Assessor Resource

BSBFLM302A
Support leadership in the workplace

Assessment tool

Version 1.0
Issue Date: November 2018


Not applicable.

This unit is equivalent to the original unit BSXFLM302A Provide leadership in the workplace.

Frontline management has an important leadership role in the development of the organisation. This will be evident in the way they work with teams and individuals, their standard of conduct and the initiative they take in influencing others. At this level, work will normally be carried out within known routines, methods and procedures which require the exercise of some discretion and judgement.

Consider co-assessment with BSBCMN302A Organise personal work priorities and development, BSBFLM304A Participate in work teams and BSBFLM306A Provide workplace information and resourcing plans.

This unit is equivalent to the original unit BSXFLM302A Provide leadership in the workplace.

Frontline management has an important leadership role in the development of the organisation. This will be evident in the way they work with teams and individuals, their standard of conduct and the initiative they take in influencing others. At this level, work will normally be carried out within known routines, methods and procedures which require the exercise of some discretion and judgement.

Consider co-assessment with BSBCMN302A Organise personal work priorities and development, BSBFLM304A Participate in work teams and BSBFLM306A Provide workplace information and resourcing plans.

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

Prerequisites

Not applicable.


Employability Skills

Not applicable.




Evidence Required

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

The Evidence Guide 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


Submission Requirements

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

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

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

Not applicable.

The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The general workplace context for this AQF level is described in the AQF level descriptor. In addition, the following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

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

relevant industry codes of practice

At AQF level 3, frontline management will normally be engaged in a workplace context where they:

engage in short term planning within the department's business plans. For example, prepares a weekly schedule of outputs and/or outcomes to be achieved

take responsibility for own outputs in work and learning. For example, assesses own performance and identifies the competencies which need to be upgraded/developed

take limited responsibility for the output of others. For example, provides coaching support to assist individuals meet their performance requirements

demonstrate some relevant theoretical knowledge. For example, explains the purpose of Key Performance Indicators to others

perform a defined range of skills, usually within known routines, methods and procedures and within known time constraints. For example, provides services to internal customers within an agreed schedule

apply known solutions to a variety of predictable problems. For example, within the organisation's standard procedures considers the options and, using some discretion and judgement, selects the preferred action to rectify faulty service to a customer

interpret available information, using some discretion and judgement in work responsibilities. For example, interprets the continuous improvement processes, procedures and documentation used by the team and decides how to apply them to own work function

Frontline management at this level normally operate in a relatively simple and routine workplace environment in which they use the organisation's:

goals, objectives, plans, systems and processes

business and performance plans

access and equity principles and practice

ethical standards

quality and continuous improvement processes and standards

defined resource parameters

Organisation's requirements will be

expressed in written documentation and orally. They will normally be expressed in terms of goals, plans, processes and procedures. The requirements also include the culture and standards demonstrated by the organisation

The organisation's standards and values will be:

stated or implied by the way the organisation conducts its business

Colleagues may include:

team members, employees at the same level and more senior managers, and may include people from a wide variety of social, cultural and ethnic backgrounds

Feedback processes may be:

formal or informal and may be from internal or external sources

OHS considerations may include:

implement and monitor OHS procedures in area of responsibility

leadership in OHS practice as an ethical standard

OHS hazard identification, risk assessment and control approaches evident in decisions

The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The general workplace context for this AQF level is described in the AQF level descriptor. In addition, the following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

award and enterprise agreements and relevant industrial instruments

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

relevant industry codes of practice

At AQF level 3, frontline management will normally be engaged in a workplace context where they:

engage in short term planning within the department's business plans. For example, prepares a weekly schedule of outputs and/or outcomes to be achieved

take responsibility for own outputs in work and learning. For example, assesses own performance and identifies the competencies which need to be upgraded/developed

take limited responsibility for the output of others. For example, provides coaching support to assist individuals meet their performance requirements

demonstrate some relevant theoretical knowledge. For example, explains the purpose of Key Performance Indicators to others

perform a defined range of skills, usually within known routines, methods and procedures and within known time constraints. For example, provides services to internal customers within an agreed schedule

apply known solutions to a variety of predictable problems. For example, within the organisation's standard procedures considers the options and, using some discretion and judgement, selects the preferred action to rectify faulty service to a customer

interpret available information, using some discretion and judgement in work responsibilities. For example, interprets the continuous improvement processes, procedures and documentation used by the team and decides how to apply them to own work function

Frontline management at this level normally operate in a relatively simple and routine workplace environment in which they use the organisation's:

goals, objectives, plans, systems and processes

business and performance plans

access and equity principles and practice

ethical standards

quality and continuous improvement processes and standards

defined resource parameters

Organisation's requirements will be

expressed in written documentation and orally. They will normally be expressed in terms of goals, plans, processes and procedures. The requirements also include the culture and standards demonstrated by the organisation

The organisation's standards and values will be:

stated or implied by the way the organisation conducts its business

Colleagues may include:

team members, employees at the same level and more senior managers, and may include people from a wide variety of social, cultural and ethnic backgrounds

Feedback processes may be:

formal or informal and may be from internal or external sources

OHS considerations may include:

implement and monitor OHS procedures in area of responsibility

leadership in OHS practice as an ethical standard

OHS hazard identification, risk assessment and control approaches evident in decisions

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

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
The organisation's standards and values are used in conducting business 
Standards and values considered to be damaging to the organisation are questioned through established communication channels 
Personal performance contributes to developing an organisation which has integrity and credibility 
Key performance indicators are established and used to meet the organisation's goals and objectives 
The organisation's standards and values are used in conducting business 
Standards and values considered to be damaging to the organisation are questioned through established communication channels 
Personal performance contributes to developing an organisation which has integrity and credibility 
Expectations, roles and responsibilities are communicated in a way which encourages individuals/teams to take responsibility for their work 
Individual's/team's efforts and contributions are encouraged, valued and rewarded 
Ideas and information receive the acceptance and support of colleagues 
Information relevant to the issue(s) under consideration is gathered and organised 
Individuals/teams participate actively in the decision making processes 
Options are examined and their associated risks assessed to determine preferred course(s) of action 
Decisions are timely and communicated clearly to individuals/teams 
Plans to implement decisions are prepared and agreed by relevant individuals/teams 
Feedback processes are used effectively to monitor the implementation and impact of decisions 

Forms

Assessment Cover Sheet

BSBFLM302A - Support leadership in the workplace
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

BSBFLM302A - Support leadership in the workplace

Student name:

Student ID:

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

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: