Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | 1.Clarify ideas to improve work practices | 1.1 | Advantages, disadvantages and consequences of ideas are identified |
1.2 | Options are considered and discussed with colleagues | ||
1.3 | Feedback is reflected and used to improve ideas | ||
1.4 | Methods of communicating ideas are considered | ||
2 | 2.Advise on innovative work practices | 2.1 | Advice is clear and consistent with organisational requirements |
2.2 | Advice provided is realistic and relevant within context of current work practices and objectives | ||
2.3 | Recommendations are provided on required resources, timelines and roles and responsibilities for successful implementation of change | ||
2.4 | Information about risk factors is used to identify potential constraints | ||
2.5 | Feedback on innovations is obtained from designated individuals and groups | ||
3 | 3.Support implementation of new work practices | 3.1 | Work schedules are adjusted to incorporate necessary modifications to existing work patterns and routines |
3.2 | Business technology is used to manage and provide access to information on progress towards objectives of change | ||
3.3 | Mentoring and coaching is provided to support individuals and groups in the introduction of change | ||
3.4 | Consultation is undertaken with individuals and teams to promote participation in change | ||
3.5 | Advice is provided on the impact of change in a manner accessible to designated personnel |
Required Skills
Not applicable.
Evidence Required
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
Range Statement
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:
They may use legislation, codes and national standards relevant to the workplace including:
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
Organisational requirements may be included in:
quality assurances and/or procedures manuals
goals, objectives, plans, systems and processes
legal and organisational policy/guidelines and requirements
Occupational Health and Safety policies, procedures and programs
business and performance plans
anti-discrimination and related policy
access and equity principles and practice
ethical standards
quality and continuous improvement processes and standards
defined resource parameters
consultation and communication processes
Roles and responsibilities may include:
job description and employment arrangements
organisation's policy relevant to work role
team structures
supervision and accountability requirements including Occupational Health and Safety
skills, training and competencies
Code of Conduct
Change may include:
implementation of new work practices and/or services
organisational restructures
introduction of new technology
change in work location
new client base
staffing changes
job role changes
work priorities
Risk factors may include:
disturbances to workflow
confusion/loss of confidence
cost blow out
supplier problems
product/service delivery problems
time delays
Feedback on innovations may be obtained from:
customer satisfaction surveys
interviews
comments from colleagues
analysis of qualitative/quantitative data
recommendations
management decisions
quality assurance data
Designated individuals and groups may include:
supervisor
clients
colleagues
external organisation
committee
line management
Business technology may include:
computers
computer applications
fax
internet/extranet/intranet
Mentoring and coaching may include:
providing feedback to another team member
fair and ethical practice
non-discriminatory processes and activities
respecting the contribution of all participants and giving credit for achievements
presenting and promoting a positive image of the collective group
problem solving
providing encouragement
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:
They may use legislation, codes and national standards relevant to the workplace including:
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
Organisational requirements may be included in:
quality assurances and/or procedures manuals
goals, objectives, plans, systems and processes
legal and organisational policy/guidelines and requirements
Occupational Health and Safety policies, procedures and programs
business and performance plans
anti-discrimination and related policy
access and equity principles and practice
ethical standards
quality and continuous improvement processes and standards
defined resource parameters
consultation and communication processes
Roles and responsibilities may include:
job description and employment arrangements
organisation's policy relevant to work role
team structures
supervision and accountability requirements including Occupational Health and Safety
skills, training and competencies
Code of Conduct
Change may include:
implementation of new work practices and/or services
organisational restructures
introduction of new technology
change in work location
new client base
staffing changes
job role changes
work priorities
Risk factors may include:
disturbances to workflow
confusion/loss of confidence
cost blow out
supplier problems
product/service delivery problems
time delays
Feedback on innovations may be obtained from:
customer satisfaction surveys
interviews
comments from colleagues
analysis of qualitative/quantitative data
recommendations
management decisions
quality assurance data
Designated individuals and groups may include:
supervisor
clients
colleagues
external organisation
committee
line management
Business technology may include:
computers
computer applications
fax
internet/extranet/intranet
Mentoring and coaching may include:
providing feedback to another team member
fair and ethical practice
non-discriminatory processes and activities
respecting the contribution of all participants and giving credit for achievements
presenting and promoting a positive image of the collective group
problem solving
providing encouragement
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.