Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Model high standards of management performance and behaviour | 1.1 | The organisation's standards and values are used in conducting business |
1.2 | Standards and values considered to be damaging to the organisation are questioned through established communication channels | ||
1.3 | Personal performance contributes to developing an organisation which has integrity and credibility | ||
1.4 | Key performance indicators are established and used to meet the organisation's goals and objectives | ||
2 | Enhance the organisation's image | 2.1 | The organisation's standards and values are used in conducting business |
2.2 | Standards and values considered to be damaging to the organisation are questioned through established communication channels | ||
2.3 | Personal performance contributes to developing an organisation which has integrity and credibility | ||
3 | Influence individuals and teams positively | 3.1 | Expectations, roles and responsibilities are communicated in a way which encourages individuals/teams to take responsibility for their work |
3.2 | Individual's/team's efforts and contributions are encouraged, valued and rewarded | ||
3.3 | Ideas and information receive the acceptance and support of colleagues | ||
4 | Make informed decisions | 4.1 | Information relevant to the issue(s) under consideration is gathered and organised |
4.2 | Individuals/teams participate actively in the decision making processes | ||
4.3 | Options are examined and their associated risks assessed to determine preferred course(s) of action | ||
4.4 | Decisions are timely and communicated clearly to individuals/teams | ||
4.5 | Plans to implement decisions are prepared and agreed by relevant individuals/teams | ||
4.6 | Feedback processes are used effectively to monitor the implementation and impact of decisions |
Required Skills
Not applicable.
Evidence Required
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
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 some relevant theoretical knowledge.
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 2)- to establish work plans
Working with teams and others (Level 2)- 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 1)- 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, 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 some relevant theoretical knowledge.
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 2)- to establish work plans
Working with teams and others (Level 2)- 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 1)- to aid effective management of information
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 general workplace context for this AQF level is described in the AQF level descriptor. In addition, 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 3, frontline management will normally be engaged in a workplace context where they:
engage in short term planning within the department's business plans. For example, prepares a weekly schedule of outputs and/or outcomes to be achieved
take responsibility for own outputs in work and learning. For example, assesses own performance and identifies the competencies which need to be upgraded/developed
take limited responsibility for the output of others. For example, provides coaching support to assist individuals meet their performance requirements
demonstrate some relevant theoretical knowledge. For example, explains the purpose of Key Performance Indicators to others
perform a defined range of skills, usually within known routines, methods and procedures and within known time constraints. For example, provides services to internal customers within an agreed schedule
apply known solutions to a variety of predictable problems. For example, within the organisation's standard procedures considers the options and, using some discretion and judgement, selects the preferred action to rectify faulty service to a customer
interpret available information, using some discretion and judgement in work responsibilities. For example, interprets the continuous improvement processes, procedures and documentation used by the team and decides how to apply them to own work function
Frontline management at this level normally operate in a relatively simple and routine workplace environment in which they use the organisation's:
goals, objectives, plans, systems and processes
business and performance plans
access and equity principles and practice
ethical standards
quality and continuous improvement processes and standards
defined resource parameters
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
Feedback processes may be:
formal or informal and may be from internal or external sources
OHS considerations may include:
implement and monitor OHS procedures in area of responsibility
leadership in OHS practice as an ethical standard
OHS hazard identification, risk assessment and control approaches evident 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 general workplace context for this AQF level is described in the AQF level descriptor. In addition, 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 3, frontline management will normally be engaged in a workplace context where they:
engage in short term planning within the department's business plans. For example, prepares a weekly schedule of outputs and/or outcomes to be achieved
take responsibility for own outputs in work and learning. For example, assesses own performance and identifies the competencies which need to be upgraded/developed
take limited responsibility for the output of others. For example, provides coaching support to assist individuals meet their performance requirements
demonstrate some relevant theoretical knowledge. For example, explains the purpose of Key Performance Indicators to others
perform a defined range of skills, usually within known routines, methods and procedures and within known time constraints. For example, provides services to internal customers within an agreed schedule
apply known solutions to a variety of predictable problems. For example, within the organisation's standard procedures considers the options and, using some discretion and judgement, selects the preferred action to rectify faulty service to a customer
interpret available information, using some discretion and judgement in work responsibilities. For example, interprets the continuous improvement processes, procedures and documentation used by the team and decides how to apply them to own work function
Frontline management at this level normally operate in a relatively simple and routine workplace environment in which they use the organisation's:
goals, objectives, plans, systems and processes
business and performance plans
access and equity principles and practice
ethical standards
quality and continuous improvement processes and standards
defined resource parameters
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
Feedback processes may be:
formal or informal and may be from internal or external sources
OHS considerations may include:
implement and monitor OHS procedures in area of responsibility
leadership in OHS practice as an ethical standard
OHS hazard identification, risk assessment and control approaches evident in decisions
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.