Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

BSBCMN312A Mapping and Delivery Guide
Support innovation and change

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency BSBCMN312A - Support innovation and change
Description This unit covers the skills and knowledge required to contribute ideas for improved work practices and to support the implementation of innovative work practices to effect change.This unit draws on the work of the Innovative Work Skills project of the Australian National Training Authority.This unit is related to BSBCMN210A Implement improved work practices and BSBCMN412A Promote innovation and change.This unit covers the skills and knowledge required to contribute ideas for improved work practices and to support the implementation of innovative work practices to effect change.This unit draws on the work of the Innovative Work Skills project of the Australian National Training Authority.This unit is related to BSBCMN210A Implement improved work practices and BSBCMN412A Promote innovation and change.
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Clarify ideas to improve work practices
  • Advantages, disadvantages and consequences of ideas are identified
  • Options are considered and discussed with colleagues
  • Feedback is reflected and used to improve ideas
  • Methods of communicating ideas are considered
       
Element: Advise on innovative work practices
  • Advice is clear and consistent with organisational requirements
  • Advice provided is realistic and relevant within context of current work practices and objectives
  • Recommendations are provided on required resources, timelines and roles and responsibilities for successful implementation of change
  • Information about risk factors is used to identify potential constraints
  • Feedback on innovations is obtained from designated individuals and groups
       
Element: Support implementation of new work practices
  • Work schedules are adjusted to incorporate necessary modifications to existing work patterns and routines
  • Business technology is used to manage and provide access to information on progress towards objectives of change
  • Mentoring and coaching is provided to support individuals and groups in the introduction of change
  • Consultation is undertaken with individuals and teams to promote participation in change
  • Advice is provided on the impact of change in a manner accessible to designated personnel
       


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, 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

Ideas for change are communicated effectively

Giving feedback and advice to colleagues on processes of implementation

Change is supported

Underpinning Knowledge*

* At this level the learner must demonstrate some relevant theoretical knowledge.

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 anti-discrimination

Understanding the organisation's policies, plans and procedures

Knowledge of own roles and responsibilities

Understanding the context of change

Principles and techniques of identifying strengths and weaknesses

Understanding the impacts of change

Knowledge of critical success factors and how they relate to change

Processes to interpret and apply feedback

Principles and techniques of goal setting and recording priorities

Underpinning Skills

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

Proofreading and editing skills to ensure clarity of meaning and conformity to organisational requirements, check for accuracy and consistency of information

Communication skills including active listening, questioning and clarifying, presenting and reporting

Ability to accept positive and negative feedback

Planning skills to organise work priorities and arrangements

Team work skills for working as a member of a team during periods of change

Consultation skills to maintain effective relationships during periods of change

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 1) - to measure self-performance

Communicating ideas and information (Level 1) - with members of the work team

Planning and organising activities (Level 2) - for self

Working with teams and others (Level 2) - in completing scheduled tasks

Using mathematical ideas and techniques (Level 1) - as an aid to measure and schedule tasks

Solving problems (Level 2) - as an aid to self-development

Using technology (Level 1) - to manage scheduling of tasks

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

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

Ideas for change are communicated effectively

Giving feedback and advice to colleagues on processes of implementation

Change is supported

Underpinning Knowledge*

* At this level the learner must demonstrate some relevant theoretical knowledge.

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 anti-discrimination

Understanding the organisation's policies, plans and procedures

Knowledge of own roles and responsibilities

Understanding the context of change

Principles and techniques of identifying strengths and weaknesses

Understanding the impacts of change

Knowledge of critical success factors and how they relate to change

Processes to interpret and apply feedback

Principles and techniques of goal setting and recording priorities

Underpinning Skills

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

Proofreading and editing skills to ensure clarity of meaning and conformity to organisational requirements, check for accuracy and consistency of information

Communication skills including active listening, questioning and clarifying, presenting and reporting

Ability to accept positive and negative feedback

Planning skills to organise work priorities and arrangements

Team work skills for working as a member of a team during periods of change

Consultation skills to maintain effective relationships during periods of change

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 1) - to measure self-performance

Communicating ideas and information (Level 1) - with members of the work team

Planning and organising activities (Level 2) - for self

Working with teams and others (Level 2) - in completing scheduled tasks

Using mathematical ideas and techniques (Level 1) - as an aid to measure and schedule tasks

Solving problems (Level 2) - as an aid to self-development

Using technology (Level 1) - to manage scheduling of tasks

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, assignment, 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:

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

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

Occupational Health and Safety policies, procedures and programs

business and performance plans

anti-discrimination and related policy

access and equity principles and practice

ethical standards

quality and continuous improvement processes and standards

defined resource parameters

consultation and communication processes

Roles and responsibilities may include:

job description and employment arrangements

organisation's policy relevant to work role

team structures

supervision and accountability requirements including Occupational Health and Safety

skills, training and competencies

Code of Conduct

Change may include:

implementation of new work practices and/or services

organisational restructures

introduction of new technology

change in work location

new client base

staffing changes

job role changes

work priorities

Risk factors may include:

disturbances to workflow

confusion/loss of confidence

cost blow out

supplier problems

product/service delivery problems

time delays

Feedback on innovations may be obtained from:

customer satisfaction surveys

interviews

comments from colleagues

analysis of qualitative/quantitative data

recommendations

management decisions

quality assurance data

Designated individuals and groups may include:

supervisor

clients

colleagues

external organisation

committee

line management

Business technology may include:

computers

computer applications

fax

e-mail

internet/extranet/intranet

Mentoring and coaching may include:

providing feedback to another team member

fair and ethical practice

non-discriminatory processes and activities

respecting the contribution of all participants and giving credit for achievements

presenting and promoting a positive image of the collective group

problem solving

providing encouragement

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

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

Occupational Health and Safety policies, procedures and programs

business and performance plans

anti-discrimination and related policy

access and equity principles and practice

ethical standards

quality and continuous improvement processes and standards

defined resource parameters

consultation and communication processes

Roles and responsibilities may include:

job description and employment arrangements

organisation's policy relevant to work role

team structures

supervision and accountability requirements including Occupational Health and Safety

skills, training and competencies

Code of Conduct

Change may include:

implementation of new work practices and/or services

organisational restructures

introduction of new technology

change in work location

new client base

staffing changes

job role changes

work priorities

Risk factors may include:

disturbances to workflow

confusion/loss of confidence

cost blow out

supplier problems

product/service delivery problems

time delays

Feedback on innovations may be obtained from:

customer satisfaction surveys

interviews

comments from colleagues

analysis of qualitative/quantitative data

recommendations

management decisions

quality assurance data

Designated individuals and groups may include:

supervisor

clients

colleagues

external organisation

committee

line management

Business technology may include:

computers

computer applications

fax

e-mail

internet/extranet/intranet

Mentoring and coaching may include:

providing feedback to another team member

fair and ethical practice

non-discriminatory processes and activities

respecting the contribution of all participants and giving credit for achievements

presenting and promoting a positive image of the collective group

problem solving

providing encouragement

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
Advantages, disadvantages and consequences of ideas are identified 
Options are considered and discussed with colleagues 
Feedback is reflected and used to improve ideas 
Methods of communicating ideas are considered 
Advice is clear and consistent with organisational requirements 
Advice provided is realistic and relevant within context of current work practices and objectives 
Recommendations are provided on required resources, timelines and roles and responsibilities for successful implementation of change 
Information about risk factors is used to identify potential constraints 
Feedback on innovations is obtained from designated individuals and groups 
Work schedules are adjusted to incorporate necessary modifications to existing work patterns and routines 
Business technology is used to manage and provide access to information on progress towards objectives of change 
Mentoring and coaching is provided to support individuals and groups in the introduction of change 
Consultation is undertaken with individuals and teams to promote participation in change 
Advice is provided on the impact of change in a manner accessible to designated personnel 

Forms

Assessment Cover Sheet

BSBCMN312A - Support innovation and change
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

BSBCMN312A - Support innovation and change

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: