- BSBFLM502A - Provide leadership in the workplace
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBFLM502A Mapping and Delivery Guide
Provide leadership in the workplace
Version 1.0
Issue Date: April 2024
Qualification | - |
Unit of Competency | BSBFLM502A - Provide leadership in the workplace |
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Description | This unit is equivalent to the original unit BSXFMI502A Provide leadership in the workplace.Frontline management has an important leadership role in the development of the organisation. This will be evident in the way they work with teams and individuals, their standard of conduct and the initiative they take in influencing others. At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.Consider co-assessment with BSBFLM501A Manage personal work priorities and professional development, BSBFLM503A Establish effective workplace relationships, BSBFLM504A Facilitate work teams, and BSBFLM506A Manage workplace information system.This unit is equivalent to the original unit BSXFMI502A Provide leadership in the workplace.Frontline management has an important leadership role in the development of the organisation. This will be evident in the way they work with teams and individuals, their standard of conduct and the initiative they take in influencing others. At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.Consider co-assessment with BSBFLM501A Manage personal work priorities and professional development, BSBFLM503A Establish effective workplace relationships, BSBFLM504A Facilitate work teams, and BSBFLM506A Manage workplace information system. | ||
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. |
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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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Model high standards of management performance and behaviour |
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Element: Enhance the organisation's image |
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Element: Influence individuals and teams positively |
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Element: Make informed decisions |
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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
Displays high standards of leadership
Demonstrates a positive influence on others
Uses effective consultative processes
Makes soundly researched decisions
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
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
The principles and techniques associated with:
leading people
preparing performance plans
establishing key performance indicators
influencing others
establishing effective consultative processes
making decisions
The characteristics of a positive role model
The types of actions which uphold the organisation's image
Underpinning Skills
Functional literacy skills to use written and oral information about workplace requirements
Communication skills including receiving and analysing feedback and reporting
Accessing and interpreting the organisation's standards and values
Research and analytical skills to interpret data
Planning and organising skills to meet work priorities
Monitoring and introducing practices to improve work performance
Being a positive influence on colleagues
Using information systems to advantage
Using feedback to achieve positive outcomes
Use coaching and mentoring skills to provide support to colleagues
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 Competencies Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2)- to develop Key Performance Indicators
Communicating ideas and information (Level 2)- with individuals and members of work team
Planning and organising activities (Level 3) - to establish work plans
Working with teams and others (Level 3) - to implement and monitor performance
Using mathematical ideas and techniques (Level 1)- as an aid to measure and plan goals
Solving problems (Level 2)- as part of the decision making processes
Using technology (Level 2)- to aid effective management of information
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
Displays high standards of leadership
Demonstrates a positive influence on others
Uses effective consultative processes
Makes soundly researched decisions
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
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
The principles and techniques associated with:
leading people
preparing performance plans
establishing key performance indicators
influencing others
establishing effective consultative processes
making decisions
The characteristics of a positive role model
The types of actions which uphold the organisation's image
Underpinning Skills
Functional literacy skills to use written and oral information about workplace requirements
Communication skills including receiving and analysing feedback and reporting
Accessing and interpreting the organisation's standards and values
Research and analytical skills to interpret data
Planning and organising skills to meet work priorities
Monitoring and introducing practices to improve work performance
Being a positive influence on colleagues
Using information systems to advantage
Using feedback to achieve positive outcomes
Use coaching and mentoring skills to provide support to colleagues
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 Competencies Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2)- to develop Key Performance Indicators
Communicating ideas and information (Level 2)- with individuals and members of work team
Planning and organising activities (Level 3) - to establish work plans
Working with teams and others (Level 3) - to implement and monitor performance
Using mathematical ideas and techniques (Level 1)- as an aid to measure and plan goals
Solving problems (Level 2)- as part of the decision making processes
Using technology (Level 2)- to aid effective management of information
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:
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
At AQF level 5, frontline management will normally be engaged in a workplace context where they:
engage in tactical and operational planning within the organisation's strategic plans. For example, prepares an annual tactical plan for a department
take responsibility for own outputs in relation to broad quantity and quality parameters. For example, evaluates own annual performance against personal work plans and the organisation's standards
take limited responsibility for the achievement of group outcomes. For example, reviews group performance against plans and prepares in consultation with the group a performance improvement strategy
demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas. For example, understands in depth the principles and techniques of performance management
transfer and apply theoretical concepts and/or technical or creative skills to a range of situations. For example, researches, negotiates and establishes protocols for customer service for the department
analyse and plan approaches to technical problems or management requirements. For example, given the work team's inability to achieve planned outcomes/outputs, analyses the team's performance and develops strategies with the team to rectify the situation
evaluate information using it to forecast for planning or research purposes. For example, the organisation's goals and strategic and tactical plans are analysed in preparation for the preparation of the department's annual operational plan
Frontline management at this level normally operate in a relatively diverse and complex workplace environment in which they use the organisation's:
goals, objectives, plans, systems and processes
quality and continuous improvement processes and standards
access and equity principles and practice
business and performance plans
resources, which may be subject to negotiation
ethical standards
They may use legislation, codes and national standards relevant to the workplace including:
award and enterprise agreements
commonwealth and state/territory legislative requirements especially in regard to Occupational Health and Safety
industry codes of practice
Organisation's requirements will be:
expressed in written documentation and orally. They will normally be expressed in terms of goals, plans, processes and procedures. The requirements also include the culture and standards demonstrated by the organisation
The organisation's standards and values will be:
stated or implied by the way the organisation conducts its business
Colleagues may include:
team members, employees at the same level and more senior managers, and may include people from a wide variety of social, cultural and ethnic backgrounds. This will usually be from a wider spread of the organisation than at AQF level 4
Feedback processes may be
formal or informal and may be from internal or external sources
OHS considerations may include:
establish and maintain framework for OHS system
demonstrate leadership in OHS practice as an ethical standard
OHS hazard identification, risk assessment and control approaches are demonstrated in decisions
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
At AQF level 5, frontline management will normally be engaged in a workplace context where they:
engage in tactical and operational planning within the organisation's strategic plans. For example, prepares an annual tactical plan for a department
take responsibility for own outputs in relation to broad quantity and quality parameters. For example, evaluates own annual performance against personal work plans and the organisation's standards
take limited responsibility for the achievement of group outcomes. For example, reviews group performance against plans and prepares in consultation with the group a performance improvement strategy
demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas. For example, understands in depth the principles and techniques of performance management
transfer and apply theoretical concepts and/or technical or creative skills to a range of situations. For example, researches, negotiates and establishes protocols for customer service for the department
analyse and plan approaches to technical problems or management requirements. For example, given the work team's inability to achieve planned outcomes/outputs, analyses the team's performance and develops strategies with the team to rectify the situation
evaluate information using it to forecast for planning or research purposes. For example, the organisation's goals and strategic and tactical plans are analysed in preparation for the preparation of the department's annual operational plan
Frontline management at this level normally operate in a relatively diverse and complex workplace environment in which they use the organisation's:
goals, objectives, plans, systems and processes
quality and continuous improvement processes and standards
access and equity principles and practice
business and performance plans
resources, which may be subject to negotiation
ethical standards
They may use legislation, codes and national standards relevant to the workplace including:
award and enterprise agreements
commonwealth and state/territory legislative requirements especially in regard to Occupational Health and Safety
industry codes of practice
Organisation's requirements will be:
expressed in written documentation and orally. They will normally be expressed in terms of goals, plans, processes and procedures. The requirements also include the culture and standards demonstrated by the organisation
The organisation's standards and values will be:
stated or implied by the way the organisation conducts its business
Colleagues may include:
team members, employees at the same level and more senior managers, and may include people from a wide variety of social, cultural and ethnic backgrounds. This will usually be from a wider spread of the organisation than at AQF level 4
Feedback processes may be
formal or informal and may be from internal or external sources
OHS considerations may include:
establish and maintain framework for OHS system
demonstrate leadership in OHS practice as an ethical standard
OHS hazard identification, risk assessment and control approaches are demonstrated in decisions
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 |
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Management performance and behaviour meets the organisation's requirements | |||
Management performance and behaviour serves as a positive role model for others | |||
Performance plans are developed and implemented in accordance with the organisation's goals and objectives | |||
Key performance indicators are established and used to meet the organisation's goals and objectives | |||
The organisation's standards and values are used in conducting business | |||
Standards and values considered to be damaging to the organisation are questioned through established communication channels | |||
Personal performance contributes to developing an organisation which has integrity and credibility | |||
Expectations, roles and responsibilities are communicated in a way which encourages individuals/teams to take responsibility for their work | |||
Individual's/team's efforts and contributions are encouraged, valued and rewarded | |||
Ideas and information receive the acceptance and support of colleagues | |||
Information relevant to the issue(s) under consideration is gathered and organised | |||
Individuals/teams participate actively in the decision making processes | |||
Options are examined and their associated risks assessed to determine preferred course(s) of action | |||
Decisions are timely and communicated clearly to individuals/teams | |||
Plans to implement decisions are prepared and agreed by relevant individuals/teams | |||
Feedback processes are used effectively to monitor the implementation and impact of decisions |
Forms
Assessment Cover Sheet
BSBFLM502A - Provide leadership in the workplace
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
BSBFLM502A - Provide leadership in the workplace
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: