- BSBIND201A - Work effectively in a business environment
Assessor Resource
BSBIND201A
Work effectively in a business environment
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals developing basic skills and knowledge in preparation for working in a broad range of settings.
This unit describes the performance outcomes, skills and knowledge required to work effectively within a commercial or business environment. It includes identifying the rights and responsibilities of employees and employers and conducting business in accordance with the organisational goals, values and standards.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: identifying, locating and articulating the organisation's requirements including goals and values work that reflects the relationship between own role and organisational requirements knowledge of workplace procedures for upholding employee and employer rights and responsibilities. |
Context of and specific resources for assessment | Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate analysis of responses to case studies and scenarios observation of demonstrated techniques evaluation of time management strategies applied to work duties. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
|
Required skills |
literacy skills to identify work requirements and to process relevant workplace documentation communication skills to request advice, to receive feedback and to work with a team problem-solving skills to solve routine problems technology skills to select and use technology appropriate for a task. |
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) organisational policies, plans and procedures and how to access them terms and conditions of employment. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Organisation's requirements may include: | access and equity principles and practice anti-discrimination and related policy business and performance plans ethical standards goals, objectives, plans, systems and processes legal and organisation policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards |
Appropriate persons may include: | colleagues external organisations line management supervisor those who have the authority to adjust plans |
Employee rights and responsibilities may include: | attendance confidentiality and privacy of enterprise, client and colleague information knowing the terms and conditions of own employment obeying lawful orders protection from discrimination and sexual harassment punctuality right to union representation safety and care with respect to OHS |
Employer rights and responsibilities may include: | responsibility of providing a safe environment free from discrimination and sexual harassment (refer to relevant state/territory and commonwealth anti-discrimination legislation) right to dismiss employees if employees are negligent, careless or cause an accident commit a criminal offence commit acts of disloyalty such as revealing confidential information |
Organisational goals and objectives may include: | organisational values and behaviours work procedures and quality assurance manuals and may be stated or implied by the way the organisation conducts its business including: business planning financial performance flexibility, responsiveness interpersonal communication marketing and customer service organisational values and behaviours people management work procedures and/or procedures manuals |
Behaviour that contributes to a safe work environment may include: | discussing and negotiating problems and tasks with other team members identifying and reporting any risks or hazards listening to the ideas and opinions of others in the team sharing knowledge and skills solving problems as a team using business equipment according to guidelines |
Work and personal priorities may include: | work/life balance and other commitments, including: school/homework home/family/parties/friends other jobs culture disability |
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 |
|---|---|---|---|
| Identify and read organisation's requirements and responsibilities and seek advice from appropriate persons, where necessary | |||
| Develop and utilise a current working knowledge and understanding of employee and employer rights and responsibilities | |||
| Comply with relevant duty of care, legal responsibilities and organisational goals and objectives | |||
| Identify roles and responsibilities of colleagues and immediate supervisors | |||
| Identify standards and values considered to be detrimental to the organisation and communicate this through appropriate channels | |||
| Identify, recognise and follow behaviour that contributes to a safe work environment | |||
| Display courteous and helpful manners at all times | |||
| Complete allocated tasks as required | |||
| Seek assistance when difficulties arise | |||
| Use questioning techniques to clarify instructions or responsibilities | |||
| Identify and display a non-discriminatory attitude in all contacts with staff, management or clients | |||
| Identify work and personal priorities and achieve a balance between competing priorities | |||
| Apply time management strategies to work duties | |||
| Observe appropriate dress and behaviour as required by the workplace, job role or customer contact |
Forms
Assessment Cover Sheet
BSBIND201A - Work effectively in a business environment
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
BSBIND201A - Work effectively in a business environment
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: