business services training package bsb01business services training package-bsb01 v4 (vol 5a )...

Business Services Training Package

BSB01 Volume 5A of 8

The contents of this volume refer only to the Endorsed Components of BSB01 Business Services Training Package. This volume should not

be read in isolation but in the context of the Training Package as a whole Please refer to the following page for details of other volumes in this Training Package.

This volume contains units of competency for Human Resources

Employment Services Unionism


Volume 5A Page ii © Australian National Training Authority 2004 BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

BSB01 Business Services Training Package © Australian National Training Authority (ANTA) 2004

This work has been produced with the assistance of funding provided by the Commonwealth Government through ANTA.

An individual may make a photocopy of all or part of the work for their personal use.

A Registered Training Organisation may make photocopies of all or part of the work for the teaching purposes of that organisation, including for supply to its students provided that any consideration does not exceed the marginal cost of preparation, reproduction, assembly and delivery.

Except as permitted under the Copyright Act 1968, all other rights are reserved. Requests for permission may be directed to:

Australian National Training Authority Level 11, AMP Place 10 Eagle Street BRISBANE QLD 4000 Phone: (07) 3246 2300 Fax: (07) 3246 2490 Website: www.anta.gov.au

This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of ANTA or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases.

While care has been taken in the preparation of this Training Package, ANTA and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. ANTA and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package.

This Training Package should not be regarded as professional advice and it should not be relied upon in any important matter without obtaining appropriate advice relevant to your circumstances. Published by: Australian Training Products Ltd

Level 25 / 150 Lonsdale St, Melbourne , 3000 PO Box 12211 A’Beckett St Post Office Melbourne, Victoria 8006, Australia Telephone +61 3 9655 0600 Facsimile +61 3 9639 4684 E-mail: [email protected]

First published: September 2001 Stock Code Number: atp9616 ISBN: 0 642 80159 2 (set) Business Services Training Package-BSB01 V4 (Vol 5A ) Printed by: Document Printing Australia, Melbourne, Australia AEShareNet Code: P Version No: 4 Release Date: 23 October 2004

Preliminary Information

© Australian National Training Authority 2004 Volume 5A Page iii BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Preliminary Information Important Note to Users Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment This Training Package is Version 4 – check whether this is the latest version by going to the National Training Information Service (www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Innovation and Business Skills Australia (www.ibsa.org.au) to confirm the latest version number.

Explanation of version number conventions The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement).

Explanation of the review date The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The Training Package review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Version modification history The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version Release Date Comments 4 October 2004 Fields and domains

Version 4 includes all the fields and domains in Version 3 plus: - a new field of International Services which includes the new domain of

International Trade/Business, - an expanded Business Management Services field with two new domains of

Occupational Health and Safety (OHS) and Compliance Management, and - an expanded Common Business field to include 1 new unit.

In total Version 4 BSB01 contains eight fields and twenty-four domains. Qualifications added to BSB01 in Version 4 Version 4 includes all the qualifications in Version 3 plus the following six new qualifications. BSB30803 Certificate III in Business (International Trade) BSB42003 Certificate IV in Business (International Trade) BSB41603 Certificate IV in Occupational Health and Safety BSB51903 Diploma in International Business BSB51603 Diploma of Occupational Health and Safety BSB61003 Advanced Diploma of Occupational Health and Safety Qualification Guide amendments The Qualification Guide has been amended to include the new qualifications.


Volume 5A Page iv © Australian National Training Authority 2004 BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Version Release Date Comments Units of competency This version includes all the units of competency provided in Version 3 plus the following additional fifty-seven new units of competency. BSBCMN421A Assist with compliance with OHS and other relevant laws BSBOHS401A Contribute to the implementation of a systematic approach to managing OHS BSBOHS402A Contribute to the implementation of the OHS consultation process BSBOHS403A Identify hazards and assess OHS risks BSBOHS404A Contribute to the implementation of strategies to control OHS risk BSBOHS405A Contribute to the implementation of emergency procedures BSBOHS406A Use equipment to conduct workplace monitoring BSBOHS501A Participate in the coordination and maintenance of a systematic approach to managing OHS BSBOHS502A Participate in the management of the OHS information and data systems BSBOHS503A Assist in the design and development of OHS participative arrangements BSBOHS504A Apply principles of OHS risk management BSBOHS505A Manage hazards in the work environment BSBOHS506A Monitor and facilitate the management of hazards associated with plant BSBOHS507A Facilitate the application of principles of occupational health to control OHS risk BSBOHS508A Participate in the investigation of incidents BSBOHS601A Develop a systematic approach to managing OHS BSBOHS602A Develop OHS information and data analysis and reporting and recording processes BSBOHS603A Analyse and evaluate OHS risk BSBOHS604A Apply ergonomic principles to control OHS risk BSBOHS605A Apply occupational hygiene principles to control OHS risk BSBOHS606A Develop and implement crisis management processes BSBOHS607A Advise on application of safe design principles to control OHS risk BSBOHS608A Conduct an OHS audit BSBOHS609A Evaluate an organisation’s OHS performance BSBCOM401A Organise and monitor the operation of compliance management system BSBCOM402A Implement processes for the management of breaches in compliance requirements BSBCOM403A Promote and liaise on compliance requirements, systems and related issues BSBCOM501A Identify and interpret compliance requirements BSBCOM502A Evaluate and review compliance BSBCOM503A Develop processes for the management of breaches in compliance requirements BSBCOM504A Create a culture of compliance within an organisation BSBCOM601A Research compliance requirements and issues BSBCOM602A Develop and create compliance requirements BSBCOM603A Plan and establish compliance management systems BSBINT301A Apply knowledge of the international trade environment to complete work BSBINT302A Apply knowledge of legislation relevant to international trade to complete work BSBINT303A Organise the importing and exporting of goods BSBINT304A Assist in the international transfer of services BSBINT305A Prepare business documents for the international trade of goods BSBINT306A Apply knowledge of international finance and insurance to complete work requirements BSBINT401A Research international business opportunities BSBINT402A Market goods and services internationally BSBINT403A Research international markets BSBINT404A Implement international client relationship strategies BSBINT405A Apply knowledge of import and export international conventions, laws and finance BSBINT406A Promote compliance with legislation BSBINT407A Prepare business advice on export Free on Board Value BSBINT408A Prepare business advice on the taxes and duties for international trade transactions


© Australian National Training Authority 2004 Volume 5A Page v BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Version Release Date Comments BSBINT409A Plan for international trade BSBINT501A Profile international markets BSBINT502A Analyse consumer behaviour for specific international markets BSBINT503A Analyse data from international markets BSBINT504A Forecast international market and business needs BSBINT505A Build international client relationships BSBINT506A Build international business networks BSBINT507A Report on finances related to international business BSBINT508A Promote products and services to international markets

3 March 2004 Version 3 of BSB01 Business Services Training Package included the seven fields and twelve domains developed in Phase One (see version 1 & 2 notes below) together with the extensions to fields, additional domains, new units of competency and new and replacement qualifications developed in Phase Two as described below. Fields expanded in Phase Two Common Business – expanded to incorporate units of competency under additional areas (business communication; generalist marketing; first aid; project management; risk management; customer service; diversity and knowledge management). Business Administration Services – expanded to incorporate units of competency and qualifications in two new domains – Purchasing and Medical Administration. Business Management Services– expanded to incorporate units of competency and qualifications in three new domains – Project Management, Franchising, Quality Auditing, and to provide additional Strategic Management units. Human Resources Management – expanded to incorporate units of competency and qualifications in two new domains – Unionism and Employment Services, and to provide additional Human Resources units. Business Development – expanded to incorporate additional units of competency for the Marketing domain. Domains developed in Phase Two Purchasing Medical Administration Project Management Franchising Unionism Employment Services Quality Auditing Frontline Management (review only) Qualifications added to BSB01 in Phase Two BSB30504 Certificate III in Business (Frontline Management) BSB30704 Certificate III in Business (Medical Administration) BSB41004 Certificate IV in Business (Frontline Management) BSB41404 Certificate IV in Business (Purchasing) BSB41504 Certificate IV in Project Management BSB41704 Certificate IV in Business (Franchising) BSB41804 Certificate IV in Unionism BSB41904 Certificate IV in Business (Employment Services) BSB51004 Diploma of Business (Frontline Management) BSB51404 Diploma of Business (Purchasing) BSB51504 Diploma of Project Management BSB51704 Diploma of Business (Franchising) BSB51804 Diploma of Unionism BSB51904 Diploma of Business (Quality Auditing) BSB60904 Advanced Diploma of Project Management Deleted/replaced qualifications The Frontline Management qualifications from BSB01 Versions 1 & 2 – BSB30501 Certificate III in Frontline Management, BSB41001 Certificate IV in Business (Frontline Management) and BSB51001 Diploma of Business (Frontline Management) are now replaced by new frontline qualifications at the same qualification as shown in the list above. Qualifications Framework amendments The Qualifications Framework has been amended to include the new qualifications, provide advice about replaced qualifications and provide specific packaging rules for three of the new qualifications – BSB41504 Certificate IV in Project Management, BSB51504 Diploma of Project Management, BSB60904 Advanced Diploma of Project Management – these have different rules and structure to the rest of the qualifications in BSB01.


Volume 5A Page vi © Australian National Training Authority 2004 BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Version Release Date Comments Deleted/replaced units of competency • BSBFLM302A Support leadership in the workplace (deleted) • BSBFLM304A Participate in work teams (deleted) Because of overlap these units were replaced with a new unit – BSBFLM312A Contribute to team effectiveness • BSBFLM402A Show leadership in the workplace (deleted) • BSBFLM404A Lead work teams (deleted) Because of overlap these units were replaced with a new unit – BSBFLM412A Promote team effectiveness • BSBFLM502A Provide leadership in the workplace (deleted) • BSBFLM504A Facilitate work teams (deleted) Because of overlap these units were replaced with a new unit – BSBFLM512A Ensure team effectiveness Imported units of competency The following units of competency included in this version were imported from other Training Packages THHGLE09B Manage workplace diversity CHCAD1C Advocate for clients CHCCS1B Deliver and monitor service to clients CHCCS401A Facilitate cooperative behaviour CHCES302A Work with government in a purchaser provider relationship CHCES304A Deliver recruitment services CHCES305A Monitor New Apprenticeships arrangements CHCES402A Deliver New Apprenticeship services CHCES301A Work in the Employment Services area CHCCAR501A Provide careers guidance CHCES303A Use labour market information CHCCM2C Establish and monitor a case plan CHCES406A Provide job search support CHCCM4B Promote high quality case management CHCORG29A Provide coaching and motivation CHCCS2C Deliver and develop client service CHCCD12C Apply a community development framework CHCCS3C Coordinate the provision of services and programs CHCCS402A Respond holistically to complex client issues CHCCS5B Identify and address specific client needs CHCCS405A Work effectively with culturally diverse clients and co-workers CHCES405A Monitor service performance in a purchaser provider relationship with government CHCDIS8B Support people with disabilities as workers CHCCS6B Assess and deliver services to clients with complex needs CHCDIS9B Maximise participation in work by people with disabilities CHCDIS18A Support students with special needs CHCES502A Research and report on labour market information CHCES401A Analyse and apply labour market information CHCCS4C Manage the delivery of quality client service CHCES403A Develop and monitor employment plans CHCDIS11B Coordinate disability work CHCES404A Promote clients to employers CHCES501A Manage service delivery in a purchaser-provider relationship with government CHCES501A Manage service delivery in a purchaser-provider relationship with government PSPGOV603A Develop a tender submission LGACOM409A Prepare tender documents PSPPROC602A Direct management of contracts PSPPROC702A Establish the procurement context

2 1 May 2002 Addition of e-Business field Version 2 added the new field of e-Business involving fifty-nine new units of competency and eight new qualifications to BSB01. The development of this field of BSB01 was part of the Phase One work but endorsed later than the bulk of Phase One development.


© Australian National Training Authority 2004 Volume 5A Page vii BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Version Release Date Comments 1 3 September

2001 Fields covered by BSB01 Business Services Training Package Version 1 Version 1 reflected Phase One of the development of the Business Services Training Package (less e-Business field – see Version 2 note above) and included the following fields and domains. • Common Business • Business Administration Services • Business Information Services • Business Management Services • Human Resource Management • Business Development Domains developed in Phase One: • Specialist Administration • Legal Services • Recordkeeping • Frontline Management • Governance (Indigenous Organisations) • Small Business Management • Strategic Management • Human Resources • Assessment & Workplace Training (included as part of BSB01) • Advertising • Marketing • Sales


Volume 5A Page viii © Australian National Training Authority 2004 BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Summary of qualifications in BSB01 Business Services Training Package All the Australian Qualifications Framework (AQF) qualifications in BSB01 are listed below. CERTIFICATE I BSB10101 Certificate I in Business CERTIFICATE II BSB20101 Certificate II in Business CERTIFICATE III BSB30101 Certificate III in Business BSA30200 Certificate III in Business (Legal Administration) BSB30201 Certificate III in Business Administration BSB30301 Certificate III in Business (Sales) BSB30401 Certificate III in Business (Recordkeeping) BSB30503 Certificate III in Business (Frontline Management) BSB30601 Certificate III in e-Business BSB30703 Certificate III in Business (Medical Administration) BSB30803 Certificate III in Business (International Trade) CERTIFICATE IV BSB40101 Certificate IV in Business BSB40201 Certificate IV in Business Administration BSB40301 Certificate IV in Business (Recordkeeping) BSB40401 Certificate IV in Business (Small Business Management) BSB40501 Certificate IV in Business Development BSB40601 Certificate IV in Business (Advertising) BSB40701 Certificate IV in Business (Marketing) BSB40801 Certificate IV in Business (Human Resources) BSB40901 Certificate IV in Business (Governance) BSB41003 Certificate IV in Business (Frontline Management) BSB41101 Certificate IV in Business Management BSA40200 Certificate IV in Business (Legal Services) BSB41201 Certificate IV in e-Business BSB41301 Certificate IV in e-Business Development BSB41403 Certificate IV in Business (Purchasing) BSB41503 Certificate IV in Project Management BSB41703 Certificate IV in Business (Franchising) BSB41803 Certificate IV in Unionism BSB41903 Certificate IV in Business (Employment Services) BSB42003 Certificate IV in Business (International Trade) BSB41603 Certificate IV in Occupational Health and Safety

DIPLOMA BSB50101 Diploma of Business BSB50201 Diploma of Business Administration BSB50301 Diploma of Business (Recordkeeping) BSB50401 Diploma of Business Management BSB50501 Diploma of Business Development BSB50601 Diploma of Business (Advertising) BSB50701 Diploma of Business (Marketing) BSB50801 Diploma of Business (Human Resources) BSB50901 Diploma of Business (Governance) BSA50200 Diploma of Business (Legal Services) BSB51003 Diploma of Business (Frontline Management) BSB51101 Diploma of e-Business BSB51201 Diploma of Strategic e-Business Development BSB51301 Diploma of e-Learning BSB51403 Diploma of Business (Purchasing) BSB51503 Diploma of Project Management BSB51703 Diploma of Business (Franchising) BSB51803 Diploma of Unionism BSB51903 Diploma of Business (Quality Auditing) BSB51903 Diploma in International Business BSB51603 Diploma of Occupational Health and Safety ADVANCED DIPLOMA BSB60101 Advanced Diploma of Business (Recordkeeping) BSB60201 Advanced Diploma of Business Management BSB60301 Advanced Diploma of Business (Human Resources) BSB60401 Advanced Diploma of Business Development BSB60501 Advanced Diploma of Business (Advertising) BSB60601 Advanced Diploma of Business (Marketing) BSB60701 Advanced Diploma of e-Business BSB60801 Advanced Diploma of Strategic e-Business Development BSB60903 Advanced Diploma of Project Management BSB61003 Advanced Diploma of Occupational Health and Safety


© Australian National Training Authority 2004 Volume 5A Page ix BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Units of competency in BSB01 Business Services Training Package All the units of competency in BSB01 are listed below under fields and domains. Note: Imported units are also shown in the lists below – either in the list relating to the specific domain, or in the list at the end titled ‘Units imported from other Training Packages’. Where they are in the domain list they make up part of a specific qualification in that domain; where they are in the list of imported units, they can be selected according to the packaging advice in the Qualification Guide. COMMON BUSINESS FIELD Certificate I BSBCMN101A Prepare for work BSBCMN102A Complete daily work activities BSBCMN103A Apply basic communication skills BSBCMN104A Plan skills development BSBCMN105A Use business equipment BSBCMN106A Follow workplace safety procedures BSBCMN107A Operate a personal computer BSBCMN108A Develop keyboard skills BSBCMN109A Follow environmental work practices Certificate II BSBCMN201A Work effectively in a business

environment BSBCMN202A Organise and complete daily work

activities BSBCMN203A Communicate in the workplace BSBCMN204A Work effectively with others BSBCMN205A Use business technology BSBCMN206A Process and maintain workplace

information BSBCMN207A Prepare and process

financial/business documents BSBCMN208A Deliver a service to customers BSBCMN209A Provide information to clients BSBCMN210A Implement improved work practices BSBCMN211A Participate in workplace safety

procedures BSBCMN212A Handle mail BSBCMN213A Produce simple wordprocessed

documents BSBCMN214A Create and use simple spreadsheets BSBCMN215A Participate in environmental work

practices BSBCMN216A Create customer relationship BSBCMN217A Process customer feedback BSBCMN218A Apply basic first aid

Certificate III BSBCMN301A Exercise initiative in a business

environment BSBCMN302A Organise personal work priorities

and development BSBCMN304A Contribute to personal skill

development and learning BSBCMN305A Organise workplace information BSBCMN306A Produce business documents BSBCMN307A Maintain business resources BSBCMN308A Maintain financial records BSBCMN309A Recommend products and services BSBCMN310A Deliver and monitor a service to

customers BSBCMN311A Maintain workplace safety BSBCMN312A Support innovation and change BSBCMN313A Maintain environmental procedures BSBCMN314A Utilise a knowledge management

system BSBCMN315A Work effectively with diversity BSBCMN316A Process customer complaints BSBCMN317A Meet customer needs and

expectations BSBCMN318A Write simple documents BSBCMN319A Apply advanced first aid BSBCMN320A Maintain first aid equipment and

resources Certificate IV BSBCMN402A Develop work priorities BSBCMN403A Establish business networks BSBCMN404A Develop teams and individuals BSBCMN405A Analyse and present research

information BSBCMN406A Maintain business technology BSBCMN407A Coordinate business resources BSBCMN408A Report on financial activity BSBCMN409A Promote products and services BSBCMN410A Coordinate implementation of

customer service strategies BSBCMN411A Monitor a safe workplace BSBCMN412A Promote innovation and change BSBCMN413A Implement and monitor

environmental policies BSBCMN414A Undertake marketing activities BSBCMN415A Manage first aid policy BSBCMN416A Identify risk and apply risk

management processes BSBCMN417A Coordinate customer service

activities BSBCMN418A Address customer needs BSBCMN419A Manage projects BSBCMN420A Write complex documents BSBCMN421A Assist with compliance with OHS

and other relevant laws


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BUSINESS ADMINISTRATION SERVICES FIELD SPECIALIST ADMINISTRATION Certificate III BSBADM301A Produce texts from shorthand notes BSBADM302A Produce texts from notes BSBADM303A Produce texts from audio

transcription BSBADM304A Design and develop text documents BSBADM305A Create and use databases BSBADM306A Create electronic presentations BSBADM307A Organise schedules BSBADM308A Process payroll BSBADM309A Process accounts payable and

receivable BSBADM310A Maintain a general ledger Certificate IV BSBADM401A Produce complex texts from

shorthand notes BSBADM402A Produce complex business documents BSBADM403A Develop and use complex databases BSBADM404A Develop and use complex

spreadsheets BSBADM405A Organise meetings BSBADM406A Organise business travel BSBADM407A Administer projects BSBADM408A Prepare financial reports Diploma BSBADM501A Manage the establishment and

maintenance of a workgroup network BSBADM502A Manage meetings BSBADM503A Plan and manage conferences BSBADM504A Plan or review administration

systems BSBADM505A Manage payroll BSBADM506A Manage business document design

and development LEGAL SERVICES Certificate III BSALPP301A Apply knowledge of the legal system

to complete tasks BSALPP302A Carry out search of the public record BSALPP303A Deliver court documentation BSACS301A Apply the principles of confidentiality

and security within the legal environment

BSALR301A Handle receipt and despatch of information

BSALC301A Use legal terminology in order to carry out tasks

BSALO301A Assist in prioritising and planning activities in a legal practice

BSALF301A Maintain records for time and disbursements in a legal practice

Certificate IV BSALPP401A Prepare and produce complex legal

documents BSACS401A Provide non-legal advice BSALC401A Interact with other parties BSALC402A Research, locate and provide legal

and other information in response to requests

BSALF401A Maintain trust accounts BSALPL401A Provide support in Property Law

matters BSALPL402A Provide support in Family Law

matters BSALPL403A Provide support in Criminal Law

matters BSALPL404A Provide support in Commercial Law

matters FNAMERC03B Serve legal process BSALLG401A Arrange documents and list exhibits

for litigation support 206/01 Take instructions in relation to a

transaction 206/05 Prepare and execute documents CHCAD2A Support the interests, rights and needs

of clients within duty of care requirements

CHCCD7A Support community resources CHCCD3A Meet information needs of the

community CHCCD1A Support community participation Diploma BSALC501A Run a file BSALO501A Perform legal research and prepare

reports to meet identified needs BSALPP501A Obtain information from a client BSALPP502A Draft legally binding documents BSALLG501A Assist with the discovery process BSALLG502A Appear in court BSALLG503A Attend pre-trial negotiations BSALPL501A Cost complex files BSALPL502A Administer in-house mortgage

practice 206/04 Negotiate with others to achieve tasks

and goals 206/09 Finalise transaction CHCCD8A Support community action CHCCD13A Work within specific communities CHCCD11A Provide advocacy and representation PURCHASING Certificate III BSBPUR301A Purchase goods and services Certificate IV BSBPUR401A Plan purchasing BSBPUR402A Negotiate contracts BSBPUR403A Conduct international purchasing


© Australian National Training Authority 2004 Volume 5A Page xi BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Diploma BSBPUR501A Develop, implement and review

purchasing strategies BSBPUR502A Manage supplier relationships BSBPUR503A Manage international purchasing BSBPUR504A Manage a supply chain MEDICAL ADMINISTRATION Certificate II BSBMED201A Use basic medical terminology BSBMED202A Follow OHS policies and procedures

in medical office Certificate III BSBMED301A Use advanced medical terminology BSBMED302A Prepare and process medical accounts BSBMED303A Maintain patient records BSBMED304A Assist in controlling stocks and

supplies BSBMED305A Apply the principles of

confidentiality, privacy and security within the medical environment

Certificate IV BSBMED401A Manage patient record-keeping

system BSBMED402A Control stocks and supplies BUSINESS INFORMATION SERVICES FIELD RECORDKEEPING Certificate III BSBRKG301A Control records BSBRKG302A Undertake disposal BSBRKG303A Retrieve information from records BSBRKG304A Maintain business records Certificate IV BSBRKG401A Review the status of a record BSBRKG402A Provide information from and about

records BSBRKG403A Set up a business or records system

for a small office BSBEBUS406A Monitor and maintain records in an

online environment Diploma BSBRKG501A Determine business or records

system specifications BSBRKG502A Manage and monitor business or

records systems BSBRKG503A Develop and maintain a

classification scheme BSBRKG504A Develop terminology for activities

and records BSBRKG505A Document or reconstruct a business

or records system

Advanced Diploma BSBRKG601A Define recordkeeping framework BSBRKG602A Develop recordkeeping policy BSBRKG603A Prepare a functional analysis for an

organisation BSBRKG604A Determine security and access rules

and procedures BSBRKG605A Determine records requirements to

document a function BSBRKG606A Design a records retention and

disposal schedule BSBRKG607A Document and monitor the record-

creating context BSBRKG608A Plan management of records over

time BUSINESS MANAGEMENT SERVICES FIELD SMALL BUSINESS MANAGEMENT Certificate III BSBSBM301A Research business opportunities Certificate IV BSBSBM401A Establish business and legal

requirements BSBSBM402A Undertake financial planning BSBSBM403A Promote the business BSBSBM404A Undertake business planning BSBSBM405A Monitor and manage business

operations BSBSBM406A Manage finances BSBSBM407A Manage a small team FRONTLINE MANAGEMENT Certificate III BSBFLM303B Contribute to effective workplace

relationships BSBFLM305B Support operational plan BSBFLM306B Provide workplace information and

resourcing plans BSBFLM309B Support continuous improvement

systems and processes BSBFLM311B Support a workplace learning

environment BSBFLM312A Contribute to team effectiveness Certificate IV BSBFLM403B Implement effective workplace

relationships BSBFLM405B Implement operational plan BSBFLM406B Implement workplace information

system BSBFLM409B Implement continuous

improvement BSBFLM412A Promote team effectiveness


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Diploma BSBFLM501B Manage personal work priorities

and professional development BSBFLM503B Manage effective workplace

relationships BSBFLM505B Manage operational plan BSBFLM506B Manage workplace information

systems BSBFLM507B Manage quality customer service BSBFLM509B Facilitate continuous improvement BSBFLM510B Facilitate and capitalise on change

and innovation BSBFLM511B Develop a workplace learning

environment BSBFLM512A Ensure team effectiveness BSBFLM513A Manage budgets and financial plans

within the work team BSBFLM514A Manage people GOVERNANCE (INDIGENOUS ORGANISATIONS) Certificate IV BSBATSIL401A Meet the roles and responsibilities

of a Board member (1) BSBATSIL402A Use the constitution BSBATSIC403A Maintain and protect culture BSBATSIM404A Use the business plan BSBATSIM405A Monitor financial management and

budgets BSBATSIM406A Manage assets BSBATSIM407A Plan for organisational needs BSBATSIL408A Manage a Board meeting BSBATSIL409A Manage time BSBATSIL410A Manage stress BSBATSIC411A Communicate with the community BSBATSIM412A Implement a business-like approach BSBATSIM413A Oversee business planning BSBATSIM414A Oversee the organisation’s annual

budget BSBATSIM415A Contribute to a positive and

culturally appropriate workplace BSBATSIW416A Obtain and manage consultancy

services BSBATSIW417A Select and utilise technology Diploma BSBATSIL501A Meet the roles and responsibilities

of a Board member (2) BSBATSIL502A Work with the manager BSBATSIL503A Manage conflict BSBATSIM504A Develop and implement

organisational policies BSBATSIM505A Control organisation finances BSBATSIM506A Develop employment policies BSBATSIM507A Establish and maintain a strategic

planning cycle BSBATSIL508A Be a community leader BSBATSIL509A Manage self as a Board member BSBATSIC510A Conduct a community meeting BSBATSIM511A Develop enterprise opportunities BSBATSIM512A Manage board competencies

BSBATSIM513A Oversee recruitment and induction of staff

BSBATSIW514A Represent your organisation BSBATSIW515A Secure funding STRATEGIC MANAGEMENT Diploma BSBMGT501A Market services and concepts to

internal customers BSBMGT502A Manage people performance BSBMGT503A Prepare budgets and financial plans BSBMGT504A Manage budgets and financial plans BSBMGT505A Ensure a safe workplace BSBMGT506A Recruit, select and induct staff BSBMGT507A Manage environmental

performance BSBMGT508A Manage risk management system BSBMGT509A Manage a knowledge management

system BSBMGT510A Determine needs of customer

populations BSBMGT511A Develop a business opportunity BSBMGT512A Manage relationships in a family

business BSBMGT513A Plan for family business succession BSBMGT514A Plan and manage growth in a

family business Advanced Diploma BSBMGT601A Contribute to strategic direction BSBMGT602A Contribute to the development and

implementation of strategic plans BSBMGT603A Review and develop business plans BSBMGT604A Manage business operations BSBMGT605A Provide leadership across the

organisation BSBMGT606A Manage customer focus BSBMGT607A Manage knowledge and

information BSBMGT608A Manage innovation and continuous

improvement BSBMGT609A Manage risk BSBMGT610A Manage environmental

management systems BSBMGT611A Develop risk management strategy BSBMGT612A Plan and implement a knowledge

management system BSBMGT613A Review and improve a knowledge

management system BSBMGT614A Develop and implement diversity

policy PROJECT MANAGEMENT Certificate IV BSBPM401A Apply scope management

techniques BSBPM402A Apply time management techniques BSBPM403A Apply cost management techniques BSBPM404A Apply quality management

techniques


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BSBPM405A Apply human resource management approaches

BSBPM406A Apply communications management techniques

BSBPM407A Apply risk management techniques BSBPM408A Apply contract procurement

techniques Diploma BSBPM501A Manage application of project

integrative processes BSBPM502A Manage project scope BSBPM503A Manage project time BSBPM504A Manage project costs BSBPM505A Manage project quality BSBPM506A Manage project human resources BSBPM507A Manage project communications BSBPM508A Manage project risk BSBPM509A Manage project procurement Advanced Diploma BSBPM601A Direct the integration of multiple

projects/programs BSBPM602A Direct the scope of multiple

projects/programs BSBPM603A Direct time management of

multiple projects/programs BSBPM604A Direct cost management of multiple

projects/programs BSBPM605A Direct quality management of

multiple projects/programs BSBPM606A Direct human resources

management of multiple projects/programs

BSBPM607A Direct communications management of multiple projects/programs

BSBPM608A Direct risk management of multiple projects/programs

BSBPM609A Direct project procurement and contracts of multiple projects/programs

FRANCHISING Certificate III BSBFRA301A Work within a franchise Certificate IV BSBFRA401A Manage compliance with franchisee

obligations and legislative requirements

BSBFRA402A Establish a franchise BSBFRA403A Manage relationship with franchisor BSBFRA404A Manage a multiple site franchise Diploma BSBFRA501A Establish a franchise operation BSBFRA502A Manage a franchise operation BSBFRA503A Manage establishment of new sites

or regions BSBFRA504A Manage relationships with

franchisees BSBFRA505A Manage closure of a franchise

QUALITY AUDITING Certificate IV BSBAUD401A Prepare for a quality audit BSBAUD402A Participate in a quality audit Diploma BSBAUD501A Initiate a quality audit BSBAUD502A Prepare to lead a quality audit BSBAUD503A Lead a quality audit BSBAUD504A Report on a quality audit

OHS Certificate IV BSBOHS401A Contribute to the implementation of

a systematic approach to managing OHS

BSBOHS402A Contribute to the implementation of the OHS consultation process

BSBOHS403A Identify hazards and assess OHS risks

BSBOHS404A Contribute to the implementation of strategies to control OHS risk

BSBOHS405A Contribute to the implementation of emergency procedures

BSBOHS406A Use equipment to conduct workplace monitoring

Diploma BSBOHS501A Participate in the coordination and

maintenance of a systematic approach to managing OHS

BSBOHS502A Participate in the management of the OHS information and data systems

BSBOHS503A Assist in the design and development of OHS participative arrangements

BSBOHS504A Apply principles of OHS risk management

BSBOHS505A Manage hazards in the work environment

BSBOHS506A Monitor and facilitate the management of hazards associated with plant

BSBOHS507A Facilitate the application of principles of occupational health to control OHS risk

BSBOHS508A Participate in the investigation of incidents

Advanced Diploma BSBOHS601A Develop a systematic approach to

managing OHS BSBOHS602A Develop OHS information and data

analysis and reporting and recording processes

BSBOHS603A Analyse and evaluate OHS risk BSBOHS604A Apply ergonomic principles to

control OHS risk


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BSBOHS605A Apply occupational hygiene principles to control OHS risk

BSBOHS606A Develop and implement crisis management processes

BSBOHS607A Advise on application of safe design principles to control OHS risk

BSBOHS608A Conduct an OHS audit BSBOHS609A Evaluate an organisation’s OHS

performance COMPLIANCE MANAGEMENT Certificate IV BSBCOM401A Organise and monitor the operation

of compliance management system BSBCOM402A Implement processes for the

management of breaches in compliance requirements

BSBCOM403A Promote and liaise on compliance requirements, systems and related issues

Diploma BSBCOM501A Identify and interpret compliance

requirements BSBCOM502A Evaluate and review compliance

BSBCOM503A Develop processes for the management of breaches in compliance requirements

BSBCOM504A Create a culture of compliance within an organisation

Advanced Diploma BSBCOM601A Research compliance requirements

and issues BSBCOM602A Develop and create compliance

requirements BSBCOM603A Plan and establish compliance

management systems HUMAN RESOURCES MANAGEMENT FIELD HUMAN RESOURCES Certificate IV BSBHR401A Administer human resource systems BSBHR402A Recruit and select personnel BSBHR403A Process human resource documents

and inquiries BSBHR404A Co-ordinate human resource

services BSBHR405A Implement industrial relations

procedures Diploma BSBHR501A Manage human resource

consultancy services BSBHR502A Manage human resource

management information systems

BSBHR503A Manage performance management systems

BSBHR504A Manage industrial relations policies and processes

BSBHR505A Manage remuneration and employee benefits

BSBHR506A Manage recruitment selection and induction processes

BSBHR507A Manage separation/termination BSBHR508A Manage work/life skills BSBHR509A Manage rehabilitation/return to

work programs BSBHR510A Plan mediation processes BSBHR511A Implement mediation processes BSBHR512A Manage industrial relations

initiatives BSBHR513A Manage industrial relations

disputes Advanced Diploma BSBHR601A Manage change BSBHR602A Manage human resource strategic

planning BSBHR603A Contribute to organisation

development BSBHR604A Manage employee relations BSBHR605A Contribute to organisation design ASSESSMENT AND WORKPLACE TRAINING Certificate IV BSZ401A Plan assessment BSZ402A Conduct assessment BSZ403A Review assessment BSZ404A Train small groups BSZ405A Plan and promote a training

program BSZ406A Plan a series of training sessions BSZ407A Deliver training sessions BSZ408A Review training Diploma BSZ501A Analyse competency requirements BSZ502A Design and establish the training

system BSZ503A Design and establish the assessment

system BSZ504A Manage the training and assessment

system BSZ505A Evaluate the training and

assessment system BSZ506A Develop assessment procedures BSZ507A Develop assessment tools BSZ508A Design training courses UNIONISM Certificate IV BSBUN401A Develop and implement an

organising plan BSBUN402A Empower members BSBUN403A Communicate with workers


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BSBUN404A Promote equality of opportunity and fair treatment for all members

BSBUN405A Promote the values, principles and policies of the union

BSBUN406A Undertake bargaining BSBUN407A Provide advice to union members

and undertake negotiations BSBUN408A Prepare cases for the union BSBUN409A Appear before tribunals and

represent members Diploma BSBUN501A Develop, manage and review

campaigns and projects BSBUN502A Represent the union in key forums BSBUN503A Coordinate case preparation and

research BSBUN504A Advocate and present cases for

members BSBUN505A Develop, implement and manage

union policy BSBUN506A Coordinate research and analysis EMPLOYMENT SERVICES Certificate IV BSBEMS401A Develop and implement business

development strategies to expand client base

BSBEMS402A Develop and implement strategies to source and assess candidates

BSBEMS403A Develop and provide employment management services to candidates

BSBEMS404A Manage the recruitment process for client organisations

BUSINESS DEVELOPMENT FIELD ADVERTISING Certificate IV BSBADV401A Profile a target audience BSBADV402A Conduct pre-campaign testing BSBADV403A Monitor advertising production BSBADV404A Schedule advertisements Diploma BSBADV501A Develop a creative concept BSBADV502A Write persuasive copy BSBADV503A Coordinate advertising research BSBADV504A Create advertisements BSBADV505A Evaluate and recommend ‘above

the line’ media options BSBADV506A Evaluate and recommend ‘below

the line’ media options BSBADV507A Develop a media plan BSBADV508A Present an advertising campaign Advanced Diploma BSBADV601A Create an advertising brief BSBADV602A Develop an advertising campaign BSBADV603A Manage advertising production BSBADV604A Execute an advertising campaign

BSBADV605A Evaluate campaign effectiveness MARKETING Certificate III BSBMKG301A Research the market BSBMKG302A Identify marketing opportunities BSBMKG303A Draft an elementary marketing

audit report BSBMKG304A Assist with market research Certificate IV BSBMKG401A Profile the market BSBMKG402A Analyse consumer behaviour for

specific markets BSBMKG403A Analyse market data BSBMKG404A Forecast market and business needs BSBMKG405A Implement and monitor marketing

activities BSBMKG406A Build client relationships BSBMKG407A Make a presentation BSBMKG408A Conduct market research Diploma BSBMKG501A Evaluate marketing opportunities BSBMKG502A Establish and adjust the marketing

mix BSBMKG503A Develop a marketing

communications plan BSBMKG504A Implement a marketing solution BSBMKG505A Review marketing performance BSBMKG506A Plan market research Advanced Diploma BSBMKG601A Develop marketing strategies BSBMKG602A Develop a marketing plan BSBMKG603A Manage the marketing process BSBMKG604A Develop and manage direct

marketing campaigns BSBMKG605A Evaluate international marketing

opportunities BSBMKG606A Manage international marketing

programs BSBMKG607A Manage market research SALES Certificate III BSBSLS301A Develop product knowledge BSBSLS302A Identify sales prospects BSBSLS303A Present a sales solution BSBSLS304A Secure prospect commitment BSBSLS305A Support post-sale activities BSBSLS306A Self-manage sales performance Certificate IV BSBSLS401A Lead a sales team


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E-BUSINESS FIELD e-BUSINESS Certificate III BSBEBUS301A Search and assess online business

information BSBEBUS302A Use and maintain electronic mail

system BSBEBUS303A Participate in a virtual community BSBEBUS304A Buy online BSBEBUS305A Sell online BSBEBUS306A Make payments online BSBEBUS307A Bank online BSBEBUS308A Maintain online business records BSBEBUS309A Undertake e-learning BSBEBUS310A Work effectively as an off-site

e-worker Certificate IV BSBEBUS401A Conduct online research BSBEBUS402A Implement e-correspondence

policies BSBEBUS403A Communicate electronically BSBEBUS404A Trade online BSBEBUS405A Conduct online financial

transactions BSBEBUS406A Monitor and maintain records in an

online environment BSBEBUS407A Review and maintain the business

aspects of a website BSBEBUS408A Implement and monitor delivery of

quality customer service online BSBEBUS409A Lead and facilitate e-staff Diploma BSBEBUS501A Evaluate e-business opportunities BSBEBUS502A Evaluate e-business models BSBEBUS503A Design an e-business BSBEBUS504A implement an e-business strategy BSBEBUS505A Implement new technologies for

business BSBEBUS506A Plan and develop a business website BSBEBUS507A Manage the business aspects of a

website BSBEBUS508A Build a virtual community BSBEBUS509A Implement e-business outsourcing

arrangements BSBEBUS510A Manage e-business outsourcing BSBEBUS511A Implement a knowledge

management strategy for an e-business

BSBEBUS512A Implement electronic communication policy

BSBEBUS513A Plan e-learning BSBEBUS514A Implement e-learning BSBEBUS515A Facilitate e-learning BSBEBUS516A Manage online purchasing BSBEBUS517A Manage online inventory BSBEBUS518A Manage an e-business supply chain BSBEBUS519A Manage online sales systems BSBEBUS520A Manage online payments systems

BSBEBUS521A Plan e-marketing communications BSBEBUS522A Conduct e-marketing

communications BSBEBUS523A Investigate and plan e-work

business solutions BSBEBUS524A Implement and manage e-working

arrangements Advanced Diploma BSBEBUS601A Develop an e-business strategy BSBEBUS602A Develop an action plan for an

e-business strategy BSBEBUS603A Evaluate new technologies for

business BSBEBUS604A Develop a business website strategy BSBEBUS605A Identify and implement e-business

innovation BSBEBUS606A Manage e-business risk BSBEBUS607A Develop e-business outsourcing

policy and guidelines BSBEBUS608A Develop and implement online

information policy BSBEBUS609A Develop a knowledge management

strategy for an e-business BSBEBUS610A Develop electronic communication

policy BSBEBUS611A Develop and implement e-business

human resource management policy and practices

BSBEBUS612A Develop and implement e-work policy and guidelines

BSBEBUS613A Develop online customer service strategies

BSBEBUS614A Build online customer loyalty BSBEBUS615A Use online systems to support

managerial decision-making BSBEBUS616A Plan an e-business supply chain INTERNATIONAL SERVICES FIELD INTERNATIONAL TRADE / BUSINESS Certificate III BSBINT301A Apply knowledge of the

international trade environment to complete work

BSBINT302A Apply knowledge of legislation relevant to international trade to complete work

BSBINT303A Organise the importing and exporting of goods

BSBINT304A Assist in the international transfer of services

BSBINT305A Prepare business documents for the international trade of goods

BSBINT306A Apply knowledge of international finance and insurance to complete work requirements

Certificate IV BSBINT401A Research international business

opportunities BSBINT402A Market goods and services

internationally


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BSBINT403A Research international markets BSBINT404A Implement international client

relationship strategies BSBINT405A Apply knowledge of import and

export international conventions, laws and finance

BSBINT406A Promote compliance with legislation

BSBINT407A Prepare business advice on export Free on Board Value

BSBINT408A Prepare business advice on the taxes and duties for international trade transactions

BSBINT409A Plan for international trade Diploma BSBINT501A Profile international markets BSBINT502A Analyse consumer behaviour for

specific international markets BSBINT503A Analyse data from international

markets BSBINT504A Forecast international market and

business needs BSBINT505A Build international client

relationships BSBINT506A Build international business

networks BSBINT507A Report on finances related to

international business BSBINT508A Promote products and services to

international markets IMPORTED UNITS FOR THE E-BUSINESS BLENDED QUALIFICATIONS ICAITAD043A Develop and present a feasibility

report ICAITAD051B Develop client user interface ICAITAD052B Design IT security framework ICAITAD053B Design system security and controls ICAITAD054B Validate quality and completeness

of design ICAITAD138A Determine acceptable solution

providers for e-business projects ICAITAD141A Design dynamic websites to meet

technical requirements ICAITAD146A Develop web site information

architecture ICAITAD147A Determine that data base

functionality and scalability suits business requirements

ICAITAD148A Identify new technology models for e-business

ICAITAD149A Implement quality assurance process for e-commerce solutions

ICAITAD150A Evaluate vendor products and equipment

ICAITAD151A Gather data to identify business requirements

ICAITAD152A Implement risk management processes

ICAITAD156A Review and plan for risk to e-commerce solution providers

ICAITAD157A Develop technical requirements for an e-commerce solution

ICAITAD158A Translate the business needs into technical requirements

ICAITB059A Develop detailed technical design ICAITB073B Pilot the developed system ICAITB074B Monitor the system pilot ICAITD208A Writing for the World Wide Web ICAITS108B Complete database backup and

recovery ICAITS116A Undertake capacity planning ICAITS119B Monitor and administer system

security ICAITS191A Maintain web site performance ICAITS194A Ensure basic web site security ICAITS199A Manage E-commerce websites ICAITS200A Monitor traffic and compile

specified site traffic reports ICAITS202A Ensure privacy for users ICAITS203A Choose a web hosting service ICAITSP039B Match the IT needs with the

strategic direction of the enterprise ICAITSP040A Manage and review contracts ICAITT183A Confirm accessibility of web site

design ICAITT184A Ensure site usability ICAITTW214A Maintain ethical conduct ICAITU127B Support system software ICAITU205A Select and employ software and

hardware multimedia tools CUFIMA01A Produce and manipulate digital

images CUFIMA04A Create 3D digital animation CUFIMA05A Create 3D digital models and

images CUFMEM06A Design a multimedia product CUFMEM07A Apply principles of visual design

and communication to the development of a multimedia product

CUFMEM08A Apply principles of instructional design to a multimedia product

CUFMEM10A Design and create a multimedia interface

CUFMEM11A Design the navigation for a multimedia product

CULLB412A Undertake cataloguing activities UNITS IMPORTED FROM OTHER TRAINING PACKAGES (SEE NOTE AT TOP OF TABLE ON PAGE 14) Diversity THHGLE09B Manage workplace diversity Employment Services CHCAD1A Advocate for clients CHCCS1A Deliver and monitor service to clients CHCCS401A Facilitate cooperative behaviour CHCES302A Work with government in a purchaser

provider relationship CHCES304A Deliver recruitment services CHCES305A Monitor New Apprenticeships

support services


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CHCES303A Work within a legal and ethical framework

CHCES402A Deliver New Apprenticeship support services

CHCES301A Work in Employment Services area CHCCAR501A Provide careers guidance CHCES303A Use labour market information CHCCM2A Establish and monitor a case plan CHCES406A Provide job search support CHCCM4A Promote high quality case

management CHCORG29A Provide coaching and motivation CHCCS2A Develop and deliver client service CHCCD12B Apply a community development

framework CHCCS3B Coordinate the provision of services

and programs CHCCS402A Respond holistically to client issues CHCCS5A Identify and address specific client

issues CHCCS405A Work effectively with culturally

diverse clients and co-workers CHCES405A Monitor service performance in a

purchaser provider relationship with government

CHCDIS18A Support people with disabilities as workers

CHCCS6A Assess and deliver services to clients with complex needs

CHCDIS9B Maximise participation in work by people with disabilities

CHCDIS8A Work with clients intensively CHCES502A Research and report on labour market

information CHCES401A Analyse and apply labour market

information CHCCS4A Manage the delivery of quality client

service CHCES403A Develop and monitor employment

plans CHCDIS11A Coordinate disability work CHCES404A Promote clients to employers CHCES501A Manage service delivery in a

purchaser-provider relationship with government

PSPGOV603A Develop a tender submission Purchasing LGACOM409A

Prepare tender documents

PSPPROC602A

Direct management of contracts

PSPPROC702A

Establish the procurement context


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Structure of BSB01 Volumes VVOOLLUUMMEE 11 VVOOLLUUMMEE 22AA VVOOLLUUMMEE 22BB VVOOLLUUMMEE 33 VVOOLLUUMMEE 44AA VVOOLLUUMMEE 44BB VVOOLLUUMMEE 44CC

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Field: BUSINESS

ADMINISTRATION SERVICES

Field: BUSINESS ADMINISTRATION SERVICES

Field: BUSINESS INFORMATION SERVICES

Field: BUSINESS MANAGEMENT SERVICES



Introduction Qualification Guide Assessment Guidelines Domain: Domain: Domain: Domain: Domain: Domain: Legal Services

Medical Administration Purchasing

Specialist Administration

Recordkeeping Small Business Management Governance (Indigenous Organisations) Franchising Quality Auditing

Project Management Strategic Management Frontline Management

VVOOLLUUMMEE 44DD VVOOLLUUMMEE 55AA VVOOLLUUMMEE 55BB VVOOLLUUMMEE 66 VVOOLLUUMMEE 77 VVOOLLUUMMEE 88 Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Field: COMMON BUSINESS


Field: HUMAN RESOURCE MANAGEMENT


Field: E-BUSINESS Field: BUSINESS DEVELOPMENT

Field: INTERNATIONAL SERVICES

Domain: Domain: Domain: Domain: Domain: Domain: Domain: Common Occupational Health

& Safety Compliance Management

Human Resources Employment Services Unionism

Assessment and Workplace Training

E-Business Advertising Sales Marketing

International Trade International Business

[This domain will be replaced after the Training And Assessment Training Package is endorsed]


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Competency Standards The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise. Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself. Competency standards in industry Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs Registered Training Organisation (RTOs) may contextualise units of competency to reflect local outcomes required. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained. Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs: • must not remove or add to the number and content of elements and performance criteria • may add specific industry terminology to performance criteria where this does not

distort or narrow the competency outcomes • may make amendments and additions to the range statement as long as such changes do

not diminish the breadth of application of the competency and reduce its portability, and/or

• may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.

Components of Units of Competency The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the specific unit of competency. Each unit of competency title is unique, both within and across Training Packages.


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Unit Descriptor The unit descriptor broadly communicates the purpose of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information about the relationship of the units of competency is provided in the unit descriptor.

Competency Field (Optional) The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Application of the Competency The application of the competency fleshes out the scope, purpose and operation of the unit of competency in different contexts, for example its application in the workplace.

Elements of Competency The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance.

Range Statement The range statement provides a context for the unit of competency, describing any variables that may apply in workplace situations.

Evidence Guide The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes: • conditions under which competency must be assessed including variables such as the

assessment environment or necessary equipment • relationships with the assessment of any other units of competency • suitable methodologies for conducting assessment including the potential for workplace

simulation • resource implications, for example access to particular equipment, infrastructure or

situations • how consistency in performance can be assessed over time, various contexts and with a

range of evidence, and • the required underpinning knowledge and skills

Key Competencies All Training Packages require the integration of Key Competencies either in each unit of competency, or across a qualification, depending on industry needs and preferences. The Key Competencies were first defined in 1992 in the project report, Putting General Education to Work: The Key Competencies Report (Mayer Committee 1992). The skills and


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knowledge they describe are essential for effective workplace participation and involve the sorts of capabilities commonly used by employers as selection criteria. They underpin the ability of employees to adapt to technological, organisational, societal and functional change. The Key Competencies are generic, in that they apply to work in general, rather than to particular occupations or industries. They focus on the application of knowledge and skills in an integrated way in workplace situations. The seven Key Competencies are: 1 Collecting, analysing and organising information

The capacity to locate, sift and sort information in order to select what is required and to present it in a useful way, and evaluate both the information itself and the sources and methods used to collect it.

2 Communicating ideas and information The capacity to communicate effectively with others using the range of spoken, written, graphic and other non-verbal means of expression.

3 Planning and organising activities The capacity to plan and organise one’s own work activities, including making good use of time and resources, sorting out priorities and monitoring one’s performance.

4 Working with others in teams The capacity to interact effectively with other people both on a one-to-one basis and in groups, including understanding and responding to the needs of a client and working effectively as a member of a team to achieve a shared goal.

5 Solving problems The capacity to apply problem-solving strategies in purposeful ways, both in situations where the problem and the solution are clearly evident and in situations requiring creative thinking and a creative approach to achieve a desired outcome.

6 Using mathematical ideas and techniques The capacity to use mathematical ideas, such as number and space, and techniques such as estimation and approximation, for practical purposes.

7 Using technology The capacity to apply technology, combining the physical and sensory skills needed to operate equipment with the understanding of scientific and technological principles needed to explore and adapt systems.

Performance Levels There are three levels of performance defined within the Key Competencies. These are stand-alone levels and do not correspond to the AQF qualification levels. • Performance Level 1 is concerned with the level of competence needed to undertake

activities efficiently with sufficient self-management to meet the explicit requirements of the activity, and to make judgements about the quality of outcomes against established criteria.

• Performance Level 2 describes the competence needed to manage activities requiring

the selection, application and integration of a number of elements, and to select from established criteria to judge quality of process and outcome.


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• Performance Level 3 describes the competence needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.

However, relating performance to the specific industry or workplace context may be more useful than interpreting the somewhat abstracted performance levels provided above. Where the Key Competencies are defined in the unit of competency, you will find them in a table, together with examples of their application, to help with assessment of their performance. Also, in evaluating the level of performance for the Key Competencies, consider the performance expectations at the AQF qualification level involved. Delivery and Assessment of Key Competencies The Key Competencies are integral to workplace competency, and, as such must be explicitly considered in the design, customisation, delivery and assessment of vocational education and training programs as represented diagrammatically below.

Competency Standards/

Competency

Learning Outcomes

Reflection

Workplace Activities

Assessment Strategies

Learning Strategies

Integration

of Key Competencies

BSB01 Business Services Training Package

Human Resources Competency Standards

CONTENTS

BSBHR401A Administer human resource systems.............................................2

BSBHR402A Recruit and select personnel .........................................................8

BSBHR403A Process human resource documents and inquiries .....................14

BSBHR404A Co-ordinate human resource services .........................................19

BSBHR405A Implement industrial relations procedures ...................................25

BSBHR501A Manage human resource consultancy services ...........................30

BSBHR502A Manage human resource management information systems ......36

BSBHR503A Manage performance management systems...............................43

BSBHR504A Manage industrial relations policies and processes.....................50

BSBHR505A Manage remuneration and employee benefits.............................57

BSBHR506A Manage recruitment selection and induction processes ..............62

BSBHR507A Manage separation/termination ...................................................68

BSBHR508A Manage work/life skills .................................................................75

BSBHR509A Manage rehabilitation/return-to-work programs ...........................81

BSBHR510A Plan mediation processes............................................................86

BSBHR511A Implement mediation processes ..................................................92

BSBHR512A Manage industrial relations initiatives ..........................................98

BSBHR513A Manage industrial relations disputes..........................................104

BSBHR601A Manage change .........................................................................111

BSBHR602A Manage human resource strategic planning ..............................119

BSBHR603A Contribute to organisation development ....................................127

BSBHR604A Manage employee relations.......................................................133

BSBHR605A Contribute to organisation design……………………………….... 140

BSBHR401A Administer human resource systems Human resources

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BSBHR401A Administer human resource systems Unit Descriptor This unit is based upon WRRPM.1A Administer human resource

policy, endorsed in the National Retail Training Package, but has been customised with additional outcomes. It covers the administration of human resource policies and procedures including performance feedback, training and development plans, and workers’ compensation. This is a foundation unit for any person wishing to pursue competency in HR administration. This unit is related to BSBHR502A Manage human resource management information systems. Consider co-assessment with BSBHR403A Process human resource documents and inquiries.

Competency Field Human Resource Management Element Performance Criteria

1. Administer human resource policies and procedures

1.1 Organisational human resource policies and procedures are documented, distributed and maintained

1.2 Organisational human resource policies and procedures are clearly understood by relevant groups and individuals

1.3 Contingency plans are documented and communicated to relevant groups and individuals to cope with extreme situations

1.4 Staff turnover problems are identified, analysed and suggestions presented to management for consideration

1.5 Research is undertaken on legislative compliance 1.6 Reports are prepared and records maintained in

accordance with organisational requirements

2. Administer staff performance feedback system

2.1 Policies and procedures in regard to staff performance requirements are monitored, maintained and disseminated in accordance with organisational policy

2.2 Performance appraisal/counselling interviews are arranged as required, in accordance with organisational policy

2.3 Individuals are encouraged to contribute to improved policies and procedures

2.4 Training and development plans are developed and implemented for each individual

2.5 Training and development plans are monitored to ensure timely implementation

Human resources BSBHR401A Administer human resource systems

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Element Performance Criteria 2.6 Staff are disciplined and/or counselled by

appropriate managers, and records kept by Human Resource Department

2.7 Grievance procedures are implemented when a grievance arises from the performance management process

2.8 Staff appeals and terminations are implemented in accordance with organisational policy and statutory requirements

2.9 Details of all procedures are accurately and completely recorded and made available to relevant groups and individuals

3.1 Information on the lodgement of workers’ compensation claims is available in the workplace

3. Coordinate workers’ compensation and rehabilitation claims

3.2 Applications for workers’ compensation are received, checked and receipted to the relevant employees

3.3 Incomplete forms are returned to the applicant, and assistance is given to complete the form

3.4 Completed forms are forwarded to the relevant person for approval

3.5 Approved disputed claims are processed in accordance with organisational procedures

3.6 Standard response letter is forwarded to applicant 3.7 Rehabilitation provider is advised of new cases 3.8 Reports from rehabilitation providers are coordinated

and forwarded to relevant personnel

Range Statement

The Range Statement provides advice to interpret the scope and context of this unit of competency, 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:

Legislation, codes and national standards relevant to the workplace which may include:

• 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



Range Statement

OHS considerations may include:

• establishment and maintenance of OHS training, records, induction processes

• performance against OHS legislation and organisation’s OHS system, especially policies, procedures and work instructions

Human resource policies and procedures may include:

• staffing • workers’ compensation • superannuation • salary/compensation and benefits • leave entitlements • EEO • industrial relations • Australian Workplace Agreements • enterprise based agreements • environment • Occupational Health & Safety • termination/redundancies

Relevant groups and individuals means:

• all those who have a role in the implementation of policies, procedures or decisions and/or are affected by their implementation

Counselling means: • two-way discussions to bring about constructive change in a person’s behaviour or performance

Contingency plans may cover: • unpredicted staff shortages • unpredicted customer demand • accidents or emergencies

Reports may include: • spreadsheets • databases • statistical • verbal • written

Training and development plans may include:

• formal training programs (both on and off the job) • learning activities undertaken through monitoring

and/or on-the-job coaching

Disputed claims means: • when the organisation refuses to accept that the injury is work-related and/or that the injury prevents the person from performing their job



Range Statement

Rehabilitation provider may include:

• an internal case manager • an external case manager • a consultant

Evidence Guide

The Evidence Guide identifies the critical aspects, 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 • The integrated demonstration of all elements and their performance criteria

• A full range of human resource documentation and clear communication of explanations to management and staff

• The ability to analyse data on human resource policy issues

Underpinning Knowledge* * At this level the learner must

demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.

• 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 the basic concepts of diversity and why it needs to be integrated within and across all HR functions

• Understanding of the relationships between human resource functions

• Organisational human resource policies and practices • Understanding of organisational goals, policies and

procedures • Understanding of legal compliance requirements, in

regard to: • monitoring staff performance • performance management processes • counselling • disciplinary procedures • dismissal procedures • enterprise agreements/awards/wages and

conditions • anti-discrimination • equal opportunity • sexual harassment • occupational health and safety • workers’ compensation



Evidence Guide • rehabilitation/return to work plans

Underpinning Knowledge cont. • Understanding of the role of the following in HR: • a range of responsibilities/job descriptions • competency standards • staffing plans • staff levels and turnover • existing competencies of employees • resources available for training • training and development activities

• Broad knowledge of principles and techniques in: • collecting, analysing and organising information,

including analysing training needs • communicating ideas and information, orally or in

written form • planning and organising activities • working with others and in teams, including

negotiating and conflict resolution • solving problems within a defined range

Underpinning Skills • Effective consultation and communication skills in dealing with internal customers to ensure service delivery meets client standards

• Word processing, databases and spreadsheets for records management of HR systems

• Researching, analysing and interpreting a broad range of written material (including basic legislative requirements)

• Listening and interviewing skills to address employees’ regular HR problems

• Basic risk analysis skills to develop plans/actions to mitigate identified risk

• Documenting results of the performance feedback system

• Preparing reports on workers’ compensation and performance management

• 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



Evidence Guide 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 NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic

competency that underpin effective workplace practices.

Collect, analyse and organise information

Communicate ideas and

information

Plan and organise activities

Work with others and in

teams

Use mathematical

ideas and techniques

Solve problems Use technology

Level 2 Level 2 Level 2 Level 2 Level 2 Level 2 Level 1

Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to administer human resource

policies • Communicating ideas and information – to maintain human resource systems • Planning and organising activities – to administer training plans • Working with teams and others – to support organisation’s policies and procedures • Using mathematical ideas and techniques – monitoring and analysing data • Solving problems – by developing contingency plans, by analysing staff turnover and

making recommendations • Using technology – to aid communication, to record information and prepare reports Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBHR402A Recruit and select personnel Human resources


BSBHR402A Recruit and select personnel Unit Descriptor This unit is based upon WRRPM.2A Recruit and select personnel,

endorsed in the National Retail Training Package, but has been customised with additional outcomes. It covers the overall planning of personnel recruitment, writing job descriptions, and recruiting and selecting staff. This role may be carried out by the manager or the task may be delegated to others. This unit is related to BSBHR506A Manage recruitment, selection and induction processes and BSBHR502 Manage human resource management information systems. Consider co-assessment with BSBHR403A Process human resource documents and inquiries.


1. Maintain personnel needs 1.1 Organisational policies in regard to staffing levels are accurately identified

1.2 Job requirement information is current and accurate 1.3 Competencies and behaviour required of individuals

and teams are clearly identified 1.4 Relevant groups and individuals are consulted for

input on future needs 1.5 Estimates of staffing needs are supported by

appropriate evidence

2. Determine job specifications

2.1 Specifications accurately reflect the role which the appointee will play in relation to the team as a whole

2.2 The views and requirements of relevant managers and team members are taken into account in developing the specification

2.3 Specifications are written in a clear, concise manner, and comply with relevant legal requirements and organisational format

2.4 Specifications are confirmed with appropriate personnel prior to recruitment action in accordance with organisational policy

3. Recruit staff 3.1 Employment vacancies are advertised in accordance with staffing requirements and organisational policy

3.2 Technology is used as required to aid the recruitment

process 3.3 A selection plan and criteria are developed, based

upon job specification and consultation with relevant managers

3.4 Job interviews and employment appraisal tests are organised/conducted in accordance with

Human resources BSBHR402A Recruit and select personnel


Element Performance Criteria organisational policy/best practice

4. Assess and select applicants

4.1 Assessment and selection process is conducted in accordance with organisational policy and legal requirements

4.2 Information obtained from each candidate is judged against specified selection criteria, and any additional influencing factors noted

4.3 Where difficulty in interpreting the selection criteria exists, or there appears to be a conflict of criteria, advice is clarified with appropriate managers

4.4 Unintended deviations from agreed procedures are identified and corrected before selection decisions are made

4.5 Selection report is prepared according to organisational procedures

4.6 Selection recommendations are communicated to authorised personnel for approval

4.7 All candidates are promptly and accurately informed of selection decisions, following each stage of the selection process

4.8 Recommendations for improvements to any aspect of the selection process are communicated promptly to appropriate personnel

4.9 Selection processes are appropriately documented with sufficient evidence to support the selection decision

4.10 Induction processes are undertaken in accordance with organisational policy



Range Statement









Relevant groups and individuals include:


Job specifications may include: • job title and purpose of position • skills and knowledge necessary • competencies required by staff • qualifications • person specifications

Recruitment procedures may be:

• delegated to individuals or to specialist personnel

Advertising may include: • internal or external • electronic or print • outsourced

Staffing requirements may include:

• permanent, temporary, full-time, part-time or casual

Staff reporting requirements may include:

• systems for recording employee relations information

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and



Evidence Guide should be read in conjunction with the Range Statement.


• Working with managers to identify existing and required competencies and attitudes of individuals and teams

• Working with managers to develop job specifications to effectively meet the needs of the organisation

• Assessing and selecting candidates according to organisational policies and legal requirements

• Accurately recording selection processes




• Knowledge of organisational policies, in regard to: • personnel planning, including current and

projected staff numbers • personnel selection • recruitment • induction

• Knowledge and understanding of: • recruitment sourcing methods • government subsidies/support functions for

traineeships • Knowledge of principles and techniques in:

• planning and organising activities • competency standards • identifying, defining and assessing competence of

individuals • identifying competence requirements in relation

to work demands • consultation processes • writing clear accurate job

descriptions/specifications • evaluating information from resumes, letters,

references, interviews and aptitude tests against criteria

• checking references and personal documentation • obtaining information from candidates at

interview • recording details of processes



Evidence Guide

Underpinning Skills • Literacy skills in regard to researching, analysing and interpreting a broad range of written material, including job descriptions

• Interviewing skills to participate in selection interviewing

• Active listening skills for ensuring potential employees are provided with all relevant information

• Preparing reports after selection processes are complete

• Documenting results from selection activities, e.g. competency testing of applicants

• Using technology, especially use of the internet for recruitment processes



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











information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to write job descriptions, recruit

and select staff • Communicating ideas and information – to assist staff selection • Planning and organising activities – to plan personnel recruitment • Working with teams and others – to assess performance • Using mathematical ideas and techniques – to measure performance • Solving problems – by identification of staffing needs and job specifications • Using technology – to aid communication and record-keeping Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBHR403A Process human resource documents and inquiries Human resources


BSBHR403A Process human resource documents and inquiries

Unit Descriptor This unit covers those administration functions which are particular to the role of an HR specialist at this level. The unit begins the specialisation of administrative functions relating to the processing of documents. This unit is related to BSBHR502A Manage human resource management information systems. Consider co-assessment with BSBHR402A Recruit and select personnel.

Competency Field Human Resource Management

Element Performance Criteria

1. Process leave applications 1.1 Applications for leave are received, checked and receipted to the relevant employee

1.2 Incomplete forms are returned to the applicant and assistance is given to complete the form

1.3 Applicants’ leave entitlements are checked to ensure the requested leave is available

1.4 Applicants are advised if leave balance is insufficient to meet applicants’ requests

1.5 Applications are approved or rejected in accordance with organisation policies and industrial/legal requirements

1.6 Applicants are advised of the outcome of their leave application in accordance with organisational time frames and requirements

1.7 Leave entitlements due to terminating employees are calculated in accordance with their contract of employment and legislative requirements

2. Process job vacancies 2.1 Job vacancies notified to HR are checked to ensure correct authorisations

2.2 Job vacancy notification is matched to the correct position description and person specification

2.3 Advertisement for the position is arranged in accordance with organisational policy and time frames

2.4 Inquiries regarding vacant positions are responded to in accordance with organisational procedures

2.5 Applications for positions are checked to ensure compliance with organisational requirements and acknowledged/receipted

Human resources BSBHR403A Process human resource documents and inquiries


Element Performance Criteria 2.6 Applications meeting selection criteria are

forwarded to the individuals responsible for selection 2.7 Interviews and other selection activities are

scheduled and communicated to the affected parties 2.8 Support is provided to the selection process in

keeping with organisational policy 2.9 Successful and unsuccessful applicants are advised

of the selection outcome in accordance with organisational policies and time frames

2.10 All relevant documentation/information is filed as required

2.11 Probation reports are forwarded in accordance with organisational policies and procedures

2.12 Induction process is undertaken in accordance with organisational policy

3. Provide information on personnel matters

3.1 Information needs of internal customers are identified and responded to in accordance with the HR communication plan

3.2 Changes to personnel policies and procedures are advised to all relevant individuals and groups as soon as practicable

3.3 Inquiries from individuals and groups are received and researched where necessary

3.4 Inquiries are responded to in accordance with organisational policies, procedures and performance standards

3.5 Advise employees and individuals/groups responsible for payroll preparation of any variations to pay allowances or conditions of employment



Range Statement









HR specialist means: • a person required to take responsibility for the carrying out of a function peculiar to the HR area

Leave may include: • annual leave • sick leave • long service leave • bereavement leave • study leave • leave without pay • family leave • carer’s leave • jury service • military leave

Selection criteria may include: • knowledge • skills • relevant experience • physical condition • appearance

Probation means: • a period for which the new employee will be trained in their new job before their appointment is confirmed or cancelled

Human resources BSBHR403A Process human resource documents and inquiries


Range Statement

Relevant groups and individuals include:


Evidence Guide


Critical Aspects of Evidence • Demonstrate the ability to process documents within established time frames and in a manner which meets the quality assurance standards of the organisation

• Take an inquiry or complaint, research it, consult with relevant groups and individuals, and satisfy the inquirer/complainant in the outcome




• Awards/agreements, organisational policies and legislation governing leave, recruitment, selection and induction processes, and other personnel matters

• EEO and diversity policies and legislation

Underpinning Skills • Word processing skills for preparation of documents and reports

• Database management, data entry, retrieval and integration of files

• Internet usage for recruitment • Communication skills (both oral and written) to deal

with HR inquiries • Report writing for up-to-date reports on leave status,

job selection outcomes and inquiries • Ability to relate to people from a range of social,

cultural and ethnic backgrounds and physical and mental abilities





Evidence Guide









information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to process leave and other HR

documents • Communicating ideas and information – to respond to inquiries • Planning and organising activities – to arrange selection interviews • Working with teams and others – to process job vacancies • Using mathematical ideas and techniques – to assist planning • Solving problems – to deal with HR inquiries • Using technology – to aid communication, record keeping and prepare reports Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR404A Co-ordinate human resource services


BSBHR404A Co-ordinate human resource services Unit Descriptor This unit covers the generic Human Resource services to be

delivered in an organisation which are not already dealt with in BSBHR401A Administer human resource systems or BSBHR403A Process human resource documents and inquiries. It includes the development of clear objectives in relation to those services, the delivery of performance management and the resolution of industrial/employee relations issues. Consider co-assessment with each or both of the units named above.



1. Establish human resource service requirements

1.1 Operational plans are analysed to determine human resource service objectives

1.2 Relevant groups and individuals are consulted to confirm or amend their human resource service requirements

1.3 Human resource service objectives, performance standards, and means of evaluation are developed for human resource services to be provided internally

1.4 Quality assurance program is developed to monitor and continuously improve service delivery

2. Undertake performance management

2.1 Performance objectives are established for relevant groups and individuals

2.2 Codes of conduct/behaviour are agreed and communicated throughout the organisation

2.3 Relevant groups and individuals are given performance feedback in accordance with organisational policies and procedures

2.4 Underperformers are provided with counselling and agree an action plan

2.5 Individuals breaching organisational policies and/or codes of conduct are counselled and warned where appropriate

2.6 Individuals continuing to not meet performance standards and/or codes of conduct are dealt with in accordance with organisational procedures and legal requirements

3. Identify and implement solutions to employee/industrial issues

3.1 Strategies to deal with interpersonal conflict and dispute resolution are developed and proposed in accordance with organisational policy

3.2 Consultation and co-operation within the team is actively encouraged

BSBHR404A Co-ordinate human resource services Human resources


Element Performance Criteria 3.3 Constructive support is provided to resolve/manage

interpersonal conflict

3.4 Team members are accurately informed of current dispute resolution/grievance procedures

3.5 Details of discussions are recorded concisely and accurately, and made available to relevant groups and individuals

3.6 Outcomes acceptable to all parties in dispute are negotiated

3.7 Team members are treated with integrity, respect and compassion

Range Statement











Range Statement

Human resource service requirements may include:

• selection/recruitment • induction • training and development • performance feedback • counselling • discipline • terminating employee • employee support systems • remuneration and benefits • EEO • prevention of discrimination, harassment and/or

vilification • payroll • OHS • workers’ compensation • record keeping

Relevant groups and individuals may include:


Quality assurance program means:

• a set of structured arrangements and/or systems to ensure that services are delivered in accordance with predetermined specifications

Performance objectives means: • a statement of the outcomes to be achieved in each of the human resource service areas to be co-ordinated

Codes of conduct/behaviour means:

• an agreed (or decreed) set or rules relating to employee behaviour/conduct with other employees or customers

Underperformance means: • a failure to achieve an objective and/or a breach of the system which may lead to failing to meet an objective

Counselling means: • two-way discussions to bring about constructive change in a person’s behaviour or performance

Warning means: • the setting out in writing of the consequences of any further breach or underperformance including the circumstances which could lead to a termination of the contract of employment



Range Statement

Industrial/employee relations issues refers to:

• any issues/disputes/grievances/problems arising between the employer/management and employees or between employees

Evidence Guide


Critical Aspects of Evidence • The ability to establish a clear direction for the provision of human resource services with a structured quality assurance system

• A demonstration of follow-through in relation to performance management issues to bring about a satisfactory conclusion

• Early warning systems to deal with employee/industrial relations issues as they arise




• Organisational human resource policies and procedures

• Legal aspects of human resources/industrial relations, including dealing with poor performance/conduct

• Quality assurance concepts • Performance management • Performance measurement • Counselling/discipline procedures • Organisational/legal requirements for termination of

employees • Industrial awards/agreements • Relevant industrial relations/employee relations

legislation and regulations



Evidence Guide

Underpinning Skills • Analytical skills to determine strategic and operational human resources

• Consultative skills to ensure input from relevant groups and individuals for the specification of human resource services

• Evaluative skills to assure quality of human resource services meets client expectations/specifications

• Counselling skills to bring about constructive change in a person’s behaviour and/or performance

• Interviewing skills to ensure that the basic causal factors associated with problems, issues and grievances are identified

• Negotiation and conflict management skills to intervene and resolve individual/group conflict/disputes and grievances

• Facilitation skills to work with groups and individuals • Ability to relate to people from a range of social,














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to clearly establish human resource

service requirements for the organisation • Communicating ideas and information – to internal customers who are the recipients of

human resource services • Planning and organising activities – to involve relevant groups and individuals in the

evaluation of human resource services • Working with teams and others – to deliver human resource services to internal

customers • Using mathematical ideas and techniques – to assist planning • Solving problems – to satisfy employee grievances • Using technology – to communicate with the recipients of human resource services Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR405A Implement industrial relations procedures


BSBHR405A Implement industrial relations procedures

Unit Descriptor This unit specifies the outcomes required to work in the industrial relations area and implement organisational policies and procedures.

Competency Field Human resource management

Domain Human resources

Application of the Competency

This unit addresses the knowledge and skills required to represent the organisation/employer in dealing with industrial relations matters in the workplace. The unit covers communicating and implementing industrial relations policies and procedures that meet statutory and legislative requirements; assisting in dealing with industrial relations conflicts and issues; and generally working towards a harmonious industrial relations climate within the workplace.

Element Performance Criteria Elements define the critical outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Italicised terms are elaborated in the Range Statement.

1.1 Relevant agreements, policies and procedures are sourced and disseminated to all relevant persons and groups

1.2 Agreements, policies and procedures are implemented in accordance with site, enterprise and statutory requirements

1.3 Strategies are developed to effectively communicate with relevant persons and groups on industrial relations matters

1.4 The organisation’s industrial relations procedures are promoted with relevant persons and groups

1. Communicate and implement organisation’s industrial relations policies and procedures

1.5 The organisation is represented strongly in discussions with relevant persons and groups

2.1 The implementation of industrial relations policies and procedures is monitored

2.2 Potential industrial relations conflicts are identified through a monitoring process and reported to management

2.3 Documentation is prepared and forwarded to management in relation to identified potential industrial relations conflicts

2. Assist in minimising industrial relations conflict

2.4 Assistance is provided to deal with industrial relations conflicts under management supervision

BSBHR405A Implement industrial relations procedures Human resources


3.1 Strategies to provide ongoing monitoring of the organisation’s industrial relations policies and procedures are trialed and implemented

3.2 Strategies to facilitate feedback are implemented 3.3 Strategies are implemented to develop and

strengthen relationships with relevant persons and groups

3.4 Information and feedback are provided to management as required

3. Enhance industrial relations

3.5 Information and advice is provided to relevant persons and groups as required

Range Statement The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.





• enterprise agreement • employment contracts • equal employment opportunity (EEO), diversity,

parental leave policies • reasonable adjustments for workers with a disability

Relevant agreements, policies and procedures include:

• occupational health and safety (OHS) policies and procedures

• employee representatives • union representatives

Persons and groups include:

• employer representatives

• dispute settlement procedures • grievance mechanisms • reporting channels and procedures

Site, enterprise and statutory requirements refer to:




• relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination


• CEO, Board and other senior managers • IR/HR manager of the organisation

Management may include:

• line managers

• communication plan • human resources strategy • organisational values strategies

Strategies may include:

• employee wellbeing strategies

Evidence Guide The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.

Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.

Overview of Assessment Requirements

A person who demonstrates competence in this unit must be able to provide evidence of effectively implementing, on behalf of the organisation, industrial relations agreements, policies and procedures, dealing with relevant persons and groups and providing advice and assistance where appropriate and as required. Assessment of the unit must confirm the application of knowledge and skills to support the promotion and maintenance of a positive industrial relations climate in the workplace.

Specific Evidence Requirements

• legislation, codes of practice and national standards, for example:

– relevant state and federal industrial relations systems

– EEO, anti-discrimination – OHS – international industrial relations systems where

work undertaken has an international focus or context

• industrial relations policies and procedures:

Required knowledge and understanding include:

– enterprise agreements – enterprise and workplace bargaining – role of employee representatives and employee

organisations

BSBHR405A Implement industrial relations procedures Human resources


• grievance resolution policy and procedures • staff development techniques:

– wellbeing programs – work/life balance

• specialist services

• ability to relate to people from a range of social, cultural and ethnic backgrounds, and physical and mental abilities

• communication and interpersonal skills:

– negotiation, facilitation and consultation – conflict resolution and problem-solving – report development

Required skills and attributes include:

• working with diversity across the enterprise

Key competencies or generic skills relevant to this unit

The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit: Level (1) represents the competence to undertake tasks effectively Level (2) represents the competence to manage tasks Level (3) represents the competence to use concepts for evaluating and reshaping tasks The bulleted points provide examples of how the key competencies can be applied for this unit.

• consulting with key stakeholders • presenting information to stakeholders and

management

Communicating ideas and information (2)

• enhancing industrial relations in the organisation

Collecting, analysing and organising information (2)

• identifying and assisting in dealing with issues

• developing strategies for employee wellbeing Planning and organising activities (2) • providing workshops on industrial relations matters

Working in a team (2) • working across the organisation and with all levels of the workforce

Using mathematical ideas and techniques (1)

• analysing data

• identifying and dealing with minor industrial relations issues

Solving problems (2)

• minimising the impact of disputes and grievances under supervision of management

Using technology (2) • maintaining required records



• using assistive technology, if required

• providing innovative solutions to issues Innovation skills (2) • developing innovative industrial relations strategies

• reports of issues dealt with and support provided to others to deal with relevant issues in industrial relations

• resources developed to promote organisation’s industrial relations policies and procedures

Products that could be used as evidence include:

• reports related to monitoring and reviewing industrial relations strategies across the organisation

• identified improvements to industrial relations policies, procedures and practices

• how potential issues were identified and dealt with • how other staff were supported in dealing with

industrial relations issues • how the candidate has supported the implementation

of the organisation’s industrial relations policies and procedures

Processes that could be used as evidence include:

• how industrial relations strategies were monitored and reviewed

• access to workplace documentation Resource implications for assessment include: • access to feedback from staff supported in

maintaining a positive industrial relations climate in the workplace

• that where assessment of underpinning knowledge and skills is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment

Validity and sufficiency of evidence requires:

• that assessment may be through simulated project based activity or actual case studies within the workplace

Integrated competency assessment means:

• that this unit can be assessed alone or as part of an integrated assessment activity involving other relevant management, project management units and human resources management units

BSBHR501A Manage human resource consultancy services Human resources


BSBHR501A Manage human resource consultancy services Unit Descriptor The unit is based upon PSPHR401A Provide human resource

consultancy services endorsed in the National Public Services Training Package, but has been customised with additional outcomes. It covers the provision of human resource services to assist management in the day-to-day operation of the organisation. It is not service-specific and forms the basis for many of the activities undertaken through other HR units. For this reason, consideration should be given to undertaking this unit as early as possible, or concurrently with those units where consultancy services are an important component. Consider co-assessment with most other units included in the Human Resource Management field at Diploma level.


1.1 Strategic and operational plans are analysed to

determine HR requirements 1.2 Line managers are consulted and their HR needs

clearly identified 1.3 Options for delivery of HR services are developed

with cost benefit and risk analyses advised to relevant groups and individuals with recommendations

1.4 All options presented comply with legislative requirements and organisational policies

1.5 Strategies and action plans for delivery of HR services are developed and agreed

1. Determine strategies for delivery of human resource services

1.6 Role and responsibilities of HR team, line managers, and external contractors are agreed and documented

2.1 Service agreements are developed and agreed upon

between service provider and client group 2.2 Service specifications, performance standards and

time frames are documented

2. Manage the delivery of human resource services

2.3 Training support is required to deliver services identified and provided

Human resources BSBHR501A Manage human resource consultancy services

© Australian National Training Authority 2004 Volume 5A Page 31 BSB01 Business Services Training Package to to be reviewed by 30/04/2006 Version 4

Element Performance Criteria 2.4 Quality assurance processes for monitoring and

review of service delivery are agreed upon 2.5 Services are delivered by appropriate provider in

accordance with service agreements and operational plans

2.6 Underperformance is promptly identified and rectified

3.1 Clients are regularly surveyed to determine level of satisfaction

3.2 On-going client feedback is captured as an outcome of the review processes

3.3 Feedback and surveys are analysed and changes recommended for service delivery

3. Evaluate HR service delivery

3.4 Appropriate managers approve variations to service delivery

Range Statement









Relevant groups and individuals


Human resource services may include:

• staff selection • assessment and development centres • feedback



Range Statement • counselling • personal and career development planning • induction and orientation programs • career management • succession planning • competency development processes • education and training programs • self-analysis and self-assessment • remuneration/benefits advice • flexible work arrangements • industrial relations advice • discrimination, vilification and harassment advice • teleworking procedures • occupational health and safety • rehabilitation and return to work • workers’ compensation

Evidence Guide


Critical Aspects of Evidence • The establishment of a client/provider/consultant relationship so that the line managers, employees and other non-HR specialists are provided with the best advice/services possible within the budget and other organisational parameters

• The managing of service agreements (internally) and contracts (externally) in a way that delivers a high level of satisfaction among users


demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.


• Range of career development strategies, plans and concepts

• Understanding of the organisation’s strategic goals and policies, and their implications for future human resource requirements

• Human resource strategy and planning • Importance of retaining human/intellectual capital



Evidence Guide within an organisation

• Human resource strategy and workforce planning • Role of employee/employer representatives and

employee/employer organisations • Counselling strategies • Range of development strategies • Principles of adult learning and competency • Development needs, analys1s techniques • Facilitation techniques • Understanding of succession planning • Relevant legislation which applies to human

resources • Concept of outsourcing • Understanding of organisational goals, policies and

procedures • Understanding of the concept of diversity and its

integration within and across all human resource functions and areas

• Understanding of the relationships between human resource functions

Underpinning Knowledge cont. • EEO, equity and diversity principles • Human resource policies, practices and procedures • Range of evaluation methodologies • Risk management concepts • Contract law • Occupational Health and Safety, workers’

compensation, rehabilitation and return to work legislation policies and principles



Evidence Guide

Underpinning Skills • Risk analysis skills to identify and deal with any exposure the HR department may have

• Marketing of human resource functions as a key contributor to overall organisational improvement

• Consulting skills to determine and deliver client needs

• Counselling skills to assist line managers or employees with problems

• Evaluation skills to evaluate contractor/service agreement performance

• Mentoring, training and coaching skills to assist both HR staff and line managers

• Negotiation skills to obtain the best outcomes with contractors/providers and conduct/assist negotiations with employee representatives














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to deliver the HR services required

by management and the organisation • Communicating ideas and information – to provide support to managers, employees

and contractors • Planning and organising activities – to deliver human resource services in a format the

client wants • Working with teams and others – to optimise HR efforts across the organisation • Using mathematical ideas and techniques – to evaluate programs • Solving problems – to assist managers and employees with HR problems • Using technology – to facilitate access to HR advice and processes Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBHR502A Manage human resource management information systems Human resources


BSBHR502A Manage human resource management information systems

Unit Descriptor This unit covers the management of information systems from the research and planning stages, through selection of appropriate systems, to implementation and on-going review and system upgrades. This unit is related to BSBHR401A Administer human resource systems, BSBHR402A Recruit and select personnel and BSBHR403A Process human resource documents and inquiries but is really a stand-alone unit.


1.1 Information requirements of users are collected, collated and documented

1.2 Information flow and communication processes to support user needs are identified

1.3 Information requirements and communication processes are agreed with users and relevant managers

1.4 Draft information systems management plan is developed with agreed review mechanisms, time frame and criteria

1.5 Information requirements are specified in a clear and concise manner

1.6 Information requirements are consistent with organisational objectives and policies

1. Identify HR information requirements

1.7 Resources required to meet the information requirements are identified and within budget parameters

2.1 Selection criteria for the information management system is agreed with relevant groups and individuals

2.2 Selection criteria ensures that the system has the capability to meet organisation’s objectives, policies and budget parameters

2. Select HR information management system

2.3 Potential systems are evaluated against the criteria

Human resources BSBHR502A Manage human resource management information systems


Element Performance Criteria 2.4 Cost benefits and risk analyses are undertaken in

relation to the systems which meet the selection criteria

2.5 Preferred system is proposed to decision makers with report on selection process

2.6 Preferred system is capable of being customised to meet organisation and user requirements

3.1 Implementation plan is developed with users and other relevant groups and individuals

3.2 Implementation plan is confirmed in terms of roles and responsibilities of individuals and groups involved

3.3 Resources are applied to meet implementation plan time frame, quality and other objectives

3.4 Implementation is modified to resolve any problems arising

3. Implement HR information system

3.5 Groups and individuals contribute to implementation in accordance with plan objectives

4.1 Information system performance is monitored and performance reports prepared

4.2 Systems are in place to allow on-going feedback from users

4.3 System performance is benchmarked against other systems, and latest trends and developments

4. Monitor/evaluate performance of HR information system

4.4 Performance gaps are analysed and strategies for improvement are introduced

Range Statement








Range Statement




Implementation means: • the project to select, purchase, install and commission the new systems

Systems may include: • assessment of commercial products, including software, to suit current and future needs of the organisation

• enhancement/customisation of software to meet needs of the organisation

Information requirements include:

• legislative requirements • workforce planning • performance management • recruitment, selection and induction • employee relations and industrial relations • re-deployment of employees • employee support • termination of employees • career development • organisational development • human resource development

Information flows means: • the identification of both the necessary sources and distribution of required information

Communication processes means:

• the methods by which the information is transmitted

Draft information systems management plan means:

• the plan developed to allow the specification of system requirements for the purposes of selecting appropriate systems to manage the information. It sets out proposed system objectives, methods of management, time frames and other criteria





Range Statement

Cost benefit analysis means: • a calculation to determine whether the results/outcomes of a particular course of action are sufficient to justify the costs and risks in taking that action

Risk analysis means: • a determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance

Preferred system means: • the system most closely matching the selection criteria and providing the best value for money

Performance gaps means: • situations where outcomes are less then those stated in the strategic objectives and may include: • lost time disputes • work bans/go slow • disruptive conflict • low/high turnover of labour • external interference • quality/OHS/environmental failure • productivity below budget • costs above budget • failure to meet strategic and/or operational

objectives Evidence Guide



• The monitoring and evaluation of an effective human resource information system which provides business units within the organisation with human resource data needed to make key business decisions



Evidence Guide Underpinning Knowledge* * At this level the learner must



• Concepts of information privacy and security • Personnel records systems • Concepts of user needs • Organisational policies, procedures and goals • Human resource strategy and planning • Understanding of the concept of diversity • EEO • The relationships between human resource functions • Human resource policies and practices • Evaluation methodologies • Information processing techniques • Information management systems • Teleworking

Underpinning Skills • Planning skills to undertake the implementation of the HR information systems

• Consultative skills to ensure all users have input to the selection criteria

• Negotiation skills to achieve consensus in dealing with resource problems and disagreements

• Project management and evaluation skills to manage the specification, selection, installation and consistency of the systems

• Communication and report writing skills • Technology skills including the ability to select and

use technology appropriate to the task • Risk management skills to ensure that any risks

associated with the installation of new hardware, software, peopleware are mitigated

• Performance measurement techniques to measure the success of the system

• Benchmarking skills to ensure the system is performing to the latest industry standards at a competitive cost




Evidence Guide













information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to provide and manage a system to

collect and safeguard human resource information • Communicating ideas and information – to provide information • Planning and organising activities – to implement the human resource information

system • Working with teams and others – to implement the human resource information system • Using mathematical ideas and techniques – to record and retrieve information • Solving problems – to provide the service • Using technology – to aid communication and to record and retrieve information Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR503A Manage performance management systems


BSBHR503A Manage performance management systems Unit Descriptor The unit covers the major components of managing and

supporting performance management systems. Day-to-day coaching and informal feedback, leading to regular performance feedback sessions are covered. Specific interventions associated with underperformance and/or misconduct are also included. Consider co-assessment with BSBHR507A Manage separation/termination.



1.1 Strategic and operational plans are analysed to identify relevant policies and objectives

1.2 Performance objectives, key performance indicators and performance standards (including codes of conduct) are developed in consultation with operations managers

1.3 Systems are developed to ensure performance is monitored and there is feedback throughout the period of employment

1.4 Systems developed are flexible enough to cover the range of employment situations within the organisation

1. Develop performance management systems

1.5 Systems are responsive to changing circumstances/developments, both internal and external to the organisation

2.1 Relevant groups and individuals are trained to monitor performance and identify performance gaps

2.2 Performance is monitored regularly and intervention occurs to recognise both sub-standard and excellent performance

2.3 Interventions are undertaken in accordance with organisational policies and legal requirements

2.4 Follow-up occurs to ensure the intervention achieves the required performance

2.5 Employees performing below standard are counselled and disciplined in accordance with organisational policies and legal requirements

2.6 Employees failing to respond to interventions as required are terminated in accordance with organisational policies and legal requirements

2. Implement performance management systems

2.7 Excellence is recognised in accordance with organisational policy

BSBHR503A Manage performance management systems Human resources



3.1 Performance feedback plans are developed in consultation with relevant managers/team leaders and agreed

3.2 Training and assistance is provided to managers/team leaders participating in the feedback process

3.3 Performance feedback is designed in accordance with the feedback plan

3.4 Plans for performance improvement and individual learning and development are agreed

3.5 Processes are in place to deal with any problems or grievances which arise from the performance feedback

3. Co-ordinate formal feedback processes

3.6 Specialist advice on career development is made available to participants in the process

4.1 Appropriate providers for the agreed plans are identified and contracted in accordance with organisational policies

4.2 Learning and development plans are designed to contribute to the development of a learning organisation

4.3 Learning and development plans are delivered according to agreed time frames and deliver specified outcomes

4.4 Learning and development activities are monitored to ensure compliance with quality assurance standards

4.5 Remedial action is negotiated with providers where necessary

4.6 Reports are generated to advise appropriate managers on progress and success rates of activities

4. Co-ordinate individual/group learning development plans

4.7 All aspects of the performance management system are evaluated regularly and improved in keeping with organisational objectives and policies



Range Statement









Performance management means:

• a process or set of processes for establishing a shared understanding of what an individual or group is to achieve, and managing and developing individuals in a way which increases the probability it will be achieved in both the short and longer term

• in accordance with relevant industrial agreements

Key performance indicators means:

• those measures developed to gauge performance outcomes against targets

Performance standards means: • the level of performance sought of an individual or group which may be expressed either quantitatively or qualitatively

Code of conduct means: • an agreed (or decreed) set or rules relating to employee behaviour/conduct with other employees or customers



Range Statement

Employment situations may include:

• production • processing • office/clerical • technical/scientific • physical labour • warehousing/transport • marketing/sales • teleworking




objectives

Intervention may include: • giving praise • recognition of good performance • coaching • counselling • discipline

Termination means: • a cessation of the contract of employment between an employer and an employee, at the initiative of the employer within relevant industrial agreements

Excellence in performance means:

• regularly and consistently exceeding the performance targets established while meeting the organisation’s performance standards



Range Statement

Individual learning and development activities may include:

• skills training • enhancement of knowledge • personal development • mentoring • project work • visits

Career development means: • a plan of learning development and experiences to prepare a person for more rewarding positions

Appropriate providers include: • external providers • internal providers • trainers • consultants

Learning organisation means: • an organisation that displays the capacity to continually adapt to changes in its business environment

Specified outcomes means: • the achievement of pre-agreed performance targets

Quality assurance standards means:

• pre-determined statements relating to specifications on how a product or service is presented to the user

Remedial action means: • action designed to rectify a particular problem or aspect of performance

Evidence Guide


Critical Aspects of Evidence • Demonstration of expertise in handling individuals in situations of both below standard and above standard performance

• The demonstrated ability to co-ordinate the performance feedback process, and ensure the necessary learning and development of individuals actually happens

• The on-going development, monitoring and evaluation of effective performance management systems across the organisation



Evidence Guide




• Understanding of performance management concepts within a particular organisational context

• Dispute resolution procedures • Grievance procedures • Freedom of information, privacy, confidentiality • Learning and development strategies to support

performance management systems • Understanding of organisational goals, policies and

procedures relating to performance management • Range of evaluation methodologies • Understanding of the concept of diversity • EEO policies and legislation

Underpinning Skills • Consultative skills to ensure the systems are supported by the managers and employees

• Evaluation of programs and strategies to ensure performance objectives are achieved

• Conflict management skills to deal with grievances, disputes or disagreements which may arise

• Training, coaching, mentoring and facilitation skills to ensure managers are competent to deliver the systems

• Negotiation skills to negotiate changes to the system from time to time

• Counselling skills to assist managers and/or employees who are having difficulties/problems

• Communication and report writing skills to ensure there is two-way flow about how the systems are performing





Evidence Guide










information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to develop performance

management systems • Communicating ideas and information – to provide information and advice • Planning and organising activities – to aid development and implementation of the

system • Working with teams and others – to review and enhance people performance • Using mathematical ideas and techniques – to aid review and design of the system • Solving problems – to facilitate effective implementation and assessment of system • Using technology – to aid communication Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBHR504A Manage industrial relations policies and processes Human resources



Unit Descriptor This unit covers the range of competencies required of a manager who has day-to-day involvement in, and management of, industrial relations matters within the organisation. It includes negotiations, conflict management and dispute resolution. This unit is related to BSBHR604A Manage employee relations, which is a broader and more strategic approach to workplace performance.


1.1 Strategic plans and operational plans are analysed to determine long term industrial relations objectives

1.2 Existing industrial relations performance is analysed in relation to strategic IR objectives

1.3 Performance gaps are identified by the management team

1.4 Options are evaluated in terms of cost benefit and risk analyses

1.5 Industrial relations strategies/policies are agreed within the management team

1. Develop industrial relations (IR) strategies/policies

1.6 Options to eliminate the gaps over the short to medium term are developed

2.1 An implementation plan for the IR strategies/policies is developed by the management team

2.2 The implementation plan includes risk analyses and contingency plans

2.3 Training and development is provided where appropriate to support the IR plan

2.4 Contingency plans are prepared in the event that negotiations break down

2.5 Negotiations are undertaken between employer representatives and employee representatives, to agree to changes required by either group

2.6 Agreed outcomes of negotiations are documented and certified in the relevant jurisdiction where appropriate

2.7 Breakdowns in negotiations are managed in accordance with the organisation’s IR strategies/policies and legal requirements

2. Industrial relations strategies/policies and plans are implemented

2.8 Outcomes of agreements are monitored and evaluated

Human resources BSBHR504A Manage industrial relations policies and processes


Element Performance Criteria 2.9 Remedial action is taken where groups or individuals

fail to abide by agreements

3.1 Problem solving/grievance procedures are agreed and documented

3.2 Individuals are trained in conflict management techniques

3.3 Procedures are in place to ensure early advice/notification of grievances/conflicts/disputes within the organisation

3.4 Causes of conflict/grievance are identified and alleviated/eliminated in accordance with organisational policies and legal requirements

3.5 Disputes resolution procedures are followed with referral to external bodies as a last resort

3.6 Specialist/expert advice is sought and considered where appropriate

3.7 The organisation’s position is strongly advocated by appropriate representatives both internally and within relevant jurisdiction

3.8 Workplaces are monitored to minimise dysfunctional conflict

3. Manage conflict

3.9 Conflict management procedures are regularly reviewed and improved where appropriate

Range Statement











Range Statement

Long term industrial relations objectives may include:

• developing and maintaining the commitment of employees to workplace reform

• promoting more effective communication throughout the organisation

• achieving successful outcomes from negotiation and maintaining consultative processes with groups and individuals both inside and outside the organisation

• effective management of grievances, conflict situations and dispute resolution procedures

• introducing on-going workplace reform


objectives



Short to medium term means: • from the present to the period extending over the next 12 months

Implementation plan may include:

• documented objectives, methodology and time frame • project plan



Range Statement

Contingency plan may cover: • unpredicted staff shortages • unpredicted customer demand • accidents or emergencies • legal action/protection

Employer representative may include:

• line manager • internal/external HR expert • internal/external IR expert • employer associations

Employee representative may include:

• employee chosen by peer • union delegate • union organiser/official

Certified means: • Australian Workplace Agreements • workplace and enterprise bargaining agreements

Legal requirements means: • all relevant state and federal legislation, regulations, awards and agreements

Conflict management techniques/procedures may include those which deal with:

• dispute resolution procedures • negotiating/bargaining • controlling difficult situations using legal remedies

Disputes resolution procedures may include:

• informal organisational processes • organisational policies/processes • procedures enforceable under an award, agreement or

Act of Parliament

Advocated may include: • written or oral advocacy • informal and formal



Evidence Guide


Critical Aspects of Evidence • Actual performance of the negotiation/conflict management role

• Well organised development and documentation of strategies and plans which address all of the relevant IR matters between the organisation and its employees and clearly identify areas for improvement/reform

• Negotiation and conflict management skills which are able to deliver predetermined organisational outcomes




• Industrial relations as a concept within an organisational context

• Workplace reform in a best practice context • Role of employee representatives and employee

organisations • Case preparation and presentation techniques • Negotiation and mediation techniques • Relevant state and federal industrial relations systems • Enterprise and workplace bargaining • Changing economic, social, demographic, labour

market conditions and educational trends • Human resource strategy and planning • Industrial relations policies and practices

Underpinning Skills • Consultative and negotiation skills to develop IR strategies and implement them

• Project management skills to manage workplace reform and development of certified agreements

• Counselling skills where individuals are involved in conflict situations

• Communication skills to impart and explain knowledge on IR matters to managers and employees

• Debating and advocacy skills to put forward organisation’s support of company objectives, both



Evidence Guide informally and in relevant jurisdictions

• Facilitation skills to work with groups to achieve consensus outcomes to problems in the workplace














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to prepare for negotiations • Communicating ideas and information – to assist in the understanding of IR concepts • Planning and organising activities – to implement IR strategies • Working with teams and others – to aid the negotiation process • Using mathematical ideas and techniques – to analyse data • Solving problems – to minimise the impact of grievances and disputes • Using technology – to aid communication and record keeping Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR505A Manage remuneration and employee benefits


BSBHR505A Manage remuneration and employee benefits Unit Descriptor This unit covers the implementation of an organisation’s

remuneration and benefit plans. It incorporates all functions associated with this important HR area, including remuneration packaging, market rates reviews and the legislative aspects of remuneration and employee benefits.


1.1 Strategic and operational plans are analysed to determine the scope of remuneration plans

1.2 Research is undertaken on current practice, recent developments and legislative parameters for the remuneration strategy

1.3 Options are developed for consideration by relevant managers

1.4 Options are presented showing the linkage to organisational strategic objectives

1. Develop the organisation’s remuneration strategy

1.5 Remuneration policies and incentive plans are agreed and documented

2.1 Occupational groups are researched to determine those which are award based

2.2 Market rates surveys are accessed/undertaken regularly to ensure the organisation’s required level of competitiveness for particular occupational groups is maintained

2.3 Job evaluations are conducted, where relevant, to develop a profile of internal relationships for particular occupational groups

2.4 Remuneration plans ensure that award based employees receive at least their minimum entitlements in accordance with organisational policies and legal requirements

2.5 Salary packages comply with organisational policies and legal requirements including FBT and superannuation

2. Implement the remuneration strategy

2.6 Incentive arrangements, if included, comply with the organisation’s remuneration strategy

3. Review and update the remuneration strategy

3.1 Remuneration strategy incorporates methodologies for monitoring developments in remuneration arrangements, market rates, and legal developments impacting on remuneration and benefits

BSBHR505A Manage remuneration and employee benefits Human resources


Element Performance Criteria 3.2 Managers and employees are consulted about the

effectiveness of the remuneration strategy 3.3 Strategy and plans are amended as is necessary to

meet organisational policies and legal requirements

Range Statement The Range Statement provides advice to interpret the scope and context of this unit of competency, 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: Legislation, codes and national standards relevant to the workplace which may include:







Remuneration and benefits may include:

• salaries and wages • allowances • bonuses/incentives • employee share plans • share options • ex gratia payments • annual leave • long service leave • sick leave • family/carer’s leave • special leave • study leave • leave without pay • motor vehicle • superannuation • expense reimbursement • fringe benefits • competency-based progression



Range Statement

Scope of remuneration plans means:

• the different remuneration and benefits payable to each occupational group in the organisation

Award based employees means: • all employees covered by an award (federal or state) or an agreement based on an award

Market rates surveys may include:

• surveys conducted by the organisation • purpose-built external surveys • general industry/community surveys

Job evaluation means: • the use of one of the established points-based evaluation systems developed by remuneration specialists or a system developed within the organisation

Salary packages means: • a payment arrangement where the total remuneration and benefits payable to an employee are calculated as total cost of employment (i.e. salary, allowances, motor vehicle, superannuation and fringe benefits)

• it does not include payroll tax or worker’s compensation insurance

Incentive arrangements may include:

• commission • bonuses • share plans • share options • gain sharing • profit sharing

Evidence Guide


Critical Aspects of Evidence • Demonstrated capacity to apply different remuneration strategies and plans to different occupational groups and circumstances

• The ability to organise the critical activities associated with the maintenance of award/agreement legal activities, using either internal or external resources (or a mix)

• Compliance with all of the legal aspects of managing remuneration and benefits

BSBHR505A Manage remuneration and employee benefits Human resources


Evidence Guide




• Understanding of contemporary industrial relations issues

• Range of evaluation methodologies • Understanding of organisational goals, policies and

procedures • Human resource strategy and planning • Understanding of the relationships between human

resource functions • Remuneration principles/models and strategies • Taxation matters relating to remuneration salary

packaging and fringe benefits • Superannuation, legislation and policies • Bonus/incentive schemes including gainsharing/

profit-sharing • Leasing arrangements including novated leases

Underpinning Skills • Research skills to determine appropriate models of remuneration and benefits for particular occupational groups and individuals

• Planning skills to develop remuneration and incentive plans

• Consultative skills to consult with managers about remuneration options

• Ability to evaluate remuneration plans in terms of costs, benefits and tax advantages

• Negotiation skills to negotiate remuneration packages • Communication and report writing skills to impart

knowledge about the remuneration plans to managers and employees

• Ability to operate with strict confidentiality in relation to all aspects of remuneration and benefits





Evidence Guide










information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to design, monitor and evaluate an

organisation’s remuneration and employee benefits strategies and plans • Communicating ideas and information – to develop employee remuneration and

employee benefits through consultation • Planning and organising activities – to plan the implementation of remuneration and

benefits strategies • Working with teams and others – to plan in a consultative manner • Using mathematical ideas and techniques – to calculate benefits and tax effectiveness

of remuneration options • Solving problems – to achieve consensus on approaches to remuneration • Using technology – to aid communication, record keeping and lodgement of information

to relevant authorities Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBHR506A Manage recruitment selection and induction processes Human resources



Unit Descriptor This unit covers all aspects of the recruitment selection and induction processes from the perspective of an HR manager responsible for ensuring the organisation undertakes these processes in accordance with predetermined policies and procedures. This unit is related to BSBHR402A Recruit and select personnel.


1.1 Strategic and operational plans and policies are analysed to identify relevant policies and objectives

1.2 Recruitment and selection processes and relevant documents are developed

1.3 Appropriate technology is employed to improve the efficiency and effectiveness of the recruitment/selection process

1.4 Specialists are utilised for those parts of the process which are necessary

1.5 Content and methodology for induction processes are agreed and documented (induction plan)

1.6 Forms, procedures and induction processes are trialled and measured against objectives

1. Develop recruitment selection and induction processes

1.7 Performance gaps are analysed and improvements introduced prior to implementation

2.1 Future human resource needs are determined in collaboration with relevant managers and sections

2.2 Position descriptors and person specifications for vacancies are provided to relevant managers and updated where appropriate

2.3 Training and assistance is provided to all persons involved in the recruitment/selection process

2.4 Vacant positions are advertised in accordance with organisational policy and advertisements meet all legal requirements

2.5 Selection procedures are implemented in accordance with organisational policy and legal requirements

2.6 Applicants are advised of selection outcome

2. Recruitment and selection of staff

2.7 Terms and conditions of employment and probation period are advised to successful applicants

Human resources BSBHR506A Manage recruitment selection and induction processes



3.1 Training and assistance is provided to all persons engaged in inducting staff

3.2 Induction is undertaken in accordance with the induction plan

3.3 Employees are assessed at the completion of the induction program

3.4 Feedback is obtained from participants and relevant managers on the extent to which the induction process is meeting its objectives

3.5 Improvements are introduced to the induction process in accordance with feedback received and organisational policies

3. Manage induction of staff

3.6 Probationary employees are performance managed and provided with feedback until their employment is confirmed

Range Statement











Range Statement

Recruitment and selection processes may include:

• job analysis • job description • job evaluation • recruitment advertising • use of external agencies • application processing • competency profiling • job classifications, assessment centres • psychometric assessment • commercial software packages to improve efficiency

in recruitment and selection processes

Performance gaps may include: • situations where outcomes are less then those stated in the strategic objectives and may include: • lost time disputes • work bans/go slow • disruptive conflict • low/high turnover of labour • external interference • quality/OHS/environmental failure • productivity below budget • costs above budget • failure to meet strategic and/or operational

objectives

Relevant managers and sections means:

• those who have a role in the recruitment selection or induction processes

Advertisements may include: • internal bulletin • internal notice board • newspaper • radio • television • internet • recruitment agencies

Probation period means: • the period from the date of appointment until the employee is confirmed in their employment, during which regular performance feedback and relevant training and development occurs



Evidence Guide The Evidence Guide identifies the critical aspects, 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 • The integrated demonstration of all elements and

their performance criteria • The establishment of effective recruitment and

selection processes which facilitate the supply of human resources matched to organisational needs




• Relevant terms and conditions of employment • Recruitment and selection methods, including

assessment centres • Reliability and validity as applied to recruitment and

selection methods • Understanding of psychometric and skills testing

programs • Concept of outsourcing • Employee contracts • Internet-based recruitment • Industrial relations systems • Changing economic, social, demographic, labour

market conditions and educational trends • Understanding of the organisation’s strategic goals,

policies and procedures, and their implications for future human resource requirements

• Human resource strategy and planning • Understanding of the concept of diversity • EEO

Underpinning Skills • Consultation skills to consult with other managers regarding recruitment/selection/induction requirements

• Internal and external marketing skills to attract applicants to apply for vacant positions

• Technology skills to access information and to select and use appropriate technology to assist in the recruitment process

• Negotiation skills to negotiate terms and conditions of employment



Evidence Guide • Communication skills to advise potential applicants

about positions and answer inquiries • Interviewing skills to participate in/support managers

in selection interviewing • Ability to relate to people from a range of social,














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to develop, co-ordinate and

implement processes to recruit and select human resources to meet organisational needs • Communicating ideas and information – to consult with managers to develop

recruitment and selection plans • Planning and organising activities – to facilitate the selection processes • Working with teams and others – to deliver effective induction programs • Using mathematical ideas and techniques – to aid planning • Solving problems – to ensure both managers and new employees are satisfied with the

outcomes • Using technology – to aid communication and enhance recruitment and selection process Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBHR507A Manage separation/termination Human resources


BSBHR507A Manage separation/termination Unit Descriptor This unit covers all aspects of separation/termination of an

employment contract. It deals with the establishment and maintenance of systems to deal with redeployment, resignation, retirement, dismissal and redundancy, including the conduct of exit interviews. Consider co-assessment with BSBHR503A Manage performance management systems.


1.1 Research is undertaken to determine features of best practice systems of separation/termination and the legal requirements

1.2 Consultation is undertaken with relevant managers prior to the introduction of new forms, procedures or systems

1.3 Forms and procedures are developed for all forms of separation/termination and trialled in the HR information system

1.4 Procedures allow adequate time for employees to make appropriate decisions about their separation/termination

1.5 Procedures for separation/termination ensure respect for the individuals involved and strict confidentiality

1.6 Procedures for dismissal meet all legal requirements and organisational objectives

1.7 Feedback is sought from exiting employees and their managers as to the effectiveness of the forms and procedures

1.8 Problems are identified and improvements in the separation/termination processes are identified and introduced in accordance with organisational policies and legal requirements

1.9 Redundancy policies and procedures are developed for utilisation in the event of either voluntary or involuntary redundancies which arise

1. Develop processes for separation/termination of employment

1.10 Redeployment procedures are developed which take account of the situation, performance and personal qualifications of those involved

2. Manage separation/ termination processes

2.1 Reports are generated regularly indicating the retirement intentions of employees on the grounds of age

Human resources BSBHR507A Manage separation/termination


Element Performance Criteria 2.2 Redeployment procedures ensure agreement between

the employee and the organisation as to the new contract of employment

2.3 Communication systems are established which provide all necessary information about separation/termination procedures, and ensure early notification of retirement or resignation

2.4 Redundancy plans are implemented in the event of voluntary or involuntary redundancies arising

2.5 Outplacement assistance is provided in accordance with organisational policies and legal requirements

2.6 Dismissals for incapacity to perform or misconduct are carried out in accordance with organisational policies and legal requirements

2.7 Separation/termination procedures are regularly reviewed and evaluated, and improvements introduced in accordance with the evaluation and organisational policies

3.1 Separating employees are invited to participate in exit interviews

3.2 Time, place and duration of exit interview is agreed 3.3 Standard exit interview forms are completed and a

report prepared by the interviewee

3. Conduct exit interviews

3.4 Feedback is collated, depersonalised, and used as an input to performance improvement processes throughout the organisation

Range Statement








Range Statement




Research may include: • database search • library search • use of consultants/specialists • visits to best practice organisations

Forms and procedures may include:

• HR manual • employee bulletin • HR web site • HR intranet • internal copy forms

Procedures for separation/ termination may include:

• counselling • advising of separation/termination (written and oral) • negotiation • exit interviews

Procedures for dismissal may include:

• counselling • warnings (written and oral) • negotiation with employee and/or their representative • and must include: • due process (at least one opportunity for the

employee to give an explanation of their continued incapacity or misconduct)

Redundancy means: • when an organisation decides it has a job which it does not require to be done anymore by either the present incumbent or someone else

Redeployment means: • the cessation of one contract of employment and its replacement with a new contract for a different position

Retirement means: • the decision by an employee to bring their contract of employment to an end as a consequence of their age or ill health



Range Statement

Communication systems may include:

• written documentation • manuals • on-line facilities • policy and procedure statements, guides • information brochures and pamphlets • oral advice and guidance • one-on-one meetings • small group/team meetings • telephone contact and/or electronic mail • training programs • employee bulletins • performance feedback sessions

Dismissal means: • termination of the employee by the employer for misconduct or incapacity to perform their job

Separation/termination means: • the conclusion of the employment contract by either party or both parties mutually

• and may include: • expiry of a fixed term contract • cessation of a casual labour agreement • resignation • retirement • redundancy • redeployment • dismissal

Exit interview means: • a formal standard interview conducted in accordance with organisational policy, to obtain information from an employee who is leaving their employment, about their employment experiences

Evidence Guide


Critical Aspects of Evidence • Demonstration of the capacity to manage the full range of separation/termination situations, in compliance with organisational policies and legal requirements

• The effective redeployment of an employee as a



Evidence Guide result of changed organisational needs, performance issues or employee rehabilitation




• Understanding of organisational goals, policies and procedures

• Redeployment processes • Employee relations issues including award

interpretation and employee entitlements • Work design and organisation • Employment contracts • Organisational policies for work performance

standards and misconduct • Sexual harassment, discrimination, racial vilification

policies and legislation • Disputes and grievance procedures • Concepts of dismissal, suspension, voluntary

termination, retirement and redundancy • Concept of employee rehabilitation • Employee rehabilitation procedures • Understanding of contemporary industrial relations

issues • Human resource strategy and planning • Understanding of the concept of diversity • EEO • Understanding of the relationships between human

resource functions • Human resource policies and practices • Relevant legislation which applies to human

resources including workers’ compensation, superannuation schemes, redundancy, retirement and unfair dismissals

• Performance management

Underpinning Skills • Performance management/coaching skills to assist managers with employees who are to be redeployed

• Interviewing skills to interview exiting employees • Counselling skills to assist managers/employees with

problem • Consultative skills to ensure the systems are owned



Evidence Guide and supported by other managers and employees

• Evaluation skills to carry out on-going evaluation of the procedures utilised

• Negotiation skills to negotiate terms and conditions of separation/termination

• Research skills to identify best practice in separation/termination procedures

• Communication skills to impart knowledge about the systems to other managers

• Form design to develop simple and effective forms • Advocacy skills to advocate the company position in

unfair dismissals • Ability to relate to people from a range of social,














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to ensure employee

separation/termination is correctly carried out • Communicating ideas and information – to ensure a thorough understanding of

separation/termination procedures • Planning and organising activities – to conduct counselling and exit interviews • Working with teams and others – to review and improve separation/termination

procedures • Using mathematical ideas and techniques – to aid planning • Solving problems – to deal with difficult separation/terminations • Using technology – to aid communication and record-keeping Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR508A Manage work/life skills


BSBHR508A Manage work/life skills Unit Descriptor This unit covers the skills and knowledge required to manage

projects within a work/life skills context. It has particular relevance for managers of human resources or diversity programs, frontline managers and specialist consultants responsible for promoting a balance between work demands and personal life. This is basically a stand-alone unit but consider co-assessment with BSBHR501A Manage human resource consultancy services.


1.1 Information to achieve work/life changes are identified and collected from appropriate sources

1.2 Appropriate language and behaviour is used to communicate ideas and information

1.3 Relevant business objectives and resources needed to position the organisation as an “employer of choice” are identified

1.4 Diverse ideas and approaches are developed and refined

1. Research and analyse work/life needs

1.5 Possibilities and constraints are identified and assessed, and project concept identified and agreed in principle

2.1 Project scope and objectives are developed in consultation with appropriate industry consultants, colleagues and managers

2.2 Strategies are developed and aligned with corporate goals, mission statements and directions

2.3 Administrative structure and resources for the project are planned and created

2.4 Project responsibilities are agreed upon and clearly communicated to all stakeholders

2.5 Communications and marketing strategies are planned in conjunction with stakeholders

2. Plan work/life skills project

2.6 Suitable evaluation methods are agreed and overall project management plan is developed and communicated to stakeholders

3.1 Policy documents are prepared and strategies implemented and monitored, in conjunction with project team members

3. Implement, administer and monitor project

3.2 Support, assistance and mentors are provided to team members as appropriate

BSBHR508A Manage work/life skills Human resources


Element Performance Criteria 3.3 Sound interpersonal and communication skills are

used to build trust, respect and credibility 3.4 Team members are treated with integrity, respect and

empathy 3.5 Tracking systems are implemented and monitored

according to project guidelines 3.6 Project milestones are reached within agreed

timelines and regular progress reports are provided to stakeholders

4.1 Agreed evaluation methods are used to assess the effectiveness of the project at specific stages

4.2 Information from project evaluation process is communicated to stakeholders

4. Evaluate projects

4.3 Evaluation process involves all stakeholders and outcomes are incorporated into continuous improvement strategies, enterprise agreements and future corporate plans

Range Statement











Range Statement

Work/life skills practitioners will usually be engaged in a workplace context in which they may:

• work autonomously under broad guidance, manage, supervise, train or guide others

• plan and manage the work of others • be involved in self-directed application of knowledge • operate in varied or highly specific contexts • use competencies independently for routine and

non-routine services • use judgement for self and others in planning and

using resources, services and processes to achieve outcomes within time constraints

• use existing skills from legal, financial, planning and human resource sectors

Sources of information and research may include:

• input from internal and external sources • internet, libraries • ACTU, enterprise bargaining agreements • government legislation and materials relating to

workplace relations, industrial relations, affirmative action, equal employment opportunity and conditional employment schemes

• existing internal employment conditions, leave arrangements, work/life programs and amenities

“Employer of choice” means: • that the organisation has a policy of ensuring that individuals, the team and the organisation, gain from change

• it is viewed as having a positive approach to developing diversity and work/life policies and can include flexible work practices, e.g. types of employment, leave options, employee programs, on-site amenities

Stakeholders may include: • owners/management/financial backers • colleagues, team members or other staff members

Project management plan will normally include:

• cost benefit analysis and contingency plans • key project milestones • additional resource requirements (including

technology) • strategies to assess, review and communicate

progress against project goals • strategies to obtain management approval for project

plan



Range Statement

Evaluation methods may include:

• mapping against agreed goals and priorities • incorporation of results into on-going work/life

projects • additional resource requirements required (including

technology)

Flexible working practices can include:

• part time work, job share • 48/52 arrangements • teleworking/telecommuting • flexible hours arrangements • sabbatical leave or other leave arrangements

A range of learning methodologies may be used including:

• short course training program • mentors (being a mentor and having a mentor) • shadowing • action learning • exchange/rotation

Evidence Guide


Critical Aspects of Evidence • Ability to research, analyse, plan, implement, monitor and administer a project and to demonstrate effective project management, communication and leadership skills



Evidence Guide




• Project management processes and systems • An understanding and knowledge of work/life

philosophy and its impact in an organisation • In-depth knowledge of the nature of the work/life

project being managed including internal and external issues to be considered

• Processes to assess, review and communicate progress against project goals

• Principles of organisational change and diversity • Quality and continuous improvement processes and

standards

Underpinning Skills • Skills in the areas of planning, negotiation, leadership, marketing, budgets, administration and training are necessary to manage work/life skills projects

• Ability to communicate to participants and managers of these areas

• Ability to manage and deal with organisational change and diversity






Evidence Guide









information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to research trends and analyse

needs • Communicating ideas and information – with members of the work team and other

stakeholders • Planning and organising activities – to develop and implement strategies • Working with teams and others – to implement the project • Using mathematical ideas and techniques – as an aid to planning, administering and

evaluation • Solving problems – to implement the project plan • Using technology – to assist analysis and planning Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR509A Manage rehabilitation/return-to-work programs


BSBHR509A Manage rehabilitation/return-to-work programs

Unit Descriptor This unit covers the processing and analysis of both workers’ compensation and sick leave claims to establish rehabilitation needs and return-to-work programs. It also covers the establishment of these programs and their monitoring, on-going review and evaluation.


1.1 Claims are processed in accordance with organisational policies and legal and insurance requirements

1.2 Claims are disputed where insurer or organisational requirements are not met

1.3 Rehabilitation provider is notified in accordance with organisational procedures

1.4 Claimants are advised as to whether their claim has been accepted

1.5 Claims are analysed to identify the nature of the illness/injury and report prepared

1. Analyse claims

1.6 The report identifies the projected period of absence and where rehabilitation assistance is required

2.1 Consultation occurs between rehabilitation provider and the treating doctor

2.2 Consultation occurs between the rehabilitation provider, relevant managers and the employee

2.3 Job redesign, reduced hours and alternative duties are considered in the light of medical advice

2.4 A rehabilitation/return-to-work program is designed to achieve a successful return-to-work

2.5 Return-to-work program is approved by relevant managers

2.6 Rehabilitation program is agreed with employee 2.7 Risk analysis is undertaken in relation to proposed

program and risk is mitigated where appropriate

2. Establish rehabilitation/ return-to-work program

2.8 Program commences as close to accident/illness as possible

3.1 Regular feedback/communication between provider, supervising manager and employee is encouraged

3. Monitor/evaluate rehabilitation/ return-to-work program 3.2 Regular contact and support between the provider

and the employee is in place

BSBHR509A Manage rehabilitation/return-to-work programs Human resources


Element Performance Criteria 3.3 Breaches of the return-to-work program are

identified and remedial action promptly taken 3.4 Return-to-work program referred to workers’

compensation authorities where breaches occur 3.5 Return-to-work program is modified where

appropriate if it is not delivering the required outcomes

3.6 Each rehabilitation/return-to-work program is evaluated at its conclusion and recommendations for system improvement implemented where appropriate

Range Statement









Claims may include: • workers’ compensation claims • sick leave claim/application

Rehabilitation provider may include:

• internal employee • external consultant

Alternative duties may include: • redeployment to a new position • undertaking a limited range of duties in their normal

job




Range Statement

Mitigation means: • action taken to reduce or eliminate risk identified

Workers’ compensation authorities means:

• the relevant court, tribunal or commission having jurisdiction in respect to workers’ compensation matters

Evaluation means: • determining the extent to which the program meets its objective in respect to timeframes, success rates, cost and impact on the organisation

Evidence Guide


Critical Aspects of Evidence • How well the manager monitors and oversees rehabilitation and return-to-work programs, with an emphasis on outcomes

• Swift intervention and remedial action where programs are not meeting their objectives




• Organisational policies and procedures relating to rehabilitation and return-to-work

• Workers’ compensation tribunal procedures • Rehabilitation concepts • Return-to-work procedures • Impact of injury/illness on job performance

BSBHR509A Manage rehabilitation/return-to-work programs Human resources


Evidence Guide

Underpinning Skills • Co-ordination skills to ensure all of the elements of the plan are implemented correctly and in a timely way

• Negotiation skills to negotiate disputed claims • Consultation skills to consult with rehabilitation

providers, medical practitioners, managers and employees

• Communication skills to answer questions and correspond with employees, medical practitioners and managers

• Advocacy skills to put the organisation’s case to employee representatives and/or relevant tribunals














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to ensure that the return-to-work

program achieves its objectives • Communicating ideas and information – to assist employees who are involved, and

their managers • Planning and organising activities – to plan a speedy and successful return-to-work • Working with teams and others – to ensure continuous improvement in return-to-work

activities • Using mathematical ideas and techniques – to calculate program costs and benefits • Solving problems – to ensure employees and managers are satisfied with the program • Using technology – to assist scheduling, analysis and planning Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBHR510A Plan mediation processes Human resources


BSBHR510A Plan mediation processes

Unit Descriptor This unit specifies the outcomes required to develop, disseminate, monitor and review guidelines and procedures for mediation within an organisation.



This unit covers determining organisational requirements for mediation, documenting and implementing guidelines and procedures, and reviewing the effectiveness of the mediation processes.

The unit may apply to either specialist mediators or to people who develop and implement human resource policies across the organisation.


Implementation of the guidelines and procedures for settling disputes through mediation is covered by BSBHR511A Implement mediation procedures.



1.1 Needs in relation to dispute resolution within the organisation are determined

1.2 History of disputes and dispute resolution within the organisation, including triggers for disputes, are researched and collated

1.3 Key stakeholders are identified and consulted to determine requirements related to mediation

1.4 Research is undertaken into models and systems for mediation and documented

1. Determine organisational requirements for mediation

1.5 Parameters for a mediation system are identified from consultation and research process, and documented

2.1 Guidelines and procedures for mediation are drafted, including planning for reasonable adjustments

2.2 Draft guidelines and procedures for mediation are validated with stakeholders

2. Document guidelines and procedures for mediation

2.3 Refinements identified through validation process are incorporated into guidelines and procedures

Human resources BSBHR510A Plan mediation processes


3.1 Mediators are trained in accordance with established guidelines and procedures

3.2 Guidelines and procedures are disseminated to key stakeholders

3.3 Promotion of mediation process is planned and implemented

3. Implement guidelines and procedures for mediation

3.4 Mediation process is trialed within the organisation and identified improvements incorporated

4.1 Monitoring is undertaken within the organisation to gauge effectiveness of use of mediation processes and guidelines and procedures

4.2 Improvements to mediation processes are identified from monitoring process

4.3 Changes made to mediation processes are disseminated and promoted to key stakeholders

4. Monitor and review mediation processes

4.4 Currency of knowledge and skill base of mediators is assessed and maintained






• a process in which the parties to a dispute, with the assistance of a neutral third party (the mediator), identify the disputed issues, develop options, consider alternatives and endeavour to reach an agreement; the mediator has no advisory or determinative role in regard to the content of the dispute or the outcome of its resolution, but may advise on or determine the process of mediation whereby resolution is attempted

Mediation is:

• co-mediation is where the neutral third party is a team comprising two or more persons (the mediators)



• individuals within the workforce or groups such as management, staff associations or bodies, unions and customers/clients

• individuals or groups within a defined business arrangement, for example:

Needs in relation to dispute resolution may relate to:

– suppliers/buyers – franchisors/franchisees – vendors/buyers

• appeals, grievances and complaints that have escalated and remain unresolved

• outcomes of negotiations related to industrial relations within the organisation that have become stalled

Triggers for disputes may include:

• critical points in processes that include a clause for mediation in the event of non-resolution

• management, unions, staff associations and other work-based groups

Key stakeholders may include:

• potential clients where a professional mediation service is provided

• training programs • internet searches • available texts in area • benchmarking exercises • psychological associations and professional bodies

Research into models for dispute resolution may cover:

• Australian standards

• logistics for mediation, including time limits on process, locations used, duration of sessions

• separate discussions with disputing parties and group discussion

• rationale for engaging mediation process • recording and reporting requirements • privacy and confidentiality provisions • code of conduct for mediation • number of mediators required within the

organisation

Parameters for a mediation system may include:

• proformas for use in mediation process

Reasonable adjustments are: • required by legislation and government policy to ensure that all people are treated equally in their employment and training, as far as is reasonably possible



• written information, including policies and procedures, disseminated to stakeholders

• information sessions and training sessions designed and/or delivered to introduce mediation process

Promotion of mediation process may include:

• intranet or other online information

• questionnaires, interviews and discussion used to obtain feedback from concerned parties following dispute resolution

Monitoring may include:

• feedback from mediators used in dispute resolution

• undertaking formal training programs • participation in formal and informal networking

activities of mediators

Currency of knowledge and skill base may be maintained through:

• attendance at workshops or in-service activities




A person who demonstrates competence in this unit must be able to provide evidence that they have developed, disseminated, monitored and reviewed guidelines and procedures for mediation within the organisation.


• legislation, codes of practice and national standards: – Australian standards – industry or professional bodies' codes of practice – legislation relating to privacy and confidentiality – legislation about equal opportunity and

discrimination • organisational policies and procedures that cover:

– access to mediation process – documented procedures and processes for

mediation – declared trigger events for entering mediation

• existing related organisational policies and procedures

• sources of information on mediation models, policy and procedures


• reasonable adjustments policy and procedures




• mediation skills • communication skills • research skills • policy and procedure writing skills • monitoring skills


• review and continuous improvement skills


The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit: Level (1) represents the competence to undertake tasks effectively Level (2) represents the competence to manage tasks Level (3) represents the competence to use concepts for evaluating and reshaping tasks

The bulleted points provide examples of how the key competencies can be applied for this unit.

• consulting with stakeholders • promoting policy and procedures within organisation


• writing policy and procedures

• researching existing models and triggers for mediation


• analysing research findings for suitability for organisational use

• planning and managing processes of consultation and development of procedures

Planning and organising activities (2)

• planning and organising implementation of procedures for mediation

• working with stakeholders to develop procedures Working in a team (2) • working with mediators and parties in dispute

resolution process to monitor implementation


• managing timelines and milestones

Solving problems (2) • planning for the use of problem-solving techniques within mediation process

Using technology (1) • word-processing reports


Innovation skills (1) • identifying improvements to mediation process



• documented mediation procedures • information disseminated within the organisation to

promote and explain mediation procedures


• improvements made to procedures in light of monitoring and review processes

• how organisational requirements were determined • how existing models for mediation were identified

and analysed for suitability to the organisation's needs

• how guidelines and procedures were drafted and validated

• how procedures were implemented across the organisation

• how procedures were monitored for effectiveness


• how improvements were identified and then implemented

• records of mediation within privacy and confidentiality provisions

Resource implications for assessment include:

• access to feedback from parties involved in mediation within privacy and confidentiality provisions

• that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment

• provision of at least one mediation process that has been developed, implemented, used and reviewed


• that assessment may be through simulated project-based activity or actual case studies of individual’s work in this area


• that this unit can be assessed alone or as part of an integrated assessment activity involving other generalist management units such as in project management, risk management, strategic management or in competencies specific to a functional area

BSBHR511A Implement mediation processes Human resources


BSBHR511A Implement mediation processes

Unit Descriptor This unit specifies the outcomes required to implement the organisation’s processes for mediation in specific disputes, in line with defined guidelines and procedures.



The implementation of mediation processes includes preparing for mediation, determining the nature of the dispute, working towards settling the dispute through mediation, and finalising the mediation processes. This unit may apply to either specialist mediators or to other human resource personnel whose role includes mediation. Development, documentation and review of processes for settling disputes through mediation and the organisation-wide implementation of guidelines and procedures for mediation is covered by BSBHR510A Plan mediation processes.


This unit will be undertaken wholly in line with mediation proedures and guidelines developed in BSBHR510A Plan mediation processes, and related organisational policies and procedures.



1.1 Parties to mediation and in dispute are identified 1.2 Guidelines and procedures are accessed to guide

dispute resolution 1.3 Parties to dispute are informed of mediation

process to be followed 1.4 Agreement is gained for mediation process to be

used to resolve dispute

1. Prepare for mediation

1.5 Logistics of process for mediation are communicated to parties to dispute

2.1 Parties to dispute are interviewed separately to determine their positions in relation to the dispute

2.2 Positions of parties to dispute are documented and verification of these positions is undertaken

2. Determine nature of dispute

2.3 Boundaries for allowable options in dispute are determined

Human resources BSBHR511A Implement mediation processes


3.1 Disputing parties are brought together by mutual agreement

3.2 Communication techniques are used to formulate options for resolution of the dispute

3.3 Agreement is sought on options identified 3.4 Outcomes of meetings are documented and verified

with parties to dispute

3. Settle dispute through mediation

3.5 Process of mediation is followed through until agreement is reached or pre-determined time constraints are reached

4.1 Agreements reached in mediation process are circulated to all parties including the initiator of the process to ensure that follow-up actions are implemented

4.2 Process of mediation is reported

4. Finalise process of mediation

4.3 Process of mediation is reviewed by mediator to identify improvements






• a process in which the parties to a dispute, with the assistance of a neutral third party (the mediator), identify the disputed issues, develop options, consider alternatives and endeavour to reach an agreement; the mediator has no advisory or determinative role in regard to the content of the dispute or the outcome of its resolution, but may advise on or determine the process of mediation whereby resolution is attempted

Mediation is:

• co-mediation is where the neutral third party is a team comprising two or more persons (the mediators)

Parties to mediation may include: • referrals from within the organisation by manager or management representative



• requests from external agencies or organisations seeking professional services of a mediator

• referrals from within the organisation of parties in dispute that have reached a predetermined stage within a dispute, including:

– individuals within the workforce or groups such as management, staff associations or bodies, unions

– within a defined business arrangement such as: suppliers/buyers; franchisors/franchisees; vendors/buyers

Guidelines and procedures may include:

• specific steps, and the general aims underlying them, to be followed in the mediation process within relevant legislation including confidentiality, anti-discrimination law, equal opportunity, professional codes of conduct (for professional mediators)

• times for mediation sessions • location of sessions • duration of process

Logistics may include:

• pre-determined time limit on process

• research into facts about events, transactions or other information presented

• independent verification of claims made by non-involved parties

• expert advice from third parties or other professionals as required

• empathetic consideration of personal or historical issues that may not relate to the specific dispute, but that may set the scene for it and need to be addressed in order to resolve the specific dispute

Verification of positions of parties to dispute may involve:

• other action in line with mediation guidelines

Boundaries of allowable options refers to:

• any existing policies, procedures and processes that place limits on the options that may be formulated in the dispute resolution process

• location, time and duration of meeting • attendance of third parties

Mutual agreement may include:

• items for discussion at meeting

Communication techniques may include:

• active and involved listening, reframing, summarising, reflecting, clarifying, paraphrasing, problem-solving and option-generated listening



• techniques to suit the particular flow of the discussions and in response to issues presented, to focus discussions on possible solutions

• issues raised • options generated

Outcomes may include:

• any agreements reached

• manager or management representative who has identified the dispute

Initiator of the process may include:

• the client, where the mediation is undertaken as a professional service




A person who demonstrates competence in this unit must be able to provide evidence that they have undertaken mediations within established organisational guidelines and procedures. Evidence supporting competence will detail the process used in mediations to attempt resolution of the dispute (with specific details removed to protect privacy and confidentiality of parties involved in the mediation). Competence does not presume a successful outcome to the mediation process as the parties in dispute may have reached intractable positions prior to mediation being initiated. Implementation of agreed options is generally not the responsibility of the mediator, and is therefore also outside the requirements for competence.


• occupational health and safety (OHS), for example: – managing own stress in stressful situations – ergonomics of work station and keyboarding


– privacy – confidentiality – equal employment opportunity (EEO) – disability – racial discrimination – professional code of conduct for mediators


• organisation guidelines and procedures for mediation:



– guidelines and procedures for mediation – privacy and confidentiality procedures – ethical issues, particularly conflict of interest,

power imbalance, and criminal conduct


• report development skills • mediation skills • communication skills • process management skills • attributes:


– patience – empathy – clear thinking



• using communication techniques applied to mediation


• writing reports of mediations

• researching information, facts and issues relevant to the situation


• seeking input from third parties and other professionals prior to bringing parties together


• planning and organising meetings of parties with self

Working in a team (3) • working with all parties to attempt resolution of the situation


• managing timelines and milestones

Solving problems (3) • applying problem-solving techniques within mediation process



Using technology (1) • word-processing reports of mediation process • using assistive technology, if required

Innovation skills (1) • identifying improvements to be made to procedures and process of mediation

• feedback from parties in dispute • feedback from initiators of the mediation process • written reports of mediations with details removed to

protect privacy and confidentiality


• documented improvements to the mediation process made as a result of reviewing mediations undertaken

• (due to the nature of the mediation process) simulations or the use of hypothetical cases to assess competence against this unit of competency


• participation in group processes to review mediation processes, either based within an individual organisation or auspiced by a professional body supporting organisation based mediators

• organisation’s mediation policies and guidelines Resource implications for assessment include: • information related to specific mediation

• provision of at least three examples of mediations undertaken by the candidate as the sole mediator or as a co-mediator



• that assessment may be through simulations of mediations or actual mediations undertaken

Integrated competency assessment:

• is not relevant for this unit as it will most probably be assessed alone due to the specific nature of the function performed

BSBHR512A Manage industrial relations initiatives Human resources


BSBHR512A Manage industrial relations initiatives

Unit Descriptor This unit specifies the outcomes required to manage industrial relations initiatives in the workplace. It covers identifying, developing and implementing specific initiatives for the workplace, and ensuring that stakeholders have been consulted and that the initiatives are compliant with relevant legislation.




This unit addresses the knowledge and skills required to manage industrial relations initiatives in the workplace. The unit looks specifically at the necessary steps in identifying specific initiatives for the workplace, developing and implementing the initiatives, ensuring that stakeholders have been consulted and that the initiatives are compliant with relevant legislation.



1.1 Information on relevant industrial relations initiatives is identified and collected from appropriate sources

1.2 Consultation with relevant stakeholders is undertaken

1.3 Relevant initiatives are identified and documented for planning purposes

1. Identify relevant industrial relations initiatives for the workplace

1.4 Report outlining initiatives identified for the workplace is provided for management consideration

2.1 Identified initiatives, scope and objectives are developed in consultation with relevant stakeholders

2.2 Strategies are developed and aligned with organisational industrial relations policies and procedures, goals and mission statement, and statutory requirements

2.3 Administrative structure and resources for the initiatives are identified

2.4 Structure and responsibilities are agreed upon by relevant stakeholders

2. Develop a plan for the initiatives

2.5 Strategy for communication and promotion to all stakeholders is developed

Human resources BSBHR512A Manage industrial relations initiatives


2.6 Suitable evaluation methods are agreed and an overall management plan is developed and communicated to all stakeholders

3.1 Policy documents are prepared and initiatives implemented and monitored, in conjunction with relevant stakeholders

3.2 Tracking systems are implemented and monitored according to management plan

3.3 Stakeholders are advised of progress of initiatives in accordance with communication strategy

3. Implement, administer and monitor the initiatives

3.4 Regular progress reports on milestones are provided to all stakeholders

4.1 Agreed evaluation methods are used to assess the effectiveness of the implementation of the initiatives at specific stages

4.2 Information from the evaluation process is communicated to all stakeholders

4. Evaluate the initiatives

4.3 Evaluation process involves all stakeholders and outcomes are incorporated into continuous improvement strategies, industrial relations policies, enterprise agreements and future corporate plans






• equal employment opportunity (EEO) initiatives • diversity initiatives • major organisational change, such as large scale

retrenchments or flattening the structure

Industrial relations initiatives may include:

• introduction of new enterprise agreement or Australian Workplace Agreement (AWA)

Stakeholders may include: • employee representatives and including colleagues, team members or other staff members



• union representatives at local, state and national level

• employer representatives, owners/management

• enterprise agreement • employment contracts • EEO, diversity and parental leave policies

Organisational industrial relations policies and procedures may include:

• occupational health and safety (OHS) policies and procedures


• relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination

Statutory requirements relate to:


• cost benefit analysis and contingency plans • key project milestones • additional resource requirements • strategies to assess, review and communicate

progress against project goals and milestones

Management plan may include:

• strategies to obtain management approval for project plan

• mapping against agreed goals and priorities • discussion with stakeholders

Evaluation methods include:

• mapping identified changes




A person who demonstrates competence in this unit must be able to provide evidence of the ability to research, analyse, plan, implement, monitor and administer industrial relations initiatives and to demonstrate effective project management, communication and leadership skills. Assessment of the unit must confirm the application of knowledge and skills to promote and maintain a positive industrial relations climate in the work environment through the development and implementation of specific and relevant industrial relations initiatives.






– EEO – OHS – international industrial relations systems where


• industrial relations policies and procedures: – enterprise agreements – enterprise and workplace bargaining – role of employee representatives and employee

organisations • industrial relations initiatives:

– EEO initiatives – diversity initiatives – wellbeing initiatives


• project management processes and systems


• communication/interpersonal skills:

– negotiation, facilitation and consultation – problem-solving – report writing – analysis and evaluation

• planning


• leadership and project management

Key Competencies or generic skills relevant to this unit


• consulting with key stakeholders Communicating ideas and information (3) • presenting findings to stakeholders and management



• identifying relevant initiatives for implementation • organising information collected


• analysing and evaluating outcomes

• planning and implementing initiatives Planning and organising activities (3) • providing information to stakeholders

• working with stakeholders and leading colleagues to achieve agreed outcomes

Working in a team (3)

• managing resourcing of implementation

• analysing data Using mathematical ideas and techniques (2) • managing timelines and milestones

• working with stakeholders for agreed outcomes Solving problems (3) • evaluating implementation

• using tools to plan implementation Using technology (2) • using tools to analyse and evaluate outcomes

• developing innovative industrial relations initiatives Innovation skills (3) • enhancing industrial relations in the workplace

• reports and summaries of relevant industrial relations initiatives supplied to management

• documented strategies and associated policies and procedures

• management plans for new industrial relations initiatives

• reports and evaluations of implementation of new initiatives in industrial relations


• documented changes to policies, procedures and practices made as a result of evaluation

• how relevant industrial relations initiatives were identified for the workplace

• how planning was undertaken to gain approval for new initiatives in industrial relations

• how management plan for new initiatives was developed

• how plan was implemented and monitored


• how new initiatives were evaluated


• access to workplace documentation





• evidence of the management of industrial relations initiatives over a period of time and covering a depth of application that demonstrates that the candidate’s work has contributed to the organisation’s business operations


• that this unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in human resources and strategic management

BSBHR513A Manage industrial relations disputes Human resources

Page 104 Volume 5A © Australian National Training Authority 2004 BSB01 Business Services Training Package to be reviewed by 30/04/2006 Version 4

BSBHR513A Manage industrial relations disputes

Unit Descriptor This unit specifies the outcomes required to manage industrial relations disputes within the established framework for dispute resolution and within the organisation’s position.




The unit covers clarifying and addressing potential issues; preparing for negotiations; negotiating on behalf of the organisation; and reviewing the process to improve the industrial relations climate within the organisation.



1.1 Potential issues are identified 1.2 Relevant documentation and information is

obtained regarding the issue 1.3 Affected personnel are included in clarifying issues 1.4 Issues are clarified and primary needs are identified

1. Clarify and address potential issues

1.5 Dispute settling procedures are initiated in accordance with statutory, enterprise and site requirements, when appropriate

2.1 Strategies and methodology to be employed in dispute resolution process are negotiated within established framework for process

2.2 Organisation’s position is determined and negotiated with relevant parties

2.3 Timeframe and logistics for negotiating dispute are determined and agreed

2.4 Roles and responsibilities of organisation’s negotiating team are negotiated and determined

2.5 Precedents are researched and collated

2. Prepare for negotiations over dispute

2.6 All relevant documentation is collated and disseminated to negotiating team

3.1 Organisation’s position is represented in negotiations to deal with disputed issues

3.2 Own contribution is congruent with organisation’s position and seeks to minimise erosion of organisation’s position

3. Negotiate on behalf of the organisation

3.3 Communication skills are applied in negotiations

Human resources BSBHR513A Manage industrial relations disputes

© Australian National Training Authority 2004 Volume 5A Page 105 BSB01 Business Services Training Package to be reviewed by 30/04/2006 Version 4

3.4 Own contribution to negotiation process leads towards a ‘win/win’ situation

4.1 Attempts are made to reach agreement 4.2 Process of negotiation is followed through to an

agreed conclusion 4.3 Outcomes or agreements reached during

negotiations are documented and verified with party/parties to dispute

4. Finalise negotiation process

4.4 Final outcomes of dispute resolution process are documented and verified with party/parties to dispute

5.1 Outcomes of dispute resolution process are reviewed

5.2 Lessons learnt from the process employed and outcomes of that process are documented and analysed

5.3 Improvements to industrial relations policies and procedures are identified and implemented

5. Review the process for dealing with disputes

5.4 Changes implemented to industrial relations within the organisation are reviewed for effectiveness






• conditions of employment • award wage rates • employee entitlements • rights and responsibilities

Issues may include:

• conflict situations



• dispute settlement procedures • grievance mechanisms • reporting channels and procedures • 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 (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination

Site, enterprise and statutory requirements include:


Organisation’s position refers to: • organisation’s mission and vision, culture, political agenda, context, and stated aims including both long-term and short-term goals

Relevant parties may include: • management, Board, CEO, members, staff and shareholders

Precedents may include: • legal precedents, Industrial Relations Commission rulings, internal decisions within the organisation, and Australian and international law




A person who demonstrates competence in this unit must be able to provide evidence of the ability to manage industrial relations disputes and to demonstrate effective representation of the organisation in negotiating with affected parties on behalf of the organisation. Assessment of the unit must confirm the application of knowledge and skills to work towards resolving the disputed issues to achieve ‘win/win’ outcomes and therefore promote and maintain a positive industrial relations climate in the workplace.






– equal employment opportunity (EEO) – OHS – international industrial relations systems where


• industrial relations policies and procedures: – enterprise agreements – enterprise and workplace bargaining – role of employee representatives and employee

organisations • industrial relations initiatives:

– EEO initiatives – diversity initiatives – wellbeing initiatives – recruitment and selection initiatives – remuneration and career progression initiatives


• conflict resolution processes within organisation and within relevant legislative framework


• communication and interpersonal skills:

– negotiation and consultation – representation – problem-solving – analysis and evaluation

• planning


• conflict resolution skills






• negotiating with parties to dispute Communicating ideas and information (3) • preparing for negotiations

• researching precedents Collecting, analysing and organising information (3) • reviewing implications of dispute resolution process

and outcomes

• planning for negotiations Planning and organising activities (2) • organising with others involved in the process

Working in a team (3) • working with stakeholders and lead colleagues to achieve outcomes in process

Using mathematical ideas and techniques (–)

• not applicable

• negotiating disputes Solving problems (3) • reviewing implications of dispute resolution process

and outcomes

• researching precedents using technology-based information systems

Using technology (1)

• analysing and evaluating outcomes

• applying innovative ways to resolve disputes while maintaining organisation’s position

Innovation skills (2)

• enhancing industrial relations in the workplace

• reports and summaries of relevant industrial relations dispute resolution processes

• precedents and documentation prepared for negotiations

• notes made during negotiations and reports made of progress of negotiations


• documented changes to policies, procedures and practices made as a result of review process

Processes that could be used as • how relevant industrial relations issues were identified and clarified



• how planning was undertaken to prepare for negotiations

• how negotiations were conducted, including own role in negotiation process

• how organisation’s position was determined and adhered to during negotiations

• how own contributions to negotiations have contributed to ‘win/win’ outcome

evidence include:

• how outcomes of process of dispute resolution were reviewed


• access to workplace documentation



• evidence of the management of industrial relations disputes over a period of time and covering a depth of application that demonstrates the candidate's work has contributed to the organisation’s business operations


• that this unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in human resources and strategic management including BSBHR512A Manage industrial relations initiatives

Human resources BSBHR601A Manage change


BSBHR601A Manage change Unit Descriptor This unit covers all of those activities associated with the

identification of strategic change requirements and opportunities, the development of change management strategies and their implementation and evaluation. This unit is related to BSBHR603A Contribute to organisation development, BSBMGT609A Manage risk and BSBMGT601A Contribute to strategic direction.



1.1 Strategic change needs are identified through an analysis of strategic plans

1.2 Existing policies and practices are reviewed against strategic objectives to identify change requirements

1.3 Events or trends which impact on the achievement of organisation’s objectives are identified through a monitoring of the external environment and assessed

1.4 Major operational change requirements are identified through on-going identification of performance gaps

1.5 Change requirements/opportunities are reviewed with relevant managers and prioritised

1. Identify change requirements/ opportunities

1.6 Specialists and experts are consulted as appropriate to assist in the identification of major change requirements/opportunities

2.1 Cost/benefit analyses are undertaken for high priority change requirements/opportunities

2.2 Risk analysis is undertaken, barriers to change identified, and mitigation strategies documented in risk management plans

2.3 Project plan is developed which establishes objectives/outcomes, timetable, budget and methodology for change program

2.4 Approvals are obtained from relevant authorities to confirm the change management process

2. Develop change management strategy

2.5 Resources are assigned to the project and reporting protocols agreed between the relevant managers

3. Implement change management strategy

3.1 Communication/education plans are developed through consultation with relevant groups and individuals

BSBHR601A Manage change Human resources


Element Performance Criteria 3.2 Activities are arranged to deliver the

communication/education plans to all relevant groups and individuals

3.3 Communication/education plans clearly promote the benefits of the change to the organisation and minimise loss to the individuals/groups

3.4 Consultation with relevant groups and individuals provides for input to the process

3.5 Barriers to the changes required are identified and addressed in accordance with risk management plans

3.6 Interventions and activities set out in project plan are executed in accordance with project timetable

3.7 Strategies for embedding the change are activated 3.8 Regular evaluation and review occurs and project

plan is modified where appropriate to achieve change program objectives

3.9 Further change requirements/opportunities are identified and project plans are modified where appropriate

Range Statement









Change requirements/ opportunities refers to:

• the activities which need to be undertaken to deal with underperformance (requirement) or to move the organisation to a stronger competitive advantage (opportunity)



Range Statement

Strategic change needs means: • those actions arising from strategic planning activities to bring about major change in the organisation (they may relate to people, processes, technology or structure)

Events or trends may include: • economic/financial • social/domestic • technological • political • legal • ethical • consumer/marketing • community • outsourcing/insourcing

The external environment may be:

• social • economic • political • legal • technological • ecological

Major operational change requirements means:

• those changes which need to be made to the organisation to maintain or improve performance and/or competitive position

Performance gaps may include: • situations where outcomes are less then those stated in the strategic objectives and may include: • lost time disputes • work bans/go slow • disruptive conflict • low/high turnover of labour • external interference • quality/OHS/environmental failure • productivity below budget • costs above budget • failure to meet strategic and/or operational

objectives



Range Statement

Relevant managers refers to: • those managers who are • affected by the change • participating in the change project • hold a leadership position in the organisation

Cost/benefit analyses are: • calculations to determine whether the results/outcomes of a particular course of action are sufficient to justify the costs and risks in taking that action

Barriers to the changes may include:

• individual misunderstanding the purpose of the changes

• failure to see the need • fear of the unknown • fear of loss of status, security, power, friends • lack of identification with the change • lack of involvement in the change • vested interests • challenge to group norms/established roles • conflict between personal/organisational objectives • existing reward systems may support status quo • interdepartmental rivalry/conflict • threat to balance of power • tired of change • existing organisational culture • change strategies poorly chosen • history of failed change projects • inappropriate organisational structure


Mitigation strategies means: • strategies put in place or action taken to reduce or eliminate risk identified

Risk management plans means: • the process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur



Range Statement

Approvals means: • formal approval from the manager(s) who have responsibility for the area(s) of the organisation affected by the change project

Relevant authorities refers to: • the person (or persons) who have the authority to approve any or all of the change activities

Project plan means: • a properly documented plan of the change process including all of those components required by the organisation

Methodology for change programs may include:

• communication/consultation • education • training • surveys of those affected

Resources means: • employees/managers • external/internal consultants • contractors • physical assets • financial/budget approval • hardware/software

Reporting protocols means: • the agreed processes and media for reporting change activities to the groups and individuals affected by the change program

Communication/education plans means:

• the documented range of activities designed to ensure all affected groups and individuals (and other relevant parties) obtain sufficient knowledge to allow them to understand what is happening and why, and to allow them to participate where appropriate

Relevant groups and individuals refers to:

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

Input may be: • oral • written/electronic • individual • group/team



Range Statement

Interventions and activities may include:

• training • action research • team building • job redesign • transition analysis • surveys (with feedback) • sensitivity training • succession planning • career planning • intergroup team building • termination or redeployment

Strategies for embedding the change refers to the activities and events for:

• creating the desire/need to change • unfreezing the organisation • changing behaviours of relevant people • refreezing

Regular evaluation and review means:

• that the project plan provides for an individual or group to monitor progress of the change program and implement changes to the plan where this becomes necessary

Evidence Guide


Critical Aspects of Evidence • The quality of the project plan and the effective management of that plan to produce the intended results

• The effectiveness of the communication and education in ensuring that all relevant groups and individuals understand the need for the change(s)

• The development and implementation of activities to lessen/remove resistance to change in the early stages of the process



Evidence Guide


demonstrate understanding of specialised knowledge with depth in some areas.


• Concepts of transition management • Strategic planning concepts • Organisational policies and procedures • Performance management • Change management theories/concepts/strategies • Approvals/delegations within the organisation • Learning organisation concepts • Action research approaches • Organisation structure/design • Decision support system concepts

Underpinning Skills • Analytical skills to analyse strategic plans, events and trends to identify change requirements, and to undertake cost/benefit and risk analyses

• Project management skills to ensure that the change management process meets its objectives, timetable and budget

• Problem solving and decision making skills to deal with problems which arise during the implementation of the change process

• Communication/education skills to ensure that all relevant groups and individuals understand why the change is to occur and how it impacts on them

• Consultative skills to involve all relevant groups and individuals in the change process

• Strategic thinking skills to develop change management strategies which are appropriate to the circumstances of the organisation

• Negotiation and facilitation skills to work with people at all levels of the organisation to ensure change management objectives are being met





Evidence Guide










information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to plan the change process • Communicating ideas and information – to develop support for the changes which need

to be introduced • Planning and organising activities – to integrate the change activities across the

organisation • Working with teams and others – to involve all affected parties in the change process • Using mathematical ideas and techniques – to develop optimum solutions to complex

problems • Solving problems – to ensure the change project outcomes are achieved • Using technology – to monitor the execution of the change process Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR602A Manage human resource strategic planning


BSBHR602A Manage human resource strategic planning Unit Descriptor This unit covers the activities required to develop, implement and

maintain a strategic approach to the management of human resources in an organisation. The unit is a critical one for any HR manager, and should be undertaken after a firm grounding has been established across a range of HR activities. Consider co-assessment with BSBHR604A Manage employee relations, BSBHR601A Facilitate change and BSBHR603A Contribute to organisation development.


1.1 Strategic plans are analysed to determine HR strategic direction, objectives and targets

1.2 Additional environmental analysis is undertaken to identify emerging practices and trends which may impact on HR management in the organisation

1.3 Future labour needs are identified in terms of numbers, skill requirements and options for sourcing those needs

1.4 Job redesign and work reorganisation needs are identified in the light of system changes proposed and/or the introduction of new technology

1. Undertake preparatory activities

1.5 Recent and potential changes to industrial/legal requirements are identified and reviewed in terms of relevance to the organisation

2.1 Relevant managers are consulted in respect to HR philosophies, values and policies and their needs in terms of HR services

2.2 HR philosophies, values and policies are agreed by relevant managers

2.3 Strategic objectives and targets are developed in relation to HR services

2.4 Options for the delivery of HR services are examined and cost/benefit analyses of options are documented

2.5 HR programs and practices are reviewed and revised where necessary to better meet HR strategic objectives

2. Develop HR strategic plan

2.6 HR processes are reviewed to ensure consistency with HR program outcomes and agreed practices

BSBHR602A Manage human resource strategic planning Human resources


Element Performance Criteria 2.7 HR work methods and outputs are examined to

identify optimal methods for achieving strategic objectives

2.8 Appropriate technology and systems are identified to support agreed HR programs and practices

2.9 Risk management plans are developed in relation to strategic HR issues with appropriate mitigation strategies identified and documented

3.1 HR strategic plans are integrated into the HR information system and modifications undertaken as necessary

3.2 Mechanisms are developed to monitor and regularly review HR strategic plans

3.3 Performance gaps are identified and remedial action undertaken to rectify underperformance

3. Implement HR strategic plans

3.4 HR strategic plans are evaluated/reviewed and updated in accordance with organisational policies and procedures

Range Statement









Preparatory activities means: • those activities required to assemble all of the necessary information and knowledge to allow the development of HR strategic plans



Range Statement

Emerging practices and trends may be:

• economic/financial • social/domestic • technological • political • legal • ethical • consumer/marketing • community

Future labour needs means: • the number, type, competency and quality of labour required to achieve the organisation’s strategic objectives

Options for sourcing means: • the various ways by which the labour can be brought to the job, which includes: • full time • part time • casual and/or fixed term personnel • consultants • contractors and/or having the work undertaken

elsewhere (outsourcing)

Potential changes refers to: • changes which are proposed in Bills of the Parliament or Acts of Parliament awaiting finalisation, as well as changes mooted in policies of government and/or opposition parties

HR philosophies and values means:

• the stated position of an organisation regarding the way it will treat and value its human resources

HR policies means: • the guidelines set down for action in dealing with the full range of people-related issues in the organisation

HR services may include: • selection • recruitment • induction • training and development • performance management • counselling/discipline/termination • career management/development • remuneration and reward system • payroll



Range Statement • occupational health & safety • environmental matters • industrial relations advice • prevention of sexual harassment/racial vilification or

discrimination • records management • superannuation/taxation advice • succession planning • employee assistance plans • facilitation • legal advice • job analysis and design • absenteeism

Options may include: • internal HR provision of the service • internal non-HR provision of the service • external provision by a contractor • external provision by a consultant • having the work performed elsewhere (outsourcing)

HR programs means: • those strategies/actions documented to achieve change in any of the people-related activities of the organisation

HR practices means: • the behaviour of HR managers and other managers, in relation to their dealings with people, as leaders and managers

HR processes means: • the activities undertaken to achieve the strategic, tactical and operational objectives of the organisation

HR work methods means: • the ways in which HR services are delivered to internal and external customers

HR outputs means: • the overall performance of those providing HR services in terms of cost, quality and timelines

Optimal methods means: • the “best mix” of methods and approaches to deliver HR services, according to the objectives/specifications



Range Statement

Appropriate technology and systems means:

• the combination of technology and systems used in the organisation to achieve its strategic and operational objectives in relation to human resource management

Risk management plans refers to:

• the process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur


Modifications means: • the changes made to HR systems and methods to best achieve the HR strategic objectives

Mechanisms may include: • internal audit • external audit • review committees • review by individual • responsibility assigned to an individual • responsibility assigned to a group • project management plan • reporting requirements

Performance gaps refers to: • situations where outcomes are less then those stated in the strategic objectives and may include: • lost time disputes • work bans/go slow • disruptive conflict • low/high turnover of labour • external interference • quality/OHS/environmental failure • productivity below budget • costs above budget • failure to meet strategic and/or operational

objectives



Evidence Guide The Evidence Guide identifies the critical aspects, 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 • The extent to which the HR strategic planning

outcomes are derived from and integrated with the organisation’s overall strategic direction

• The degree to which the HR strategic plan is forward looking, and the quality of the research and information generated to support the HR strategic objectives agreed to

• Clear evidence of implementation at the operational level of the business. Actions not words are the basis for evaluating the success of strategic planning activities




• Labour market knowledge • Succession planning • Selection/recruitment techniques • Industrial/employee relations legislation/regulations • Training and development strategies • Career development • Competency based training • Induction processes • Taxation and superannuation legislation • Contracts management • Outsourcing • EEO/diversity/discrimination law and policies • Termination and redundancy procedures • Occupational health and safety • Risk management

Underpinning Skills • Analytical skills to determine the HR programs and practices required to achieve strategic objectives and evaluate emerging trends

• Planning skills to establish future programs to meet organisation needs

• Interpretation skills to comply with/implement HR/IR legislation and regulations



Evidence Guide • Skills in cost benefit analysis and risk analysis to

evaluate options for the delivery of HR services • Decision making skills to determine the optimal mix

for delivery of HR services in the organisation • Performance management skills to ensure

performance meets organisational standards, and to undertake interventions with people and/or processes where underperformance is occurring

• Communication/educational skills to ensure managers and the workforce are appropriately informed in respect to HR philosophies/values, programs, practices and processes

• Negotiation and facilitation skills to work with people at all levels of the organisation to ensure HR strategic objectives are being met














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to prepare for the development of

strategic objectives • Communicating ideas and information – to ensure all relevant groups and individuals

support the strategic direction • Planning and organising activities – to integrate the HR strategic plan with the

organisation’s strategic objectives • Working with teams and others – to gain input to the strategic planning process • Using mathematical ideas and techniques – to calculate staffing needs • Solving problems – to ensure the strategic planning process achieves its objectives • Using technology – to manage HR systems to achieve the strategic objectives Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR603A Contribute to organisation development


BSBHR603A Contribute to organisation development Unit Descriptor This unit covers the development of an organisation development

plan, preparing the organisation for an on-going approach to its development and the implementation and maintenance of its organisational development process. This unit is related to BSBHR601A Facilitate change, BSBHR605A Contribute to organisation design, BSBMGT601A Contribute to strategic direction and BSBHR602A Participate in human resource strategic planning.



1.1 Strategic plans are analysed to determine organisation development needs and objectives

1.2 Consultation is undertaken with relevant groups and individuals to profile the organisation’s culture and readiness for organisational development

1.3 Organisation development team determines information required and means of collection

1.4 All relevant information is collected, analysed, problems diagnosed and organisation development plan objectives finalised

1.5 Activities and options for interventions to achieve organisation development objectives are determined and documented in the organisation development plan

1.6 Change management techniques required to achieve the workplace culture outcomes are considered and built in to the organisation development plan

1. Develop organisation development plan

1.7 Communication/education plans are developed to achieve communication objectives in relation to the desired work environment and approach to problem solving and developmental activities

2.1 Consultative processes are identified and implemented to maximise participation in the organisation development process

2. Implement organisation development activities

2.2 Team development and training activities are undertaken to develop collaborative approaches to problem solving and development

BSBHR603A Contribute to organisation development Human resources


Element Performance Criteria 2.3 Groups are facilitated to find problems and propose

means for resolving the problems 2.4 Conflict between individuals and/or groups is

managed to achieve consensus or agreement 2.5 Interventions are undertaken in accordance with the

organisation development plan 2.6 Alternative proposals are brainstormed and outcomes

negotiated and agreed

3.1 Surveys are undertaken to identify any loss of support for organisation development program and activities

3.2 Regular team meetings and individual feedback is maintained in accordance with communication plan

3.3 Activities and interventions are set out in the organisation development plan and are maintained, evaluated and modified as required

3.4 Senior management reinforce organisation development program by on-going messages of support and appropriate resource allocation

3. Maintain organisation development program

3.5 Organisation development plans are evaluated in terms of costs/benefits, including opportunity costs

Range Statement











Range Statement

Relevant groups and individuals refers to:

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

Change management techniques may include:

• sensitivity training • business re-engineering • job redesign • work re-organisation • organisational redesign • systems redesign • consultative processes

Communication/education plans refers to:


Team development and training activities may include:

• individual (1x1) • group • computer-based training • mentoring • informal coaching • sensitivity training

Activities and interventions may include:

• training • action research • team building • job redesign • transition analysis • surveys (with feedback) • sensitivity training • succession planning • career planning • inter-group team building • brainstorming • quality circles • re-engineering



Range Statement

Opportunity cost means: • the opportunities forgone into which the human and financial resources utilised in the organisation development program may have been invested (the next best alternative use of the resources)

Evidence Guide


Critical Aspects of Evidence • The extent of integration of organisation development activities and programs with the strategic and operational objectives of the business

• The presence of extensive evaluation processes which are both formative and summative in nature

• The successful implementation of the communication/education plans throughout the process




• Change management concepts/strategies • Strategic planning and strategic change • Training and development strategies • Learning organisation concepts • Risk management • Sensitivity analysis • Transition analysis • Action research approaches • Organisation structure/design • Decision support system concepts



Evidence Guide

Underpinning Skills • Strategic thinking skills to develop change management strategies which are appropriate to the circumstances of the organisation

• Communication/education skills to promote and explain the organisational development activities which are to be undertaken

• Negotiation and facilitation skills to work with people at all levels of the organisation to ensure organisation development objectives are being met

• Problem solving and decision making skills to implement the organisation development plan and deal with any variations to the plan which arise

• Consultative skills to ensure full participation of relevant individuals and groups in the development and implementation of the organisation development plan

• Planning skills to establish future programs to meet organisation development needs














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to establish the need for

organisation development activities • Communicating ideas and information – to enlist the support of others in organisation

development activities • Planning and organising activities – to respond to developmental needs as they arise • Working with teams and others – to maximise participation in organisation

development programs • Using mathematical ideas and techniques – to develop costings for organisation

development activities • Solving problems – to ensure organisation development activities achieve their objectives • Using technology – to monitor and communicate across the organisation about

organisation development activities Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Human resources BSBHR604A Manage employee relations


BSBHR604A Manage employee relations Unit Descriptor This unit covers all aspects of employee relations impacting on

managers at the strategic level. It seeks to develop and maintain a positive and productive workplace environment at all times. This unit works well as a stand-alone unit but is related to BSBHR504A Manage industrial relations policies and plans. Consider co-assessment with BSBHR602A Participate in human resource strategic planning.


1.1 Employee relations strategy is consistent with organisational strategic objectives

1.2 Strategies/policies provide for consultation with and participation by, relevant groups and individuals

1.3 Strategies and policies are developed through the application of a risk management approach and extensive consultation

1.4 Strategy and policies take account of equal opportunity, family/work relationships and ensure the absence of discrimination and/or harassment

1.5 Risk management strategies are developed which take account of the withdrawal of labour and other potential outcomes of disputes

1. Implement employee relations strategy and policies for own work area

1.6 Strategies and policies take account of the objectives of relevant groups and individuals and identify potential areas of conflict (if any)

2.1 Awards, agreements, and contracts which balance organisational objectives and employee rights and obligations are negotiated

2.2 Conditions of employment meet all legal and organisational requirements and are conducive to job satisfaction

2.3 Consultation and communication is regular, timely and engenders support for the productive culture

2.4 Policies and practices ensure employee recruitment, retention and satisfaction objectives are met

2.5 Induction and training develops competence and confidence to ensure work is performed safely and effectively

2. Build and maintain a productive culture

2.6 Employees understand their role and how it contributes to the achievement of organisational objectives

BSBHR604A Manage employee relations Human resources


Element Performance Criteria 2.7 Individual and team development plans are in place

and regularly reviewed and updated 2.8 Employee relations policies are regularly evaluated

and improved

3.1 Processes have been established for early intervention to identify and minimise problems/grievances

3.2 Problem solving processes are communicated to, and supported by, all relevant groups and individuals

3.3 Competence in managing conflict negotiation skills and dispute resolution is developed through appropriate training and preparation

3.4 Specialist advice is taken where appropriate and/or where formal hearings are required

3.5 Processes are fair and equitable and consistent with all relevant awards agreements and legislation

3.6 Problem solving processes provide for external mediation and conciliation where appropriate

3. Resolve employee relations problems

3.7 Process provides for arbitration of disputes as a last resort and only where appropriate

4.1 Plans for the promotion of diversity in the organisation are developed

4.2 Plans cover managing and engaging diverse groups and individuals, both internal and external to the organisation

4.3 Diversity is openly promoted as a key asset of the organisation

4.4 Education/communication plans are developed to promote/encourage diversity

4. Manage diversity

4.5 Processes are in place to deal with events which inhibit the organisation from meeting its diversity objectives



Range Statement









Employee relations refers to: • all of the activities in an organisation which impact on the employees’ terms and conditions of employment and their personal well-being and satisfaction with their work environment

Strategies and policies may include:

• selection/recruitment • induction and training • performance management • discipline • equal opportunity • sexual harassment • racial discrimination/vilification • industrial/labour relations • remuneration and benefits • human resource strategy • organisational values statement

Risk management means: • the process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur



Range Statement

Employee rights and obligations refers to:

• those contained within any award agreement or contract of employment, or implied terms of those agreements, together with all rights and obligations under the laws of the Commonwealth and the relevant state/territory

Conditions of employment may include:

• salary/wages • penalty rates • holidays and leave entitlements • superannuation • hours of work • grievance procedures

Problem solving processes may include:

• grievance procedures • dispute resolution procedures • mediation • conciliation • arbitration

Specialist means: • person expert in the conduct of formal hearings in the relevant jurisdiction

Diversity refers to: • any difference between individuals and groups, and includes age, gender, race, nationality, political and philosophical beliefs, or any other different individual or group characteristic

Communication plans refers to: • a structured program for the dissemination of information, and the receipt of feedback information from individuals, relevant to the process or activity



Evidence Guide The Evidence Guide identifies the critical aspects, 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 • While the unit is designed for non-specialist HR

managers, there is an expectation that competence will be demonstrated in the implementation of the full range of employee relations activities

• Negotiation of employment agreements/contracts and the maintenance of high standards of performance in respect to equal opportunity and the management of diversity are key areas of assessment

• Conflict management and early intervention in respect to employee grievances/problems are also key elements of the evidence to be presented during assessment




• Industrial agreements • Performance measurement systems utilised within the

organisation • Key result areas of the organisation • Human resource specialist assistance available • Organisational plans and objectives (strategic, tactical

and operational) • Human resource planning • All legislation relevant to the organisation which

impacts on people performance (including OHS, EEO and anti-discrimination laws)

• Organisational support services for employees (external and internal)

• Unfair dismissal rules and due process • Staff development strategies • Organisational policies relating to balancing

family/work relationships

Underpinning Skills • Risk management skills to analyse, identify and develop mitigation strategies for identified risks

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



Evidence Guide • Conflict management skills to mediate, negotiate

and/or attempt to obtain consensus between individuals/groups in conflict situations which are dysfunctional in relation to the organisation’s performance

• Networking skills to ensure support from key groups and individuals for concepts/ideas/products/services














information



teams

Use mathematical



Level 3 Level 3 Level 3 Level 3 N/A Level 3 Level 2

Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to resolve employee relations

problems • Communicating ideas and information – to encourage/promote diversity across the

organisation • Planning and organising activities – to consult with groups/individuals about employee

relations policies • Working with teams and others – to evaluate employee relations policies • Using mathematical ideas and techniques – N/A • Solving problems – to resolve grievances with/between employees • Using technology – to assist communication/education of employee relations policies Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBHR605A Contribute to organisation design Human resources


BSBHR605A Contribute to organisation design Unit Descriptor This unit covers the review stage which precedes any

organisational design activity. It then deals with the development of appropriate planning tools for organisation redesign and the implementation and evaluation of those plans. This unit is related to BSBMGT601A Contribute to strategic direction and BSBHR602A Participate in human resource strategic planning. Consider co-assessment with BSBHR601A Facilitate change and BSBHR603A Contribute to organisation development.



1.1 Strategic plans are analysed to identify any need/opportunity to improve the organisation design

1.2 Operational results are analysed to identify any need to redesign the organisation to improve performance

1.3 Relevant groups and individuals are consulted to identify need/opportunity to improve organisation design

1.4 Opportunities for improved synergy in the organisation’s performance are identified

1. Review organisation design

1.5 Under performance, linked to specialisation, departmentation, co-ordination or control is identified and documented

2.1 Objectives for organisation redesign are developed 2.2 Processes for evaluating the outcomes of the

redesign are agreed 2.3 Relevant groups and individuals are consulted and

their input sought on redesign options 2.4 A range of redesign options are developed which

achieve the redesign objectives 2.5 Options are subjected to cost/benefit analysis and

risk analysis 2.6 Options are considered by relevant decision makers

and the most effective option is chosen 2.7 Project plan is developed to implement the redesign 2.8 Risk management plans are developed with

appropriate mitigation strategies

2. Develop organisation redesign plan

2.9 Communication/education plans are developed to facilitate the introduction of the new design

Human resources BSBHR605A Contribute to organisation design



3.1 Communication/education activities are undertaken in accordance with the plan

3.2 Training programs are delivered as required 3.3 Individuals and groups move to new positions if

required by the redesign plan 3.4 New systems and procedures are introduced in

accordance with the redesign plan 3.5 Implementation is monitored and evaluated

throughout 3.6 Remedial action is taken where there is variation

from the plan or objectives are not being achieved

3. Job redesign and work reorganisation is undertaken as necessary to support the organisation redesign

3.7 Evaluation is undertaken at the completion of the redesign project and documented with recommendations for improvements to the process if appropriate

Range Statement









Organisation design means: • choosing among and/or developing a mix of organisational structures/configurations which best meets the organisation’s strategic and operational needs



Range Statement

Need/opportunity refers to: • the identification of a performance gap which needs to be rectified through redesign or an opportunity to redesign the organisation (or part thereof) to improve competitiveness or performance

Operational results may include:

• profit • return on investment • expense ratios/variances • cash flow management • sales/revenue • cost levels • labour turnover • environmental performance • OHS performance • quality assurance • customer satisfaction • employee satisfaction • owner satisfaction


• all members of the organisation who are able to make a contribution to improving organisational performance

Synergy means: • maximising the extent by which the total performance exceeds the performance of the sum of its parts

Underperformance means: • a failure to achieve an objective and/or a breach of the system which could lead to failing an objective

Specialisation refers to: • the way in which individuals and/or groups (and other relevant resources) are combined to best accomplish the organisation’s functions

Departmentation means: • dividing duties by the people to perform them and other relevant resources

Co-ordination/control refers to: • the lines of communication and authority and the strategies and plans developed to manage performance, rectify underperformance, and achieve the organisation’s strategic and operational objectives



Range Statement

Processes includes: • individual responsibility • group responsibility (committee) • key performance indicators • computer-based monitoring and reporting



Project plan means: • a properly documented plan of the change process including all of those components required by the organisation

Risk management plan refers to:

• the process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur


Communication/education plans refer to:


Evaluation means: • determining the extent to which the program meets its objective in respect to timeframes, success rates, cost and impact on the organisation



Evidence Guide The Evidence Guide identifies the critical aspects, 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 • Successful participation in the analytical and creative aspects of the redesign process, with appropriate demonstration of leadership in relation to the process must be present

• Strong theoretical arguments need to be presented both for and against any options proposed and/or rejected

• Evidence of a leadership role in key aspects of the project management side, and individual competency in respect to the evaluation of chosen redesign activities, are foundations to an ability to restructure/redesign an organisation (or part thereof)




• Organisation behaviour • Organisation structures (divisional/functional/matrix) • Concepts of departmentation and vertical and

horizontal specialisation • Means end chains • Concepts of co-ordination and control • Mechanistic/organic design concepts • Strategic management

Underpinning Skills • Analytical skills to analyse strategic and operational plans and results, and other inputs to determine design dysfunction and undertake cost benefit and risk analysis

• Consultation skills to ensure all relevant groups and individuals provide input to the redesign process

• Evaluative skills to measure and evaluate the performance/outcomes of the redesign process

• Organisational design skills to create a range of design alternatives which can address underperformance and/or promote/extend excellence

• Project management skills to ensure any redesign project is completed on time within budget, and meets its objectives



Evidence Guide • Communication/education skills to promote and

explain the organisation design activities which are to be undertaken

• Problem solving skills to deal effectively with risks and hazards in the redesign process, as identified














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to develop redesign options to

address identified needs/opportunities • Communicating ideas and information – to ensure all relevant groups/individuals

support the redesign proposal • Planning and organising activities – to ensure the transition to the new structure is

effective • Working with teams and others – to gain input to the redesign process • Using mathematical ideas and techniques – to carry out necessary costings and

calculations • Solving problems – to ensure the redesign process is implemented according to plan • Using technology – to communicate and revue input on redesign proposals Please refer to the Assessment Guidelines for advice on how to use the Key Competencies


Employment Services Competency Standards

CONTENTS

BSBEMS401A Develop and implement business development strategies to expand client base .......................................................... 149

BSBEMS402A Develop and implement strategies to source and assess candidates....................................................................... 154

BSBEMS403A Develop and provide employment management services to candidates....................................................................... 160

BSBEMS404A Manage the recruitment process for client organisations 166

Employment services BSBEMS401A Develop and implement business development strategies to expand client base


BSBEMS401A Develop and implement business development strategies to expand client base

Unit Descriptor This unit specifies the outcomes required to develop and implement prospecting strategies to expand the organisation’s client base (that is organisations or enterprises seeking to employ individuals).


Domain Employment services

This unit addresses the requirements for personnel working in an employment services agency to expand the organisation’s client base. This includes developing strategies to identify potential clients, initiating relationships with potential clients, the ongoing management of the relationship with clients, and utilising business networks to expand the client base of the organisation.


The unit is suitable for senior employment consultants, employment and recruitment consultants in private or government contracted employment agencies or managers of employment services, or group training field officers. This will include specialist workers (often people from equity groups) who focus on employment for equity group members.



1.1 Research is undertaken to identify potential clients 1.2 Marketing and promotional plans are developed to

target potential clients 1.3 Prospecting methods are used to target potential

clients

1. Develop strategies to identify potential clients

1.4 Strategies are reviewed and evaluated for effectiveness

2.1 Communication strategies are developed to effectively liaise with potential clients

2.2 Business requirements of clients are identified and analysed

2.3 Business requirements of the client are discussed and negotiated if required

2.4 A tender and proposal are prepared to meet the negotiated client business requirements

2. Initiate relationship with potential clients

2.5 The organisation’s proposal is presented to the client

BSBEMS401A Develop and implement business development strategies to expand client base Employment services

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3.1 Follow-up contact is made with the client 3.2 Business requirements are negotiated to ensure

client satisfaction with the service to be provided 3.3 Proposal to the client is adapted as required

3. Manage client relationship

3.4 Contract with the client is developed

4.1 Established networks are reviewed and assessed for effectiveness in assisting to identify potential clients

4.2 Appropriate communication strategies are used to utilise the networks to identify potential clients

4.3 Networks are used to identify and build relationships with potential clients

4. Utilise networks to expand client base

4.4 Networks and other relationships provide identifiable benefits in expanding the client base






Clients refers to: • organisations or enterprises seeking to employ individuals through the services of the employment service

• marketing of goods • services marketing • ideas marketing • direct marketing • telemarketing

Marketing plan may include:

• business-to-business marketing

• personal promotion such as face-to-face selling Promotion plan may include: • impersonal promotion such as advertising and sales

promotion

• intra-organisation leads and referrals Prospecting methods may include: • networks



• spotters and brokers • internet and databases • cold canvassing • direct mail • media advertising and telemarketing • brokers • newspapers, journals and magazines

• face-to-face • written • phone

Communication strategies may include:

• electronic

• formal • informal • personal • business • professional • groups

Networks include:

• organisations

Evidence Guide The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.


A person who demonstrates competence in this unit must be able to provide evidence that at least three strategies that aim to expand the client base have been developed and managed.



– occupational health and safety (OHS) – equal employment opportunity (EEO) – racial discrimination – relevant other legislation pertaining to

employment • communication strategies:

– interpersonal – written – presentation


• marketing and promotional strategies

BSBEMS401A Develop and implement business development strategies to expand client base Employment services


• prospecting methods • relevant state and federal industrial relations systems • organisational products and services • National Standards for Group Training, if applicable


• consultative and negotiation skills • communication skills • presentation skills • analytical skills • sales and marketing skills


• OHS skills




• presenting to clients Communicating ideas and information (3) • relating to clients

• utilising networks Collecting, analysing and organising information (3) • analysing potential clients' business needs

• developing a marketing and promotional plan Planning and organising activities (2) • implementing strategies

• utilising networks Working in a team (2) • negotiating with clients


• analysing market data

• develop proposal to the client Solving problems (2) • negotiate solution for the client

• aiding communication Using technology (2) • keeping records

• expanding client base Innovation skills (2) • developing new methods to expand client base




• within privacy and confidentiality provisions: – client lists or databases – communications and correspondence with clients – service agreements with clients

• how potential clients were identified and approached • how relationships with clients were built and

maintained • how established networks have been managed,

reviewed and assessed for effectiveness


• how networks have been used to build the client base

• access to workplace documentation Resource implications for assessment include: • access to client feedback



• that there is evidence of the management of client relationships over a period of time and covering a depth of application that demonstrates that the candidate’s work has contributed to the organisation’s business operations


• that this unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in customer service, human resources and strategic management

BSBEMS402A Develop and implement strategies to source and assess candidates Employment services



Unit Descriptor This unit specifies the outcomes required to develop and implement strategies to source candidates and then to provide assessment of the candidates for position suitability.



This unit addresses the requirements for personnel working in an employment services agency to source and assess candidates. Application of the

Competency The unit is suitable for senior employment consultants, employment and recruitment consultants in private or government contracted employment agencies or managers of employment services, or group training field officers.



1.1 Research is undertaken to identify potential candidate channels

1.2 A range of strategies is identified to assist in sourcing candidates

1.3 Strategies are reviewed and evaluated for effectiveness

1. Develop strategies to source candidates

1.4 Advertisement copy developed is aligned to client requirements, job specifications and is placed accordingly to attract candidates

2.1 The candidates undergo a preliminary screening in a fair and equitable manner and in compliance with relevant legislation

2.2 Interviews and employment appraisal assessments are organised and conducted in accordance with organisational policy and best practice

2.3 General assessment of raw skills is undertaken as required and depending on the position

2. Screen and interview potential candidates

2.4 Additional information is obtained from each candidate as required

3. Assess and select candidates 3.1 Assessment and selection process is conducted in accordance with organisational policy and legislative requirements and in consultation with the client

Employment services BSBEMS402A Develop and implement strategies to source and assess candidates



3.3 Candidate suitability is aligned to specific client requirements and job specifications and in consultation with the client

3.4 Selection recommendations are prepared for the client and documented in accordance with organisational procedures

4.1 All candidates are informed of selection decisions in a timely manner

4.2 Feedback is provided to unsuccessful candidates 4.3 Successful candidates are provided with briefing

and coaching for interview with the client

4. Manage candidate outcomes

4.4 Placements are negotiated with the candidate and the client






Candidate refers to: • person seeking employment with client (organisation or enterprise)

• organisational networks • equity group community organisations • private and public schools • career or industry expositions • training organisations • individual networks • association and industry networks • media advertising

Candidate channels may include:

• internet

• referrals Strategies may include: • use of industry or other networks



• career markets • spotters • intra-organisation leads • TV or cinema advertising • direct mail • media advertising • journals • magazines • newspapers • internet • databases • brokers

• media advertising copy Advertisement copy includes: • internet copy

Client refers to: • organisation or enterprise seeking new employee through the services of the employment service

• reference check • résumé check • language, literacy and numeracy check

Screening may include:

• specific assessments undertaken

General assessment of raw skills might include:

• vocationally specific assessments such as typing tests for secretarial positions, MYOB test for accountants



A person who demonstrates competence in this unit must be able to provide evidence that at least three strategies have been developed which aim to source candidates. In addition, integral to the assessment of competence is demonstrated evidence of the ability to assess and select candidates according to organisational policies, client specifications and legal requirements.





– occupational health and safety (OHS) – equal employment opportunity (EEO) – privacy and freedom of information legislation – equity and diversity principles – disability and racial discrimination legislation – relevant state and commonwealth legislation

pertaining to employment • communication strategies:

– interpersonal – written and graphics-based – consultation

• interview techniques • recruitment sourcing methods • relevant state and federal industrial relations systems • organisational products and services


• National Standards for Group Training, if applicable


• consultative and negotiation skills

• communication and interpersonal skills • OHS skills • interview skills • presentation skills • skills in providing feedback • marketing and selling skills • analysis and evaluation of information such as

résumés, letters, references, interviews and aptitude assessments against criteria


• checking information for detail and accuracy





• developing advertisement copy based on client requirements


• communicating (verbally and in writing), supporting and briefing/debriefing candidates

• utilising methods for sourcing candidates Collecting, analysing and organising information (3) • analysing candidate information

• developing and implementing strategies for sourcing of candidates


• organising interview schedules

• managing candidate outcomes Working in a team (2) • working with candidates and clients


• analysing data

• selecting successful candidates Solving problems (2) • providing feedback to unsuccessful candidates

• aiding communication • keeping records



• expanding candidate database • identifying other positions a candidate may be better

suited to

Innovation skills (2)

• developing new methods to expand database



• promotional materials used to market services to potential candidates

• tools developed to interview and screen candidates and reports of such activities (within privacy and confidentiality provisions)

• assessment results and analysis of these results to determine suitability for selection of candidates

• completed outcomes of selection and recruitment activities (within privacy and confidentiality provisions)


• correspondence related to informing applicants of results of process

• how candidates were sourced • how candidates were screened and interviewed • how decisions were reached in relation to successful

candidates


• how candidate outcomes were managed

• access to workplace documentation Resource implications for assessment include: • access to client feedback



• that there is evidence that the candidate has developed at least three strategies to source candidates, and that they have the ability to assess and select candidates according to organisational policies, client specifications and legal requirements



BSBEMS403A Develop and provide employment management services to candidates Employment services



Unit Descriptor This unit specifies the outcomes required in the provision of employment services to candidates that assist in the retention and management of candidates by the organisation.



This unit addresses the requirements for personnel working in an employment services agency to provide candidates with services that address issues of candidate retention with the agency and employment management services. The retention of candidates is to meet the employment needs of the individual over the period of time that such services are required, both in the shorter term and longer term, to facilitate retention in the labour market.


The unit is suitable for senior employment consultants, employment and recruitment consultants in private or government contracted employment agencies or managers of employment services, or group training field officers.



1.1 Current candidate information is analysed 1.2 Candidate requirements are identified 1.3 A range of strategies is developed to meet

identified candidate requirements 1.4 Products and services for candidates are evaluated

and assessed for continuous improvement

1. Develop strategies for the retention of candidates

1.5 Methods of monitoring are established and implemented

2.1 Services including résumé counselling and preparation are established

2.2 Career advice and counselling are provided to candidates

2.3 Candidate participation in induction is undertaken in accordance with client requirements and organisational policy and OHS compliance requirements

2. Provide advice and support to candidates

2.4 Advice and information on legislative industrial relations matters, OHS and employment issues is provided to candidates

Employment services BSBEMS403A Develop and provide employment management services to candidates


3.1 Candidates’ training needs, including OHS, are identified and documented

3.2 Research is undertaken to identify suitable training programs available to address identified need

3.3 Advice is provided to candidates on training options available

3.4 Relevant internal training is provided to meet candidate requirements in accordance with organisational policies, if required

3.5 Relevant external training is accessed to meet candidate requirements in accordance with organisational policies, if required

3. Provide training solutions to candidates

3.6 Implementation of the client training plan is reviewed with the client to ensure needs are met

4.1 Monitoring strategies are established to determine issues in service delivery to candidates

4.2 Post placement support is provided to candidates 4.3 Strategies to evaluate and assess the effectiveness

of the employment management services are developed

4.4 Recommendations to improve management services are developed and documented

4. Develop strategies for the ongoing management of candidates

4.5 Management services are modified and/or expanded as appropriate to incorporate recommendations






• someone seeking temporary or permanent employment

• someone seeking full-time, part-time or casual employment

Candidate refers to:

• apprentices, trainees and others outside such schemes



• people from equity groups or with special needs

• demographic data • current retention rate

Candidate information might include:

• career preferences and pathways

• preferred training style • preferred communication channels • information and advice required

Candidate requirements refers to:

• types of services required

• loyalty programs • networking events • marketing and promotional strategies • communication channels • interest groups • the negotiation of reasonable adjustments

Strategies refer to:

• mentoring and coaching

Client refers to: • organisations or enterprises seeking to employ individuals through the services of the employment service

• further training and development advice • career progression advice • referrals to new employment opportunities • resolving issues related to employment gained

Post placement support may include:

• updating résumé



A person who demonstrates competence in this unit must be able to provide evidence that at least three strategies have been developed to assist in the provision of employment services for candidates. Integral to the assessment of competence is demonstrated evidence of the ability to provide advice and support to candidates, provide training solutions and evaluate the services provided to ensure continuous improvement







– interpersonal – written – consultation

• face-to-face training, coaching and mentoring • résumé writing • sourcing training options and solutions • relevant state and federal industrial relations systems • organisational products and services • induction techniques


• National Standards for Group Training, if applicable


• individual and group consultative and facilitation skills

• communication skills • presentation, coaching and training skills • counselling skills • analysis and evaluation of information such as

résumés • research


• OHS skills






• providing advice to candidates on legislative requirements


• coaching candidates

• identifying training options Collecting, analysing and organising information (3) • analysing candidate requirements

• developing strategies for retention of candidates Planning and organising activities (2) • identifying training needs

• providing training solutions Working in a team (2) • monitoring and evaluating employment services


• analysing data

• identifying areas for continuous improvement Solving problems (2) • counselling candidates on career and training options


• adopting strategies to retain candidates Innovation skills (2) • developing new methods to improve services

• documented strategies for the retention and management of candidates

• correspondence and documentation produced in the process of managing candidates

• training plans developed for candidates and records of their implementation


• improvements identified to agency’s services

• how candidate retention was planned and managed • how available support services were matched to

candidate needs • how service delivery to candidates was monitored


• how service delivery to candidates was reviewed and improvements identified and recommended



• access to workplace documentation Resource implications for assessment include: • access to feedback from candidates



• that there is evidence of the management of candidates over a period of time and covering a depth of application that demonstrates that the candidate's work has contributed to the organisation’s business operations and meeting candidates’ needs






Unit Descriptor This unit specifies the outcomes required to develop and implement strategies to source candidates and then to provide assessment of the candidates for placement purposes.



This unit addresses the requirements for personnel working in an employment services agency to undertake and manage the recruitment process for client organisations.


The unit is suitable for senior employment consultants, employment and recruitment consultants in private or government contracted employment agencies or managers of employment services, or group training field officers.



1.1 Advice and information is provided to the client on workforce planning and performance management systems and issues

1.2 Advice and information is provided to the client to assist in developing and or evaluating a recruitment strategy and processes

1.3 Effective and accurate performance indicators are identified and determined

1.4 Recommendations for necessary assessments and profiling are discussed and agreed with the client

1.5 Performance gaps are identified and analysed as part of workforce planning

1. Provide advice on recruitment strategy to client

1.6 Forms, procedures and induction processes are evaluated for continuous improvement

2.1 Job analysis is undertaken with the client to determine needs and requirements for recruitment in line with organisational recruitment strategy

2. Determine job specifications with client

2.2 Advice is provided to the client on issues such as salary and conditions



2.3 Specifications, which accurately reflect the role within the organisation, are written in a clear, concise manner and comply with relevant legal requirements and organisational format

2.4 Specifications are confirmed with appropriate personnel prior to recruitment action being undertaken

3.1 A selection plan and criteria are developed, based upon the job specification, performance gaps and organisational needs, and consultation with the organisation

3.2 Recruitment advertisements are written and placed in relevant media in accordance with job specifications and organisational policy

3.3 Strategies are employed to source potential candidates

3. Manage recruitment process

3.4 Job interviews and employment appraisal tests are organised and conducted in accordance with organisational policy and legislative requirements


4.2 The assessment and selection process is conducted in accordance with organisational policy and legislative requirements

4. Assess and select candidates

4.3 Suitable candidates are shortlisted for client interview

5.1 Candidates best suited to the position criteria are recommended to the client for interview and candidate profiles are created and forwarded to the client

5.2 Advice and support is provided to candidates with résumé preparation, interview preparation and presentation to the client

5.3 All candidates are promptly and accurately informed of selection decisions

5.4 Job offer is conducted to the successful candidate

5. Refer candidates and complete placement process

5.5 After placement follow-up is completed








Client refers to: • organisation or enterprise seeking new employee through the services of the employment service

Performance management refers to:

• systems developed for the appraisal and management of employee performance in the workplace including development planning and salary reviews

• system and or policies and procedures developed to determine appropriate action in the recruitment and selection of personnel and may include:

– job analysis, description and evaluation – recruitment advertising – use of external agencies – application process – competency profiling

Recruitment strategy might include:

– psychometric assessment

• measures developed to gauge performance outcomes against targets

Performance indicators refer to:

• level of performance sought, expressed either quantitatively or qualitatively

• literacy and numeracy • behavioural profiling • raw material assessments

Assessments and profiling may include:

• specific aptitudes (mechanical, reasoning, problem-solving, typing, software applications, etc.)

Performance gaps refer to: • situations where outcomes are less than those stated in the strategic objectives, and part of the issue may be the lack of employees with the required level of performance to undertake the tasks



• job title and purpose of position • skills and knowledge necessary • competencies required • qualifications

Specifications refers to:

• personal attributes

• traditional media such as newspapers • magazines and journals • internet

Media might include:

• local, national and global

• referrals • networks • spotters • intra-organisation leads • direct mail • media advertising • journals • magazines • newspapers • internet • databases

Strategies might include:

• brokers



A person who demonstrates competence in this unit must be able to provide evidence of the provision of accurate and relevant advice to clients in the recruitment and selection of staff. In addition, integral to the assessment of competence is demonstrated evidence of the ability to source, assess and select candidates according to organisational policies, client specifications and legal requirements.








– interpersonal – written – consultation

• interview techniques • recruitment sourcing methods • recruitment strategies including ‘shortlisting’

strategies and analysis of capability • writing clear and accurate job specifications • assessing competence of individuals • workforce planning and performance management

systems • relevant state and federal industrial relations systems • organisational products and services • checking information

• National Standards for Group Training if applicable


• consultative and negotiation skills • communication skills • OHS skills • presentation skills • listening skills • counselling skills • analysis and evaluation of information such as

résumés, letters, references, interviews and aptitude tests against criteria

• checking information for detail and accuracy


• attributes:



– ability to work quickly and effectively – good interpersonal skills – attention to detail – integrity




• developing job specification based on client requirements


• coaching and briefing candidates

• utilising methods for sourcing candidates Collecting, analysing and organising information (3) • analysing candidate information

• developing strategies for recruitment of candidates Planning and organising activities (2) • interviewing candidates

• working with client for agreed outcomes Working in a team (2) • negotiating with client and candidates


• analysing data

• shortlisting successful candidates Solving problems (2) • providing advice to client on recruitment issues


Innovation skills (2) • meeting and excelling client expectations

• advice provided to clients • completed analyses of job specifications • tools and materials developed to support recruitment

process


• outcomes of selection processes and reporting of process to client

• how client needs for advise in relation to recruitment were met


• how job specifications were developed



• how recruitment process was managed for clients • how recruitment process was finalised and reported

to client

• access to workplace documentation Resource implications for assessment include: • access to feedback from candidates



• that there is evidence of the management of the recruitment process for clients over a period of time and covering a depth of application that demonstrates that the candidate's work has contributed to the organisation’s business operations and meeting clients’ needs


• that his unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in customer service, human resources and strategic management


Imported units of competency from Community Services Training Package for the Employment Services Domain

CONTENTS

CHCAD1C Advocate for clients..............................................................3

CHCCD12C Apply a community development framework .......................7

CHCCM4B Promote high quality case management............................12

CHCCS2C Deliver and develop client service......................................15

CHCCS4C Manage the delivery of quality client service......................18

CHCCS6B Assess and deliver services to clients with complex needs .................................................................................21

CHCCS402A Respond holistically to client issues...................................26

CHCDIS8B Support people with disabilities as workers .......................37

CHCDIS11B Coordinate disability work ..................................................40

CHCES301A Work in the employment services area ..............................47

CHCES303A Use labour market information...........................................53

CHCES305A Monitor New Apprenticeships arrangements .....................58

CHCES402A Deliver New Apprenticeships services ...............................62

CHCES404A Promote clients to employers.............................................66

CHCES406A Provide job search support ................................................72

CHCES502A Research and report on labour market information............79

CHCCAR501A Provide careers guidance ..................................................86

CHCCM2C Establish and monitor a case plans ...................................92

CHCCS1B Deliver and monitor service to clients ................................97

CHCCS3C Coordinate the provision of services and programs.........100

CHCCS5B Identify and address specific client needs ....................... 110

CHCCS401A Facilitate cooperative behaviour...................................... 115

CHCCS405A Work effectively with culturally diverse clients and co-workers....................................................................... 121

CHCDIS9B Maximise participation in work by people with disabilities 126

CHCDIS18A Support students with special needs ............................... 131

CHCES302A Work with government in a purchaser/provider relationship ...................................................................... 136

CHCES304A Deliver recruitment services ............................................ 141

CHCES401A Analyse and apply labour market information.................. 146

CHCES403A Develop and monitor employment plans ......................... 152

CHCES405A Monitor service performance in a purchaser/provider relationship with government........................................... 156

CHCORG29A Provide coaching and motivation..................................... 161

CHCES501A Manage service delivery in a purchaser/provider relationship with government........................................... 165

PSPGOV603A Develop a tender submission……………………………….172

Community Services Training Package Unit CHCAD1C Advocate for clients

©Australian National Training Authority 2004 Page 3 Volume 5A Community Services Training Package to be reviewed by 31 December 2005 Version 1.00 BSB01 to be reviewed by 30/04/2006 Version 4

CHCAD1C Advocate for clients

Unit Descriptor Supporting clients to voice their opinions or needs and to ensure their rights are upheld. ELEMENTS PERFORMANCE CRITERIA 1. Assist clients to identify their

rights and represent their own needs

1.1 Client is assisted to identify their own needs and rights and to determine if their rights are being infringed or are not being met

1.2 An assessment is undertaken with the client, significant others and colleagues to identify client’s ability to advocate for self

1.3 The client is provided with information about available options for meeting their needs and assisted to identify their preferred option, and to make contact and negotiate with relevant people and agencies where appropriate

1.4 Information about client rights and responsibilities provided to clients is researched, relevant and timely

2. Advocate on behalf of clients

on request 2.1 Relevant strategies for addressing client needs are

initiated, negotiated and implemented 2.2 On request from the client and in on-going

consultation with the client, the most appropriate individuals or organisations are identified and contacted and the client’s point of view is represented clearly to optimise outcomes for the client

2.3 Information is kept in confidence unless authorisation is given to release it

2.4 Progress and outcomes are discussed with the client and further action taken as necessary

3. Advocate for clients

3.1 Where assessment indicates the client requires advocacy support: − Issues are raised with the most appropriate

person/people in a way that upholds the rights and supports the reasonable expectations of the client

− Strategies for addressing client needs are initiated and implemented in consultation with appropriate personnel


Page 4 Volume 5A ©Australian National Training Authority 2004 Community Services Training Package to be reviewed by 31 December 2005 Version 1.00

BSB01to be reviewed by 30/04/2006 Version 4

ELEMENTS PERFORMANCE CRITERIA

− Potential conflict of interest is identified and redressed

RANGE STATEMENT

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation. Rights and needs include: • Freedom of choice

• Access to services • Personal safety and security • Access to rights protection and legal remedies • Access to right protections and legal remedies

Advocacy on behalf of the client may be to:

• Other workers • Management • Other agencies/organisations • Family/friends/community • Employers • Other health services/professionals • Police • Legal organisations/persons • Government departments • Schools • Credit providers, financial institutions, utility

companies Advocacy may include: • Meeting client needs in the context of organisational

requirements • Awareness of potential conflict between client needs

and organisational requirements Review of strategies may be informal or formal and may include:

• Discussions with key people in the community • Discussions with friends/family of the client • Discussions with colleagues and/or clients

Formal strategies may include: • Public meetings

• Interviews • Questionnaires


©Australian National Training Authority 2004 Volume 5A Page 5 Community Services Training Package to be reviewed by 31 December 2005 Version 1.00 BSB01to be reviewed by 30/04/2006 Version 4

RANGE STATEMENT

• Court appearances

EVIDENCE GUIDE The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria. Critical aspects of assessment:

• Worker demonstrates a non judgemental approach in their work

• Worker actively upholds, supports and promotes the right of clients in the workplace

Essential knowledge:

• Organisations and services relevant to the nature of client service

• Referral options and resources available to community

• Organisational policies and procedures • Relevant legal and other rights/limitations • Social justice principles • Differences between negotiation, advocacy,

mediation and conciliation Essential skills:

• Mediation • Negotiation • Representation • A client centred approach • Dealing with cross cultural issues • Advocacy

Resource implication:

• Access to appropriate workplace where assessment can take place, or

• Simulation of realistic workplace setting for assessment




EVIDENCE GUIDE

Consistency in performance:

• Assessment may include observation, questioning and evidence gathered from the workplace environment

• Assessment may be conducted on one or more occasions, but should include the normal range of workplace activities

Context of assessment: This unit is most appropriately assessed in the workplace under the normal range of workplace conditions

Community Services Training Package Unit CHCCD12C Apply a community development framework


CHCCD12C Apply a community development framework

Unit Descriptor This unit reflects skills and knowledge required for working within a community development framework. A community development framework may include of a range of methods designed to strengthen and develop communities by enhancing individual and group capacity to confidently engage with community structures and to address problems and issues. Application of a community development framework may be undertaken within the scope of or in conjunction with a range of work roles/areas in the community services industry including specific areas of service delivery, community education activities and working with groups to address issues. ELEMENT PERFORMANCE CRITERIA 1. Operate within a

community development framework

1.1 Work undertaken reflects a current working knowledge and understanding of community development vision and mission

1.2 Work reflects a commitment to empowering individuals to resolve their issues through enhancing skills, accessing appropriate support and working with others in the community who share concerns and issues

1.3 Work is based on a demonstrated understanding of the interrelationships of the needs and rights of the individual, the family, the community and society

1.4 Work reflects a demonstrated understanding of the impact of current and changing social, political and economic contexts

1.5 Work undertaken in the industry reflects an application of: − Accepted standards of ethical practice − The principles of social justice, human

rights, anti discrimination and confidentiality

− Practices to address cross cultural issues − Relevant occupational health and safety and

equal employment opportunity principles and practices

− Practices which protect confidentiality − The impact of worker’s own value base and

values within a community development framework




ELEMENT PERFORMANCE CRITERIA 2. Work with individuals and

groups to achieve community development outcomes

2.1 Details of relevant individual and group issues are identified

2.2 Relevant approaches to working with individual and groups are assessed in order to ensure needs are met

2.3 Relevant community structures are identified and utilised to maximise outcomes for individuals and groups

2.4 Advice and information is provided to groups and individuals as required to ensure they are fully informed about relevant issues and opportunities

3. Address individual issues

arising when working within a community development framework

3.1 Appropriate interpersonal skills are employed to provide a first point of contact where individual stories are heard and understood

3.2 The capacity to address identified individual issues is assessed

3.3 Appropriate referrals are provided both within and outside the organisation to ensure individual issues will be addressed

3.4 Relevant facilitation skills are employed to assist individuals to identify the most appropriate course of action to ensure their issues are addressed

3.5 All work reflects knowledge and understanding of the impact of applying different methods to address individual issues and meeting duty of care

4. Work effectively with

diversity in the community 4.1 All work reflects the application of processes

which aim to minimise the impact of own personal biases and experiences

4.2 All work reflects respect and understanding of individual differences

4.3 All work reflects recognition of the positive contribution of diversity in the community

4.4 Work processes are adapted as appropriate to meet the specific cultural and linguistic needs of individuals



RANGE STATEMENT The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation. Work in the industry includes: • Voluntary

• Paid work Ethical practices include those relating to:

• Professional relationships • Financial management • Information collection, storage and dissemination • Operation of community and other organisations

Working with individuals and groups to achieve community development outcomes may include engagement with various structures and patterns of work undertaken by practitioners and community members including:

• Community service delivery • Community projects • Community development • Community action • Community planning • Consultative and planning committees • Sector development structures

Appropriate course of action include:

• A public response/meeting • Group action • Conducting a specific project • Development of a program • Establishment of organisational arrangements

Community development outcomes may include:

• Building capacity to solve problems in the community and to strengthen community structures

• Increased community self confidence in public activity

• Increased capacity of groups and individuals to engage with community structures

Areas of difference and diversity include:

• Language • Culture and cultural practices relating to:

− Religion/spiritual observances − Family relationships




RANGE STATEMENT

− Status/protocol − Ceremonies/celebrations − Prohibition/taboos

• Social, economic, physical and health issues

EVIDENCE GUIDE

Critical aspects of assessment must include:

• Candidate must demonstrate the application of community development theories and practices to all aspects of work

• Being able to elicit a story from individuals, to test common understandings and to facilitate agreement on actions to be followed based on information and assistance provided by the worker

• Ability to review and modify own work practice within a community development framework

Concurrent assessment and relationship with other units:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Essential knowledge must include:

• The historical, social, legislative, statutory, political, economic and cultural context of work in the industry

• Philosophy and accepted practices of work • Own biases and personal history related to work

area • Strategies for addressing individual differences • Principles and practices of a community

development work • Work models • Knowledge of relevant issues specific to

communities Essential skills must include:

• Communication and interpersonal skills relevant to work area

• Use of appropriate personal authority and influence to enhance work role



EVIDENCE GUIDE

• Analysis and assessment

• Relevant literacy standards and skills to meet reporting requirements of work area

• Reflective listening • Referral

Resource implications: Access to a workplace or to an environment that

accurately simulates the workplace

Method of assessment: • Observation of work activities

• Observation of simulation and/or role play • Written tasks • relevant formal and informal education/training

courses • Case studies and scenarios • Interviews/Questioning • Role plays

Consistency in performance: It is recommended that assessment or information for

assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations

Context of assessment: This unit will be most appropriately assessed in the

workplace or in a simulated workplace and under the normal range of workplace conditions

Community Services Training Package Unit CHCCM4B Promote high quality case management



CHCCM4B Promote high quality case management

Unit Descriptor Disseminating information and providing advice on practice issues relating to case management.


1. Provide a lead in case management practice

1.1 Appropriate strategies are implemented to ensure currency with accepted best practice and relevant legislation

1.2 Where appropriate, practice advice and direction consistent with organisational service and professional standards are provided

1.3 Worker is challenged and supported to ensure the casework plans and actions are based on organisational procedures, practices and legislative requirements

1.4 Strategies to ensure worker has ready access to casework consultation with other workers to maximise their effectiveness are implemented

1.5 Specialist practice knowledge is accessed and applied in the workplace and coaching and mentoring is provided to staff to optimise competent practice

1.6 Advice is provided to worker on the full range of legislative provisions relevant to case management worker and organisations responsibilities

2. Provide practice advice on complex cases

2.1 Case management plans and feedback on their implementation are thoroughly analysed and assessed and expert advice provided on options for actions and further development

2.2 Organisational processes for collecting information from key stakeholders are provided to workers to ensure more effective operation

2.3 Information about relevant legislation and any changes in organisational practices and procedures is provided routinely to workers to promote consistency and quality in practice

2.4 Progress on case plan is monitored routinely and changes made as required to enable improved service delivery

2.5 Strategies are implemented to ensure appropriate stakeholders are consulted about specialist information and options for future action



RANGE STATEMENT

The contexts for facilitation of ongoing case management practice include:

• Professional development and training programs • Practice reviews and audits

Facilitation of ongoing case management practice will be carried out within requirements established by:

• Organisational policy and procedures • Relevant program standards • Service and professional standards, including code

of professional ethics or code of practice

EVIDENCE GUIDE

Critical aspects of assessment:

• Research current trends in case management • Analysis and evaluation of practices • Planning for practice improvement


• Theory and practice of case management • Provisions of all relevant legislation and statutory

requirements • Practice model of supervision • Codes of practice/ethics • Own value base and belief system

Essential skills:

• Role modelling • Mentoring • Facilitation of feedback • Team management • High level report writing and documentation • Research and analysis

Resource implications:

Access to a relevant workplace or appropriately simulated environment where assessment may take place


• Assessment may include observation, questioning and evidence gathered from the workplace environment, including testimonials from colleagues, portfolios etc

• Assessment is recommended to be conducted on one or more occasion and should reflect a range of information and advice that is disseminated




Contexts of assessment:

This unit of competence will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Community Services Training Package Unit CHCCS2C Deliver and develop client service


CHCCS2C Deliver and develop client service

Unit Descriptor Meeting the specific needs of a broad range of existing and new clients within a defined framework. ELEMENTS PEFORMANCE CRITERIA 1. Target client services 1.1 In identifying and assessing client needs, due

consideration is given to individual rights, relevant community requirements and the organisational statutory and legislative environment

1.2 Client profiles are established and maintained in accordance with organisational and legislative requirements and used to monitor delivery of appropriate services

1.3 In response to identified client needs and rights, a client service delivery plan is developed and includes aims and objectives, resourcing implications, evaluation strategies and contingency plans

1.4 Appropriate client service is identified and selected to meet client needs within the scope of area of responsibility

1.5 A range of mechanisms are implemented to ensure regular client service feedback is sought to gauge levels of satisfaction

1.6 Client service feedback is recorded, analysed and reported to appropriate personnel to ensure any problems are resolved and improvements implemented

1.7 Where client data and profiles indicate inability of the organisation to meet client needs, work is undertaken to redesign services or refer clients to another organisation as required

2. Deliver client service 2.1 Dealings with clients are consistent with their

needs and rights, with accepted practice and codes of conduct of the organisation and duty of care responsibilities

2.2 Service delivered to clients upholds relevant statutory and legislative requirements, the reputation of the organisation and the area of work

2.3 Client service delivery is based on accurate and up to date information about client, service options




ELEMENTS PEFORMANCE CRITERIA

and the service being delivered 2.4 All appropriate documentation related to client

service delivery is completed and maintained according to organisational standards

2.5 Strategies are implemented to ensure client services are routinely reviewed in the light of client needs and rights and organisational policies and capabilities, and remedial action is implemented as appropriate

3. Develop and promote client

services 3.1 Wherever opportunities arise the service delivery

of the organisation is promoted 3.2 Services to existing and/or potential clients are

promoted to ensure that the details of the full range of services are understood

3.3 A range of service options for clients is effectively developed, documented and promoted to facilitate informed client access to services

3.4 Clients are assisted to identify their needs and rights and select the best available service

RANGE STATEMENT Client services are: Specific to the organisation Clients may include:

• Self referral or referred • Individual members of the public • Other organisations, community groups and

individuals • Other work areas of the organisation • Senior management

Special client needs could relate to:

• Disabilities • Language • Gender • Culture • Age • Location



EVIDENCE GUIDE Critical aspects of assessment:

• Establish and maintain a network of service providers

• Incorporate the requirements of all groups in client service delivery

• Responsiveness to client needs Essential knowledge:

• Principles of effective client service delivery • Organisational specific client services provided • Promotion and marketing of services • Service delivery skills • Oral communication skills required to develop

rapport with client. Oral communication skills may include listening, asking questions, providing encouragement. Language used may be English, sign language or community language depending on client group

• Literacy competency required to fulfil the procedures of the organisation/service. Language used may be English or community language depending on service/organisation


• Access to appropriate workplace where assessment can take place or



• Assessment may include observations, questioning or evidence gathered from the workplace eg. Testimonial from clients and colleagues, promotional material etc.

• Assessment may be conducted on one occasion but include assessment of competency in dealing with a range of existing and new clients

Context of assessment:

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Community Services Training Package Unit CHCCS4C Manage the delivery of quality client service



CHCCS4C Manage the delivery of quality client service

Unit Descriptor Ensuring the needs of existing and new clients continue to be met within complex or changing circumstances. ELEMENTS PERFORMANCE CRITERIA 1. Coordinate services provided

to clients 1.1 All work is undertaken to ensure appropriate and

accurate records of client needs and service delivery options are developed and maintained

1.2 Information on clients and delivery options is routinely collected and analysed to ensure services delivered reflect client needs and rights, current best practice, organisational and legislative guidelines, ethical practices and duty of care considerations

1.3 Understanding of all the relevant options for service delivery is used to match services to client’s needs and rights

1.4 All available opportunities are used to promote client services and their benefits

1.5 The strategic direction of the organisation, individual and community needs and external requirements guide the provision of client services

1.6 Performance indicators are developed and implemented to routinely monitor client service delivery

2. Plan client service delivery 2.1 Appropriate goals, strategies and outcomes are

negotiated and agreed with the client before commencing work

2.2 Strategies are identified to deal with contingencies which may arise

2.3 Relevant support/expert people and organisations are identified to maximise effectiveness

3. Review client services

3.1 Client requirements and service delivery are reviewed routinely to ensure they continue to match

3.2 Review of service delivery involves client and all other relevant personnel




3.3 Changes in circumstances, environmental factors

or alterations to client needs and rights are monitored and incorporated in review of service delivery

3.4 Client service is modified to reflect changing needs and rights and feedback on effectiveness of service delivery

3.5 Appropriate work is undertaken to ensure client’s concerns about the service are resolved and complaints of a serious nature dealt with in accordance with organisational procedures

RANGE STATEMENT Client services are: • Specific to the organisation Clients can include:

• Self referral or referred • Individual members of the public • Other organisations, community groups and

individuals • Other work areas of the organisation • Senior management

EVIDENCE GUIDE Critical aspects of evidence:

• Establishing and maintaining a network of clients • Incorporating the requirements of specific groups in

all client service work • Meeting quality service standards


• Design and development of client services • Legislative and statutory frameworks influencing

provision of client services • Current development in effective client service

delivery • Marketing and promotion techniques • Evaluation and review




EVIDENCE GUIDE

• Strategic planning and organisational development Essential skills:

• Oral communication skills required to develop rapport with client. Oral communication skills may include listening, asking questions, providing encouragement. Language used may be English, sign language or community language depending on client group






• Assessment may include observations, questioning or evidence gathered from the workplace eg. portfolios, completed records of client needs etc.

• Assessment may take place on one occasion but should include assessment of all aspects of delivery of a quality client service and with a range of new or existing clients



Community Services Training Package Unit CHCCS6B Assess and deliver services to clients with complex needs


CHCCS6B Assess and deliver services to clients with complex needs

Unit Descriptor Undertaking assessments of more complex client’s needs and matching to community services available. ELEMENT PERFORMANCE CRITERIA 1. Assess and analyse client

needs to ensure they can be met

1.1 Appropriate language and interpersonal skills are employed to ensure the diverse needs of clients are identified

1.2 Appropriate mechanisms are employed to ensure that all relevant client information is collected

1.3 Additional information is sought from specialists as required to assist in assessment of clients

1.4 All dealings with clients are consistent with organisational standards and practices

1.5 Information collected is recorded and stored in accordance with organisational procedures

1.6 Information about client needs is assessed in accordance with accepted organisational procedures to inform decisions about the relevant services which can be provided to best address client needs

1.7 Client information is assessed for complexity, urgency and eligibility so that priorities for service delivery can be identified

1.8 Clients are provided with all relevant information about the range of services required and available to them

1.9 Decisions about client needs are based on a full range of relevant information

2. Identify and provide for the

delivery of services to meet client needs

2.1 Services which match to client needs are identified from within and outside the organisation

2.2 Relevant networks are established and maintained, to ensure referral of clients to appropriate services

2.3 Appropriate work is undertaken to assist clients to access targeted services from within and outside the organisation

2.4 Clients are provided with information about the services available to them in accordance with organisational procedures


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ELEMENT PERFORMANCE CRITERIA

2.5 Work is undertaken within the scope of the area of responsibility, to ensure that clients have access to services which meet their needs

2.6 Decisions about targeting of client services is based on up to date information about the client and available services

2.7 Own limitations in assessing and addressing client needs are identified, and where appropriate, assistance is sought from colleagues, senior staff and experts in the area

2.8 Appropriate referrals to specialist services is made based on the assessment of client needs

3. Evaluate client service

delivery 3.1 The allocation of services delivered to meet client

requirements is reviewed routinely, or as required, to ensure a continuing match

3.2 Changes in circumstances, environmental factors or urgency of client needs are reviewed in accordance with organisational practices and procedures to ensure client needs continue to be met

3.3 Client feedback on adequacy of service delivery is collected as required by the organisation, to inform revision of service delivery arrangements

3.4 Feedback on individual performance in client service delivery is routinely sought from colleagues and clients

RANGE STATEMENT The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation. Clients include:

• Individual members of the public • Referred or self referred • People with specific needs seeking access to

services • Family members and significant others



RANGE STATEMENT Language and interpersonal skills include:

• Means for communicating with people with disabilities or where English is not the first language

• Means for communication with people in particular communities

• Communication with different age and gender groups

Client services include:

• Income, financial and community support services • Employment services • Access to recreation services • Care and support services • Transport and communication services

Complex issues include:

Combinations of physical, social , economic and personal factors

Information collection mechanisms include:

• Interviews with clients, family, significant others and carers

• Questionaries • Applications and other forms • Case documentation • Using specialist communicators • Classification tools • Information from professionals including medical

reports • Information from service providers

Networks include:

• Specialist providers in the community services and health areas including health and cognitive assessments

• Specialist services to assist communication with client and identification of their needs

• Providers of any of the identified client services required by clients of the organisation




EVIDENCE GUIDE The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement , elements and performance criteria. Critical aspects of assessment:

• Administration of organisations' instruments and mechanisms to assess client needs

• Selecting appropriate services from a range of services provided by the organisation to match client needs

• Selecting from others services available in the broader community to address client needs

• Developing and maintain appropriate networks • Providing referrals to relevant organisations or

providers of specialist services Essential knowledge:

• Legislative requirements and provisions relevant to area of service delivery and delegated responsibility

• Accepted organisational procedures, systems and practice for client assessment and allocation of services

• Accepted practices for delivery of services to particular clients

• Issues affecting particular client groups including: − Income/economic − Health − Cognitive − Social − Community support and interaction − Education and training − Employment − Impact of assessment − Client needs − Local services available for clients

Essential skills:

• High level interpersonal skills • Analysis and judgement • Risk management • Oral communication skills required to develop

rapport with client. Oral communication skills may include listening, asking questions, providing



EVIDENCE GUIDE

encouragement , minimising the impact of challenging behaviours. Language used may be English, sign language or community language depending on client group






• Assessment may include observations, questioning or evidence gathered from the workplace

• Assessment may take place on one occasion but must include a number of clients with complex needs



Community Services Training Package Unit CHCCS402A Respond holistically to complex client issues



CHCCS402A Respond holistically to client issues

Unit Descriptor The focus of the work is assisting clients to address their own issues. On completion of this unit, the worker will be able to respond appropriately to clients that have complex issues outside and in addition to the area of immediate focus, expertise or interests of the worker and their organisation. For instance, the worker might work for an agency, and possess relevant competence, in the area of child protection, but will still be able to identify when say alcohol and other drug issues are important in the life of a presenting client. Completion of the unit will also provide the worker with competence to make decisions as to whether to refer or retain the client. The worker will first be able to make a decision as to whether a brief intervention is appropriate (instead of an immediate referral). The worker will be able to implement and monitor brief intervention strategies in a variety of community service contexts, with the primary aim of helping the client accept the intervention.

Prerequisities This unit requires no prerequisite. However, there are a number of related units of competence both of a generic and sector specific nature that would be ideally mastered prior to undertaking this unit of competence.

ELEMENT PERFORMANCE CRITERIA 1. Evaluate the range of issues

impacting on the client and on the delivery of appropriate services

1.1 Identify indicators of harm, neglect, abuse or risk of harm including for children and young people

1.2 Use observations, assessment tools and questioning to identify possible presenting issues

1.3 Seek information from a range of appropriate sources to determine the range of issues that may be affecting the client within organisations policies and procedures regarding autonomy, privacy and confidentiality

1.4 Apply organisational procedures for collecting and analysing client information

1.5 Examine all client information to determine the degree to which other issues may impact on the possible services that can be provided by the organisation

1.6 Examine all client information to determine the degree to which other issues may impact on the possible services that can be provided by the organisation



ELEMENT PERFORMANCE CRITERIA 2. Determine the course of

action to be followed 2.1 Assess the level of risk to the client and others

directly involved including family members and for children and young people

2.2 Follow organisational procedures, legal requirements and duty of care obligation in responding to indicators of risk of abuse, neglect or harm including for children and young people

2.3 Check the services the organisation delivers against the range of client needs to be addressed

2.4 Refer client appropriately following organisational protocols, policies and procedures

2.5 Apply accepted procedures to evaluate the benefit to the client of referral to another service

2.6 Evaluate the benefits of providing a brief intervention in facilitating the client to access other services

2.7 Apply accepted procedures to evaluate the option of bringing in specialist support and continuing to work with the client

2.8 Provide the client with resources, such as written and verbal information, appropriate to their stage of change and actions to be followed

3. Establish interpersonal

relationship with the client that will enable all issues to be addressed

3.1 Facilitative communication skills are utilised to assist the client to identify areas of concern, to prioritise areas for immediate and longer term action and to determine options for action and workable strategies to address their priority areas

3.2 Define boundaries and use communication skills that will establish a trusting and respectful relationship

3.3 Assist client to develop their own action plans to address their circumstances

3.4 Relevant information is shared with the client about services available, options, and health and well being issues to assist them in determining a course of action

3.5 Work with the client to set personal goals and explore personal strategies, to identify a hierarchy of strategies including contingency plans

3.6 Work with the client to identify and plan for potential consequences of their decisions

3.7 Implement procedures to ensure all services and





responses to the client comply with duty of care and accepted standards of ethical behaviour

4. Provide a brief intervention as required

4.1 Assess a client’s need for intervention and the type of brief intervention required

4.2 Use brief intervention strategies which match the client’s stage of change

4.3 Implement appropriate procedures to prevent escalation of any potential emergency or crisis situation

4.4 Respond appropriately to emergencies and crisis situations according to organisation procedures and in accordance with duty of care responsibilities

4.5 Comply with cultural obligations which influence the use of brief intervention with particular clients

4.6 Employ strategies to motivate, support and encourage the client

4.7 Current needs and sources of assistance are identified, and support given as appropriate

5. Respond appropriately to

people who are vulnerable and at significant risk including children and young people

5.1 Apply appropriate information collection mechanisms and assessment tools to establish the degree of risk, neglect or harm

5.2 Assess the priority need for intervention 5.3 Implement appropriate procedures to prevent

escalation of any potential emergency or crisis situation

5.4 Respond appropriately to emergencies and crisis situations according to organisation procedures and in accordance with duty of care

5.5 Follow relevant State/Territory legislation, organisations policies and procedures and duty of care obligations and legislative requirements in responding to indicators of actual or potential risk of abuse, neglect or harm

6. Evaluate effectiveness of

services provided to meet client needs

6.1 Client’s progress or outcomes are reviewed regularly in accordance with organisational procedures and in consultation with clients., carers, case managers and other service providers

6.2 Ensure client’s file notes are complete, up to date and include the client’s stage of decision making on each occasion

6.3 Implement reflective practice strategies to ensure




feedback is sought and incorporated in services delivery

RANGE STATEMENT Presenting problem or issue: A client with secondary or multiple issues is most likely

to present 'first' to the following types of services (for an issue relevant to those services):

• Child protection • Juvenile justice / youth service • Social housing • Employment service

Indicators of harm, neglect, abuse or risk of harm

• Physical symptoms such as injuries or loss of weight

• Verbal and non- verbal cues • Impairment to cognitive functioning caused by

acquired brain injury such as loss of memory, inability to concentrate, plan, organise

• Reports from the individual, carers or other workers

• Psychological/emotional indicators Harm, neglect, abuse or risk of harm includes:

• Physical • Emotional • Cognitive • Psychological • Sexual • Financial

Appropriate sources of information would include

• Case Notes • File • Other workers

Harm, neglect, abuse or risk of harm may be from:

• Carers • Workers/service providers • Self • Family or significant others • Community members




RANGE STATEMENT Responses to indicators of risk of abuse, neglect or harm include

• Intervention to remove the risk • Reporting to appropriate personnel • Investigating • Seeking specialist support/services • Referral • Following State/Territory legislative requirements

Responses to indicators of risk of abuse, neglect or harm will be determined by:

• Legislation • The specific job role • Organisational procedures • Family and cultural mores

People who are vulnerable and at significant risk may be:

• People with a disability • People with an acquired brain injury • Elderly people • People with mental health issues • Children and young people • Babies under one year of age • Toddlers (children under three years of age) • People who are homeless • People in unequal power relationships

Appropriate procedures to prevent escalation of a potential emergency or crisis situation include:

• Calming skills • Manage and contain emotional responses and

escalating behaviour • Identify and address source of the issue • Seek assistance from other workers, carers,

family, or services Non presenting problems or issues are likely to be:

• Alcohol and other drugs • Mental illness • Developmental disability • Acquired Brain Injury • Abuse and risk of abuse • Domestic violence • Homelessness / inadequate housing • Unemployment • Juvenile justice issues • Communicable disease



RANGE STATEMENT

• Financial difficulties • New arrival in the country

Approaches to addressing specific issues include applying accepted methodologies, underpinning values and philosophies of the specific areas. The following notes offer a guide:

• AOD may include knowledge of harm minimization practices, of the effects of AOD on body system and social relationships, and of the signs and symptoms of intoxication. Knowledge of groups and agencies in the community who can respond to individuals with AOD problems by providing treatment and detoxification programs is central. Also important is an awareness of personal bias, and models or perspectives on drug use i.e. disease perspective, moral perspective of both the client and of referral agencies.

• Mental health may include recognising basic signs and symptoms of anxiety, depression, suicidal impulses, and indicators of mental illness such as hallucinations or delusion. Knowledge of appropriate referral and intervention services in the community is critical.

• Domestic Violence may include an understanding of such violence as an abuse of power perpetrated both in a relationship and after separation and that such violence takes a number of forms. These include physical and sexual violence, emotional and psychological abuse and economic deprivation. Domestic violence occurs across all groups, cultures and creeds. The safety and well-being of individuals subjected to domestic violence should be of primary concern. Knowledge of groups and agencies in the community who can respond to individuals with domestic violence issues is required.

• Child Protection will include knowledge of relevant state mandatory reporting legislation and its application. Child Protection will also include knowledge of child development, dynamics of child abuse, risk factors, behavioural/physical indicators of abuse and agencies that respond to child protection matters.

It is vital to recognise that children (particularly infants) in families where abuse of alcohol and other drugs exist are more likely to be at risk of harm. Where there other risk factors such as domestic violence and mental health co exist with AOD issues




RANGE STATEMENT

the potential risk of harm to those children increases significantly.

When working with adult clients who have children, the safety, welfare and wellbeing of the children must be included in all case management practices.

• Developmental disability may describe individuals who have a multiplicity of disabilities including difficulty learning, thinking and reasoning, retaining information and forming social relationships. It is vital to recognise the individuality of developmental disabled persons, their right to age appropriate consultation and to self determination. Needs arising from social isolation and the critical importance of primary care-givers in the lives of developmental disabled persons should also be recognised. Knowledge of groups and agencies in the community that can provide advocacy services is required.

• Juvenile justice may include knowledge of adolescent clients and their special need as individuals, within families and as part of a group, including stages of development and social issues affecting youth. Recognition of the vulnerability of young people in their dealings with authority and of the protection that should operate during an investigation or proceeding in relation to an offence is required. Knowledge of groups and agencies in the community that can provide services such as advocacy and legal advice to young people in their dealings with the justice system is essential.

• Acquired Brain Injury may include awareness of the causes and effects of ABI; understanding of the impact of cognitive impairment on the individual and families, including associated grief and loss issues; knowledge of the ABI service system; skills in working with people with challenging behaviours.

Organisational procedures for collecting and analysing client information may include written and oral input to:

• Questionnaires • Assessment Tools • Client profile forms etc

Procedures to prevent escalation of a potential emergency or

• Using calming communication skills • Managing and containing emotional responses and



RANGE STATEMENT crisis situation may include:

escalating behaviour • Discussing the situation with the client • Negotiation and mediation • Seeking assistance from other workers or client

carers • Providing physical and visual barriers • Evaluating the potential risk of the emergency • Implementing specific communication skills

including questioning, reflective listening and body language

Appropriate response to emergencies and crisis situations may include:

• Negotiating to prevent escalation • Seeking assistance from other people or agencies • Immediate referral • Intervention to ensure physical safety

Other information could include information from:

• The client's carers and or family • Other agencies or workers with knowledge of the

client • Client files

Specialist support may include:

• Health professionals • Careers and employment advice • Financial counselling • Family and relationship counselling • Child Protection officers • Mental health professional • AOD detox, withdrawal and support • Child care • Centrelink officers

All client information would include:

• Behaviour • Responses to questions and other information

provided by client • Physical appearance and acuity • File information • Information on the client provided by family, carers,

other workers, other agencies




RANGE STATEMENT Accepted procedures to evaluate the benefit to the client of referral include:

• Discussing options with the client, carers and family • Checking the availability of services within the

organisation • Checking the availability and accessibility of other

services Brief intervention will be focussed on providing de-escalation and emotional support:

• One-to-one approach, private

• Takes short period of time

• Can be done by anyone in the team

• A client led process

• Opportunistic

• Used for harm reduction and facilitating behaviour change

• Carer respite (eg for clients with ABI) Organisational policies and procedures may include:

• Incident reporting and documentation • Operational guidelines for handling cases involving

difficult and challenging behaviour • Record keeping • Legal responses

Decisions to provide a brief intervention will be based on:

• The issues of concern to the client and the stage of decision to change is determined

• Availability of resources to support the brief intervention

• Agency and worker mandate and focus

EVIDENCE GUIDE Critical aspects of assessment

The candidate must demonstrate the capacity to: • Identify the range of relevant issues that may impact

on service delivery • Develop an implement a plan in conjunction with

the client to address their issues • Provide referral to appropriate services • Evaluation of effectiveness of services • Operate within duty of care and organisational

requirements to address client needs



EVIDENCE GUIDE Interdependent assessment of units:

This unit must be assessed after, or in conjunction, with the attainment of competency in the compulsory communication unit within the qualification


Identification of the impact of issues relating to: • Mental Health • Child Protection - this must include essential

underpinning knowledge of dynamics of child abuse, indicators of risk and risk factors.

• Domestic Violence • Disability • Homelessness • Unemployment • AOD Knowledge of accepted practices and available referral agencies for working with people experiencing issues related to: • Mental Health • Child Protection • Domestic Violence • Disability • Homelessness • Unemployment • AOD • Or in any form of crisis

Essential skills:

• Interpersonal skills to facilitate client to identify options for change and for addressing their issues

• Case work skills to ensure effective assessment, intervention and referral

• Client management skills to deal with complex needs and difficult or challenging behaviour

• Information management to ensure all records are maintained, stored and accessible

• Research skills to ensure a current and correct list of relevant services are readily available to the client

• Provision of a brief intervention to raise awareness, share knowledge and help client to think about making changes to improve well being

• Crisis intervention skills




EVIDENCE GUIDE Consistency in performance: • Competence in this unit must be assessed over a

period of time in order to ensure consistency of performance over the Range Statement and contexts applicable to the work environment

• Consistency in performance should consider the work environment, worker’s role and responsibilities in the workplace

Context for assessment: • Competency must be demonstrated in a real work

environment • In cases where the learner does not have the

opportunity to cover all categories of the Range Statement in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on “What if?” scenarios

• Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

• Where performance is not directly observed and/or is required to be demonstrated over a “period of time” and/or in a “number of locations”, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Community Services Training Package Unit CHCDIS8B Support people with disabilities as workers


CHCDIS8B Support people with disabilities as workers

Unit Descriptor This unit describes the competencies performed by staff who support people with disabilities in a workplace to maximise their performance through working safely and effectively.

EELEMENTS PERFORMANCE CRITERIA

1. Enhance people with disabilities safety at work

1.1 Ensures equipment is adapted and modified to be safe and meet occupational health and safety guidelines where required

1.2 People with disabilities are supported to work safely within organisational policies and procedures

1.3 Organisational and legislative health and safety procedures are identified and followed

2. Monitor work performance

2.1 Performance is monitored within established criteria and constructive feedback given

2.2 Strategies are developed and implemented to improve performance where necessary

RANGE STATEMENT

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

Types of work include:

• Supported employment • On-the-job training • Open employment

Examples of organisational and legislative policies and procedures include those on:

• Occupational health and safety • Infection control




RANGE STATEMENT

Examples of processes used to monitor work performance may include:

• Quality assurance • Total quality management

Strategies to improve performance may include:

• Reworking of product • Changing the work method • Changing the work equipment


• Appropriate understanding of work carried out by people with disabilities

• Working within procedures for supporting people with disabilities as workers

Essential knowledge

• Quality measures used in quality assurance or total quality management

• Relevant production processes • Organisational and legislative policies and

procedures relating to people with disabilities as workers

• Impact of disability/disabilities on people with disabilities

• Depending on the work role or services provided, specific knowledge of particular groups or issues may be required. See additional information for assessors regarding the following: − Alcohol and other drugs abuse − Cultural and linguistic diversity − Risk of self harm − Women − Men − Community education − Aboriginal and Torres Strait Islander people − Mental health



EVIDENCE GUIDE Essential skills:

• Relevant production processes • Applying appropriate competencies outlined in

standards belonging to the relevant industry or occupation

• Communication and consultation with workplace clients and stakeholders


Access to a relevant workplace or an appropriately simulated environment where assessment may take place


Consistency in performance should consider the particular work role

Context of assessment: This unit is best assessed in the workplace or by

simulation under the normal range of conditions

Community Services Training Package Unit CHCDIS11B Coordinate disability work



CHCDIS11B Coordinate disability work

Unit Descriptor Performing work within a legislative and ethical framework to ensure the provision of high quality service delivery which supports the rights and interests of people with disabilities. ELEMENTS PERFORMANCE CRITERIA 1. Demonstrate commitment to

high quality services for people with disabilities

1.1 All work undertaken demonstrates consideration and understanding of the context, models of service delivery, underpinning values and philosophy of the sector

1.2 All work undertaken is consistent with current relevant policies and legislative requirements for models of best practice service delivery for people with disabilities

1.3 All work reflects an understanding of the issues facing people with disabilities and their carers

1.4 All work in the sector demonstrates a commitment to access and equity principles

2. Support rights, interests and

needs of people with disabilities

2.1 People with disabilities are supported and encouraged to exercise their rights and independence where appropriate

2.2 Different client requirements are incorporated in service delivery

2.3 Legal and ethical responsibilities and duty of care are complied with

3. Develop and implement a

framework for quality service delivery

3.1 Strategies are devised to ensure that the delivery of high quality services continue to reflect best practice

3.2 Protocols and procedures are established and implemented for managing service delivery to reflect best practice in the disability sector

3.3 Barriers within the organisation which will impact on the delivery of high quality service delivery are identified and addressed

3.4 Procedures implemented for management of service delivery are regularly updated to reflect current best practice, relevant legislative changes, and changing client needs



RANGE STATEMENT The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation. Protocols include: • Communication with clients

• Assessment of client needs • Collection, recording and reporting of information • Processes for decision making for consideration of

client needs Context includes:

• Statutory framework within which work takes place

• Historical context of work eg. Changing attitudes; changing approaches to working with clients

• Changing social context of work eg. Consumer centred approach, changing government and societal views, approaches to working with clients

• Political context eg. Government policies and initiatives

• Economic context eg. The current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs

• Facts/myths about disability Issues include:

• Access to services for people with disabilities and their carers

• Meeting individual needs and personal goals of people with disabilities

• Family and support structures • Income and employment service • Training for people with disabilities • Participation and integration in the community • Grieving and loss




RANGE STATEMENT Different models of work in the sector may include:

• Community development and education • Health promotion • Case management • Working with families • Peer support/self help • Residential services • Community access respite care • Home based support

• Behaviour management • Advocacy • Employment support • Lifestyle support • Business services support • Education and training

The underpinning values and philosophies of the sector may include:

• A holistic and consumer-centred approach • Community education • Targeting of appropriate services • Commitment to meeting the needs and upholding

the rights of clients • Commitment to empowering clients

Different client requirements may depend upon:

• Type of disability eg: − Physical − Sensory − Intellectual − Psychiatric − Cognitive • Support availability including: − Family − Carer − Financial − Physical and emotional − Behaviour management − Employment − Education and training



RANGE STATEMENT Policy and legislative requirements

include:

• Disability Services Act • Disability Discrimination Act • Privacy Act • Equal Employment Opportunity principles • Guardianship Board • Individual rights • Disability Service Standards • Nurses Act • Medical Act • Medication regulations

A commitment to principles of access and equity includes:

• Creation of a client oriented culture • A non-discriminatory approach to all people using

the service, their family and friends, the general public and co-workers

• Ensuring the work undertaken takes account of, and caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual

Rights include principles expressed in:

• Charters of rights • Outcomes standards documents • General human rights • Freedom from discrimination • Freedom of information

Rights may be detailed in:

• Legislation • Resident handbooks • Mission statements • Industry and organisational service standards




RANGE STATEMENT Rights include:

• Privacy • Confidentiality • Common law • To be treated in a dignified, safe and comfortable

manner • To express own feelings • Freedom of association • Choice to participate • Access to complaint mechanisms

Interests include:

• Financial • Accommodation • Services • Recreation

Needs may include:

• Personal • Security • Safety

Strategies include those to address:

• Service access • Individual needs • Decision making and choice • Privacy, dignity and confidentiality • Participation and integration • Valued status • Complaints and disputes • Service management • Abuse prevention

Barriers may include:

• Negative personal attitudes and values of staff • Organisational procedures and practices • Client service strategies • Social, cultural and religious • Physical and economic

EVIDENCE GUIDE The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an



EVIDENCE GUIDE integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria. Critical aspects of assessment: • Ability to coordinate service or a range of services

in the disability sector • Ability to develop or influence policy relating to

quality service delivery Essential knowledge:

• Relevant legislation relating to disability issues • Knowledge of relevant specific culture and

language used by people with disabilities • Knowledge specific to working with families and

family systems • Understanding different client requirements

according to different disabilities • Knowledge of networks in the disability sector • Consumer needs and rights including duty of care • Principles of empowerment/disempowerment in

relation to people with disabilities • Principles of access and equity • Current issues facing clients and existing services

for addressing needs and rights • Principles and practices of confidentiality • Knowledge specific to working with people from

culturally and linguistically diverse backgrounds • Knowledge specific to working with people at risk

of self harm • Organisational policies, practices and programs

relating to the work role • Organisational occupational health and safety

policies and procedures • Organisational philosophy and guidelines • Rights and responsibilities of people with

disabilities • Understanding of stereotypes of people with

disabilities • Available client services • Awareness of own attitudes to people with

disabilities • Awareness of discriminatory actions • Common risks to safety




EVIDENCE GUIDE

• Depending on the work role or services provided, specific knowledge of particular groups or issues may be required. See additional information for assessors (pg. 24) regarding the following:

− Alcohol and other drugs abuse − Cultural and linguistic diversity − Risk of self harm − Women − Men − Community education − Aboriginal and Torres Strait Islander People − Mental health

Essential skills:

• Interpersonal communication with clients and other stakeholders

• Program development, review and revision Resource implications:



Consistency in performance should relate to requirements of the particular workplace


This unit is best assessed on the job or in a simulated workplace under the normal range of conditions

Community Services Training Package Unit CHCES301A Work in the employment services area


CHCES301A Work in the employment services area

Unit Descriptor This unit provides an orientation to prepare a person to work in the employment services area. ELEMENT PERFORMANCE CRITERIA 1. Define key elements of the

employment services area 1.1 The identity and roles of key organisations and

stakeholders within the employment services area are identified

1.2 The relationships between organisations and stakeholders are identified

1.3 Types and general features of services available to assist clients gain employment are identified

2. Operate effectively within the

employment services area 2.1 Knowledge of current and emerging issues affecting

the employment services area is demonstrated in the workplace

2.2 Understanding of barriers to employment experienced by principal client groups is applied to work activities

2.3 Work practices reflect an understanding of cross cultural issues

2.4 The value of diversity in the community is recognised and actively promoted

3. Use other services to assist

clients secure suitable employment

3.1 Service boundaries are recognised 3.2 Internal and external resources to whom clients may

be referred for assistance are identified 3.3 Clients are referred appropriately to other services

4. Meet duty of care and legal

responsibilities 4.1 All work practices comply with legislation relevant

to the delivery of employment services 4.2 Reasonable care is exercised when providing

services and advice 5. Act ethically in the delivery

of employment services 5.1 Accepted industry standards of ethical practice are

met 5.2 Organisational standards of ethical behaviour are

met 5.3 Knowledge and expertise are shared with others




RANGE STATEMENT Stakeholders are organisations and individuals who may include but are not limited to:

• People in receipt of employment services (clients and employers)

• Organisations providing services to assist clients to secure suitable employment, including those funded by State and Federal government

• Employers and employer peak bodies • Job Network agencies • Area Consultative Committees • Centrelink • Federal, State and Local government departments

and agencies • New Apprenticeships Support Services • CRS Australia • Open employment services • Group Training Companies • Disability employment services • Rehabilitation providers • Community organisations • Training organisations

Issues affecting the employment services area may include but are not limited to:

• Government policies and priorities relating to employment and training

• Outsourcing of government services • Changes and trends in work • Linkages between labour market programs and

services • Changing needs and expectations of clients and

employers • International labour conventions

Client groups may include but are not limited to:

• Long-term unemployed people • Those at risk of becoming long-term unemployed,

without the provision of assistance • Apprentices and trainees • Youth • Youth at risk of long term unemployment • People with disabilities • People from non English speaking backgrounds • Mature aged people • People returning to the workforce following a

lengthy absence, illness, injury or other incapacity



RANGE STATEMENT

• Aboriginal and Torres Strait Islander peoples • Refugees • Ex-offenders • Sole parents

Barriers to employment are any factors that affect a person’s prospects of securing suitable employment. They may include but are not limited to:

• Skill level in relation to demands of labour market • Limited work experience or gaps in work history • Availability of suitable local employment

opportunities • Culture • Language • Literacy and numeracy needs • Age • Disability • Health issues • Social and economic circumstances • Non recognition of qualifications in Australia • Factors such as self esteem, motivation, attitude,

perceptions • Personal factors such as hygiene, grooming, dress

and appearance Resources to whom clients may be referred for assistance may include but are not limited to:

• Community organisations • Educational institutions • Training providers • Professional service providers • Centrelink • Government agencies and departments • Health practitioners and professionals • Advocacy groups • Rehabilitation providers • Organisations delivering training and employment

related programs funded by Federal, State and Local governments

• Members of Parliament • Ombudsman • Industrial Relations Commission




RANGE STATEMENT Relevant legislation includes, but is not limited to:

• Federal legislation designed to address discrimination, eg Sex Discrimination Act, Race Discrimination Act, Disability Discrimination Act

• State legislation designed to address discrimination

• Disability Services Act • Privacy Act • Trade Practices Act • Social Security Act • Industrial and Workplace Relations Act • Human Rights and Equal Opportunity Act • Occupational Health and Safety Act • Employment Agents Act • Archives Act • Financial Management and Accountability Act • Freedom of Information Act • Crimes Act • Corporations law

Duty of care responsibilities relate to but are not limited to:

• Adherence to all legislative and statutory requirements

• Adherence to industry standards of ethical practice • Applying principles of social justice • Applying principles of natural justice • Providing complete, relevant and timely

information to clients, employers and other stakeholders at all times

Organisational standards for ethical behaviour may include but are not limited to:

• Written or oral standards, stated or implied by the way the organisation conducts its business

• Avoidance of conflicts of interest • Confidentiality of information • Professional relationships



EVIDENCE GUIDE Critical aspects of assessment must include:

• Demonstrates understanding of principal client groups, their needs and barriers to employment, and how this knowledge affects work plans and activities.

• Demonstrates understanding of the range and roles of organisations and stakeholders in the employment services area, and how services available through those bodies to assist clients can be utilised.

• Demonstrates knowledge and understanding of the principles relevant to employment services work, of anti discrimination, natural justice, duty of care, and ethical behaviour.

• Demonstrates in work practices, the application of legislation relevant to the delivery of employment services

Essential knowledge required includes:

• Current and emerging issues relating to work in the employment services area

• Understanding the impact and effects of unemployment on people’s lives

• Key stakeholders (individuals and organisations) in employment services area

• National Vocational Education and Training system

• Needs of key client groups seeking assistance • Sources of relevant services to assist clients • Relevant State and Federal government strategies,

priorities and legislation • Principles of anti-discrimination, duty of care,

ethical behaviour, natural justice • Knowledge of incentives and other assistance

available to employer and New Apprentice including Disabled Apprentice Wage Support Scheme

Essential skills required include: • Oral communication skills (language competence)

required to fulfill job roles as specified by the organisation/service. Oral communication skills include skills to provide and impart information on processes, obligations, and options; and to liaise internally and with external organisations




EVIDENCE GUIDE

• Written communication skills (literacy competence) required to fulfill job roles as specified by organisation/service. The level of skill may range from reading and understanding organisational policies and procedures to preparing business correspondence and records of interview

• Interpersonal skills required include working with others, empathy with clients and an ability to relate to persons from diverse backgrounds

• Basic research skills to access information on stakeholders and their needs and services

• Technology skills to use business equipment and software applications

Resource implications: • Access to appropriate workplace where

assessment can be conducted or simulation of realistic workplace setting for assessment

• Access to equipment and resources normally used in the workplace

Method of assessment: • Observations

• Questioning • Case studies • Written assignments • Evidence gathered from the workplace

environment • Demonstration over a period of time to ensure

consistency of performance Context of assessment: Evidence must include observation of performance in

the work environment or in a simulated work setting

Community Services Training Package Unit CHCES303A Use labour market information


CHCES303A Use labour market information

Unit Descriptor This unit involves the research and use of labour market information such as composition, dynamics and trends when delivering employment services to clients and employers.

ELEMENT PERFORMANCE CRITERIA 1. Collect and assess labour

market information 1.1 Suitable information sources are identified 1.2 Appropriate methods are used to access and

collect labour market information 1.3 Information is assessed for relevance to

organisational requirements 1.4 Characteristics of local labour market summarised

2. Organise labour market

information 2.1 Information is recorded in a format suitable for

use in planning work activities 2.2 Labour market information is recorded in

accordance with policies and processes of the organisation

3. Use labour market

information to support delivery of employment services

3.1 Labour market information is used as a context and aid in planning work activities

3.2 Labour market information is used as a context and aid in providing advice and services to clients and employers

3.3 Labour market information is shared with other members of the work group




RANGE STATEMENT Labour markets can be defined by, but are not limited to:

• Geographic location • Client demographics • Industry and industry sectors • Seasonal factors • Agricultural crops

Labour market information may includes but is not limited to:

• Information regarding industries and industry sectors (eg workforce size, recruitment methods, conditions of employment, prospects for growth/reduction in labour force)

• Information regarding occupations (eg prospects of employment, type of work undertaken, workforce size, hiring methods, conditions of employment, employer expectations of workers)

• Labour market trends • Peak and trough periods in demand for labour/

seasonality • Areas of high employment and unemployment • Current labour market conditions • Business and economic forecasts • Emerging labour market developments • Industrial framework • Other distinguishing characteristics

Information sources may include, but are not limited to:

• Publications, industry journals, articles • Internet websites • Telephone directories • Commercial databases of business and industry

information • Australian Bureau of Statistics • Department of Employment and Workplace

Relations • Workplace Agreements; information on Federal

and State awards • Visits to workplaces • Business cards • Industry Associations • Employee Associations • Chambers of Commerce • Grower Associations • State government departments of employment and



RANGE STATEMENT

training • Information available from within own

organisation • Newspapers, eg recruitment advertisements and

articles • Community organisations • University and other research facilities

Appropriate methods to gather information may include, but are not limited to:

• Use of internet • Surveys • Client interviews • Focus groups • Individual research • Questioning during marketing activities to

employers • Use of libraries • Publications • Attendance at meetings • Networking • Workplace visits • Communication with colleagues and experts

Advice to clients and employers includes, but is not limited to:

• Employability, prospects of employment • Barriers to employment • Suitable employment opportunities for clients • Advice to employers on availability of suitable

labour • Recruitment strategies to source suitable labour

Planning activities include, but are not limited to:

• Business planning and forecasting • Job search planning • Promotional plans • Marketing plans • Contact plans • Employment plans for individual clients

Reporting labour market information can utilise, but is not limited to:

• Tables and charts • Software applications • Reports, written or verbal • Hard copy files




RANGE STATEMENT Organisational policies and processes may include, but are not limited to:

• Recording of information against client and employer files and database records

• Use of Contact Management Systems for employers

• Preparation of reports on labour market intelligence and information


• Demonstrates understanding of labour market composition; national and industry trends and emerging issues

• Demonstrates knowledge of local labour market composition, size, characteristics, issues and trends

• Ability to plan and carry out workplace activities using labour market information


• The composition and working of labour markets • Current and emerging issues relating to the labour

market on a national, state and local level • Understanding of characteristics of local labour

market • Unemployment figures for local area • Current and projected skills shortages • Occupations within key employing industries in

local area • Seasonal fluctuations impacting on recruitment

Essential skills required include: • Literacy skills to read and understand a variety of

texts; prepare labour market summaries; produce grammatically correct information

• Planning skills to organise information and plan activities

• Problem solving skills to deal with contradictory and ambiguous information

• Oral and written communication skills to communicate advice and information effectively



• Access to equipment and resources normally used



EVIDENCE GUIDE

in the workplace Method of assessment: • Observations

• Questioning • Project • Written assignment • Evidence gathered from the workplace




Community Services Training Package Unit CHCES305A Monitor New Apprenticeships arrangements



CHCES305A Monitor New Apprenticeships arrangements

Unit Descriptor This unit involves the skills and knowledge required to monitor the continuity of training under New Apprenticeships arrangements, to meet government contractual requirements.

ELEMENT PERFORMANCE CRITERIA 1. Identify monitoring

requirements and prepare for visits

1.5 Relevant State and Federal Guidelines are accessed and understood

1.6 Monitoring checklists are prepared for visits 1.7 New Apprenticeships supporting information is

prepared for visits 2. Undertake monitoring

visits 2.3 Worksite visits are planned using relevant

database information 2.4 Employers are contacted to arrange a mutually

suitable time for visit to ensure presence of employer and New Apprentice

2.5 Visit schedules are completed by due dates 3. Check progress with New

Apprenticeships arrangements

3.1 Employer and New Apprentice satisfaction

with arrangements is checked

3.2 Continuity of training arrangements is confirmed 3.3 Progress towards achievement of training is noted 3.4 All other necessary information is collected at the

visit 4. Report on outcome of the

visit 4.1 Monitoring checklist is completed 4.2 Irregularities are documented 4.3 Irregularities and any other issues arising from

visit are reported to supervisor 5. Undertake follow up

action 5.1 Relevant records are updated with appropriate

codes 5.2 Feedback to employers or New Apprentice is

provided as necessary 5.3 Liaison with Supervising Registered Training

Organisation or government department is made, as necessary



RANGE STATEMENT State and Federal legislation and relevant Guidelines include, but is not limited to:

• Federal New Apprenticeships Incentives Guidelines

• Guidelines on establishing New Apprenticeships, issued by State Training Authorities

• State Government Incentives Guidelines • Industry Incentives Guidelines

New Apprenticeships supporting information can include, but is not limited to:

• Copy of Training Contract • Copy of Training Plan • Fact sheets • Incentives claims forms • Brochures • Marketing materials of own organisation

Necessary information collected at the visit can relate to, but is not limited to:

• Receipt of incentives • Implementation of Training Plan • Attendance of New Apprentice at workplace and

training • Conduct of New Apprentice • Training Record information • New Apprenticeship Centre services

Irregularities can include, but are not limited to:

• Cancellation or suspension of training • Incentives not received • Training Plan not commenced or followed • Training Record Book not completed • Poor workplace performance by New Apprentice

Relevant records include, but are not limited to:

• Federal government New Apprenticeship database • Database and files of own organisation





• Demonstrates knowledge of Federal and State Guidelines relevant to establishing and monitoring New Apprenticeships

• Demonstrates ability to conduct monitoring visit, including completion of Checklist

• Must be able to correctly record outcomes of visit in relevant databases


• Knowledge of Federal and State New Apprenticeships Guidelines

• Knowledge of organisational policies and procedures relating to the establishment and monitoring of New Apprenticeships

• Knowledge of incentives and other assistance available to employer and New Apprentice including Disabled Apprentice Wage Support Scheme

Essential skills include: • Reading and writing skills - literacy competence

required to complete forms and checklists, check Training Records, make file notes, report incidents of irregularity in training arrangements

• Oral communication skills - language competence required to provide and elicit information from New Apprentice and employer regarding services of organisation, New Apprenticeship Guidelines and incentives. Assessors should look for skills in asking questions, providing clear information, listening to and understanding needs of New Apprentices and employers, and active listening skills


• Numeracy skills may range from the ability to complete basic arithmetic calculations such as addition, subtraction, multiplication, division to recording numbers

• Problem solving ability to address situations within responsibility of job role

• Technology skills to use business equipment



EVIDENCE GUIDE Resource requirements include:

• Access to appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment


• Federal and State New Apprenticeships Guidelines

• Information on incentives and assistance available to New Apprentices and employers through State and Federal governments and industry

• Relevant organisational policy, guidelines, procedures and protocols


• Questioning • Written assignment • Evidence gathered from the workplace

environment • Case studies and scenarios as a basis for

discussion of issues and strategies in addressing queries and complaints by employer and New Apprentice

• Demonstration over a period of time to ensure consistency of performance

Context of assessment: Evidence must include observation of performance in


Community Services Training Package Unit CHCES402A Deliver New Apprenticeships services



CHCES402A Deliver New Apprenticeships services

Unit Descriptor This unit details the activities undertaken in establishing and monitoring new apprenticeship arrangements.

ELEMENT PERFORMANCE CRITERIA 1. Provide advice on New

Apprenticeships framework

1.8 Relevant State and Federal guidelines are accessed and explained.

1.9 New Apprenticeships training options relevant to employer and New Apprentice are identified and explained.

1.10 Key stakeholder roles and responsibilities are explained

2. Establish New

Apprenticeships arrangements

2.6 Industrial and training responsibilities are explained

2.7 Documentation is completed accurately and fully 2.8 New Apprenticeship is recorded in relevant

databases 2.9 Documentation is despatched to relevant

authorities for processing 3. Monitor and report on

service delivery 3.1 Client visits are planned and conducted at planned

intervals 3.2 Client satisfaction is checked and documented 3.3 Non-compliance with obligations under Training

Agreements are reported to relevant authorities 3.4 Outcomes are recorded correctly in relevant

databases



RANGE STATEMENT State and Federal legislation and relevant Guidelines include, but is not limited to:

• Federal New Apprenticeships Incentives Guidelines

• Guidelines on establishing New Apprenticeships, issued by State Training Authorities

• State Government Incentives Guidelines • Industry Incentives Guidelines

Training options can include, but are not limited to:

• Apprenticeship • Traineeship • Full time • Part time • Group Training arrangement

Key stakeholders include, but are not limited to:

• Federal and State government departments and agencies

• State Training Authorities • Employers • New Apprentices • Supervising Registered Training Organisations • Industrial Relations Commission

Documentation includes, but is not limited to:

• Training Contract • Commonwealth Incentives Form • State government incentives forms





• Demonstrates knowledge of Federal and State Guidelines relevant to New Apprenticeships

• Demonstrates knowledge of training options available to employers and New Apprentices

• Able to identify a range of training options appropriate to a variety of workplace situations


• Knowledge of Federal and State New Apprenticeships Guidelines including Disabled Apprentice Wage Support Scheme

• Knowledge of organisational policies and procedures relating to the establishment and monitoring of New Apprenticeships

• Knowledge of incentives and other assistance available to employer and New Apprentice

• Federal and State legislation, including Workplace Relations Act; Occupational Health and Safety legislation; Privacy Act; Federal legislation designed to address discrimination, e.g. Sex Discrimination Act, Race Discrimination Act, Disability Discrimination Act; State legislation addressing discrimination.

• State industrial framework and legislation • Registered Training Organisations delivering

appropriate training • Roles and responsibilities of key stakeholders • National Vocational Education and Training

system Essential skills include: • Reading and writing skills - literacy competence

required to understand organisational policies and procedures relevant to job role, contractual requirements, legislation, to complete forms, make file notes, prepare reports and prepare business correspondence

• Oral communication skills - language competence required to explain New Apprenticeships processes and systems, promote services of the organisation, provide and elicit information from New Apprentice and employer regarding services of organisation, New Apprenticeship Guidelines and incentives. Assessors should look for skills in asking questions, providing clear information, listening to and understanding needs of New Apprentices and employers, and active listening skills



EVIDENCE GUIDE


• Problem solving skills to address any problems or issues that may arise in the New Apprenticeships Arrangements

• Numeracy skills to provide statistical reports and undertake basic calculations.

• Technology skills to use business equipment and software, with sound skills in entering data into databases

Resource requirements include: • Access to relevant workplace or appropriately

simulated environment where assessment can take place


• Federal and State New Apprenticeships Guidelines

• Information on incentives and assistance available to New Apprentices and employers through State and Federal governments and industry



environment • Case studies and scenarios as a basis for

discussion of issues and strategies in addressing queries and complaints by potential employer and New Apprentice


Context of assessment: Evidence must include observation of performance in


Community Services Training Package Unit CHCES404A Promote clients to employers



CHCES404A Promote clients to employers

Unit Descriptor This unit involves the promotion of clients to potential employers and the empowerment of clients to promote their skills and abilities to employers.

ELEMENTS PERFORMANCE CRITERIA 1. Prepare for employer

contact 1.1 Labour market information is used as a context

and aid in determining options 1.2 Target employment market identified 1.3 Contact approach is planned

2. Identify selling points of

client 2.1 Strengths and abilities of client are identified

2.2 Strengths and abilities are converted to selling points

2.3 Selling points match employer needs 3. Negotiate suitable

outcome for client 3.1 Persuasive communication techniques are used as

required 3.2 Selling points are emphasised 3.3 Employer resistance is managed 3.4 Appropriate support is provided to client, as

required 3.5 Negotiated outcome is reached

4. Undertake follow up

action 4.1 Contact approach is reviewed and refined as

appropriate 4.2 Information is provided to employer as required 4.3 Feedback is provided to client 4.4 Information systems are updated according to

organisational policies and procedures



RANGE STATEMENT Labour market information may include but is not limited to:

• Composition of the labour market • Information regarding industries and industry

sectors (eg workforce size, recruitment methods, conditions of employment, prospects for growth/reduction in labour force, hiring processes and patterns)

• Information regarding occupations (eg prospects of employment, type of work undertaken, conditions of employment)

• Trends • Current status • Industrial framework • Employer expectations

Target employment market may include, but is not limited to:

• Industries where skills and abilities of client are applicable

• Employers that offer employment in appropriate occupations

• Employers with a history of offering opportunities to clients with barriers to employment

• Employers with current job opportunities that sufficiently align with skills and abilities of client

Contact approach to promote client can include, but is not limited to:

• Appointments and interviews with employers • Telemarketing • Telephone communication • Correspondence • Cold canvassing (door knocking) • Advertising • Business cards • Personal profiles and resumes

Selling points include, but are not limited to:

• Examples of relevant knowledge and experience and personal qualities likely to be valued by the employer

• Points related specifically to the needs of individual employers

• Points to answer any employer queries or concerns about the client

Persuasive communication techniques may include, but are

• Negotiation techniques




RANGE STATEMENT not limited to: • Sales techniques

• Assertiveness • Ability to communicate benefits of non

discrimination and diversity in the workplace • Ability to explain legislative requirements • Ability to present viable, realistic options to the

employer Points of employer resistance may relate to these barriers to employment, but are not limited to:

• Skills level, type and currency • Limited work experience or gaps in work history • Lack of transport • Literacy and numeracy skill level • Factors such as self esteem, motivation, attitude • Factors such as hygiene, grooming, dress and

appearance A negotiated outcome may include, but is not limited to:

• Interview appointment for the client • Trial work placement • Job placement (eg permanent, temporary, full

time, part time; casual or contract) • Forwarding of resume or profile for employer to

retain on file Support provided can include, but is not limited to:

• Role plays, mock interviews for client • Coaching (eg in negotiation skills, assertiveness

skills, sales skills, preparation of correspondence and forms, interview techniques, telephone interactions with employers)

• Assistance with scripts • Providing regular practice opportunities • Debriefing and constructive feedback • Provision of wage subsidies or negotiation of

supported wage with employer • Provision of other assistance available to the

employer if hiring takes place (eg workplace support, training of client, funding of workplace aids and adjustments)

Information that may be provided to the employer may relate to, but is not limited to:

• Forms of assistance available • Sources of further information, eg on workplace

relations matters, awards and conditions



RANGE STATEMENT

• Marketing material relating to products and services of the organisation

Feedback to client may relate to, but is not limited to:

• Interview performance and results • Relevant information regarding the employer, (eg

culture, performance requirements, pay and conditions, job role and responsibilities)

• Future assistance available to them through the organisation

• Sources of assistance outside the organisation • Action to take if difficulties arise with the

placement Organisational policies and processes relating to recording of information may include, but are not limited to:







• Appropriate target employment markets are identified that align with individual client needs and circumstances

• Advanced communication and sales skills are used to negotiate an appropriate outcome for both client and employer

• Client and employer are informed of and provided with appropriate forms of assistance

• Follow up action is taken to assist in sustaining the employment

Relationship with other units: This unit is related to

• CHCES401A Analyse and apply labour market information

• This unit is related to sales units contained within the Business Services Training Package

Essential knowledge required includes, but is not limited to:

• Expectations and needs of both clients and potential employers

• Current and emerging characteristics and requirements of local labour markets

• Relevant legislative requirements, eg Disability Services Act, Federal and State anti-discrimination legislation, Workplace Relations Act

• Knowledge of incentives and other assistance available to employer and New Apprentice including Disabled Apprentice Wage Support Scheme

• Organisational policies on assistance available to clients and potential employers to secure and maintain an employment placement or trial work placement

Essential skills required include: • Skills to analyse labour market information so that

appropriate employers are targeted • Sales skills to identify viable options, handle

objections, sell a solution, and take follow up action as required

• Advanced communication skills, including the ability to negotiate a realistic outcome that sufficiently meets the needs of all parties; to impart and elicit information effectively; to listen



EVIDENCE GUIDE

actively and to be assertive when required • Interpersonal skills to empathise and effectively

interact with people from diverse backgrounds • Technology skills to use business equipment and

software Resource implications: • Access to appropriate workplace where



Method of assessment: • Evidence gathered from the workplace

environment • Structured interviews • Observations • Written assignment • Project • Questioning • Demonstration over a period of time to ensure



Community Services Training Package Unit CHCES406A Provide job search support



CHCES406A Provide job search support

Unit Descriptor This unit describes the competencies required to work with clients to assist them to secure employment opportunities. ELEMENTS PERFORMANCE CRITERIA 1. Initiate contact with the

client

1.1 Client interview arrangements are made 1.2 Client is greeted and rapport is established 1.3 The expectations of the client are clarified 1.4 The role of the worker, the scope of the service

and client eligibility for the service offered by the organisation is explained

1.5 The relationship of other relevant services and agencies is explained

1.6 The rights and responsibilities of the client are explained, including Activity Test or Case Based Funding responsibilities where applicable.

1.7 Client information is collected and documented in accordance with organisational procedures and any contractual requirements

2. Determine job readiness and

establish vocational profile

2.1 The client is interviewed or appropriate tools are used to establish the client’s interests and experiences, education and employment history, and employment aspirations

2.2 The client's history and circumstances are reviewed to establish client's abilities, job readiness and individual/specific work requirements

2.3 The client is re-referred to appropriate services or agencies if not assessed as job ready or dedicated where applicable

2.4 Client motivation to seek employment is assessed and strategies to build motivation are identified and applied where appropriate

2.5 Additional information is sought or provided as required

3. Assist client to use self-help

facilities 3.1 Job search information and resources are

identified for client self-administration and self-help




3.2 The client is assisted to identify and use vacancy notification and advertised vacancy sources.

3.3 The client is assisted to identify and use information resources providing job search advice

3.4 The client is provided with appropriate guidance and support where any client self-assessment activities or instruments are made available

3.5 Modifications of any self-assessment instruments are made as required to match clients’ language, cultural or other needs

4. Provide job search support 4.1 Strategies to assist the client into employment are

identified 4.2 The client is assisted to develop an action plan to

seek and retain employment 4.3 Support for the production or revision of a resume

is provided. 4.4 A program of job search training and support is

developed and delivered to increase the client’s ability to secure employment

4.5 Client needs, expectations and experience are taken into account to ensure that job search support is appropriate

4.6 Current labour market conditions are analysed and related to job search training and support provided

4.7 Information about employment conditions and training requirements is applied

4.8 The range of support services able to be provided to the client by the organisation and other organisation are identified

5. Provide Job Search Skills

Development 5.1 Develop and update Job Portfolio 5.2 Identifying job leads 5.3 Maintain Job Search log 5.4 Develop Job Application Letter writing skills 5.5 Complete application forms 5.6 Develop and maintain Resume/s 5.7 Develop telephone techniques for Job Seeking 5.8 Develop skills for preparing for Job interviews 5.9 Interview skills development 5.10 Maintain motivation while job seeking




ELEMENTS PERFORMANCE CRITERIA 6. Monitor job search strategy

6.1 The client’s job search activity is monitored 6.2 The client’s job search strategies are reviewed to

identify further possibilities for action 6.3 Relevant organisational procedures are

implemented to ensure the client is matched with appropriate vacancies

6.4 The client’s changing needs or circumstances are monitored and the client is considered for referral to other specialist agencies or services as appropriate

6.5 The effectiveness of support provided to the client is monitored and evaluated.

6.6 The client is assisted to identify suitable vacancies relevant to their interests, abilities, experiences and training/education



RANGE STATEMENT The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation. Assistance may include: • Counselling

• Motivation support • Mentoring • Use of assessment tools • Provision of information services and resources • Access to and support to use computers • Training

Information provided may take the form of:

• Printed or published resources including published material, newsletters/circulars, leaflets/brochures

• Letter correspondence with clients • Video and AV presentations • Information available through the Internet • Government vacancy databases and vacancy

notification systems • Recorded information on phone lines • Data about employment/unemployment

Modes of communication may include:

• Individual or group sessions • Informal communication to establish a relationship of

trust • Group presentations • Communication via email, phone, or other means • Training courses • IT system-based client reporting and other transactions

Job search strategies may include:

• Preparation, review and/or revision of a resume or equivalent document

• Advice about strategies to find available jobs • Advice about education and training prerequisites for

employment • Advice about how to write job applications and/or

approach employers • Advice about how to apply for a job • Advice about how to do a job interview




RANGE STATEMENT

Organisational procedures may include:

• Contractual requirements for information and record keeping

• Measures to protect client confidentiality • Explanation to client of service standards • Explanation of complaints process

Clients may include: • Clients of Commonwealth-funded employment

programs and services • Clients of State-funded employment programs and

services • Referred and self-referred clients • Young people • Mature age people • People from non English speaking backgrounds • Indigenous people • People with disabilities • Sole parents or carers returning to work



EVIDENCE GUIDE The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range of Variables, elements and performance criteria. Critical aspects of assessment:

• Collecting relevant information to determine client’s skills, experience, needs and interests

• Applying appropriate tools to establish a client vocational profile

• Supporting and building client motivation to seek and retain employment

• Demonstrating and imparting knowledge about job search strategies

• Applying current knowledge of the local employment market

• Providing accurate and relevant information about available vacancies

• Assessing the need of the client to be referred to a other services

• Assessing the ability to utilise audio visual equipment in job seeking skills delivery

• Demonstrating and imparting knowledge about the relationship between income support and Activity Test requirements and the respective roles of agencies such as Centrelink. employment assistance services and vacancy matching services


• Activity Test requirements of the Social Security Act

• Local labour market conditions and employment opportunities

• Employer needs and requirements • Job search strategies • Training and other pathways to occupational areas • Law and policy that impacts on employment • Information resources and support networks

available to people seeking employment • Role and responsibilities of self and other staff in the

organisation • Clients’ rights and responsibilities in the

organisation • Knowledge specific to working with people from

culturally and linguistically diverse




EVIDENCE GUIDE

• Backgrounds Essential skills:

• Oral communication skills for individuals and group situations

• Non-judgemental approach to working with people • Research skills to maintain currency of information • Technology skills to use information systems • Cultural sensitivity


• Access to appropriate workplace where assessment can take place; or



Assessment should be gathered on one or more occasions but must reflect the normal range of client situations encountered in the workplace


This unit is best assessed in the workplace or in a simulated workplace under the normal of range conditions

Community Services Training Package Unit CHCES502A Research and report on labour market information


CHCES502A Research and report on labour market information

Unit Descriptor This unit involves the research and analysis of labour market information and its application to the management of the delivery of employment services.

ELEMENTS PERFORMANCE CRITERIA 1. Research labour market

information 1.11 Labour market information researched is relevant

to the business priorities and operations of the organisation or work group

1.12 Appropriate research methods are used to identify and collect relevant information

1.13 Relevant, current and emerging labour market characteristics are identified

2. Analyse labour market

information 2.10 Labour market information is organised into

appropriate formats 2.11 Criteria are developed and applied to identify

target markets with business development potential

2.12 Labour market information is analysed for opportunities and impacts upon current and future business operations and priorities

3. Report on labour market

information 3.4 Labour market information is recorded in

accordance with policies and processes of the organisation.

3.5 Reports are prepared to disseminate labour market information and analysis

4. Apply knowledge of the

labour market to management activities

4.1 Labour market information is incorporated into individual and work group planning and activities

4.2 Labour market information is used in the management of business and individual performance





• Geographic location • Client demographics • Industry and industry sectors • Occupation • Seasonal factors • Agricultural crops

Labour market information includes, but is not limited to:

• Information regarding industries and industry sectors (eg workforce size, recruitment methods, conditions of employment, prospects for growth/reduction in labour force)

• Information regarding occupations (eg prospects of employment, type of work undertaken, workforce size, hiring methods, conditions of employment, employer expectations of workers)

• Labour market trends • Peak and trough periods in demand for

labour/seasonality • Areas of high employment and unemployment • Current labour market conditions • Business and economic forecasts • Emerging labour market developments • Industrial framework • Services, products, business levels of competitors • Other distinguishing characteristics

Information sources include, but are not limited to:

• Information available within the organisation • Publications, industry journals, articles • Internet websites • Telephone directories • Commercial databases of information relating to

businesses and industries • Australian Bureau of Statistics • Federal and State government departments and

agencies • Workplace Agreements; information on Federal

and State awards • Visits to workplaces • Business cards • Professional associations • Industry Associations



RANGE STATEMENT

• Employee Associations • Chambers of Commerce • Grower Associations • Newspapers. eg recruitment advertisements and

articles • Community organisations • University and other research facilities

Appropriate methods to gather information can include, but are not limited to:

• Use of internet • Surveys • Client interviews • Focus groups • Individual research • Questioning during marketing and networking

activities • Use of libraries • Publications • Attendance at meetings • Networking • Workplace visits • Communication with colleagues and experts

Current and emerging labour market characteristics can refer to, but are not limited to:

• Volunteer workforce • Casualisation of workforce • Length of average working hours • Contract employment • Portability of skills • Globalisation • Impact of technology • Lifelong learning • Changing face of core skills • Core vocational skills gained while at school • Ageing population • Transitional labour market programs

Criteria to identify target markets include, but are not limited to:

• Match of occupations represented with those registered with the organisation

• Industry growth • Workforce size • Staff turnover levels • Potential to employ people with barriers to




RANGE STATEMENT

employment • Location • Hiring processes and patterns

Internal human resource management capability of specific employers Use of competitors’ services and products

• Accessibility (eg public transport) of specific employers or geographic areas

• Capability of the organisation to service the account

Opportunities and impacts could result from, but are not limited to:

• Openings/closures of large employers • Retrenchments • Changes in hiring processes and patterns • Emergence of new industry sectors • Development of geographic sites, eg industrial

estates, retail precincts • Expansion/changes in transport services • Changes in availability and skill levels of workers • Changes in government policy • Emergence of competitors or changes to

competitor products and services Reporting labour market information can utilise the following, but is not limited to:

• Tables and charts • Software applications • Reports, written and verbal • Hard copy files • Presentations

Organisational policies and processes may include:



• Use of labour market information in business and strategic planning

• Preparation of regular reports on labour market intelligence and information


• Business plans and forecasting • Resource usage plans • Promotional plans



RANGE STATEMENT

• Sales plans • Marketing plans • Contact/ account management plans for employers

Performance management uses of labour market information include, but are not limited to:

• As a context and aid in setting and reviewing performance targets of individuals and work groups

• As a factor impacting upon the achievement of performance outcomes by individuals and work groups

• As an indicator of the need to reallocate resources





• Labour market data researched is relevant to business operations and priorities

• Labour market information has been analysed to determine opportunities and threats to current and future delivery of services

• Labour market information has been analysed to identify target markets that meet specified criteria

• Knowledge of labour market information is applied to planning and performance management


• The composition and working of labour markets • Understanding of characteristics and issues

relating to labour markets on a national, state and local level

• Current and projected skills shortages • Knowledge of workplace relations issues and

legislation and awards Essential skills required include: • Literacy and numeracy skills to research a variety

of texts and statistical information; prepare reports based on labour market information and to enter the information into organisation’s information systems

• Planning skills to organise information; set goals and targets; and plan and review activities and the allocation of resources

• Problem solving skills required include an ability to analyse information and deal with ambiguous information

• Oral and written communication skills to provide and elicit advice and information effectively

• Technology skills to use business equipment and software






EVIDENCE GUIDE Method of assessment: • Observations





Community Services Training Package Unit CHCCAR501A Provide careers guidance



CHCCAR501A Provide careers guidance

Unit Descriptor This unit describes the competencies required to work with clients to assist them to identify their career interests and options and to assist them to make decisions to match informed career decisions ELEMENTS PERFORMANCE CRITERIA 1. Initiate exploratory activities

with the client

1.1 Client interview arrangements are put in place to facilitate interactive sessions and to establish rapport with the client

1.2 Client is greeted and areas of interest are established

1.3 The role of the careers guidance worker and client expectations of the client of the organisation are clarified

1.4 Rights and responsibilities of client are explained 1.5 Client’s expectations and needs are clarified to

ensure their issues and motivations are suited to careers guidance situation

1.6 Client information is collected and documented in accordance with organisational procedures

1.7 Appropriate questioning techniques and reflective listening is applied to identify needs and interests of the client

1.8 A range of appropriate careers exploratory activities are used to assist clients to focus their career search activities.

1.9 Apply current knowledge of labour market and career information is applied to client interview

1.10 Processes are implemented to maintain client confidentiality in accordance with organisational policies and procedures

2. Facilitate client identification

of careers interests and needs

2.1 Appropriate career exploration activities and career assessment instruments are provided for self administration by the client according to the scope of the work role and organisational requirements

2.2 Modifications of the self assessment instrument is made as required to match client needs and cultural variations




2.3 Appropriate guidance, support and monitoring is

provided to ensure self administration of career assessment instruments can proceed

2.4 Follow up interviews with the client are conducted to confirm outcomes of self assessment and assist clients to explore options that match to their self assessment outcomes

2.5 Client is assisted to identify areas where they want to take action

3. Assist client to develop a

strategy to address their needs and interests

3.1 Client is assisted to prioritise areas for further investigation

3.2 Client is provided with information about how their self assessment relates to job profiles, educational and training pathway requirements and employment opportunities

3.3 Client is assisted to identify workable strategies to address their priority interest areas

3.4 Client is assisted to develop their own action plans to address their preferences and needs

3.5 Areas are identified where clients may require referral to specialists agencies or other professionals

3.6 The range of support services able to be provided to the client by the organisation and other organisation are identified

3.7 An ongoing plan is developed and implemented with the client defining any additional support required

3.8 Processes are implemented to evaluate the effectiveness of services and support provided to the client




RANGE STATEMENT The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation. Career exploration activities include:

• Discussion and simple inventories on interests, values, skills and motivation

Client interview arrangements include:

• Arranging seating • Access to computers • Ready access to career information • Establishing time frames for the session • Establishing roles and responsibilities

Response to requests for information will take into consideration the client's:

• Language and literacy level • Cultural factors • Previous contact • Disabilities

Appropriate career assessment instruments may be:

Paper based and computer generated

Modifications of the self assessment instrument may be:

• Translations • Explaining terminology • Removing culturally biased information • Contextualization to local conditions

Careers Information includes: • National job information and data

• Local employment information • Information on employment conditions • Information on training requirements

Information on the service and other relevant services may be delivered in the form of:

• Informal discussion • Published material, newsletters/circulars,

leaflets/brochures • Correspondence/written reports • Audio-visual • Posters/graphic representation

Information may be given about the • Government and non government services e.g,



RANGE STATEMENT following types of services:

education/training, employment, social/recreation, counselling, financial, self help, advocacy, transport

• People with relevant special qualities, knowledge and/or expertise

• Government allowances, pensions and benefits • Cross cultural services

Appropriate services may include: • Centrelink

• Support agencies for mental health, domestic violence, AOD issues etc.

• Accommodation agencies including emergency housing agencies

• Local community support networks • Financial assistance agencies • Emergency relief agencies • Dispute Resolution Services • Recruitment services




EVIDENCE GUIDE The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, Elements and Performance Criteria. Critical aspects of assessment: • Applying a knowledge of career guidance theory

and practice • Applying a current knowledge of the world of work • Collecting relevant financial information to

determine client’s needs and interests • Providing accurate and relevant information

particularly in respect to careers matters • Assessing the need of the client to be referred to

other services Essential knowledge: • Accepted methods for defining jobs

• Theoretical foundations and framework that underpin careers guidance activities

• Factors influencing individual decision making • Current labour market trends • Occupational groups, clusters and networks • Pathways to occupational areas • Law and policy that impacts on employment • Good working knowledge of local employment

options and support networks available • Role and responsibilities of self and other staff in the

organisation • Clients rights and responsibilities in the organisation • Knowledge specific to working with people from

culturally and linguistically diverse backgrounds • Knowledge of education and training options and

pathways Essential skills:

• Research to maintain currency of information • High level computer skills • Non-judgemental approach to working with people • Cultural sensitivity • Verbal and non verbal communication • Referral • Problem solving and analytical skills



EVIDENCE GUIDE Resource implications: • Access to appropriate workplace where assessment

can take place; or • Simulation of realistic workplace setting for

assessment Co assessment of units This unit should be assessed in conjunction with:

• CHCCOM3B Utilise specialist communication skills to build strong relationships


Consistency in performance: Assessment should be gathered on one or more

occasions but must reflect the normal range of client situations encountered in the workplace


This unit is best assessed in the workplace or in a simulated workplace under the normal of range conditions

Community Services Training Package Unit CHCCM2C Establish and monitor a case plan



CHCCM2C Establish and monitor a case plan

Unit Descriptor Developing a case management plan to address specific client needs. ELEMENTS PERFORMANCE CRITERIA 1. Develop a case management

plan 1.1 Assessment of client needs is undertaken in

accordance with organisation procedures 1.2 Information is collected on a range of suitable

interventions to address immediate, short and longer term needs of clients

1.3 Appropriate consultation is undertaken with stakeholders to ensure issues, and options for their resolution, are explored thoroughly

1.4 Common goals, objectives and processes are negotiated and agreed with clients and stakeholders to ensure needs are addressed with statutory and organisational frameworks

1.5 A full range of options for addressing client and stakeholder needs are explored and included in case management plan

1.6 Processes for monitoring achievement of goals, timeframes and resourcing are agreed in the planning stage

1.7 Roles, responsibilities and accountabilities for clients, stakeholders, workers and service providers are defined

1.8 Processes of appeal and for the termination and/or renegotiation of intervention are negotiated, agreed and included in the plan

1.9 Relevant family, community, cultural and ideological considerations are identified and addressed in the case plan

2. Define plan implementation

procedures

2.1 Practical arrangements to support clients and stakeholders are implemented

2.2 Negotiable and non negotiable aspects of the intervention are defined, and processes are implemented to ensure they are maintained

2.3 Ongoing case management processes are negotiated and agreed with clients and stakeholders

2.4 Where appropriate, contracts are developed and




agreed with external service providers and accurately reflect timing and resourcing constraints

2.5 Procedures are implemented to ensure information sharing between key stakeholders is facilitated

2.6 Procedures are implemented to ensure progress of specialist client service delivery is monitored in accordance with agreed procedures, against defined performance indicators

2.7 Procedures are defined, and implemented where necessary, to deal with crisis situations

3. Establish review and

evaluation systems 3.1 Case plan is negotiated with supervisor 3.2 Appropriate evaluation processes are set up for

ongoing implementation of the plan 3.3 All relevant reporting procedures are completed in





RANGE STATEMENT

The contexts for establishing a case plan could include:

• Decision to implement an intervention • A result of a notification • A result of a court order • A result of a contract to provide a service • Part of a case planning meeting or conference where

clients, their families of origin, carer families and service providers establish actions for the safety, wellbeing and development of the client

Establishment of a case plan will be carried out within requirements established by:

• Commonwealth and state legislation • Relevant international conventions • Organisational policy and procedures • Relevant program standards

Resources include:

• Training programs • Staff, peers and specialist personnel • Information and materials

Skill development includes: Life experience, vocational, social, recreational and

personal skills Information could include:

• All official documentation relating to client, full family history, developmental and medical history

• All available records, anecdotal material and individual interviews

Cultural issues include:

• Indigenous and ethnic considerations • Power relationship structures • Rituals, beliefs, hierarchies and practices • Politics • Gender

Procedures used in crisis situations include:

• Ensuring security and safety of all relevant parties including protection and custodial issues and the level of intervention required

• Appropriate crisis services such as counselling, respite care, debriefing




• Interpretation and application of legislation, policies and procedures

• Responding to and managing crisis • Developing and assessing actions appropriate for

intervention • Collecting and assessing information • Documentation of plans


• Relevant policy, procedures and legislation and statutory requirements related to the area of work

• Cultural protocols and systems • Family structure, dynamics, communication and

decision making • Family support and family casework strategies • Range of community services and resources available • Indicators of abuse and accepted intervention

strategies • Effects of abuse on human development • Effects of different forms of intervention • Effects of incarceration

Essential skills:

• Operational planning processes • Report writing and documentation • Stress management techniques • Verbal communication including interviewing skills,

negotiation and cross cultural communication • Interpersonal, including establishing and maintaining

relationships and networks • Meeting procedures and facilitation • Developing and maintaining appropriate networks


• Access to appropriate workplace where assessment can be conducted or


Consistency in performance: • Assessment may include observation, questioning




EVIDENCE GUIDE and evidence gathered from the workplace

environment. Workplace evidence can be testimonials, portfolios or copies of completed workplace records/documentation

• Assessment may be conducted on one occasion but must include the normal range of workplace situations


This unit of competence will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Community Services Training Package Unit CHCCS1B Deliver and monitor service to clients


CHCCS1B Deliver and monitor service to clients

Unit Descriptor Apply defined organisational guidelines in identifying client needs and matching them to services provided by the organisation. ELEMENTS PEFORMANCE CRITERIA 1. Identify clients needs by

collecting routine information

1.1 Client needs and rights are identified, and opportunities for a targeted service to meet them are assessed

1.2 Appropriate service is identified and selected to meet client needs within the scope of area of responsibility

1.3 Where it is required, appropriate immediate action is taken to address urgent needs

1.4 Special needs of clients are identified and considered in providing and targeting services

1.5 Potential areas of difficulty in client service delivery are identified, and appropriate actions taken to address them

1.6 Records of client interaction are maintained in accordance with organisational procedures

2. Deliver client service

2.1 Appropriate rapport is established with clients to enable high quality service delivery

2.2 All dealings with clients are consistent with accepted practice, duty of care responsibilities and the code of conduct of the organisation.

2.3 Individual work is planned and carried out to ensure client service delivery is prompt and to the standard defined by the organisation

2.4 Service delivered to clients upholds the reputation of the organisation and is consistent with relevant statutory or legislative requirements

2.5 Information about client needs, issues, rights and the range of services available is collected and maintained as required

3. Review client service

3.1 Procedural aspects of service delivery are monitored and records maintained as required

3.2 Mechanisms are implemented to collect, record, analyse and report client service feedback




3.3 Modifications to client service are carried out as required within the area of responsibility

RANGE STATEMENT Client service delivery includes:

The full range of services offered by the organisation including direct care and support, provision of information, referral to relevant organisations and application of existing organisational services

Clients may include:

• Self referring or referred • Individual members of the public • Other organisations and community groups • Other work areas of the organisation • Individual members of the organisation • Senior management


• Disabilities • Language • Gender • Culture • Age • Remote location

Accepted service delivery occurs within:

• Protocol • Duty of care responsibility • Codes of conduct and ethical performance • Organisational standards




• Establishing rapport with clients • Incorporating requirements of a diverse range of

clients into service delivery Essential knowledge:

• Principles of effective client service delivery • Specific services available and provided • Differences in client needs and how to accommodate

these needs in service delivery Essential skills:


• Literacy competency required to fulfil the procedures of the organisation/service. Language used may be English or a community language depending on service/organisation


• Access to appropriate workplace where assessment can be conducted or



• Assessment may include observations, questioning or evidence gathered from the workplace

• Assessment may be conducted over one occasion but must include a range of client needs


This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Community Services Training Package Unit CHCCS3C Coordinate the provision of services and programs



CHCCS3C Coordinate the provision of services and programs

Unit Descriptor Ensuring programs meet the needs of clients and that they are: co-ordinated and developed according to organisational procedures; and are designed to account for individual rights, needs.

ELEMENTS PERFORMANCE CRITERIA 1. Identify programs and

service requirements to meet client needs

1.1 Information on the client is used to target service provision for clients and to enable quality service to be provided

1.2 The needs of clients are investigated according to organisational procedures

1.3 Procedures are established and applied to monitor, assess and report client satisfaction with service delivery

1.4 Appropriate interaction and consultation with clients is undertaken to monitor changing needs so they can be addressed

1.5 Advice or services are sought from other workers or agencies as required

2. Develop and implement

programs for meeting client needs

2.1 Appropriate planning is undertaken to ensure client needs are met

2.2 Mechanisms are put in place to ensure client service information is recorded, maintained and applied to future client dealings so service developments are well informed and appropriate

2.3 Required programs are developed 2.4 Review of client services reflects consultation

with clients and other relevant people 2.5 Client service delivery upholds the reputation of

the organisation, addresses individual differences of clients and meets duty of care responsibility

2.6 Problems in addressing client needs are identified and addressed in accordance with organisational procedures

2.7 All relevant documentation relating to clients and the service delivery is maintained and communicated in accordance with organisational procedures

2.8 The provision of client service is within procedural and legislative requirements and




maintains high standards of delivery 2.9 Provision of services from other workers or

agencies is sought as required 2.10 Strategies and opportunities to meet the needs of

aged people are facilitated and developed according to organisational policies and procedures

2.11 Individual differences, rights, needs and preferences are facilitated within programs

2.12 Special needs are incorporated in the development of programs and services

2.13 The needs of clients are communicated to carers and other workers as appropriate

2.14 Appropriate program resources are made available 3. Review and monitor

programs 3.1 Changes to client service is within policy and

budgetary frameworks 3.2 Training is undertaken as required to enable the

implementation of appropriate means to meet changing client needs and community expectations

3.3 Specified aspects of the service or service delivery are modified as needed to meet changing client and service requirements

3.4 Changes to client service is within procedural and legislative requirements and maintains high standards of delivery

3.5 Appropriate planning is undertaken to ensure client needs are met

3.6 Required programs are developed 3.7 Referrals to external services are made as

appropriate




RANGE STATEMENT

Client services are: Specific to the organisation Clients may include:

• Individual members of the public • Other organisations, community groups and

individuals • Other work areas of the organisation • Senior management • Service users

Relevant people may include:

• Clients • Family and personal network of clients • Other workers


• Disabilities • Language • Gender • Culture • Age • Remote location

Requirements for training may be identified by:

• Relevant program manager • Supervisor

Appropriate resources may include:

• Aids and equipment • Qualified • Specially trained staff




• Consultation with the client(s) • Establish and maintain a network of service providers • Responsiveness to specific client needs


• Design and development of client services • Principles of effective client service delivery • Specific client services provided • Strategic planning and organisational development • Evaluation principles and practices • Relevant Commonwealth or State regulations, acts

or guidelines relating to aged care • Local, Commonwealth or State services including

relevant service provision guidelines • Community resources • Cultural differences and practices • Organisation policy and procedure • Common health problems of aged people and their

effects • Depending on the work role or services provided,

specific knowledge of particular groups or issues may be required. See additional regarding the following: − Alcohol and other drugs − Cultural and linguistic diversity − Risk of self harm − Women − Men − Community education − Aboriginal and Torres Strait Islanders − Mental health

Essential skills:

• Ability to analyse client needs • Oral communication skills required to develop

rapport with client. Oral communication skills may include listening, asking questions, providing encouragement. Language used may be English, sign language or community language depending on client group

• Literacy competency required to fulfil the procedures of the organisation/service. Language




EVIDENCE GUIDE

used may be English or community language depending on service/organisation

• Consultation • Oral communication skills including asking

questions, clarifying meaning, clarifying a situation, explaining the needs of aged people to other workers. Language used may be English or a community language

• Written communication skills required to fulfil the job role as specified by the service/organisation. Written skills may include the completion of reports or documentation, selecting appropriate language and detail depending on the purpose of the report and the intended audience (eg. Documentation for funding, accreditation documents, client notes etc). Language used may be English or a community language depending on client group and organisation. Communication support is incorporated as required (eg. Using dictionaries, medical books, other reports)

• Reading skills required to fulfil the job role as specified by the service/organisation. Skills may include reading written material such as policies, procedure manuals and program materials, understanding and interpreting their content

• Strategic planning • Organisational development • Review and evaluation





• Assessment may include observations, questioning or evidence gathered from the workplace eg. Testimonials from clients

• Assessment may be conducted on one occasion but should include all aspects of service provision ie. Analyse, review, plan and develop service etc.


• This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions



EVIDENCE GUIDE Essential knowledge and skills:

Where the client is aged the following specific knowledge is required: • Maximised independence • Health promotion • Emotional, psychological and spiritual needs • Cultural, religious and ceremonial needs • Maintenance of an adequate diet • Dementia • Personal hygiene • Dressing and grooming • Mobility and exercise

Where the client has a disability the following specific knowledge is required:

• Relevant legislation relating to disability issues • Knowledge of relevant specific culture and language

used by people with disabilities • Knowledge specific to working with families and

family systems • Understanding different client requirements

according to different disabilities • Knowledge of networks in the disability sector • Consumer needs and rights including duty of care • Principles of empowerment/disempowerment in

relation to people with disabilities • Principles of access and equity • Current issues facing clients and existing services for

addressing needs and rights • Principles and practices of confidentiality • Knowledge specific to working with people from

culturally and linguistically diverse backgrounds • Knowledge specific to working with people at risk of

self harm • Organisational policies, practices and programs

relating to the work role • Organisational occupational health and safety

policies and procedures • Organisational philosophy and guidelines • Rights and responsibilities of people with disabilities • Understanding of stereotypes of people with

disabilities




EVIDENCE GUIDE

• Available client services • Awareness of own attitudes to people with

disabilities • Awareness of discriminatory actions • Common risks to safety • Depending on the work role or services provided,

specific knowledge of particular groups or issues may be required. See additional information for assessors (pg. 24) regarding the following: − Alcohol and other drugs abuse − Cultural and linguistic diversity − Risk of self harm − Women − Men − Community education − Aboriginal and Torres Strait Islander people − Mental health

Where the client experiences mental health issues the following specific knowledge is required:

• Structural, political and other social factors which operate to maintain discrimination against people affected by mental health problems

• Structural, political and other social factors which can be addressed to improve mental health promotion, such as: − Gender − Language − Culture − Ethnicity − Age and − Socio-economic status

• Broad knowledge of mental illness and disability issues

• Internal structure of the mental health system and its relationship within the broader context of health services, welfare services and government

• Policies relevant to mental health at national, state and local level

• Relevant agencies and services which may assist in promoting and advocating for mental illness and/or psychiatric disability issues

• Political lobbying processes • Use of media for advocacy purposes



EVIDENCE GUIDE

• Key stakeholders and how to access them • Understanding of the balance between the rights of

the general community and the rights of people with a mental illness and/or psychiatric disability

• Relevant regulatory, legislative and legal requirements relating to mental health issues

• Knowledge specific to working with people from culturally and linguistically diverse backgrounds

• Knowledge specific to working with people at risk of self harm

• Knowledge specific to the following areas: − Working with clients with alcohol and other

drugs issues − Working with women − Working with men − Working with children and young people − Working with aged clients − Working with corrective services clients − Working with Aboriginal and Torres Strait

Islander clients − Community education

Where the client experiences alcohol & other drugs issues the following specific knowledge is required:

• Legal and organisational knowledge: − Legal and organisational requirements for

client registration, allocation and referral − Organisational policies on reporting and

confidentiality − Organisational policies and procedures for

documenting work with clients − Understanding agency role, agency target

group and the impacts on the local community − Range of alcohol and other drugs specific

treatment intervention options including detoxification, in-patient treatment programs, outpatient treatment services, and brief interventions

• Effects of alcohol and other drugs use: − Signs and symptoms of medical risk

associated with alcohol and other drugs use − Stages and symptoms of alcohol and other

drugs withdrawal − Basic health issues relating to alcohol and/or




EVIDENCE GUIDE

other drugs use eg. Malnutrition, blood borne diseases, skin infestations, effects of drug use on health, cognitive, social, emotional development and impact on others

− Basic pharmacology - types of drugs; dose levels; effects of specific drugs; tolerance; treatment approaches broadly

− The effects of alcohol related brain injury − Consequences and effects of drug

substitution/replacement − Effects of prescribed drugs on the use of other

drugs − Patterns of drug use in Australia and the local

community − Range of use and use scenarios eg. Lifestyle

context of illegal drug use • Legal issues:

− Legal status of drugs − Legal issues surrounding alcohol and other

drugs use • Policy:

− Public health model - interaction of impact of drugs, individual and the environment

− Harm minimisation including a range of approaches: prevention, early intervention, abstinence, specialist treatment, supply control and safer drug use

• Working with clients − Common relapse precipitants − A range of strategies for working with clients − Strategies to promote participation in

programs − Range of cultural contexts – lifestyle, set of

beliefs, customs − Client empowerment/disempowerment − Rights of workers and clients − Different lifestyles − Self-esteem, abuse issues, self-awareness, own

biases, ethical obligations re: helping relationships

− Types of counselling eg. Motivational interviewing, brief and intensive intervention, relapse prevention



EVIDENCE GUIDE

− Protocols around use of interpreters − Client centredness − Case management principles

• Working with clients - clients at risk of self harm: − Suicidal or self harming behaviour, ideation or

intention − No-suicide contracts and other protective

strategies − Links between predisposing factors for self

harm, drug use and mental health problems − Legal and ethical obligations regarding clients

at risk of self harm or with mental illnesses

Community Services Training Package Unit CHCCS5B Identify and address specific client needs



CHCCS5B Identify and address specific client needs

Unit Descriptor This unit relates to the skills required to establish the first point of contact between the client and the organisation/service. It will involve collecting routine information from clients to enable a matching of services to meet their needs. ELEMENTS PERFORMANCE CRITERIA 1. Establish and maintain an

appropriate relationship with clients

1.1 Appropriate language and interpersonal skills are employed to establish rapport with clients

1.2 Interactions with clients are in accordance with organisation’s standards and procedures

1.3 Interviews and interactions with clients are conducted in a manner which promotes positive client participation

1.4 Self introduction occurs appropriately 1.5 Courtesy towards the client is demonstrated 1.6 All dealings with the client aim at generating a

trusting relationship 1.7 Demonstrates respect for the individual

differences of the client 1.8 The client’s own interests, rights and decision

making are supported 1.9 Confidentiality and privacy of client is maintained

within organisational guidelines 1.10 Takes part in short interpersonal exchanges with

client to establish, maintain and develop relationships

2. Extract and analyse

information of client needs 2.1 Organisational mechanisms are applied to identify

and assess client needs 2.2 Information on relevant environmental issues

affecting clients is collected and utilised in assessment

2.3 Decisions about the matching of services to client needs, is based on up to date information

3. Match services to client

needs 3.1 Services which match to client needs are identified

from within the organisation 3.2 Where clients have a complexity of needs or there

are issues outside the area of responsibility,




immediate support is sought and appropriate referrals made according to organisational procedures

3.3 Clients are provided with relevant information about the services available to them, in a timely manner

3.4 Work is undertaken within the scope of the area of responsibility, to ensure that clients have access to services which meet their needs

3.5 All advice to clients about available services is consistent with current relevant, legislative and statutory framework and the practices of the organisation

3.6 All appropriate record keeping and reporting is undertaken in accordance with defined procedures

RANGE STATEMENT When self introduction occurs, the following may need to be considered:

• Cultural background of client • Customs familiar to client • Any physical, cognitive or mental problems which

may hinder communication, such as deafness, dementia, acquired brain injury

Individual differences may be:

• Culture • Age • Economic • Social • Gender • Physical • Emotional • Intellectual • Cognitive • Language • Spiritual

Rights may be detailed in:

• Service/outcomes standards documents • Legislation • Organisational policies and practices




RANGE STATEMENT Short interpersonal exchanges will be appropriate to the cultural and individual differences of the client and may include:

• Chatting in friendly manner • Inquiring about the client’s health • Short casual exchanges

Needs of the client may include:

• Physical, sexual, physical and emotional support and care

• Financial • Household assistance and maintenance • Religious • Cultural • Spiritual • Ceremonial • Recreational • Social • Housing

Assistance may include:

• Providing information and advice • Accompanying or providing specific services • Encouragement and support for decisions and

actions Clients may include:

• Individual members of the public • Referred or self referred • People with specific needs seeking access to

services • Family members and significant others

Organisational standards and procedures include those relating to:

• Duty of care • Client interviews and client/staff relationships • Administration of questionnaires and other testing

instruments and checklists • Completion of forms and applications

Interviews cover:

• Telephone and in person • Through an interpreter or other specialist assistance • Scheduled and impromptu

Client information includes:

• Personal and confidential information provided by the client and/or referring agency/person



RANGE STATEMENT

• Client feedback data • Internal organisational information resulting from

meetings and assessment panels Client services include:

• Income support (including disability, aged and sole parent support)

• Financial and community support services • Training and employment services • Recreational activities • Care and support • Transport and communication • Referrals to specialist services • Referrals to community support and/or education

groups • Community participation

Accepted organisational procedures and practice include those related to:

• Collection and storage of information • Client interview protocols and procedures • Client communication protocols • Assessment for eligibility to access particular

services Work undertaken includes:

• Accessing and providing information about services available from within, and outside the organisation

• Assistance in completing forms eg. Applications, and other written materials/submissions

• Assistance in seeking access to specific services • Establishing contact with appropriate people to

provide support to clients • Setting up meetings and interviews for clients • Acting as spokesperson, as required, for clients




EVIDENCE GUIDE


• Administration of the organisation's instruments and information gathering mechanisms to assess client needs and their eligibility for specific services

• Conducting an assessment interview within defined area of responsibility

• Selecting an appropriate service from a range provided by the organisation to match to client needs


• Legislative requirements and provisions relevant to area of service delivery and delegated responsibility

• Organisational procedures, protocols and practice for client assessment and allocation of services

• Relevant assessment instruments Essential skills:







• Assessment may include observations, questioning or evidence gathered from the workplace eg. Testimonials from clients or colleagues, completed client records etc.

• It is recommended that assessment may take place on one occasion but must include clients with a range of different needs



Community Services Training Package Unit CHCCS401A Facilitate cooperative behaviour


CHCCS401A Facilitate cooperative behaviour

Unit Descriptor This unit is concerned with the competencies required to respond to unacceptable behaviour and support responsibility for behaviour management and change. ELEMENTS PERFORMANCE CRITERIA 1. Monitor behaviour of the

client 1.1 Use formal and informal methods to observe and monitor client behaviour 1.2 Assess behaviour for potential conflict and use a range of preventative and defusing strategies 1.3 Evaluate client behaviour and interactions in a fair, objective and consistent manner. 1.4 Decisions on action are consistent with all available evidence and organisational practice/procedures 1.6 Seek specialist advice and make referrals where required

2. Use communication strategies

to de-escalate conflict 2.1 Conduct interactions with clients in a fair, just, humane and positive manner 2.2 Use communication strategies with individuals for effective interaction and problem solving 2.3 Consider cultural sensitivities in communication

techniques and adapt style and language to accommodate different cultural values and practices

2.4 Identify potential causes of conflict and use a range of appropriate and effective defusing responses

2.5 Use negotiation techniques to divert and minimise aggressive behaviour

2.6 Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes




ELEMENTS PERFORMANCE CRITERIA 3. Respond to unacceptable

behavior 3.1 Challenge unacceptable behavior and outline

options and opportunities to change clearly and with positive encouragement

3.2 Confirm the implications of continuing unacceptable behavior clearly, calmly and objectively

3.3 Use techniques according to organisation’s procedures to ensure personal safety and safety of clients/colleagues.

3.4 If physical force must be used to ensure safety, the minimum level of force required is applied and reported in accordance with policies and procedures

3.5 Select strategies arising from aggressive and unacceptable behavior are accurate, clear and comply with procedures

3.6 Select strategies and responses for their potential to provide role models and examples of confident assertive behavior

3.7 Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures.

3.8 Reports of incidents are made and comply with policy and procedures



RANGE STATEMENT The application of this unit will depend on the work roles and responsibilities and the nature and requirements of the work environment. Client may be individuals or groups Communication strategies will include examples from the following:

• Use of positive assertive language • Non verbal gestures • Constructive questioning/listening • Tone of voice • Awareness of cultural values and sensitivity • Defusing verbal aggression • Negotiating agreements

Individual and group behaviour will include a significant selection of examples from:

• Changing behaviour patterns • Personal friction • Expressions of anxiety and high level concern • Serious and chronic complaints • Provocative/threatening behaviour • Intent to harm self • Intent to harm others • Forceful refusal to cooperate • Abusive language • Apathy, loss of interest, withdrawal • Rejection of family, friends, support networks • Threatened suicide • Irrational behaviour • Hyperactivity/depression • Racism and bullying behaviour • Behaviour consistent with mental health conditions • Behaviour consistent with developmental issues

Referrals/support will include at least four examples from different support:

• Social/welfare worker • Psychologists • Culturally identified support workers • Medical • Drug and alcohol services • Behaviour management programs • Mental Health Teams • Registered Nurses • Counsellors




RANGE STATEMENT

• Supervisor • Religious/spiritual advisers • Program coordinator • Case manager • Aboriginal, Torres Strait Islander Liaison • Welfare organisations • Legal advisers • Family • Personal and community support networks • Emergency/incident response

Reports will include work relevant selection from:

• Incident reports • Case notes • Special reports • Inquiries • Reports required by or used by courts and judicial

processes

EVIDENCE GUIDE Assessment in the workplace will take account of the unpredictable and variable nature of the circumstances applying in this unit and indirect and supplementary records in individual log books or reflection may be more appropriate than observation. Evidence must include observation in the workplace and performance in a simulated environment. Critical aspects of evidence:

This unit requires evidence of the following: • Knowledge and applications of organisations policies

and procedures related to conflict and critical incidents

• Checking the accuracy of information from different sources

• Identification of the causes of aggression/violence • Use of a range of conflict management strategies • Applying communication and negotiation skills

under pressure Essential knowledge and skills:

To demonstrate competence in this unit applicants will show that they know: • The organisation’s policies, guidelines and



EVIDENCE GUIDE

procedures relating to responses to behaviour, safety and security, delegations, duty of care

• Principles of effective communication for conflict management

• Defusing and negotiation strategies • Specific statutory requirements related to treatment

of clients with special needs and requiring special support

• Reporting procedures and practice, internal and external

• Support and referral services and specialists • Principles of responding to human behaviour relating

to violence, aggression and suicide • Principal cultural practices and customs of the client

population and their impact on behaviour in the particular environment

Resource implications: Assessment of this competency will require human

resources consistent with those outlined in the Assessment Guidelines

Consistency in performance: • Competence in this unit must be assessed over a

period of time in order to ensure consistency of performance over the Range Statement and contexts applicable to the work environment

• Consistency in performance should consider the work environment, worker’s role and responsibilities in the workplace

Context for assessment: • Competency must be demonstrated in a real work

environment • In cases where the learner does not have the

opportunity to cover all categories of the Range Statement in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on “What if?” scenarios

• Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes




EVIDENCE GUIDE

• Where performance is not directly observed and/or is required to be demonstrated over a “period of time” and/or in a “number of locations”, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Community Services Training Package Unit CHCCS405A Work effectively with culturally diverse client and co-workers


CHCCS405A Work effectively with culturally diverse clients and co-workers

Unit Descriptor This unit deals with the cultural awareness required for effective communication and cooperation with persons of diverse cultures. ELEMENT PERFORMANCE CRITERIA 1. Apply an awareness of

culture as a factor in all human behaviour

1.1 Work practices followed are culturally appropriate 1.2 Work practices followed create a culturally and

psychologically safe environment for all persons 1.3 Work practices are reviewed and modified in

consultation with persons from diverse cultural backgrounds

2. Contribute to the

development of relationships based on cultural diversity

2.1 Respect for cultural diversity is demonstrated in all communication and interactions with clients, colleagues and customers

2.2 Specific strategies are used to eliminate bias and discrimination in dealing with clients and co-workers

3. Communicate effectively

with culturally diverse persons

3.1 Respect for cultural diversity is demonstrated in all communication with clients, their families staff, customers and others

3.2 Communication is used constructively to develop and maintain effective relationships, mutual trust and confidence

3.3 Where language barriers exist, efforts are made to communicate in the most effective way possible

3.4 Assistance is sought from interpreters or other persons as required

4. Resolve cross-cultural

misunderstandings 4.1 Issues that may cause conflict are identified 4.2 If difficulties or misunderstandings occur, cultural

differences are considered 4.3 Effort is made to sensitively resolve differences,

taking account of cultural considerations 4.4 Difficulties are addressed with appropriate people

and assistance sought when required




RANGE STATEMENT Work practices may relate to: • Dealing with persons of diverse race, ethnicity,

class, ability, sexual preference and age • Compliance with duty of care policies of the

organisation • Collection and provision of information • Communication • Provision of assistance • Contact with families and carers • Physical contact • Care of deceased persons • Handling personal belongings • Provision of food services

Work practices that are culturally appropriate would be non-discriminatory and free of bias, stereotyping, racism and prejudice. Cultural diversity may include: • Ethnicity

• Race • Language • Cultural norms and values • Religion • Beliefs and customs • Kinship and family structure and relationships • Personal history and experience, which may have

been traumatic • Gender and gender relationships • Age • Disability • Sexuality • Special needs

Communication may be: • Verbal

• Appropriate gestures and facial and physical expressions

• Posture • Written • Signage • Through an interpreter or other person

Strategies to eliminate bias and discrimination may include:

• Cross cultural work teams • Cross cultural employee representation on



RANGE STATEMENT

committees • Workplace free of culturally insensitive literature,

posters, signage • inclusion in decision-making

EVIDENCE GUIDE Critical aspects of assessment: • Demonstration of respect and inclusiveness of

culturally diverse people in all work practices • Effective communication demonstrated with

culturally diverse persons • Effective use of strategies to eliminate

discrimination and bias in the workplace Essential knowledge: • Recognition of cultural diversity in Australian

society with many individuals living in many cultures

• Recognition of cultural influences and changing cultural practices in Australia and its impact on diverse communities that make up Australian society

• Knowledge of one’s own cultural conceptions and pre-conceptions and perspective of diverse cultures

• Recognition of impact of cultural practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others

• Recognition of culture as a dynamic social phenomenon.

• Recognition of culture as a range of social practices and beliefs evolving over time

• Recognition that the word ‘normal’ is a value-laden, excluding concept that often precludes acknowledgment of the diversity of people, their life experiences and situations

• Recognition of the unique way individuals may experience a culture and respond to past experiences

• Knowledge of the principles of equal employment opportunity, sex, race, disability, anti-discrimination and similar legislation and the




EVIDENCE GUIDE

implications for work and social practices • Knowledge of availability of resources and

assistance within and external to the organisation in relation to cultural diversity issues

• Knowledge of the role and use of language and cultural interpreters

Essential skills: • Ability to employ culturally respectful practices • Ability to sensitively and respectfully

communicate with persons of diverse backgrounds and cultures

• Ability to respectfully and sensitively respond to cultural beliefs and practices that may cause harm

• Ability to form effective workplace relationships with co-workers and colleagues of diverse backgrounds and culture

• Ability to participate in identifying and implementing culturally safe work practices

• Ability to employ basic conflict resolution and negotiation skills

Relationship with other units: This unit can be delivered and assessed independently,

however holistic assessment practice with other general health services units of competency is encouraged.

Resource implications: Resource requirements include all the relevant resources

commonly provided in the health service setting. Specific tools may include: • Relevant policies and procedures manuals,

legislation and standards • Organisation’s mission statement, strategic and

business plan • Other documentation relevant to the work context

such as: − Organisational charts − Organisations protocols for access to

interpreter services Method of assessment: • Assessment may include:

− Observation of work performance − Written tasks − Interview and questioning



EVIDENCE GUIDE

− Authenticated portfolio/log book − Supporting statement of supervisor(s) − Authenticated evidence of relevant work

experience and/or formal/informal learning Context of assessment: • This unit is most appropriately assessed in the

workplace or a simulated workplace environment under the normal range of work conditions.

• Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency.

• A diversity of assessment tasks is essential for holistic assessment.

Community Services Training Package Unit CHCDIS9B Maximise participation in work by people with disabilities




Unit Descriptor This unit describes the competencies performed by staff who support people with disabilities in a workplace to prepare for employment and maximise their performance through working safely and effectively, matching jobs and people and understanding related industrial issues.

EELEMENT PERFORMANCE CRITERIA

1. Prepare people with

disabilities to work in open and supported employment

1.1 Various job search techniques are identified, adapted and taught to people with disabilities where necessary

1.2 People with disabilities are referred to, or registered with, appropriate agencies

1.3 People with disabilities are provided with information about their working conditions, rights and responsibilities

2. Match workplace/job and person with a disability

2.1 The person with a disability's work requirements, abilities, and interests are assessed in accordance with organisational procedures

2.2 Relevant organisational procedures are followed to match the person with a disability and job

2.3 Jobs are redesigned where necessary to match the ability of the person and the requirements of the job or employer

2.4 Information or training regarding disabilities is provided to others in the selected workplace as necessary

2.5 Working conditions are negotiated between the relevant parties



EELEMENT PERFORMANCE CRITERIA

3. Assess skills and productivity for wages

3.9 The job and tasks involved are analysed to identify productive units and information recorded

3.10 A transparent wage assessment tool or process that complies with relevant legislation, is used to determine the pro rata legal wage be paid to the workers with a disability who cannot work at full productive capacity.

3.11 Regular wage reviews are conducted according to the requirements of the legal wage agreement under which the worker with a disability is paid.

4. Provide information on the

industrial relations system as it relates to the employment of people with disabilities

4.1 People with disabilities are provided with information about the industrial awards and their implications for employment

4.2 People with disabilities are provided with information about the role of relevant industrial parties

5. Monitor employment

opportunities 5.1 Positive relationships are developed and

maintained with (potential) employers of people with disabilities

5.2 Job vacancies are evaluated to determine their relevance to the interests of people with disabilities

5.3 Relevant job vacancies are identified and referred to people with disabilities as appropriate

5.4 Research into identified employers’ businesses and jobs is initiated, documented, and conducted

5.5 Trends in industry are monitored and documented to enhance the placement of people with disabilities in the long term

5.6 Job vacancies are evaluated to determine their relevance to the interests of people with disabilities

RANGE STATEMENT The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.




RANGE STATEMENT Types of employment include:

• Supported • Open

Relevant parties include:

• Employer • Person with a disability • Support networks for workers • Union representative • Wage assessor • Carer

Industrial and statutory conditions include:

• Awards • Registered agreements • Other relevant wage/salary systems relating to

employment for people with disabilities • Knowledge of incentives and other assistance


• Individual contracts Industrial parties include:

• Unions • Employer organisations • Industrial commissions

Others include:

• People with disabilities • Other staff • Other organisations • Carers

Identification of relevant job vacancies will consider:

• Preferences of clients • Chosen career options of clients • Alternative opportunities

Potential employers include:

• Community organisations • Private organisations • Government organisations




• Up-to-date knowledge of employment opportunities and/or programs for clients (targeted to people with disabilities, or general)

• Ability to maximise participation in work based on available jobs or employment opportunities


• Federal and state government programs and assistance relating to workplace participation by people with disabilities

• Relevant industrial legislation listed in this unit’s Range Statement

• Marketing theory and techniques • Negotiation techniques • Impact of disability on people with disabilities • Human development - psychological, cognitive,

social and physical • Depending on the work role or services provided,

specific knowledge of particular groups or issues may be required. See additional information for assessors regarding the following: − Alcohol and other drugs abuse − Cultural and linguistic diversity − Risk of self harm − Women − Men − Community education − Aboriginal and Torres Strait Islander people − Mental health

Essential skills:

• Task or job analysis • Marketing • Negotiation






EVIDENCE GUIDE Consistency in performance:

Consistency in performance should consider the requirements of particular work roles and responsibilities


This unit is best assessed in the workplace or a

simulated workplace under the normal range of

conditions

Community Services Training Package Unit CHCDIS18A Support students with special needs


CHCDIS18A Support students with special needs

Unit Descriptor This unit covers the work of Teacher Aides in supporting the learning of students with a special need. A special need is one which involves an impairment that has significant implications for the learning environment and teaching/learning process and impacts significantly on the student’s communication, self-care, social skills, health and safety, behaviour and learning capacity. ELEMENTS PERFORMANCE CRITERIA 1. Develop and maintain

knowledge and understanding of the area of special need

1.1 Key aspects of the definition, terminology, nature and causes of the impairment in the area of special need, as required to carry out the Teacher Aide role and responsibilities are understood and actions is taken to maintain currency of knowledge

1.2 Implications of the impairment (could include cognitive deficits caused by acquired brain injury) for teaching/learning, for students’ development generally and for their functioning in common situations are understood

1.3 Describe sources of information and advice related to the area of special need and seek information and advice as necessary

1.4 Describe adaption to the learning environment and teaching/learning process and strategies used to support students with special need

1.5 Describe technology/aids used by or to assist students with special need and required maintenance and storage needs

1.6 Describe the range of strategies used to positively manage behaviour of students with special need

1.7 Describe ways students can be supported to exercise self determination and risk taking with duty of care responsibilities

2. Work with others to support

students with special need 2.1 Work with others reflects an understanding of

own role and responsibilities in relation to individual students with special need is

2.2 Work reflects an understanding of the roles and responsibilities of others involved

2.3 Co-operate with others to support students with special needs





2.4 Information is shared with others to facilitate student support, in accordance with relevant procedures, guidelines and protocols

2.5 Positive support and interaction with parent/s or guardian is maintained where appropriate

3. Support individual students

with special need 3.1 Empathy, acceptance and respect for individual

differences in dealings with students is demonstrated

3.2 Encouragement is given to students in ways which promote their positive self concept and esteem

3.3 Language, equipment, technology/aids, materials and strategies used are suited to client

3.4 Behaviour management strategies and techniques used are appropriate to the students and are directed by teacher and others

3.5 Individual Education Programs planned by teachers for particular students are followed and amendments are recommended as appropriate

4. Assist with programs to support

students with additional need 4.1 Strategies and programs used to support student

with disabilities are understood and applied 4.2 Assist as required with the planning of

activities, preparation of materials and any required assessment, monitoring and recording

5. Contribute to learning

opportunities 5.1 Strategies to assist development of

independence and social skills are applied appropriately for students

5.2 Observation is undertaken to identify and act upon opportunities to encourage and support incidental learning by students

5.3 Constructive advice and feedback is provided to students

5.4 Suggestions to teachers or others is provided where appropriate to improve learning opportunities for students



RANGE STATEMENT The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation. Specialist need may include but is not limited to:

• Autism • Multiple sensory impairment • Severe intellectual impairment • Severe physical impairment • Severe cognitive impairment

Implications of the impairment may relate to:

• Educational approach • Need for support personnel • Special aids • Mobility aids • Impact on intellectual, social, cognitive, emotional

and physical development • Functioning in relation to independence • Socialising with peers • Orientation and mobility in different learning

settings • Communication • Daily routines • Life skills • Problem solving • Attention • Memory • Fatigue • Concept development • Language development

Others involved may include: • Carers

• Medical or other professionals • Behavioural consultant • Parents • Specialist organisations • Class teacher • Support teacher • Speech pathologist • Social worker • Guidance officer




RANGE STATEMENT

• Physiotherapist • Occupational therapist • State support service personnel • Special education teacher • Other teacher aides

Language, equipment, technology/aids or materials may include:

• Braille • Signing • Compic • Picture communication symbols • Concept keyboard

Sources of information may include, where appropriate:

• Individual Education Programs • Guidance reports • Doctors’ reports • Neuropsychologist assessment • Speech pathology reports and programs



EVIDENCE GUIDE The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria. Critical aspects of assessment All performance criteria must be met but particular

attention needs to be given in the assessment process to evidence of: • Supportive interactions with students with

specialist need • Knowledge and understanding of the impairment

and its impact on students’ development and functioning in a wide range of situations

Essential knowledge and skills: • Individual Education Programs

• Communication • Problem solving • Negotiation

Resource implications Access to appropriate documentation and resources

normally used in the workplace Consistency in performance In order to establish consistency of performance,

evidence should be collected over a period of time, across a range of events

Context of assessment Assessment should be on-the-job and/or related to actual

workplace evidence. Simulated situations and hypothetical questioning may be used as a supplement to such assessment if this is necessary to enable the trainee/Teacher Aide to demonstrate all aspects of the competency.

Community Services Training Package Unit CHCES302A Work with government in a purchaser/provider relationship



CHCES302A Work with government in a purchaser/provider relationship

Unit Descriptor This unit involves the skills and knowledge needed to comply with government contractual requirements relating to the delivery of employment services. ELEMENT PERFORMANCE CRITERIA 1. Identify government and

stakeholder needs and priorities for delivery of services

1.1 Knowledge of purchaser function is demonstrated 1.2 Key stakeholders and their needs are differentiated 1.3 Communication protocols for dealing with

stakeholders are explained 2. Comply with contractual

requirements 2.1 Contractual requirements are identified and

explained 2.2 Non compliance and potential non compliance

situations are reported to management 3. Follow organisational

procedures for contractual compliance

3.1 Relevant organisational policies and procedures are recognised and applied

3.2 Documents and records are maintained correctly to meet organisational and audit requirements

3.3 Individual outcomes are monitored against contractual performance requirements

4. Adhere to Code of Conduct 4.1 Code of Conduct is applied to workplace practices

4.2 Complaint mechanisms are used and promoted to clients and employers

4.3 Breaches of Code of Conduct are reported to management



RANGE STATEMENT Government includes: • Federal

• State • Local

Contracts include, but are not limited to:

• Contracts to deliver employment services entered into with government.

• Job Network contracts • New Apprenticeships Support Services contracts • Personal Support Program contracts • Work for the Dole contracts • Transition to Work contracts • Community Development Employment Projects • Indigenous Employment Centre contracts • Disability Employment Services contracts

Contractual requirements include, but are not limited to:

• Types of contracted services/ business streams • Service delivery methods • Standards for documentation/ record keeping and

for management of information • Performance requirements (quantitative and

qualitative), performance milestones • Performance analysis methods, including audit

processes • Legislation relevant to delivery of employment

services • Codes of Conduct/ Practice • Duty of Care provisions • Conflicts of interest • Fees, payment processes and schedules; payable

and non payable outcomes • Fraud prevention measures • Contract dispute processes • Penalties and implications of non-compliance with

contractual requirements Relevant legislation relates to, but is not limited to:

• Privacy Act • Trade Practices Act • Social Security Act • Disability Services Act




RANGE STATEMENT

• Employment Agents Act • Federal legislation that addresses discrimination,

e.g. Disability Discrimination Act, Race Discrimination Act, Sex Discrimination Act

• State legislation relating to Anti-Discrimination • Financial Management and Accountability Act • Crimes Act • Corporations law • Archives Act • Freedom of Information • Workplace Relations Act • Human Rights and Equal Opportunity Act • Occupational Health and Safety Act

Key stakeholders are organisations and individuals, who may include, but are not limited to:


• Organisations providing services under a government contract

• State, Federal and Local government departments and agencies

• Area Consultative Committees • Community organisations • Enterprise and Career Education Foundation

(ECEF) • Jobs Pathways providers • Boards of Management • Peak bodies • Industry associations • Employee associations




• Demonstrates an understanding of the role of the purchaser and the needs of key stakeholders involved in contract management and delivery

• Must be able to explain relevance of Code of Conduct/ Practice provisions to own role and responsibilities

• Must be able to apply relevant organisational policies and procedures to demonstrate knowledge of contractual compliance


• Identity, roles and needs of key stakeholders involved in contract management and delivery

• Contractual requirements • Ramifications of non-compliance • Relevant legislation • Codes of Conduct/ Practice • The principles of anti-discrimination, duty of care,

ethical behaviour, natural justice Essential skills required include: • Ability to access contractual documentation and

organisational policies and procedures; needs of stakeholders; and legislation relevant to employment services

• Oral communication skills (language competence) required to liaise with other stakeholders and colleagues, providing and eliciting information from clients and employers, and acknowledging and responding to a range of views

• Written communication skills (literacy competence) required to fulfill job roles as specified by organisation/service. The level of skill may range from reading and understanding contracts and organisational policies and procedures, to documenting needs/ requirements of clients and employers, to preparing correspondence and business documents

• Interpersonal communication skills required include working with others, displaying empathy with clients and an ability to relate to persons from diverse backgrounds and with multiple barriers to employment




EVIDENCE GUIDE

• Problem solving skills to solve problems relating to contractual compliance, including compliance with Code of Conduct/ Practice





• Questioning • Case studies • Written assignment • Project • Evidence gathered from the workplace




Community Services Training Package Unit CHCES304A Deliver recruitment services


CHCES304A Deliver recruitment services

Unit Descriptor This unit involves the delivery of recruitment services that include sourcing job vacancies, providing advice to employers, sourcing suitable clients (job seekers) to fulfil agreed selection criteria, and providing advice and support following the placement.

