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
Workgroup plans may include:
sales plans
reporting plans
production plans
budgetary plans
team participation
work schedules
team and individual learning goals
Work objectives may include:
sales targets
reporting deadlines
production targets
budgetary targets
team participation
team and individual learning goals
Factors affecting the achievement of work objectives may include:
competing work demands
technology/equipment breakdowns
unforeseen incidents
personnel
environmental factors such as time, weather, etc
resource and materials availability
budget constraints
Business technology may include:
computers
computer applications
personal schedules
modems
scanners
e-mail and internet/intranet/extranet
photocopiers
facsimile machines
printers
Feedback on performance may include:
formal/informal performance appraisals
obtaining comments from supervisors and colleagues
obtaining comments from clients
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
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
business and performance plans
access and equity principles and practice
ethical standards
Occupational Health and Safety policies, procedures and programs
quality and continuous improvement processes and standards
defined resource parameters
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
Professional development activities 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
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
Workgroup plans may include:
sales plans
reporting plans
production plans
budgetary plans
team participation
work schedules
team and individual learning goals
Work objectives may include:
sales targets
reporting deadlines
production targets
budgetary targets
team participation
team and individual learning goals
Factors affecting the achievement of work objectives may include:
competing work demands
technology/equipment breakdowns
unforeseen incidents
personnel
environmental factors such as time, weather, etc
resource and materials availability
budget constraints
Business technology may include:
computers
computer applications
personal schedules
modems
scanners
e-mail and internet/intranet/extranet
photocopiers
facsimile machines
printers
Feedback on performance may include:
formal/informal performance appraisals
obtaining comments from supervisors and colleagues
obtaining comments from clients
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
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
business and performance plans
access and equity principles and practice
ethical standards
Occupational Health and Safety policies, procedures and programs
quality and continuous improvement processes and standards
defined resource parameters
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
Professional development activities 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

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
Preparing and communicating work plans
Scheduling work objectives and tasks to support the achievement of goals
Seeking and acting on feedback from clients and colleagues
Reviewing own work performance against achievements through self assessment
Accessing learning opportunities to extend own personal work competencies
Using business technology to monitor self development
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 the organisation's policies, plans and procedures
Understanding of methods to elicit, analyse and interpret feedback
Knowledge of techniques to prepare personal plans and establish priorities
Knowledge of quality standards for products and services
Knowledge of relevant business technology applications
Understanding of methods to evaluate own performance
Processes to interpret competency standards and apply them to self
Methods to identify and prioritise personal learning needs
Understanding range of professional development activities and criteria to apply in choosing between them
Underpinning Skills
Literacy skills to understand the organisation's policies and procedures; interpret competency standards; use a variety of strategies for planning and reviewing own work
Problem solving skills to develop contingency plans
Evaluation skills for assessing outcomes
Communication skills including giving and receiving constructive feedback on development needs
Technology skills including the ability to select and use technology appropriate to a task
Time management skills to complete tasks within agreed timeframes
Observation skills for identifying opportunities for learning and development
Participation skills for integrating as a member of a work team
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 self-performance
Communicating ideas and information - (Level 2) with members of the work team
Planning and organising activities -(Level 2) for self
Working with teams and others -(Level 2) in completing scheduled tasks
Using mathematical ideas and techniques - (Level 1) as an aid to measure and schedule tasks
Solving problems - (Level 2) as an aid to self-development
Using technology - (Level 2) to manage scheduling and completion 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
Preparing and communicating work plans
Scheduling work objectives and tasks to support the achievement of goals
Seeking and acting on feedback from clients and colleagues
Reviewing own work performance against achievements through self assessment
Accessing learning opportunities to extend own personal work competencies
Using business technology to monitor self development
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 the organisation's policies, plans and procedures
Understanding of methods to elicit, analyse and interpret feedback
Knowledge of techniques to prepare personal plans and establish priorities
Knowledge of quality standards for products and services
Knowledge of relevant business technology applications
Understanding of methods to evaluate own performance
Processes to interpret competency standards and apply them to self
Methods to identify and prioritise personal learning needs
Understanding range of professional development activities and criteria to apply in choosing between them
Underpinning Skills
Literacy skills to understand the organisation's policies and procedures; interpret competency standards; use a variety of strategies for planning and reviewing own work
Problem solving skills to develop contingency plans
Evaluation skills for assessing outcomes
Communication skills including giving and receiving constructive feedback on development needs
Technology skills including the ability to select and use technology appropriate to a task
Time management skills to complete tasks within agreed timeframes
Observation skills for identifying opportunities for learning and development
Participation skills for integrating as a member of a work team
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 self-performance
Communicating ideas and information - (Level 2) with members of the work team
Planning and organising activities -(Level 2) for self
Working with teams and others -(Level 2) in completing scheduled tasks
Using mathematical ideas and techniques - (Level 1) as an aid to measure and schedule tasks
Solving problems - (Level 2) as an aid to self-development
Using technology - (Level 2) to manage scheduling and completion of tasks