Assessor Resource

CPPDSM4071A
Promote process improvement in the property industry

Assessment tool

Version 1.0
Issue Date: April 2024


This unit of competency supports the work of those involved in researching and implementing improvement processes in the property industry to reduce costs and improve quality services.

This unit of competency specifies the outcomes required to research and implement improvement processes in the property industry to reduce costs and improve quality services. It requires the ability to promote the use and implementation of innovative work practices to affect change.

The unit may form part of the licensing requirements for persons working in the property industry, including in the real estate, business broking, stock and station agency and property operations and development sectors, in those States and Territories where these are regulated activities.

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

Prerequisites

Nil

Employability Skills

The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged, will assist in identifying employability skills requirements.



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, the range statement and the Assessment Guidelines for this Training Package.

Overview of assessment

This unit of competency could be assessed through practical demonstration of researching and implementing improvement processes to reduce costs and improve quality services. Targeted written (including alternative formats where necessary) or verbal questioning to assess the candidate's underpinning knowledge would provide additional supporting evidence of competence. The demonstration and questioning would include collecting evidence of the candidate's knowledge and application of ethical standards and relevant federal, and state or territory legislation and regulations. This assessment may be carried out in a simulated or workplace environment.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of:

assessing opportunities for improvement against business goals and objectives

determining change requirements through development of an improvement plan incorporating an analysis of risk

identifying opportunities for improving processes through an accurate assessment of work practices, information gathering and consultation

implementing and monitoring change using organisational systems and technology, and documenting and reporting the results

knowledge of organisation's practices, ethical standards and legislative requirements associated with researching and implementing improvement processes to reduce costs and improve quality services.

Context of and specific resources for assessment

Resource implications for assessment include:

access to suitable simulated or real opportunities and resources to demonstrate competence

assessment instruments that may include personal planner and assessment record book

access to a registered provider of assessment services.

Where applicable, physical resources should include equipment modified for people with disabilities.

Access must be provided to appropriate learning and/or assessment support when required.

Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.

Validity and sufficiency of evidence require that:

competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace

where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence

all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence

where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time

assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in such a manner as is appropriate to the language and literacy levels of the candidate and any cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.

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.

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills:

analytical skills to identify opportunities for improvement and monitor effects of change

computing skills to access the internet and web pages, prepare and complete online forms, lodge electronic documents and search online databases

interpersonal skills to develop a rapport with customers and relate to people from a range of social, cultural and ethnic backgrounds and varying physical and mental abilities

leadership skills to implement process improvement and provide leadership to the team during change process

literacy skills to access and understand a variety of texts, prepare general information and papers according to target audience, spell with accuracy and use grammar and punctuation effectively as an aid to understanding

planning skills to schedule work activities and priorities

technology skills to prepare and present information, and prepare reports on process improvements.

Required knowledge and understanding:

common effects of change and innovation in the workplace

industrial and organisational context of change

limitations of work role, responsibility and professional abilities

OHS issues and requirements

organisational policies, plans, procedures and structure

principles and techniques for goal setting and recording priorities

principles of negotiation

processes to interpret and apply feedback

relevant federal and state or territory legislation and local government regulations related to:

anti-discrimination

consumer protection

environmental issues

equal employment opportunity (EEO)

financial probity

franchise and business structures

industrial relations

OHS

privacy

property sales, leasing and management.

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 in the performance criteria is detailed below. Add any 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.

Work practices may relate to:

conducting appraisals

engaging clients

implementing, promoting and reviewing processes

promoting the organisation and its services

providing support within the organisation

securing custom

undertaking research

undertaking routine functions.

Opportunities for improvement may include:

career planning and development

coaching, mentoring and supervision

formal and informal learning programs

internal and external training provision

performance appraisals

personal study

work experience, exchange and opportunities

workplace skills assessment, including recognition of prior learning and current competencies.

Organisational requirements may be outlined and reflected in:

access and equity principles and practice guidelines

business and performance plans

complaint and dispute resolution procedures

goals, objectives, plans, systems and processes

legal and ethical requirements and codes of practice

mission statements and strategic plans

OHS policies, procedures and programs

policies and procedures in relation to client service

quality and continuous improvement processes and standards

quality assurance and procedure manuals.

Business equipment and technology may include:

computers

data storage devices

email

facsimile machines

internet, extranet and intranet

photocopiers

printers and scanners

software applications, such as databases and word applications.

Consultative processes may include:

face-to-face meetings

telephone, facsimile and written communication

use of staff bulletins and memos.

Feedback may be sought from:

clients and their legal representatives

supervisors and colleagues

formal and informal performance appraisals

workplace assessment.

Opportunities for improvement may be assessed for:

ability to add value

ability to improve customer satisfaction

cost-effectiveness

degree of management support

ease of implementation

practicality

viability.

Change may include:

change in work location

implementation of new work practices and services

introduction of new technology

job role changes

new client base

organisational restructures

staffing changes

work priorities.

Relevant people may include:

clients

colleagues

legal representatives

members of industry associations

supervisors.

Risk factors that may impact on change may include:

budget constraints

changes to government policy

level of expertise

safety and security issues

staffing requirements

technological advances

time constraints.

Communication channels may include:

direct line supervision paths

lateral supervision paths

organisational communication protocols and procedures

organisational networks.

Leadership styles and methods may include:

maintaining ethical practice and beliefs in the face of opposition

modelling behavioural and personal presentation standards

strategies for acknowledging and respecting the attitudes and beliefs of others

strategies for resolving unreasonable expectations

strategies for presenting a confident, assured and unhesitant manner in challenging situations

techniques for initiating action and directing decision making

techniques for promoting active and genuine participation

time management.

Future support services may relate to:

additional resources

coaching

counselling

guidance

training.

Evidence and information may include:

cost savings

customer surveys

employee satisfaction

industrial disputes

market share data

productivity measures

supplier feedback.

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
Work practices and procedures are analysed to determine opportunities for improvement according to organisational requirements. 
Business equipment and technology are used to gather and organise information in a format suitable for analysis. 
Consultative processes are used to actively encourage feedback from colleagues and clients in order to identify opportunities for improvement. 
Opportunities for improvement are assessed against organisational business goals and objectives. 
Purpose of change, objectives and time lines are negotiated and agreed in consultation with relevant people. 
Risk factors likely to affect change are analysed to identify potential constraints. 
Improvement plan is developed that details a range of suitable activities that accurately reflect change requirements. 
Roles, responsibilities and accountabilities for the change process are established according to improvement plan. 
Communication channels are used to promote objectives of change clearly to relevant people, according to organisational requirements. 
Leadership stylesand methods are used to provide clear direction and support to individuals and teams throughout change process. 
Future support services required for change processes are identified and delivery is planned in consultation with relevant people. 
Suitable organisational systems and technology are used to monitor change processes systematically to ensure consistency with improvement plan. 
Feedback on change processes is obtained and analysed according to organisational procedures. 
Evidence and information on impact of change are documented and distributed to relevant people according to organisational requirements. 

Forms

Assessment Cover Sheet

CPPDSM4071A - Promote process improvement in the property industry
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

CPPDSM4071A - Promote process improvement in the property industry

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: