The Evidence Guide identifies the critical aspects, 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
Identifies opportunities to improve performance in consultation with appropriate individuals/groups
Develops flexible and creative approaches and strategies to introduce and manage change and innovation
Assesses risks associated with the introduction of change
Provides coaching and mentoring support to facilitate change
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:
managing change and innovation
assessing risks
The management styles which facilitate change
The organisation's processes and procedures to plan and introduce change
The sources of change and how they impact on the organisation
The factors which lead/cause resistance to change
Underpinning Skills
Functional literacy skills to access and use workplace information
Communication skills including researching and analysing information, reporting.
Influencing the organisation's culture so that it is receptive to change and innovation
Monitoring trends in the internal and/or external environment
Responding positively to new situations/challenges
Evaluating alternative proposals for change
Drawing on the diversity of the workplace to assist the organisation benefit from change
Managing resistance to change
Gaining the trust and confidence of colleagues
Dealing with people openly and fairly
Using consultation skills effectively
Using 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 obtain information about the change processes
Communicating ideas and information (Level 2)- to individuals and team members about the impending changes
Planning and organising activities (Level 3) - to introduce change
Working with teams and others (Level 3) - to engage in the change process
Using mathematical ideas and techniques (Level 2)- to make calculations associated with implementing change
Solving problems (Level 2)- to address difficulties arising from the changes
Using technology (Level 2)- to assist in the 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, 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
Identifies opportunities to improve performance in consultation with appropriate individuals/groups
Develops flexible and creative approaches and strategies to introduce and manage change and innovation
Assesses risks associated with the introduction of change
Provides coaching and mentoring support to facilitate change
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:
managing change and innovation
assessing risks
The management styles which facilitate change
The organisation's processes and procedures to plan and introduce change
The sources of change and how they impact on the organisation
The factors which lead/cause resistance to change
Underpinning Skills
Functional literacy skills to access and use workplace information
Communication skills including researching and analysing information, reporting.
Influencing the organisation's culture so that it is receptive to change and innovation
Monitoring trends in the internal and/or external environment
Responding positively to new situations/challenges
Evaluating alternative proposals for change
Drawing on the diversity of the workplace to assist the organisation benefit from change
Managing resistance to change
Gaining the trust and confidence of colleagues
Dealing with people openly and fairly
Using consultation skills effectively
Using 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 obtain information about the change processes
Communicating ideas and information (Level 2)- to individuals and team members about the impending changes
Planning and organising activities (Level 3) - to introduce change
Working with teams and others (Level 3) - to engage in the change process
Using mathematical ideas and techniques (Level 2)- to make calculations associated with implementing change
Solving problems (Level 2)- to address difficulties arising from the changes
Using technology (Level 2)- to assist in the management of information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies