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Evidence Guide: BSBINM601A - Manage knowledge and information

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBINM601A - Manage knowledge and information

What evidence can you provide to prove your understanding of each of the following citeria?

Obtain information relevant to business issues

  1. Review staff and customer feedback and business performance data
  2. Identify, define and analyse business problems and issues
  3. Identify information required to reach a decision on problems/issues
  4. Source and gather reliable information
  5. Test information for reliability and validity, and reject where contradictory or ambiguous
  6. Utilise formal and informal networks to access corporate knowledge/memory not held in formal systems and review appropriately
Review staff and customer feedback and business performance data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, define and analyse business problems and issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify information required to reach a decision on problems/issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and gather reliable information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test information for reliability and validity, and reject where contradictory or ambiguous

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise formal and informal networks to access corporate knowledge/memory not held in formal systems and review appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse information and knowledge

  1. Ensure objectives for analyses are clear, relevant and consistent with the decisions required
  2. Identify patterns and emerging trends correctly and interpret as to cause and effect
  3. Utilise statistical analyses and interpretation where appropriate
  4. Undertake sensitivity analysis on any proposed options
  5. Ensure documentation reflects a logical approach to the evaluation of the evidence and conclusions drawn
  6. Adjust management information systems/decision support systems to meet information processing objectives
Ensure objectives for analyses are clear, relevant and consistent with the decisions required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify patterns and emerging trends correctly and interpret as to cause and effect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise statistical analyses and interpretation where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake sensitivity analysis on any proposed options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure documentation reflects a logical approach to the evaluation of the evidence and conclusions drawn

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust management information systems/decision support systems to meet information processing objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take decisions on business issues identified

  1. Ensure sufficient valid and reliable information/evidence is available to support a decision
  2. Utilise risk management plans to determine acceptable courses of action
  3. Utilise appropriate quantitative methods to assist decision making
  4. Consult specialists and other relevant groups and individuals
  5. Ensure decisions taken are within the delegation/accountability of the group/individual responsible
  6. Make decisions in accordance with organisational guidelines and procedures
  7. Ensure decisions taken are consistent with organisational objectives, values and standards
  8. Ensure decisions are taken in a timely manner
Ensure sufficient valid and reliable information/evidence is available to support a decision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise risk management plans to determine acceptable courses of action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise appropriate quantitative methods to assist decision making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult specialists and other relevant groups and individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure decisions taken are within the delegation/accountability of the group/individual responsible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make decisions in accordance with organisational guidelines and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure decisions taken are consistent with organisational objectives, values and standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure decisions are taken in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Disseminate information to the organisation

  1. Ensure advice/information needs are documented and are specific to location, format and time line requirements
  2. Document information and update databases regularly
  3. Design and test systems to meet information requirements of decision makers
  4. Ensure information is up-to-date, accurate, relevant and sufficient for the recipient
  5. Develop communication plans and disseminate information
  6. Adhere to confidentiality/privacy policies in the transmission/release of information/advice
  7. Review and update communication plans regularly
  8. Utilise technology which provides optimum efficiency and quality
  9. Maintain corporate knowledge and ensure security
Ensure advice/information needs are documented and are specific to location, format and time line requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document information and update databases regularly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and test systems to meet information requirements of decision makers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure information is up-to-date, accurate, relevant and sufficient for the recipient

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop communication plans and disseminate information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adhere to confidentiality/privacy policies in the transmission/release of information/advice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and update communication plans regularly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise technology which provides optimum efficiency and quality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain corporate knowledge and ensure security

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

documentation which tracks a particular problem/issue through information gathering and analysis, decision making and taking, and dissemination to relevant groups and individuals

development and utilisation of relevant information storage and retrieval systems, as well as accessing informal knowledge and information from informal networks within the organisation

knowledge of new technologies and their suitability to knowledge and information 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 knowledge management and information management

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 information management systems

review of documentation identifying, defining and analysing business problems and issues

evaluation of communication plans

evaluation of the transmission/release of information/advice in terms of adhering to confidentiality/privacy policies.

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.

Required Skills and Knowledge

Required skills

analytical skills to identify improvement opportunities in relation to the services/products delivered internally or concepts/ideas in area of expertise

communication and consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input

quantitative and qualitative research skills to locate and review relevant data and information

technology skills to consider various software and hardware options for storing and accessing data and information.

Required knowledge

new technologies and their suitability to knowledge and information management

risk management.

Range Statement

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.

Statistical analyses may include:

correlation calculations

long-term trend analyses

probability assessment

regulation analyses

short to medium-term trend analyses

Sensitivity analyses means:

applying 'what if' scenarios to available options

Management information systems means:

formal systems for collecting, storing and synthesising information to be used in management decision making

Decision support systems are:

management information systems which include some form of computer-based assistance to decision making (expert systems)

Risk management means:

process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood or consequences of the negative event if it occurs

Quantitative methods may include:

dynamic programming

linear programming

queuing theory

simulation

transportation methodology

Relevant groups and individuals means:

those personnel who have knowledge about the issue being dealt with and the expertise to assist the decision making process

Research may include:

focus groups

group interviews

individual interviews

surveys

Communication plans means:

structured program for the dissemination of information and the receipt of feedback information from individuals relevant to the process or activity

Technology may include:

audio-visual media

internet

intranet

print media

radio

telephone

television

Corporate knowledge may include:

copyright

intellectual property

technology