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Evidence Guide: BSXFMI506A - Manage workplace 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

 

BSXFMI506A - Manage workplace information

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

Identify and source information needs

  1. The information needs of individuals/teams is determined and the sources are identified.
  2. Information held by the organisation is reviewed to determine suitability and accessibility.
  3. Plans are prepared to obtain information which is not available/accessible within the organisation.
The information needs of individuals/teams is determined and the sources are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information held by the organisation is reviewed to determine suitability and accessibility.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plans are prepared to obtain information which is not available/accessible within the organisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect, analyse and report information

  1. Collection of information is timely and relevant to the needs of individuals/teams.
  2. Information is in a format suitable for analysis, interpretation and dissemination.
  3. Information is analysed to identify and report relevant trends and developments in terms of the needs for which it was acquired.
Collection of information is timely and relevant to the needs of individuals/teams.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is in a format suitable for analysis, interpretation and dissemination.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is analysed to identify and report relevant trends and developments in terms of the needs for which it was acquired.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use management information systems

  1. Management information systems are used effectively to store and retrieve data for decision making.
  2. Technology available in the work area/organisation is used to manage information efficiently and effectively.
  3. Recommendations for improving the information system are submitted to designated persons/groups.
Management information systems are used effectively to store and retrieve data for decision making.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Technology available in the work area/organisation is used to manage information efficiently and effectively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommendations for improving the information system are submitted to designated persons/groups.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare business plans/budgets

  1. Individuals/teams are involved in business plan/budget preparation in a way which uses their contribution effectively and gains their support for the outcomes.
  2. Business plans/budgets are prepared and presented in accordance with the organisation's guidelines and requirements.
  3. Contingency plans are prepared in the event that alternative action is required.
Individuals/teams are involved in business plan/budget preparation in a way which uses their contribution effectively and gains their support for the outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Business plans/budgets are prepared and presented in accordance with the organisation's guidelines and requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contingency plans are prepared in the event that alternative action is required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare resource proposals

  1. Resource planning data is collected in consultation with colleagues, including those who have a specialist role in resource management.
  2. Estimates of resource needs and utilisation reflects the organisation's business plans, and customer and supplier requirements.
  3. Proposals to secure resources are supported by clearly presented submissions describing realistic options, benefits, costs and outcomes.
Resource planning data is collected in consultation with colleagues, including those who have a specialist role in resource management.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Estimates of resource needs and utilisation reflects the organisation's business plans, and customer and supplier requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proposals to secure resources are supported by clearly presented submissions describing realistic options, benefits, costs and outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

This guideline is to assist the development of assessment instruments/tools to assess the competence of frontline management.

Typically, in providing evidence of consistent achievement of this Unit's workplace outcomes within the context of ASF level 5, frontline management:

manages work effectively to achieve goals and results

researches, acquires and uses information appropriate to work responsibility

makes decisions within responsibility and authority in a diverse and complex workplace

monitors/improves ways to manage information

explains basic financial concepts in business plans/budgets

prepares financial information within standard format

prepares resource proposals within budget constraints

explains methods to gain efficiencies in resource management

prepares and negotiates recommendations to improve the organisation's information systems

ensures that legislative requirements are met in resource plans

promotes available learning methods to support colleagues

uses effective consultative processes

communicates with colleagues who have specialist responsibilities in financial and resource management

prepares and negotiates recommendations to improve information systems

uses information management systems

selects and uses available technology appropriate to the task

uses the key competencies to achieve results.

This guideline is to assist the development of assessment instruments/tools to assess the competence of frontline management.

Typically, in providing evidence of consistent achievement of this Unit's workplace outcomes within the context of ASF level 5, frontline management:

manages work effectively to achieve goals and results

researches, acquires and uses information appropriate to work responsibility

makes decisions within responsibility and authority in a diverse and complex workplace

monitors/improves ways to manage information

explains basic financial concepts in business plans/budgets

prepares financial information within standard format

prepares resource proposals within budget constraints

explains methods to gain efficiencies in resource management

prepares and negotiates recommendations to improve the organisation's information systems

ensures that legislative requirements are met in resource plans

promotes available learning methods to support colleagues

uses effective consultative processes

communicates with colleagues who have specialist responsibilities in financial and resource management

prepares and negotiates recommendations to improve information systems

uses information management systems

selects and uses available technology appropriate to the task

uses the key competencies to achieve results.

Required Skills and Knowledge

Not applicable.

Range Statement

At ASF level 5 frontline management will normally be engaged in a workplace context in which they:

are autonomous, working under broad guidance

may supervise others

may guide teams

may have responsibility for planning and managing the work of others

will be involved in self-directed application of knowledge

have substantial depth of knowledge in some area and a range of skills for work tasks, roles and functions

operate in varied or highly specific contexts

use competencies independently for routine and non-routine purposes

use judgement for self and others in planning and using resources, services and processes to achieve outcomes within time constraints.

Frontline management at this level will normally operate in diverse and complex workplace environments in which they use the organisation's:

goals, objectives, plans, systems and processes

quality and continuous improvement

and processes

processes and standards

business and performance plans

resources, which maybe subject to negotiation

ethical standards

They use legislation, codes and national standards relevant to the workplace.

A range of learning opportunities may be used, for example:

mentoring

action learning

coaching

shadowing

exchange/rotation

structured training programs

Resources may include:

people

power/energy

information

finance

buildings/facilities

time

equipment

technology

At ASF level 5 frontline management will normally be engaged in a workplace context in which they:

are autonomous, working under broad guidance

may supervise others

may guide teams

may have responsibility for planning and managing the work of others

will be involved in self-directed application of knowledge

have substantial depth of knowledge in some area and a range of skills for work tasks, roles and functions

operate in varied or highly specific contexts

use competencies independently for routine and non-routine purposes

use judgement for self and others in planning and using resources, services and processes to achieve outcomes within time constraints.

Frontline management at this level will normally operate in diverse and complex workplace environments in which they use the organisation's:

goals, objectives, plans, systems and processes

quality and continuous improvement

and processes

processes and standards

business and performance plans

resources, which maybe subject to negotiation

ethical standards

They use legislation, codes and national standards relevant to the workplace.

A range of learning opportunities may be used, for example:

mentoring

action learning

coaching

shadowing

exchange/rotation

structured training programs

Resources may include:

people

power/energy

information

finance

buildings/facilities

time

equipment

technology