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
Analysing and evaluating problems associated with change
Developing processes to introduce change
Establishing plans and schedules to achieve the objectives of change
Presenting information on the causes and introduction of the change
Communicating priorities, goals and objectives
Gathering evidence on the effect of change
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.
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 of common effects of change and innovation in the workplace
Understanding of industrial and organisational context of change
Understanding of organisation's policies, plans, procedures and structure
Knowledge of resources required by the organisation's operations
Understanding processes to interpret and apply feedback
Knowledge of principles and techniques of goal setting and recording priorities
Knowledge of the principles of negotiation
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
Planning skills to schedule work activities for the implementation of change
Team work skills for working as a member of a team during period of changes
Consultation skills for including stakeholders in the change process
Analytical skills for monitoring outcomes of change
Negotiation skills for dealing with competing objectives
Estimation skills for identifying resources necessary to support introduction 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 2) to set goals and objectives
Communicating ideas and information - (Level 2) with members of the work team
Planning and organising activities -(Level 2) to promote change
Working with teams and others - (Level 2) in completing scheduled tasks
Using mathematical ideas and techniques - (Level 2) as an aid to measure impact of change
Solving problems - (Level 2) to diagnose problems of implementation
Using technology - (Level 2) to manage scheduling of tasks
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
Analysing and evaluating problems associated with change
Developing processes to introduce change
Establishing plans and schedules to achieve the objectives of change
Presenting information on the causes and introduction of the change
Communicating priorities, goals and objectives
Gathering evidence on the effect of change
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.
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 of common effects of change and innovation in the workplace
Understanding of industrial and organisational context of change
Understanding of organisation's policies, plans, procedures and structure
Knowledge of resources required by the organisation's operations
Understanding processes to interpret and apply feedback
Knowledge of principles and techniques of goal setting and recording priorities
Knowledge of the principles of negotiation
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
Planning skills to schedule work activities for the implementation of change
Team work skills for working as a member of a team during period of changes
Consultation skills for including stakeholders in the change process
Analytical skills for monitoring outcomes of change
Negotiation skills for dealing with competing objectives
Estimation skills for identifying resources necessary to support introduction 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 2) to set goals and objectives
Communicating ideas and information - (Level 2) with members of the work team
Planning and organising activities -(Level 2) to promote change
Working with teams and others - (Level 2) in completing scheduled tasks
Using mathematical ideas and techniques - (Level 2) as an aid to measure impact of change
Solving problems - (Level 2) to diagnose problems of implementation
Using technology - (Level 2) to manage scheduling of tasks