- BSBHRM403A - Support performance management process
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBHRM403A Mapping and Delivery Guide
Support performance management process
Issue Date: January 2019
||Unit of Competency||BSBHRM403A - Support performance management process|
|Description||This unit describes the performance outcomes, skills and knowledge required to assist in the effective implementation of a performance management system and to facilitate employee performance.Please note that this unit does not address the line management responsibilities of performance management; this is addressed in BSBMGT502B Manage people performance.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.|
|Employability Skills||This unit contains employability skills.|
|Learning Outcomes and Application||This unit applies to human resources officers, or people in similar roles, who work under the direction of a human resource manager.The unit covers the requirement to support the performance management system across the organisation by assisting with the administrative infrastructure, provision of information and advice, and facilitating review mechanisms.|
|Duration and Setting||X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
|Competency Field||Workforce Development - Human Resource Management|
|Development and validation strategy and guide for assessors and learners||Student Learning Resources||Handouts
|Assessment 1||Assessment 2||Assessment 3||Assessment 4|
|Elements of Competency||Performance Criteria|
|Element: Review performance management infrastructure|
|Element: Promote performance management system|
|Element: Collate performance management data|
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 provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
analysis of a performance management system and its strengths and weaknesses
development of methods and techniques to support the effective implementation of the performance management system
knowledge of performance management.
Context of and specific resources for assessment
Assessment must ensure:
access to appropriate documentation and resources normally used in the workplace.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
assessment of written reports on performance management
demonstration of techniques in providing advice on performance feedback
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
observation of presentations on performance management systems
review of documentation outlining advice and support provided where there is dissention about performance appraisal outcomes
evaluation of documentation outlining training or instruction provided in using the performance management system
oral or written questioning to assess knowledge of rewards and incentive schemes.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other units from the Certificate IV in Human Resources.
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)
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.
communication skills to advise on methods for giving feedback and to assist managers with means for addressing poor performance
organisational skills to see that systems are followed and that all necessary documentation is kept and accessible
technology skills to write reports and to access records of interviews.
performance management and its contribution to the human resource cycle and organisational objectives
rewards and incentive schemes
warning systems, grievance procedures.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Position descriptions may also be termed, or include:
Performance appraisal meetings may consider:
any qualitative or quantitative measurement of performance
data from tailored software
feedback from peers, reportees, customers or clients
key performance indicators
perspectives of the manager and the person being reviewed
Rewards may include:
innovative motor vehicle and other salary packaging opportunities
non-monetary rewards such as conference, training, purchase of special equipment
Performance development may include:
action learning sets
mentoring or coaching
pairing with more experienced staff
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.
|Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice||Yes||No||Comments/feedback|
|Ensure that all positions have current position descriptions specifying key requirements of the role|
|Ensure that managers have provided reportees with performance indicators that are consistent with the position description requirements|
|Check that performance appraisal meetings are held in accordance with organisational timeframes, that correct documentation has been completed and that all necessary parties have recorded agreement|
|Check that appropriate organisational procedures have been followed for rewarding good performance|
|Check that appropriate organisational procedures have been followed for addressing under performance|
|Provide advice and support where there is dissention about performance appraisal outcomes|
|Clarify goals and methods of the performance management system|
|Address any questions from employees about the performance management system|
|Arrange or deliver, training or instruction in how to use the performance management system|
|Encourage ongoing and regular feedback on performance as well as formal performance appraisals|
|Review performance management documentation to establish trends or problem areas which require attention|
|Review patterns in skill or performance gaps and consider requirements and options for performance development|
|Revise policies or procedures if necessary|
|Suggest improvements to the performance management system|
Assessment Cover Sheet
BSBHRM403A - Support performance management process
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
BSBHRM403A - Support performance management process
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent