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Elements and Performance Criteria

1. Plan and complete own work schedule
   • Workgroup plans are prepared to reflect consideration of resources, client needs and workgroup targets
   • Work objectives and priorities are analysed and incorporated into personal schedules and responsibilities
   • Factors affecting the achievement of work objectives are identified and contingencies established and incorporated into work plans
   • Business technology is used efficiently and effectively to manage and monitor planning completion and scheduling of tasks
2. Monitor own work performance
   • Personal performance standards are identified and analysed through self-assessment and feedback from others on the achievement of work objectives
   • Feedback on performance is actively sought from colleagues and clients and evaluated in context of individual and group requirements
   • Variations in the quality of service and products are routinely identified and reported in accordance with organisational requirements
3. Coordinate professional development
   • Personal knowledge and skills are assessed against competency standards performance descriptions to determine development needs and priorities
   • Opportunities for improvement and sources of learning are researched and planned in liaison with colleagues
   • Feedback is used to identify and develop ways to improve competence within available opportunities
   • New skills are identified and professional development activities are accessed and completed to facilitate continuous learning and career development
   • Records and documents relating to achievements and assessments are stored and maintained in accordance with organisational requirements

Required Skills

Not applicable

Evidence Required

The Evidence Guide identifies the critical aspects underpinning 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

Preparing and communicating work plans

Scheduling work objectives and tasks to support the achievement of goals

Seeking and acting on feedback from clients and colleagues

Reviewing own work performance against achievements through self assessment

Accessing learning opportunities to extend own personal work competencies

Using business technology to monitor self development

Underpinning Knowledge

At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

The 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 antidiscrimination

Understanding the organisations policies plans and procedures

Understanding of methods to elicit analyse and interpret feedback

Knowledge of techniques to prepare personal plans and establish priorities

Knowledge of quality standards for products and services

Knowledge of relevant business technology applications

Understanding of methods to evaluate own performance

Processes to interpret competency standards and apply them to self

Methods to identify and prioritise personal learning needs

Understanding range of professional development activities and criteria to apply in choosing between them

Underpinning Skills

Literacy skills to understand the organisations policies and procedures interpret competency standards use a variety of strategies for planning and reviewing own work

Problem solving skills to develop contingency plans

Evaluation skills for assessing outcomes

Communication skills including giving and receiving constructive feedback on development needs

Technology skills including the ability to select and use technology appropriate to a task

Time management skills to complete tasks within agreed timeframes

Observation skills for identifying opportunities for learning and development

Participation skills for integrating as a member of a work team

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

Contexts 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 to measure selfperformance

Communicating ideas and information Level with members of the work team

Planning and organising activities Level for self

Working with teams and others Level in completing scheduled tasks

Using mathematical ideas and techniques Level as an aid to measure and schedule tasks

Solving problems Level as an aid to selfdevelopment

Using technology Level to manage scheduling and completion of tasks

The Evidence Guide identifies the critical aspects underpinning 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

Preparing and communicating work plans

Scheduling work objectives and tasks to support the achievement of goals

Seeking and acting on feedback from clients and colleagues

Reviewing own work performance against achievements through self assessment

Accessing learning opportunities to extend own personal work competencies

Using business technology to monitor self development

Underpinning Knowledge

At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

The 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 antidiscrimination

Understanding the organisations policies plans and procedures

Understanding of methods to elicit analyse and interpret feedback

Knowledge of techniques to prepare personal plans and establish priorities

Knowledge of quality standards for products and services

Knowledge of relevant business technology applications

Understanding of methods to evaluate own performance

Processes to interpret competency standards and apply them to self

Methods to identify and prioritise personal learning needs

Understanding range of professional development activities and criteria to apply in choosing between them

Underpinning Skills

Literacy skills to understand the organisations policies and procedures interpret competency standards use a variety of strategies for planning and reviewing own work

Problem solving skills to develop contingency plans

Evaluation skills for assessing outcomes

Communication skills including giving and receiving constructive feedback on development needs

Technology skills including the ability to select and use technology appropriate to a task

Time management skills to complete tasks within agreed timeframes

Observation skills for identifying opportunities for learning and development

Participation skills for integrating as a member of a work team

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

Contexts 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 to measure selfperformance

Communicating ideas and information Level with members of the work team

Planning and organising activities Level for self

Working with teams and others Level in completing scheduled tasks

Using mathematical ideas and techniques Level as an aid to measure and schedule tasks

Solving problems Level as an aid to selfdevelopment

Using technology Level to manage scheduling and completion of tasks

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Range Statement

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:

They may use legislation, codes and national standards relevant to the workplace including:

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

Workgroup plans may include:

sales plans

reporting plans

production plans

budgetary plans

team participation

work schedules

team and individual learning goals

Work objectives may include:

sales targets

reporting deadlines

production targets

budgetary targets

team participation

team and individual learning goals

Factors affecting the achievement of work objectives may include:

competing work demands

technology/equipment breakdowns

unforeseen incidents

personnel

environmental factors such as time, weather, etc

resource and materials availability

budget constraints

Business technology may include:

computers

computer applications

personal schedules

modems

scanners

e-mail and internet/intranet/extranet

photocopiers

facsimile machines

printers

Feedback on performance may include:

formal/informal performance appraisals

obtaining comments from supervisors and colleagues

obtaining comments from clients

personal, reflective behaviour strategies

routine organisational methods for monitoring service delivery

Organisational requirements may be included in:

quality assurances and/or procedures manuals

goals, objectives, plans, systems and processes

legal and organisational policy/guidelines and requirements

business and performance plans

access and equity principles and practice

ethical standards

Occupational Health and Safety policies, procedures and programs

quality and continuous improvement processes and standards

defined resource parameters

Competency standards are standards which measure:

all those personal and technical knowledge, skills and attitudinal aspects (competencies) required to effectively and efficiently undertake the day to day tasks and duties of the practitioner's work function

Professional development activities may include:

coaching, mentoring and/or supervision

formal/informal learning programs

internal/external training provision

work experience/exchange/opportunities

personal study

career planning/development

performance appraisals

workplace skills assessment

Recognition of Prior Learning

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:

They may use legislation, codes and national standards relevant to the workplace including:

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

Workgroup plans may include:

sales plans

reporting plans

production plans

budgetary plans

team participation

work schedules

team and individual learning goals

Work objectives may include:

sales targets

reporting deadlines

production targets

budgetary targets

team participation

team and individual learning goals

Factors affecting the achievement of work objectives may include:

competing work demands

technology/equipment breakdowns

unforeseen incidents

personnel

environmental factors such as time, weather, etc

resource and materials availability

budget constraints

Business technology may include:

computers

computer applications

personal schedules

modems

scanners

e-mail and internet/intranet/extranet

photocopiers

facsimile machines

printers

Feedback on performance may include:

formal/informal performance appraisals

obtaining comments from supervisors and colleagues

obtaining comments from clients

personal, reflective behaviour strategies

routine organisational methods for monitoring service delivery

Organisational requirements may be included in:

quality assurances and/or procedures manuals

goals, objectives, plans, systems and processes

legal and organisational policy/guidelines and requirements

business and performance plans

access and equity principles and practice

ethical standards

Occupational Health and Safety policies, procedures and programs

quality and continuous improvement processes and standards

defined resource parameters

Competency standards are standards which measure:

all those personal and technical knowledge, skills and attitudinal aspects (competencies) required to effectively and efficiently undertake the day to day tasks and duties of the practitioner's work function

Professional development activities may include:

coaching, mentoring and/or supervision

formal/informal learning programs

internal/external training provision

work experience/exchange/opportunities

personal study

career planning/development

performance appraisals

workplace skills assessment

Recognition of Prior Learning

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