The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Displays high standards of leadership
Demonstrates a positive influence on others
Uses effective consultative processes
Makes soundly researched decisions
Underpinning Knowledge*
* At this level the learner must demonstrate some relevant theoretical knowledge.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
The principles and techniques associated with:
leading people
preparing performance plans
establishing key performance indicators
influencing others
establishing effective consultative processes
making decisions
The characteristics of a positive role model
The types of actions which uphold the organisation's image
Underpinning Skills
Functional literacy skills to use written and oral information about workplace requirements
Communication skills including receiving and analysing feedback and reporting
Accessing and interpreting the organisation's standards and values
Research and analytical skills to interpret data
Planning and organising skills to meet work priorities
Monitoring and introducing practices to improve work performance
Being a positive influence on colleagues
Using information systems to advantage
Using feedback to achieve positive outcomes
Use coaching and mentoring skills to provide support to colleagues
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competencies Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2)- to develop Key Performance Indicators
Communicating ideas and information (Level 2)- with individuals and members of work team
Planning and organising activities (Level 2)- to establish work plans
Working with teams and others (Level 2)- to implement and monitor performance
Using mathematical ideas and techniques (Level 1)- as an aid to measure and plan goals
Solving problems (Level 2)- as part of the decision making processes
Using technology (Level 1)- to aid effective management of information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Displays high standards of leadership
Demonstrates a positive influence on others
Uses effective consultative processes
Makes soundly researched decisions
Underpinning Knowledge*
* At this level the learner must demonstrate some relevant theoretical knowledge.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
The principles and techniques associated with:
leading people
preparing performance plans
establishing key performance indicators
influencing others
establishing effective consultative processes
making decisions
The characteristics of a positive role model
The types of actions which uphold the organisation's image
Underpinning Skills
Functional literacy skills to use written and oral information about workplace requirements
Communication skills including receiving and analysing feedback and reporting
Accessing and interpreting the organisation's standards and values
Research and analytical skills to interpret data
Planning and organising skills to meet work priorities
Monitoring and introducing practices to improve work performance
Being a positive influence on colleagues
Using information systems to advantage
Using feedback to achieve positive outcomes
Use coaching and mentoring skills to provide support to colleagues
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competencies Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2)- to develop Key Performance Indicators
Communicating ideas and information (Level 2)- with individuals and members of work team
Planning and organising activities (Level 2)- to establish work plans
Working with teams and others (Level 2)- to implement and monitor performance
Using mathematical ideas and techniques (Level 1)- as an aid to measure and plan goals
Solving problems (Level 2)- as part of the decision making processes
Using technology (Level 1)- to aid effective management of information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies