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