- BSBMGT617A - Develop and implement a business plan
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBMGT617A Mapping and Delivery Guide
Develop and implement a business plan
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBMGT617A - Develop and implement a business plan |
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| Description | This unit describes the performance outcomes, skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.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 individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.Business plans are critical tools for business growth and development. They will vary depending on the needs of the organisation. This unit covers the typical elements of a business plan and the standard approaches to be used in implementing a business plan.The business plan should be supported by a strategic plan, and may also be supported by a marketing plan and cash flow forecasts. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Management and Leadership - Management | ||
| 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: Develop business plan |
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| Element: Monitor performance |
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| Element: Respond to performance data |
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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 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 the strengths and weaknesses of a range of business plans implementation of a business plan including evaluation of performance against documented indicators in key results areas knowledge of performance measurement approaches and benchmarking. |
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/examples of business plans and their outcomes direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of options for developing business plans review of development of performance objectives and measures review of how business plan was communicated to all relevant parties. |
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 Advanced Diploma of Management. |
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.
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Required skills |
analytical and research skills to review the market, to research competitors and to review pricing structures coaching and communication skills to remediate any under-performance in the work group or individuals planning and organising skills to sequence activities and to develop a logical structure. |
Required knowledge |
performance measurement approaches and benchmarking options for developing business plans. |
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. | |
Strategic, business and operational plan may include: | previously formulated: action plan business goals competitor analysis financing arrangements or financial targets management arrangements and/or personnel requirements marketing approaches product or service research or analysis |
Key stakeholders may include: | business partners or financiers customers shareholders staff technical experts or advisers |
Performance objectives and measures may relate to: | efficiency measures input measures such as staff time or dollars allocated outcomes measures qualitative indicators such as feedback from customers, effect on the wider market or competitors, staff reports quantitative indicators, such as numbers produced and sold, turnover, customer satisfaction ranking, lower staff turnover |
Business plan includes: | description of the business business products and services marketing activity financial indicators productivity and performance targets for key result areas such as: community awareness or branding environmental impact governance or management quality sales triple bottom line workforce |
Coaching refers to: | informal on-the-job and off-the-job advice and training to improve performance |
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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| Review and evaluate pre-existing strategic, business and operational plan, if available | |||
| Analyse and interpret business vision, mission, values and objectives | |||
| Consult with key stakeholders | |||
| Review market requirements for the product or service, profile customer needs and research pricing options | |||
| Develop performance objectives and measures through consultation with key stakeholders | |||
| Identify financial, human and physical resource requirements for the business | |||
| Consider any permits or licences that may be required for new activity | |||
| Write business plan | |||
| Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes | |||
| Ensure skilled labour is available to implement plan | |||
| Test performance measurement systems and refine, if necessary | |||
| Ensure timely reports on all key aspects of the business are available, user-friendly and balanced in terms of financial and non-financial performance | |||
| Report system failures, product failures and variances to the business plan as they occur | |||
| Analyse performance reports against planned objectives | |||
| Review performance indicators and refine if necessary | |||
| Ensure groups and individuals contributing to under-performance are coached, and provide training where appropriate | |||
| Review system processes and work methods regularly as part of continuous improvement |
Forms
Assessment Cover Sheet
BSBMGT617A - Develop and implement a business plan
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
BSBMGT617A - Develop and implement a business plan
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:
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Date:
Student signature:
Date: