Elements and Performance Criteria

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
Learning and development needs may include:
coaching, mentoring and/or supervision
formal/informal learning programs
internal/external training provision
work experience/exchange/opportunities
personal study
career planning/development
performance appraisals
workplace skills assessment
Recognition of Prior Learning
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
confidentiality and security requirements
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
Feedback on performance may include:
formal/informal performance appraisals
obtaining feedback from supervisors and colleagues
obtaining feedback from clients
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
Competency standards are standards which measure:
all those personal and technical knowledge, skills and attitudinal aspects (competencies) required to effectively and efficiently undertake the day to day tasks and duties of the practitioner's work function
Learning delivery methods may include:
on-the-job coaching or mentoring
problem solving
presentations/demonstrations
formal course participation
work experience
involvement in professional networks
conference and seminar attendance
induction
Equipment and resources may include:
funding
facilities
guest speakers
training equipment such as whiteboards and audio-visual equipment
technological tools and equipment
time
Coaching and mentoring assistance 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
Learning and development needs may include:
coaching, mentoring and/or supervision
formal/informal learning programs
internal/external training provision
work experience/exchange/opportunities
personal study
career planning/development
performance appraisals
workplace skills assessment
Recognition of Prior Learning
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
confidentiality and security requirements
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
Feedback on performance may include:
formal/informal performance appraisals
obtaining feedback from supervisors and colleagues
obtaining feedback from clients
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
Competency standards are standards which measure:
all those personal and technical knowledge, skills and attitudinal aspects (competencies) required to effectively and efficiently undertake the day to day tasks and duties of the practitioner's work function
Learning delivery methods may include:
on-the-job coaching or mentoring
problem solving
presentations/demonstrations
formal course participation
work experience
involvement in professional networks
conference and seminar attendance
induction
Equipment and resources may include:
funding
facilities
guest speakers
training equipment such as whiteboards and audio-visual equipment
technological tools and equipment
time
Coaching and mentoring assistance 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 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
Identifying and implementing learning opportunities for others
Giving and receiving feedback constructively
Facilitating participation of individuals in the work of the team
Negotiating learning plans to improve the effectiveness of learning
Preparing learning plans to match skill needs
Accessing and designing learning opportunities
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
Knowledge of the principles of coaching and mentoring for development of competence
Understanding how to work effectively with team members who have diverse work styles, aspirations, cultures and perspectives
Understanding how to facilitate team development and improvement
Knowledge of the organisation's policies, plans and procedures
Understanding methods and techniques for eliciting and interpreting feedback
Understanding methods for identifying and prioritising personal development opportunities and options
Knowledge of career paths and competency standards in the industry
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; maintain records of learning
Communication skills including receiving feedback and reporting, maintaining effective relationships and conflict management
Planning skills to organise required resources and equipment to meet learning needs
Coaching and mentoring skills to provide support to colleagues
Report writing skills to organise information; assess information for relevance and accuracy; identify and elaborate on learning outcomes
Facilitation skills to conduct small group training sessions
Time management skills for scheduling learning programs within work activities
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 measure team performance
Communicating ideas and information - (Level 2) with members of the work team
Planning and organising activities -(Level 2) for learning opportunities
Working with teams and others - (Level 2) in completing scheduled tasks
Using mathematical ideas and techniques -(Level 1) as an aid to measure learning outcomes
Solving problems - (Level 2) as an aid to team-development
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
Identifying and implementing learning opportunities for others
Giving and receiving feedback constructively
Facilitating participation of individuals in the work of the team
Negotiating learning plans to improve the effectiveness of learning
Preparing learning plans to match skill needs
Accessing and designing learning opportunities
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
Knowledge of the principles of coaching and mentoring for development of competence
Understanding how to work effectively with team members who have diverse work styles, aspirations, cultures and perspectives
Understanding how to facilitate team development and improvement
Knowledge of the organisation's policies, plans and procedures
Understanding methods and techniques for eliciting and interpreting feedback
Understanding methods for identifying and prioritising personal development opportunities and options
Knowledge of career paths and competency standards in the industry
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; maintain records of learning
Communication skills including receiving feedback and reporting, maintaining effective relationships and conflict management
Planning skills to organise required resources and equipment to meet learning needs
Coaching and mentoring skills to provide support to colleagues
Report writing skills to organise information; assess information for relevance and accuracy; identify and elaborate on learning outcomes
Facilitation skills to conduct small group training sessions
Time management skills for scheduling learning programs within work activities
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 measure team performance
Communicating ideas and information - (Level 2) with members of the work team
Planning and organising activities -(Level 2) for learning opportunities
Working with teams and others - (Level 2) in completing scheduled tasks
Using mathematical ideas and techniques -(Level 1) as an aid to measure learning outcomes
Solving problems - (Level 2) as an aid to team-development
Using technology -(Level 2) to manage scheduling of tasks