- BSBMGT502A - Manage people performance
Assessor Resource
BSBMGT502A
Manage people performance
Assessment tool
Version 1.0
Issue Date: April 2024
Not applicable.
This unit covers the ability of managers to manage the performance of the staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management. It is a unit that all managers/prospective managers who have responsibility for other employees should strongly consider undertaking.
Consider co-assessment with BSBMGT604A Manage business operations.
This unit covers the ability of managers to manage the performance of the staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management. It is a unit that all managers/prospective managers who have responsibility for other employees should strongly consider undertaking.
Consider co-assessment with BSBMGT604A Manage business operations.
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
Direct evidence of the performance management processes being undertaken is essential in the assessment of this unit, including the linking of performance indictors to the allocation of work and assessment of performance against performance standards
Workplace coaching (informal feedback) coupled with formal performance feedback, resulting in performance improvement
OHS considerations may include:
establishment and maintenance of OHS training, records, induction processes
performance against OHS legislation and organisation's OHS system, especially policies, procedures and work instructions
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.
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 awards and certified agreements
Performance measurement systems utilised within the organisation
Key result areas of the organisation
Human resource specialist assistance available
Organisational plans and objectives (strategic, tactical and operational)
Human resource planning
All legislation relevant to the organisation which impacts on people performance (including EEO and anti discrimination laws)
Organisational support services for employees (external and internal)
Unfair dismissal rules and due process
Staff development strategies
Underpinning Skills
Communication/consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input
Performance measurement skills to develop and manage key performance indicators
Risk management skills to analyse, identify and develop mitigation strategies for identified risks
Coaching and training skills to remediate any under-performance present in the work group or individuals
Counselling/interviewing skills to conduct formal performance feedback sessions including counselling and disciplinary interviews where required
Evaluative skills to review and improve performance management systems
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 Competency Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 3) - to provide feedback
Communicating ideas and information (Level 3) - to ensure that expectations are clearly understood
Planning and organising activities (Level 3) - to undertake risk analysis
Working with teams and others (Level 3) - to assess performance
Using mathematical ideas and techniques (Level 2) - to measure performance
Solving problems (Level 3) - to facilitate improvement where under-performance occurs
Using technology (Level 2) - to support the performance management systems
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
Direct evidence of the performance management processes being undertaken is essential in the assessment of this unit, including the linking of performance indictors to the allocation of work and assessment of performance against performance standards
Workplace coaching (informal feedback) coupled with formal performance feedback, resulting in performance improvement
OHS considerations may include:
establishment and maintenance of OHS training, records, induction processes
performance against OHS legislation and organisation's OHS system, especially policies, procedures and work instructions
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.
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 awards and certified agreements
Performance measurement systems utilised within the organisation
Key result areas of the organisation
Human resource specialist assistance available
Organisational plans and objectives (strategic, tactical and operational)
Human resource planning
All legislation relevant to the organisation which impacts on people performance (including EEO and anti discrimination laws)
Organisational support services for employees (external and internal)
Unfair dismissal rules and due process
Staff development strategies
Underpinning Skills
Communication/consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input
Performance measurement skills to develop and manage key performance indicators
Risk management skills to analyse, identify and develop mitigation strategies for identified risks
Coaching and training skills to remediate any under-performance present in the work group or individuals
Counselling/interviewing skills to conduct formal performance feedback sessions including counselling and disciplinary interviews where required
Evaluative skills to review and improve performance management systems
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 Competency Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 3) - to provide feedback
Communicating ideas and information (Level 3) - to ensure that expectations are clearly understood
Planning and organising activities (Level 3) - to undertake risk analysis
Working with teams and others (Level 3) - to assess performance
Using mathematical ideas and techniques (Level 2) - to measure performance
Solving problems (Level 3) - to facilitate improvement where under-performance occurs
Using technology (Level 2) - to support the performance management systems
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 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
Key result areas means:
those areas of business performance which are critical to the overall success of the business (or section of a business)
Key performance indicators means:
those measures developed to gauge performance outcomes against targets
Performance standards means:
the level of performance sought of an individual or group which may be expressed either quantitatively or qualitatively
Code of Conduct means:
an agreed (or decreed) set or rules relating to employee behaviour/conduct with other employees or customers
Risk analysis means:
a determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance
Performance management means:
a process or set of processes for establishing a shared understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short and longer term
in accordance with relevant industrial agreements
Excellence in performance means:
regularly and consistently exceeding the performance targets established whilst meeting the organisation's performance standards
Coaching refers to:
informal on-the-job and off-the-job advice and training to improve performance
Termination means:
a cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements
Relevant groups and individuals include:
employees, employee representatives, employer representatives, line managers and human resource personnel
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 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
Key result areas means:
those areas of business performance which are critical to the overall success of the business (or section of a business)
Key performance indicators means:
those measures developed to gauge performance outcomes against targets
Performance standards means:
the level of performance sought of an individual or group which may be expressed either quantitatively or qualitatively
Code of Conduct means:
an agreed (or decreed) set or rules relating to employee behaviour/conduct with other employees or customers
Risk analysis means:
a determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance
Performance management means:
a process or set of processes for establishing a shared understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short and longer term
in accordance with relevant industrial agreements
Excellence in performance means:
regularly and consistently exceeding the performance targets established whilst meeting the organisation's performance standards
Coaching refers to:
informal on-the-job and off-the-job advice and training to improve performance
Termination means:
a cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements
Relevant groups and individuals include:
employees, employee representatives, employer representatives, line managers and human resource personnel
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 |
|---|---|---|---|
| Relevant groups and individuals are consulted on work to be allocated and resources to be deployed | |||
| Work is allocated in accordance with operational plans | |||
| Allocation of work is cost effective and appropriate in terms of the use of internal/external labour | |||
| Performance standards, Code of Conduct and work outputs and processes are confirmed prior to commencement | |||
| Performance indicators are developed for key result areas and are agreed prior to commencement of work | |||
| Risk analyses are undertaken in accordance with the organisational risk management plan and legal requirements | |||
| Performance management and review processes are designed to be consistent with organisational objectives and policies | |||
| Participants in the performance management and review process are trained | |||
| Performance management processes are implemented in accordance with planning and timelines | |||
| Performance is monitored and evaluated on a continuous basis | |||
| Informal feedback is given in a regular, timely manner | |||
| Poor performance is identified promptly and brought to the attention of the appropriate person | |||
| On-the-job coaching is provided when necessary, both to improve performance and confirm excellence in performance | |||
| Documentation of performance is in accordance with the performance management system | |||
| Formal structured feedback sessions occur as necessary and in accordance with organisational policy | |||
| Performance improvement and development plans are developed in accordance with organisational policies | |||
| Assistance is sought from human resource specialists where appropriate | |||
| Excellence in performance is reinforced through recognition and continuous feedback | |||
| Individuals not meeting expectations are provided with the necessary coaching and re-training and monitored closely | |||
| Support services are provided to meet individual needs and circumstances | |||
| Individuals who continue to perform below expectations are counselled and, where necessary, placed within the disciplinary process | |||
| Terminations occur where serious misconduct or on-going under-performance occurs | |||
| Terminations are in accordance with organisational and legal requirements | |||
| Performance feedback systems are evaluated regularly and revised as necessary | |||
| Selection, induction and training systems are evaluated regularly and improved |
Forms
Assessment Cover Sheet
BSBMGT502A - Manage people performance
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
BSBMGT502A - Manage people performance
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: