of data analysis that are suitable for research purposes


4

2.5 Ensure that assumptions and conclusions used in analyses are clear, justified, supported by evidence and consistent with research and business objectives


4

Element 3 – Present information

3.1 Present recommendations and issues in an appropriate format, style and structure using suitable business technology


3.2 Structure and format reports in a clear manner that conforms to organisational requirements


3.3 Report and distribute research findings in accordance with organisational requirements


BSBRES401A Analyse and present research information of 228 © Department of Training and Workforce Development 2010

Version 1, February 2010




3.4 Obtain feedback and comments on suitability and sufficiency of findings in accordance with organisational requirements



Presenting information and data 14 Task 8 (TS, TMS) 4

Maintaining and handling data and documents systematically 10, 11 Task 8 (TS, TMS) 4

Analysing and interpreting data to support organisational activities


Knowledge of research processes and strategies to identify new sources of information.

12 Task 8 (TMS) 4

Required knowledge Key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS)

1 Task 8 (TMS) 5

Organisational record keeping/filing systems, security procedures and safe recording practices


Organisational policies and procedures relating to distribution of workplace information and legal and ethical obligations


Research processes and strategies to identify new sources (online and print) of information and to use them most efficiently and effectively

12 Task 8 (TMS) 4





Required skills Literacy skills to read, write and understand a variety of texts and to edit and proofread documents to ensure clarity of meaning, accuracy and consistency of information

10, 11, 14 Task 8 (TS) 1, 2, 3, 4, 5

Problem-solving skills to deal with information which is contradictory, ambiguous, inconsistent or inadequate

13 Task 8 (TS) 4

Technology skills to select and use technology appropriate for a task

11, 14 Task 8 (TS) 4

Research skills to identify and access information 10, 12 Task 8 (TS) 4