ELEMENT PERFORMANCE CRITERIA 1. Determine service level 1.14 Position description, selection criteria and

employer requirements are analysed 1.15 Conditions of employment are clarified with the

employer 1.16 Employer needs are identified and agreed with

employer 1.17 Level of service is identified and agreed with

employer 2. Source suitable clients (job

seekers) 2.13 Databases and other listings of clients held by the

organisation are accessed to identify potential clients

2.14 Suitable clients are sourced through advertising 2.15 Client enquiries regarding the position(s) are

responded to appropriately 3. Assess client suitability for

employment opportunity 3.1 Suitability of clients is assessed against employer

requirements, using a range of assessment techniques and tools

3.2 Relevant legislative requirements are met 4. Meet client and employer

service requirements 4.1 Client and employer requirements for service are

satisfied

4.2 Clients and employer are kept informed during recruitment process

4.3 Clients and employers are followed up to monitor the quality of service provided




RANGE STATEMENT Employer service agreements refer to:

• Agreements made verbally or in writing • Agreements involving a fee payable by the

employer; and those provided at no cost to the employer

• Agreements outlining the details of recruitment services to be provided

Terms and services agreed to with the employer can relate to, but are not limited to:

• Timing and duration of recruitment service • Methods of sourcing suitable clients • Communication protocols and frequency • Short listing arrangements – criteria, number of

clients • Reference checking • Skills and aptitude testing • Interview arrangements – times, numbers of

clients • Provision of advice to unsuccessful clients

Criteria for determining service levels can include, but are not limited to:

• Costs to employer and service provider • Likelihood of attracting suitable candidates • Other labour market conditions • In accordance with organisational policies and

processes • Time available

Conditions of employment include, but are not limited to:

• Remuneration • Entitlements and benefits • Industrial instruments (Federal or State awards,

workplace agreement, certified agreement) • Superannuation • Hours of work • Basis of employment (eg permanent, temporary,

contract) Employer requirements can relate to, but are not limited to:

• Essential and desirable selection criteria • Educational qualifications • Licences, certificates • Related experience • Personal qualities • Availability



RANGE STATEMENT Appropriate responses to client enquiries may include but are not limited to:

• Responding in a timely manner, as determined by relevant organisational customer service standards

• Using ethical standards of behaviour and applying duty of care to advice and information provided

Forms of advertising may include but are not limited to:

• Internal, eg lodgement on internal databases and intranet; e-mail to selected personnel

• External, eg lodgement on internet web sites; newspaper and journal advertisements; e-mail to selected organisations and clients

• Out sourced Assessment techniques and tools may include but are not limited to:

• Behavioural interviewing techniques • Information based interview techniques • Screening interviews based on short listing criteria • Phone or face to face interviews

Assessment tools used are those able to be administered and assessed by non-professional personnel such as:

• Skills inventories • Interest inventories • Computer based skills and aptitude testing

Legislative requirements can relate to, but are not limited to:

• Federal legislation designed to address discrimination, eg Sex Discrimination Act, Race Discrimination Act, Disability Discrimination Act

• State legislation designed to address discrimination

• Disability Services Act • Privacy Act • Trade Practices Act • Social Security Act • Industrial and Workplace Relations Act • Human Rights and Equal Opportunity Act • Occupational Health and Safety Act • Employment Agents Act • Archives Act • Financial Management and Accountability Act • Freedom of Information Act • Crimes Act • Corporations law





• Use of labour market knowledge as an aid in planning and conducting recruitment process

• Ability to present benefits of recruitment services to employers based on their specific needs

• Ability to source suitable candidates for available employment opportunities using a range of appropriate sources

• Ability to identify employment opportunities suitable for individual clients using a variety of assessment tools and techniques

• Follow up conducted to ensure needs of clients and employers involved in a recruitment process have been satisfied


• CHCES303A Use labour market knowledge Essential knowledge required includes:

• Knowledge of local labour market composition, size, characteristics, issues and trends

• Knowledge of recruitment services, products and processes of own organisation

• Knowledge of relevant legislation, duty of care, ethical behaviour that relates to job role

Essential skills include: • Reading and writing skills - literacy competence

required to access, analyse and interpret selection documentation, prepare business correspondence, prepare file notes and reports; and to understand organisational policies and procedures relating to job role

• Oral communication skills - language competence required to negotiate service levels, sell and market services and products, interview clients to provide and elicit information, to liaise with stakeholders and colleagues and to provide feedback to clients. Assessors should look for advanced questioning and active listening skills, provision of clear and complete information, and an understanding of the needs of clients and employers



EVIDENCE GUIDE

• Numeracy skills may range from the ability to

complete basic arithmetic calculations to preparing statistical reports on performance, to calculating fees payable by employers for recruitment services

• Interpersonal skills required include working with others, displaying empathy with clients and an ability to relate to persons from diverse backgrounds and with a range of barriers to employment

• Selling skills • Marketing skills • Problem solving skills to address any problems or

issues that arise during the recruitment process • Organisational skills including time management

skills, to effectively conduct varying stages of concurrent recruitment exercises

• Technology skills to use business equipment and software; with sound skills in use of internet

Resource requirements include: • Access to appropriate workplace where




• Relevant legislation Method of assessment: • Observations





Community Services Training Package Unit CHCES401A Analyse and apply labour market information

Page 146 Volume 5A © Australian National Training Authority 2004 Community Services Package to be reviewed by 31 December 2005 Version 1.00


CHCES401A Analyse and apply labour market information

Unit Descriptor This unit involves the collection, analysis and application of labour market information as a means to improve delivery of employment services. ELEMENT PERFORMANCE CRITERIA 1. Collect labour market

information 1.18 The type of labour market information to be

collected is defined 1.19 A range of suitable information sources are

identified and accessed 1.20 A range of appropriate methods are used to collect

labour market information 1.21 Characteristics of labour markets are defined 1.22 Current and emerging characteristics of specific

labour markets are identified 2. Analyse labour market

information 2.16 Labour market information is analysed to identify

effects upon current and future operations 2.17 Results of analysis are reported and discussed with

the work group 3. Improve the delivery of

employment services by using labour market information

3.1 Service delivery plans, processes and practices are assessed in terms of their alignment with current and emerging labour market conditions

3.2 Work practices are improved to reflect current and emerging characteristics of the labour market

3.3 Labour market information is recorded in information systems of the organisation, in accordance with organisational policies and procedures.




• Geographic location • Client demographics • Industry and industry sectors • Seasonal factors • Agricultural crops

Labour market information includes, but is not limited to:

• Information regarding industries and industry sectors (e.g. workforce size, recruitment methods, conditions of employment, prospects for growth/reduction in labour force)

• Information regarding occupations (e.g. prospects of employment, type of work undertaken, workforce size, hiring methods, conditions of employment, employer expectations of workers)

• Labour market trends • Peak and trough periods in demand for labour/

seasonality • Areas of high employment and unemployment • Current labour market conditions • Business and economic forecasts • Emerging labour market developments • Industrial framework • Services, products, business levels of competitors • Other distinguishing characteristics

Information sources include, but are not limited to:

• Information available within the organisation • Publications, industry journals, articles • Internet websites • Telephone directories • Commercial databases of businesses and

industries • Australian Bureau of Statistics • Department of Employment and Workplace

Relations • Workplace Agreements; information on Federal

and State awards • Visits to workplaces • Business cards • Industry Associations • Employee Associations • Chambers of Commerce




RANGE STATEMENT

• Grower Associations • State government departments of employment and

training • Newspaper recruitment advertisements • Community organisations • University and other research facilities

Appropriate methods to gather information can include, but are not limited to:

• Use of internet and intranet • Surveys • Client interviews • Focus groups • Individual research • Questioning during marketing activities to

employers • Use of libraries • Publications • Attendance at meetings • Networking • Workplace visits

Current and emerging labour market characteristics can refer to, but are not limited to:

• Volunteer workforce • Casualisation of workforce • Length of average working hours • Contract employment • Portability of skills • Globalisation • Impact of technology • Lifelong learning • Changing face of core skills • Core vocational skills gained while at school • Ageing population • Transitional labour market programs


• Business planning and forecasting • Job search planning • Promotional plans • Marketing plans • Contact plans • Employment plans for individual clients



RANGE STATEMENT Reporting labour market information can utilise the following, but is not limited to:

• Tables and charts • Software applications • Reports, written and verbal • Hard copy files

Organisational policies and processes may include, but are not limited to:



• Preparation of reports on labour market intelligence and information





• An appropriate range of labour market data sources have been used to collect information

• Labour market information has been analysed to determine relevance to current and future delivery of services

• Knowledge of labour market information is applied to planning and problem solving

• Work processes are improved through the use of labour market information


• CHCES403A Develop and monitor employment plans


• The composition and working of labour markets • Understanding of labour market characteristics

and issues on a national, state and local level • Unemployment figures for local area • Current and projected skills shortages • Occupations within key employing industries in

local area • Knowledge of incentives and other assistance


Essential skills required include: • Literacy and numeracy skills to read and

understand a variety of texts and statistics; prepare labour market information in a report format and to enter the information into organisation’s information systems

• Planning skills to organise information and plan and review work activities

• Problem solving skills to deal with ambiguous information

• Oral and written communication skills to provide and elicit advice and information effectively

• Technology skills to use business equipment and software including use of internet and intranet for research



EVIDENCE GUIDE Resource implications: • Access to appropriate workplace where








Community Services Training Package Unit CHCES403A Develop and monitor employment plans



CHCES403A Develop and monitor employment plans

Unit Descriptor This unit involves the development and monitoring of plans relating to job search and other activities undertaken by a client to achieve an employment outcome.

ELEMENT PERFORMANCE CRITERIA 1. Develop employment plan 1.23 Client skills and abilities are assessed against

labour market requirements 1.24 Information is gathered on suitable job search and

activity options 1.25 Job search and activity goals are stated 1.26 Strategies and resources to support job search

options and activities are identified 1.27 Reporting and monitoring requirements are

stipulated 1.28 Relevant legislation and contractual requirements

are met 1.29 Plan is documented in required format in

information systems 2. Negotiate agreement on

employment plan with client

2.18 All elements of employment plan are discussed with client

2.19 Client understanding of responsibilities is verified 2.20 Negotiation skills are used to secure client

agreement 2.21 Appropriate communication skills are used to

resolve challenging client behaviour 3. Monitor implementation of

employment plan 3.1 Monitoring mechanisms are established in


3.2 Progress with achievement of jobsearch and activity goals is reviewed at required intervals

3.3 Where appropriate, non-compliance with obligations are reported to relevant authorities

3.4 Outcomes of employment plan are recorded in relevant format in information systems

3.5 Feedback and support is given to client to support achievement of plan



RANGE STATEMENT Employment plans can include, but are not limited to:

• Intensive Assistance Activity Agreements • Intensive Assistance Support Plans • Job Search Skills Plan • Client action plans • Return to work plans • Client activity plans • Plans of the support and assistance to be provided

to the client by the organisation Relevant legislation may include, but is not limited to:

• Social Security Act, including Mutual Obligation provisions

• Disability Services Act • Privacy Act

Options for client activities can include, but are not limited to:

• Registration with employment agencies • Work experience/ trial work placements • Job search activities • Job search training • Voluntary work • Participation in the community • Training to address barriers to employment • Researching labour markets or training options

appropriate to their needs Monitoring mechanisms can include, but are not limited to:

• Monitoring against timeframes, outcomes and activities included in the employment plan

• Regular contact with client via mail, telephone, e-mail and interviews

• Checking of relevant documentation • Job search diaries and other proformas recording

details of activities undertaken • Checking of organisational information systems

and databases • Feedback from employers and providers of

training and other assistance





• Plans are appropriate to the needs of individual clients, and labour market conditions

• Plans comply with relevant legislation • Plans follow organisational policies and

procedures, including documentation standards Relationship with other units: This unit is related to



• Relevant legislative requirements • Current and emerging characteristics of local

labour markets • Organisational requirements relating to format,

documentation, content and monitoring of employment plans

• If applicable, contractual requirements relating to employment plans

Essential skills required include: • Ability to interpret organisational, contractual and

legislative requirements as they relate to employment planning

• Negotiation skills • Skills to provide necessary emotional and tangible

support to clients as required • Conflict resolution skills • Assertiveness skills

Resource requirements include: • Access to relevant workplace or appropriately

simulated environment where assessment can take place


• Relevant legislation • Relevant contracts for the delivery of employment

services



EVIDENCE GUIDE Method of assessment: • Evidence gathered from the workplace

environment • Structured interviews • Observation • Written assignment • Project • Questioning • Observation of simulation and/or role play

involving dealing with difficult or challenging behaviour

• Case studies and scenarios as a basis for discussion of issues and strategies in addressing difficult and challenging behaviour


Context of assessment: This unit is most appropriately assessed in the

workplace in a situation where simulation of challenging client behaviour can be achieved, or in a simulated workplace setting under the normal range of workplace conditions.

Community Services Training Package Unit CHCES405A Monitor service performance in a purchaser/provider relationship with government



CHCES405A Monitor service performance in a purchaser/provider relationship with government

Unit Descriptor This unit covers the monitoring of the activities of an individual or group delivering employment services, to ensure compliance with government contractual requirements. ELEMENT PERFORMANCE CRITERIA 1. Participate in planning

service delivery so that contractual requirements are met

1.1 Contractual requirements related to service delivery are analysed

1.2 Key activities to deliver services in accordance with contract are determined

1.3 Resources are allocated so that contractual requirements are met

1.4 Input is provided to service delivery plans and policies

2. Monitor compliance with

government contract 2.1 Monitoring mechanisms and tools are developed

and implemented 2.2 Monitoring program is established to meet

contractual and organisational requirements 2.3 Monitoring results are recorded 2.4 Follow up action is taken, based on an analysis of

the monitoring results 3. Coordinate audit preparation 3.1 Records and documentation required for audit are

identified and made available to government 3.2 Potential audit concerns are notified to

management




• State • Local

Contracts include: • Contracts to deliver employment services entered

into with government. Contractual requirements include, but are not limited to:

• Types of contracted services/ business streams • Service delivery methods • Standards for documentation/ record keeping and




services • Codes of Conduct/ Practice • Duty of Care provisions • Conflicts of interest • Fees, payment processes and schedules; payable


contractual requirements Relevant legislation relates to, but is not limited to:

• Privacy Act • Trade Practices Act • Social Security Act • Disability Services Act • Employment Agents Act • Federal legislation that addresses discrimination,

eg Disability Discrimination Act, Race Discrimination Act, Sex Discrimination Act

• State legislation relating to Anti-Discrimination • Financial Management and Accountability Act • Crimes Act • Corporations law • Archives Act




RANGE STATEMENT

• Freedom of Information • Workplace Relations Act • Human Rights and Equal Opportunity • Occupational Health and Safety

Monitoring mechanisms can include, but are not limited to:

• Records and reports of work achievements against performance standards and measures

• Internal audit processes • Regularly scheduled statistical monitoring of

performance using organisational information systems

• Random checking of files and other documentation, both hard copy and electronic

• Customer surveys/ follow up • Complaint registers

Follow up action to address performance shortfalls may include, but are not limited to:

• Strategies in accordance with work group business and performance improvement plans

• Quality and continuous improvement processes of the organisation

• Skill and knowledge development of individuals and groups

• Process improvement strategies • Clarification of roles and performance

expectations relating to individuals and groups • Team effectiveness improvement measures • Communication improvement strategies

Government audit requirements may include access to the following, but are not limited to:

• Case files, hard copy and electronic • Client and employer records of all types • Complaints register and policy • Client feedback processes • Information on record management • Details of assistance provided to clients and

employer • Claim records • Fraud prevention processes




• Demonstrates an understanding of the relevance of key contractual requirements to own role and responsibilities, and those of the work group

• Compliance with the contract is monitored via a range of appropriate methods

• Plans, processes and procedures are adjusted to improve performance against key contractual requirements

• Demonstrates an understanding of government audit processes and requirements


• Contractual requirements • Codes of Conduct/ Practice • Organisational policies and procedures pertaining

to contract compliance • Relevant legislation • The principles of anti-discrimination, duty of care,

ethical behaviour, natural justice • Implications for organisation and self of non

compliance with contractual requirements • Negotiation skills and dispute resolution • Performance monitoring and quality assurance

processes and benchmarking Essential skills required include: • Skills to access contractual documentation and

relevant organisational policies and procedures • Oral communication skills (language competence)

required to liaise with stakeholders and members of work group, to provide and elicit information from clients and employers, and to report on potential instances of non compliance

• Written communication skills (literacy competence) ranging from reading and understanding contracts and organisational policies and procedures to preparing case notes, documenting needs/ requirements of clients and employers, to preparing correspondence, reports and business documents.

• Interpersonal skills required include working with others, displaying empathy with clients and an ability to relate to persons from diverse backgrounds and with a wide range of barriers to




EVIDENCE GUIDE

employment. • Problem solving skills required include an ability

to use available resources, analyse information and make decisions to improve service delivery that reflect an understanding of contractual requirements

• Planning skills to ensure service delivery arrangements meet contractual requirements, to allocate resources effectively and to monitor achievement of plans

• Organisational skills to present files and information for government audit staff










Community Services Training Package Unit CHCORG29A Provide coaching and motivation


CHCORG29A Provide coaching and motivation

Unit Descriptor This unit deals with the skills and knowledge required to provide on-the-job coaching to clients or colleagues. This unit has no parity with National Workplace Trainer standards, but reflects the situation in many community services workplaces where 'buddy' systems and on job coaching are extremely common.

ELEMENT PERFORMANCE CRITERIA 1. Prepare for on job coaching 1.1 Identify the need for coaching based on a range

of factors. 1.2 Identify individual coaching needs through

discussion with the client or colleague to be coached

1.3 Where appropriate, organise with the client or colleague a specific time and place for coaching in accordance with organisational policy

1.4 Identify specific coaching needs through observation and evaluation of specific on-the-job procedures

2. Coach on the job 2.1 Explain to the colleague the overall purpose of

coaching 2.2 Explain and demonstrate the specific skills to be

coached. 2.3 Communicate clearly any Essential knowledge

required. 2.4 Check the client/colleague's understanding. 2.5 Provide the client/colleague the opportunity to

practise the skill and ask questions 2.6 Provide feedback in a constructive and

supportive manner 3. Follow up coaching 3.1 Monitor progress with new skills in the

workplace and provide supportive assistance as required.

3.2 Report progress to the appropriate person as required.

3.3 Identify performance problems or difficulties with the coaching and rectify them or refer them to the appropriate person for follow-up.




RANGE STATEMENT

Factors which could influence the decision whether or not to conduct coaching may include:

• Request for coaching from client, colleague or workplace personnel

• Own observation and workplace experience • Direction from other colleagues • Consent for coaching gained from

client/colleague

Coaching sessions could be conducted in a range of contexts including:

• On-the-job during work hours • Before or after work • In a simulated location away from the actual

workplace

Skills to be coached are generally those which do not require formal or extended training sessions but which are short, commonly-used tasks such as:

• Client/customer service skills • Technical or practical skills such as operating

equipment or completing documentation • Selling or promoting products and services • Job seeking and interview skills • Project management skills

Essential knowledge required to carry out tasks or undertake skills effectively such as:

• Knowledge of products or services • Principles underpinning skills such as

communication • Reasons for undertaking various tasks • Legislative or occupational health and safety

requirements Performance problems or difficulties may be due to

• Shyness or lack of confidence • Breakdown in communication • Language or cultural barriers • Insufficient opportunity to practise • Inappropriate circumstances for coaching • Inadequate modification to match client’s

learning style or needs .



EVIDENCE GUIDE


• Ability to provide supportive on job coaching with constructive and supportive feedback

• Clarity in communication • Knowledge of basic training principles • Providing non- judgmental education or client

contact • Demonstrated understanding of own attitudes and

values

Essential knowledge and skills: The following knowledge and skills must be assessed as part of this unit: • Competency in the skill being coached • Basic principles of coaching and adult learning

principles (e.g. Explanation, demonstration, review, trainee explanation, trainee demonstration, feedback)

• Coaching session procedures including planning, conducting and reviewing session

• Planning procedures for staff practice opportunities • Communication skills, specifically the use of

questioning techniques and clarity in oral communication

Essential skills: • Ability to monitor own attitudes and values

• The skill to create a positive learning environment

• The skill to develop, implement and evaluate competency based training programs

• Working with cultural and linguistic diversity • Ability to analyse relevant technical or service

processes • Impact of disability on work skills or abilities • Communication and consultation with clients,

colleagues and workplace personnel Context of Assessment and Resource Implications

Assessment must ensure: • Project or work activities that allow the candidate

to demonstrate coaching skills under normal workplace conditions including real work tasks to coach others in, use of suitable equipment and materials.




EVIDENCE GUIDE

• For generic pre-employment training and

assessment, a range of industry contexts must be addressed. Where the focus is sector or workplace specific, training and assessment must be tailored to meet particular needs.

Assessment Methods Assessment methods must be chosen to ensure that

communication skills can be practically demonstrated on more than one occasion, over time to demonstrate the full range of skills and contexts. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • Direct observation of the candidate coaching a

colleague in a required work skill • Role plays in which the candidate demonstrates

training and coaching techniques, or communication skills such as questioning and providing feedback

• Questions about training principles • Review of portfolios of evidence and third party

workplace reports of on-the-job performance by the candidate.

Community Services Training Package Unit CHCES501A Manage services delivery in a purchaser provider relationship with government

©Australian National Training Authority 2004 Page 165 Volume 5A Community Services Training Package to be reviewed by 31 December 2005 Version 1.00 BSB01 to be reviewed by 30/04/2006 Version 4

CHCES501A Manage service delivery in a purchaser/provider relationship with government. Unit Descriptor This unit involves managing quality service delivery of a work group so that the requirements of a government contract are met. ELEMENT PERFORMANCE CRITERIA 1. Establish co-operative

working arrangements with government

1.1 Stakeholder needs are incorporated into service delivery strategies

1.2 Problems in meeting stakeholder needs are notified to purchasers

1.3 Negotiations are conducted to resolve difficult and complex issues related to service delivery and contractual compliance

1.4 Outcomes of issue resolution are documented and recorded to meet legal and audit requirements

2. Manage business

performance against contractual performance requirements

2.1 Contract milestone targets are calculated 2.2 Periodic regular measurement of target

achievement is undertaken 2.3 Performance results are analysed to determine

shortfalls or over achievement 2.4 Action is taken to resolve performance related

issues 3. Manage service quality 3.1 Service quality standards are developed,

implemented and measured 3.2 Client and employer satisfaction surveys are

conducted 3.3 Complaints concerning service quality are

investigated, documented and action taken to comply with ethical standards, service standards and contractual requirements

3.4 Organisational processes for continuous improvement are followed

4. Report on contractual

compliance 4.1 Complaints from internal and external

stakeholders regarding incidents of non compliance by the work group are appropriately handled

4.2 Reports on levels of contractual compliance are prepared



BSB01 Version 4


• State • Local

Co-operative working arrangements may include, but are not limited to:

• Regular liaison with government on a range of contractual issues

• Cooperative resolution of any issues relating to contract

• Attendance at meetings of providers arranged by government purchaser and/or Centrelink

• Involvement in and contribution to surveys and studies arranged by government

Contracts include: Contracts to deliver employment services entered into

with government Contractual requirements include, but are not limited to:

• Types of contracted services/business streams • Service delivery methods • Standards for documentation/record keeping and




services • Codes of Conduct/Practice • Duty of Care provisions • Conflicts of interest • Fees, payment processes and schedules; payable


contractual requirements Key business performance requirements may include, but are not limited to:

• Any key performance indicators (KPIs) contained in a contract that may relate to specific contacted services; specific client groups and/ or may relate to quality of service delivery

• Percentages/numbers of outcomes achieved against contracted number of outcomes as at contract milestone dates


©Australian National Training Authority 2004 Volume 5A Page 167 Community Services Training Package to be reviewed by 31 December 2005 Version 1.00 BSB01 Version 4

RANGE STATEMENT

• Percentages/numbers of outcomes achieved for particular client groups (e.g. people unemployed for extended periods or those facing particular barriers)

• Percentages/numbers of outcomes where employment is sustained for a certain period

Mechanisms to measure achievement of targets can include, but are not limited to:

• Records and reports of work achievements against performance standards and measures

• Internal audit processes • Regularly scheduled statistical monitoring of

performance using organisational information systems

• Random checking of files and other documentation, both hard copy and electronic

Action to resolve performance related issues can include, but is not limited to:

• Strategies in accordance with business and performance improvement plans

• Quality and continuous improvement processes of the organisation

• Skill and knowledge development of individuals and groups

• Process improvement strategies • Reallocation of resources • Clarification of roles and performance

expectations relating to individuals and groups • Team effectiveness improvement measures • Communication improvement strategies

Legislation relates to, but is not limited to:

• Privacy Act • Trade Practices Act • Social Security Act • Disability Services Act • Employment Agents Act • Federal legislation that addresses discrimination,

e.g. Disability Discrimination Act, Race Discrimination Act, Sex Discrimination Act

• State legislation relating to Anti-Discrimination • Financial Management and Accountability Act • Crimes Act • Corporations law • Archives Act • Freedom of Information



BSB01 Version 4

RANGE STATEMENT

• Workplace Relations Act • Human Rights and Equal Opportunity • Occupational Health and Safety

Key stakeholders are organisations and individuals, who may include, but are not limited to:


• Organisations providing services under a government contract

• Federal, State and Local government departments and agencies

• Area Consultative Committees • Community organisations • Enterprise and Career Education Foundation

(ECEF) • Jobs Pathways providers • Boards of Management • Peak bodies • Industry associations • Employee associations

Service standards may relate to, but are not limited to:

• Customer service standards referring to key interaction points

• Documentation standards • Data input • Records management • Complaint handling • Confidentiality • Standards may be written or oral

Client and employer satisfaction surveys can relate to, but are not limited to:

• Formal or informal surveys • Those conducted by own organisation or by

external experts • Written or verbal surveys

Organisational standards for ethical behaviour may relate to, but are not limited to:

• Standards that are written or oral, stated or implied by the way the organisation conducts its business

• Avoidance of conflicts of interest • Confidentiality of information • Professional relationships

Reports on contractual compliance can relate to, but are

• Reports on incidents and resultant action following complaints made direct to government



RANGE STATEMENT not limited to: purchaser

• Reports to organisation on potential and real incidences of non compliance, with details of follow up action taken and results


• Demonstrates an understanding of the needs of government stakeholders and can identify strategies to establish and maintain cooperative working relationships

• Demonstrates an understanding of the relevance of key contractual business performance and service quality requirements to own role and responsibilities, and those of the work group

• Compliance with these contract requirements is managed via a range of appropriate methods, including the development of service standards, and regularly obtaining stakeholder feedback

• Plans, processes and work practices are adjusted to improve performance against key contractual requirements

• Is able to resolve complaints and issues to the satisfaction of stakeholders, including dealing with challenging behaviours


• Contractual requirements • Codes of Conduct/Practice • Organisational policies and procedures pertaining

to contract compliance • Relevant legislation • The principles of anti-discrimination, duty of care,

ethical behaviour, natural justice • Implications for organisation and self of non

compliance with contractual requirements • Performance monitoring and quality assurance

processes and benchmarking • Risk assessment and management

Essential skills required include: • Skills to access contractual documentation and relevant organisational policies and procedures



BSB01 Version 4

EVIDENCE GUIDE

• Oral communication skills (language competence) required to communicate plans, goals and ideas to work group and management; to liaise with stakeholders on a wide range of contractual matters; to negotiate, to be assertive, to provide and elicit information; to deal with complaints and issues and to report on potential and actual instances of non compliance

• Written communication skills (literacy competence) ranging from reading and understanding contracts and organisational policies and procedures to preparing plans, reports on business performance and contractual compliance, correspondence, and business documents.

• Numeracy skills to use and understand spreadsheets, calculate targets and monitor performance

• Interpersonal skills required include working with others, dealing with challenging behaviours and resistance, displaying empathy with clients and an ability to relate to persons from diverse backgrounds and with a wide range of barriers to employment.

• Negotiation skills and dispute resolution • Problem solving skills required include an ability

to use available resources, analyse information and make decisions to improve service delivery that reflect an understanding of contractual requirements

• Planning skills to ensure service delivery arrangements meet contractual requirements, to allocate resources effectively and to monitor achievement of plans






• Questioning



EVIDENCE GUIDE

• Project • Written assignment • Evidence gathered from the workplace




PSPGOV603A Develop a tender submission National Public Services Training Package

Page 172 Volume 5A © Australian National Training Authority 2004 BSB01 Version 4

Unit PSPGOV603A Develop a Tender Submission

Unit Descriptor This unit covers the preparation of a written tender submission to provide goods or services on a cost-recovery or for profit basis.

Key Area Working in Government


1 Identify opportunities to provide goods or services

1 The business unit’s or organisation’s place in the market is identified

2 Organisational resources/expertise available for purchase are identified and matched to opportunities

3 Business case is developed to demonstrate viability of opportunities and submitted for approval in accordance with organisational policy and procedures

2 Analyse tender requirements

1 Scope of the requirement is identified

2 Requirements are confirmed with the funder/purchaser in accordance with organisational policy and procedures

3 Determine proposal methodology

1 Methodology is selected based on available resources and expertise and client requirements

2 Methodology meets organisational and public sector requirements for probity and accountability

4 Prepare estimate

1 Estimate takes account of all requirements and allows for contingencies

2 Estimate provides for cost recovery or returns a profit according to organisational policy and procedures

3 Costs estimated enable provision of goods or services to the standards required by the client

4 Estimate is checked for accuracy and detailed in accordance with organisational procedures and client requirements

National Public Services Training Package PSPGOV603A Develop a tender submission

© Australian National Training Authority 2004 Volume 5A Page 173 BSB01to be reviewed by 30/04/2006 Version 4


5 Submit a tender

1 Tender is prepared in accordance with organisational policy and procedures

2 Tender addresses required details and meets client requirements

3 Tender is submitted within required timeframe

4 Organisational record keeping requirements for tenders are met

6 Review tender process

1 Changes and variations to the tender are negotiated to meet the needs of the client and the organisation in accordance with contractual arrangements, organisational policy, procedure and delegated authority

2 Tender, outcome and preparation process are evaluated using feedback from a range of stakeholders and the results are used to improve subsequent quotations

RANGE OF VARIABLES The Range of Variables provides information about the context in which the unit of competency is carried out. It allows for differences between States and Territories and the Commonwealth, and between organisations and workplaces. It allows for different work requirements, work practices, and knowledge. The Range of Variables also provides a focus for assessment and relates to the unit as a whole.

Business unit may refer to • a program; sub-program; cost centre; area; division; branch; production unit or section located within the organisation.

Business case may be in the form of

• memo; report; e-mail (for electronic signature); letter; formal business case format

Legislation and Policies may include

• Commonwealth and State/Territory legislation; national and international codes of practice and standards; the organisation’s policies and practices; government policy; codes of conduct; national competition policy

Services quoted may include • electronic • computerised • bureau services • procedural systems • training; mechanical

Clients may include • private sector organisations • Commonwealth, State/Territory; Local

Government organisations

PSPGOV603A Develop a tender submission National Public Services Training Package

Page 174 Volume 5A © Australian National Training Authority 2004 BSB01to be reviewed by 30/04/2006 Version 4

• intra-agency units Stakeholders may include • all those individuals and groups both inside and

outside the organisation, which have some direct interest in the organisation’s behaviour, actions, products and services. They may include employees at all levels of the organisation; other public sector organisations; union and association representatives; boards of management; government; ministers.

EVIDENCE GUIDE This Evidence Guide must be read in conjunction with the Assessment Guidelines for the National Public Services Training Package.

Critical aspects of evidence • Integrated demonstration of all elements and their related performance criteria.

• Preparation of written tender which applies and complies with relevant legislation and procedures

Interdependent assessment of units Pre-requisite units: Nil

Co-requisite units: Nil

Co-assessed units: This unit may be co-assessed with any of the generalist public sector specific units at Diploma level or above. It is recommended that co-assessment occurs with some or all of the following units:

PSPGOV506A Co-ordinate Research and Analysis

PSPETHC601A Maintain and Enhance Confidence in Public Service

PSPLEGN601A Manage Compliance with legislation in the Public Sector

PSPGOV602A Establish and Maintain External Networks

PSPPOLI601A Manage Policy Implementation

PSPGOV601A Apply Knowledge of Government Systems

PSPMNGT602A Manage Resources

PUAMAN007A Manage Financial Resources Underpinning knowledge • tendering guidelines, policies and practices

• financial accountability requirements • legal requirements of selling government

services • implications of particular contracting agreements • whole-of-life considerations • delegations

National Public Services Training Package PSPGOV603A Develop a tender submission

© Australian National Training Authority 2004 Volume 5A Page 175 BSB01to be reviewed by 30/04/2006 Version 4

• approval processes • range of evaluation methods • tendering management processes • understanding of the relationships between

effective management of diversity and the organisation’s core business and strategic goals

• understanding of the concept of diversity and its

integration within and across all human resource and management functions and areas

• understanding of organisational goals and policies

• relevant State/Territory or Commonwealth legislation which applies to management

• EEO, equity and diversity principles Underpinning skills • numeracy skills used in selecting and applying

mathematical concepts, estimating, checking reasonableness of results

• using a range of mathematical language to communicate mathematical information

• financial and other resources management skills • literacy skills used in oral and written clarification

of issues; negotiating variations and changes with clients; using language and style for written submissions; using technical and other vocabulary

• networking skills with clients, suppliers and stakeholders

• evaluation and review skills • cross cultural competence, including gender and

disability Resource implications case studies or simulated workplace for off-the-job

assessment Consistency of performance evidence will need to be gathered over time across a

range of workplace scenarios to assess consistency of performance

Context/s of assessment this competency may be assessed on or off-the-job

KEY COMPETENCY LEVELS NB These levels do not relate to the Australian Qualifications Framework


Communicate ideas and information


Work with others and in teams

Use mathematical ideas and techniques



1 = use routine approaches; 2 = select from routine approaches; 3 = establish new approaches Please refer to the Assessment Guidelines for advice on how to use the Key Competencies


Unionism Competency Standards

CONTENTS

BSBUN401A Develop and implement an organising plan ............................. 345

BSBUN402A Empower members .................................................................. 350

BSBUN403A Communicate with workers ...................................................... 355

BSBUN404A Promote equality of opportunity and fair treatment for all members................................................................................... 360

BSBUN405A Promote the values, principles and policies of the union.......... 365

BSBUN406A Undertake bargaining ............................................................... 370

BSBUN407A Provide advice to union members and undertake negotiations 374

BSBUN408A Prepare cases for the union ..................................................... 380

BSBUN409A Appear before tribunals and represent members ..................... 384

BSBUN501A Develop, manage and review campaigns and projects ............ 388

BSBUN502A Represent the union in key forums........................................... 393

BSBUN503A Coordinate case preparation and research .............................. 398

BSBUN504A Advocate and present cases for members ............................... 404

BSBUN505A Develop, implement and manage union policy......................... 409

BSBUN506A Coordinate research and analysis ............................................ 414

Unionism BSBUN401A Develop and implement an organising plan


BSBUN401A Develop and implement an organising plan

Unit Descriptor This unit specifies the outcomes required to develop, implement and evaluate a strategic approach to organising and recruiting union members.


Domain Unionism

Note that different organising plans may be developed for different worksites, employers and/or groups of workers. Application of the

Competency This unit is related to other units in the human resource management competency field, such as BSBUN402A Empower members and BSBUN405A Promote the values, principles and policies of the union.



1.1 Stakeholders are consulted to prioritise organising activities and select target sites using agreed criteria

1.2 Research is undertaken on target groups 1.3 Options for organising approaches are developed 1.4 Relevant organising plans are drafted 1.5 Approval for organising plans is obtained from

existing members and leaders 1.6 Relevant union staff are informed of the organising

approach

1. Develop organising plans

1.7 Monitoring arrangements for organising plans are developed and documented

2.1 Strategies in the organising plans are implemented 2.2 Plans are modified to meet changing circumstances 2.3 Workers are accessed

2. Implement organising plans

2.4 Worksites, key occupations and specific interest groups are targeted through appropriate communications

3.1 Implementation of organising plans is monitored regularly

3.2 Outcomes are reviewed against objectives

3. Evaluate organising plans

3.3 Success of organising plans is assessed

BSBUN401A Develop and implement an organising plan Unionism


3.4 Reports on outcomes are prepared with suggestions for future activities and improvements

Range Statement

The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.





• relevant community groups • members • organisers • committees and other representative forums • shop stewards, workplace representatives or union

delegates • state, territory and national officials • peak bodies

Stakeholders might include:

• other union personnel

• size of employer • employer background • industrial relations history • knowledge of awards or agreements • characteristics of target group

Research which is likely to be through mapping or identifying workshops might include:

• current and past organising plans and their outcomes

• speaking to groups • web-based organising • phone calls • one-to-one approaches • home visits

Options might include:

• working through leads

• objectives • target groups

Organising plans might include:

• timeframes



• activities • resources

• collection of statistics on new, renewing and resigning memberships

• exit interviews/questionnaires for resigning members• opportunities for feedback, support, advice and

debriefing for workplace representatives and members

• regular review of plans • meetings, briefings and direct supervision

Monitoring arrangements might include:

• including organising in agenda of regular meetings



A person who demonstrates competence in this unit must be able to provide evidence that they can plan, implement and evaluate an organising plan to suit the identified needs of the target site or target group.


• national, state or territory legislation and regulations relating to rights and responsibilities of representatives and union members, and their implications for recruitment

• knowledge of the trade, craft , industry or occupation being targeted for recruitment

• relevant employment agreements: - awards - enterprise bargaining agreements - Australian Workplace Agreements - other forms of workplace agreement

• political, social and economic issues facing workers and trade unions


• industrial relations history • union information:

- legal right of entry

BSBUN401A Develop and implement an organising plan Unionism


- history (general and workplace, location and industry-specific)

- current policies, priorities and activities - recruitment policies and procedures - membership information (benefits, rates and

process for applying) - representation processes


• interpersonal and consultation skills (effective listening and questioning)


• project planning skills





• communicating the benefits and responsibilities of membership

• researching and evaluating past organising activities Collecting, analysing and organising information (2) • monitoring and evaluating organising plan

implementation

• developing recruitment plans Planning and organising activities (3) • developing organising plans

Working in a team (2) • working with members and workplace representatives to prioritise recruitment and develop and implement plans

• analysing current membership statistics Using mathematical ideas and techniques (1) • identifying membership and revenue projections

Solving problems (2) • addressing and overcoming barriers in the workplace to recruitment

Using technology (1) • using computer software and hardware to organise ideas and information and complete reports

Innovation skills (1) • within union policies and procedures, developing innovative ways to interest and convince workers of the benefits of membership



• organising plan(s) • written evaluations • situation analysis (research and map of workplace)


• demonstrated achievements and agreed objectives

• how key stakeholders in workplaces were consulted and engaged to implement and modify organising plans

• how workers were involved in the implementation of the plans

• how work plans have been evaluated


• how barriers to and progress of plan have been identified and managed

• information about employment agreements • information about the union


• information about union membership for distribution to prospective members



• that assessment may be through simulated project-based activity, or an actual organising plan that as been developed, implemented and evaluated by the candidate


• that this unit can be assessed alone or as part of an integrated assessment activity involving other relevant trade union/industrial advocacy units

BSBUN402A Empower members Unionism


BSBUN402A Empower members

Unit Descriptor This unit specifies the outcomes required to identify and develop activists and networks to advance union interests and activities in the workplace and more generally within the community.


Domain Unionism

The unit sees the development of activists and creation of worker networks as an opportunity to empower members and provide informal education to develop collective capacity.


This unit is related to other units in the trade union/industrial advocacy field.



1.1 Potential workplace leaders or activists are identified

1.2 Members are facilitated to identify activities they can undertake

1.3 Required resources are obtained for activities 1.4 Assistance is provided to support members

1. Prepare to develop activists

1.5 Activist development needs are identified

2.1 Appropriate activities are agreed 2.2 Activities are explained in detail 2.3 Activists are supported in their union role

2. Develop activists

2.4 Reviews of activities are conducted

3.1 Aims of networks are identified and documented 3.2 Networks are developed 3.3 Networks are resourced, supported and maintained 3.4 Positive relationships are developed and

maintained with network members 3.5 Networks are utilised to extend participants'

understanding of union and social justice issues

3. Develop networks

3.6 Effectiveness of networks is monitored and reviewed against documented aims of network

Unionism BSBUN402A Empower members


Range Statement






• communication skills • public speaking skills • information about terms and conditions

Development needs might include:

• industrial relations processes

• member recruitment activities • talking to workers • collecting and distributing information • arranging a meeting • attending a meeting • becoming a delegate

Activities might include:

• organising a petition

• debriefings • analysis of outcomes • recognition of achievement • discussions of further development requirements • identified further support requirements • allocation of next task

Reviews might include:

• Workplace Organising Committee agenda

• union members/activists in own or other workplaces • potential union members in own or other workplaces • other individuals • community groups, peak bodies and other unions

Networks might include:

• Workplace Organising Committee

• action on work issues • action on community issues

Aims of networks might include:

• recruitment of members



• mentoring, coaching and leadership development • discussion and analysis of work or industry-specific

issues • provision of support to other members, workers,

equity groups and community organisations • development and learning



A person who demonstrates competence in this unit must be able to provide evidence that they can develop members and potential activists to achieve defined aims and, where appropriate, build networks. They must be able to review and document the effectiveness of the networks.


• national, state and territory legislation and regulations relating to rights and responsibilities of representatives and union members, and anti-discrimination legislation especially as it pertains to employment

• relevant employment agreements: – awards – enterprise bargaining agreements – Australian Workplace Agreements – other forms of workplace agreements

• union information: – history (general and workplace, location and

industry-specific) – current organisation, policies and activities – recruitment policies and procedures – membership information (benefits, rates and

process for applying) – representation processes


• detailed information about particular topics and issues on which action is to be undertaken



• interpersonal and facilitation skills

Unionism BSBUN402A Empower members


• tactical planning skills




• communicating the benefits and responsibilities of involvement in union activities


• facilitating the development of the network by introducing new members to it

• providing activists with information required for activities


• monitoring and evaluating the activist network


• helping members to organise and undertake activities

Working in a team (2) • working with activists to help them achieve their potential


• not applicable

Solving problems (1) • helping members overcome barriers to action

Using technology (–) • not applicable

Innovation skills (2) • developing innovative ways to empower members

• physical evidence of existence of network(s), such as member lists, agendas and minutes of meetings

• testimonials of members about involvement/empowerment

• evidence of activities undertaken, such as plans, reports and media coverage


• review reports

• how members have been encouraged to become part of the network

• how the network has met its aims • how members have been involved in planning and

undertaking activities


• how skills have been developed in activists



• information for activities • equipment for activities


• information about the union



• that assessment may be through simulated project-based activity, or actual activities developed and implemented by the candidate


• that this unit can be assessed alone or as part of an integrated assessment activity involving other relevant trade union/industrial advocacy units

Unionism BSBUN403A Communicate with workers


BSBUN403A Communicate with workers

Unit Descriptor This unit specifies the outcomes required to communicate effectively with workers on a one-to-one basis and in groups in order to move them towards union membership, involvement and activism.


Domain Unionism


This unit is related to other units in the trade union/industrial advocacy domain, such as BSBUN402A Empower members, BSBUN405A Promote the values, principles and policies of the union, and BSBUN401A Develop and implement an organising plan.



1.1 Effective communication techniques are used to initiate contact with workers

1.2 Information about workers and the workplace is ascertained

1.3 Workers are encouraged to talk 1.4 Barriers to union membership and activism are

identified

1. Build relationship with workers

1.5 Analyses of issues are undertaken

2.1 Responses are made to workers' objections 2.2 The benefits of acting collectively are explained

2. Motivate workers

2.3 Motivational techniques are used

3.1 Venue and equipment for the presentation are planned

3.2 Presentation is publicised to target groups of workers

3.3 Relevant information is presented clearly, accurately and appropriately to the needs of the workers

3.4 Appropriate visual aids are utilised to enhance the presentation

3. Make presentations

3.5 Workers’ questions and comments are handled appropriately in the presentation

BSBUN403A Communicate with workers Unionism



Effective communication techniques might include:

• building rapport • initiating contact • establishing own role and purpose of visit in a way

that interests the worker • active listening

Information might include: • job roles and responsibilities • period of employment/average length of

employment • number of workers • attitudes to the union • past work experience

Barriers might include: • cost • time • fear • past experiences • current attitudes to unions • lack of understanding of unions • acceptance of status quo • lack of critical awareness • disempowerment

Analysis of each issue might include:

• whether it is a real issue • how it affects other workers • whether it is deeply or widely felt • whether it is winnable • whether it will motivate the worker

Responses might include: • recognising and acknowledging that the objection is real for that person

• exploring the barriers or objections • equalising the barriers or objections • answering the objections



Motivational techniques might include:

• assisting workers to reflect on their issues • questioning workers about how they feel • helping workers to compare their situation with

others • validating their concerns and anger • exploring options for change • responding empathically • listening actively • being encouraging and supporive • coaching and mentoring

Visual aids may include: • posters • overhead transparencies • videos • computer-based presentations • flip charts and whiteboards • handouts



A person who demonstrates competence in this unit must be able to demonstrate the communication skills necessary to motivate workers to be active or join a union.


• awards and agreements • contemporary issues for workers • organising plans • union rules, policies, practices and protocols • union services • union campaigns • superannuation • occupational health and safety • vocational education and training • union enrolment procedures and costs • examples of how issues can be resolved


• sources of union-related information



BSBUN403A Communicate with workers Unionism


• interpersonal skills, including questioning and listening

• ability to work within organising frameworks • group presentation skills • information collection skills




• communicating with workers to provide information and advice

• listening and asking questions • helping workers reflect and decide on action


• facilitation skills

• maintaining currency of knowledge base Collecting, analysing and organising information (2) • collecting and organising material for information

during one-on-one or group discussions

• planning and organising contact with workers Planning and organising activities (2) • planning follow-up of potential members and issues

• working with organisers or other union staff to gather and disseminate information and advice


• working with members to provide advice and information


• presenting costs and benefits in a clear way

Solving problems (2) • applying problem-solving skills to meet workers' needs

Using technology (1) • using word processing for document preparation, emails and internet for research and software for preparing presentations

Innovation skills (1) • applying knowledge and research findings to find a way forward on issues raised

• materials used for presentations • notes from debriefing of encounters


• maps of the workplace



• house visit completion sheets

• how meetings with members were planned and organised

• how information was presented and prepared • how workers were encouraged to be involved • how committee meetings were conducted


• role-plays on communicating with workers individually or in groups


• access to appropriate workplaces and workplace documentation





• that this unit could be assessed alone or as part of an integrated assessment activity involving other relevant trade union/industrial advocacy units

BSBUN404A Promote equality of opportunity and fair treatment for all members Unionism



Unit Descriptor This unit specifies the outcomes required to work with diversity and promote equality within the union. It deals with challenging discrimination on the basis of race, sex, sexual orientation, disability, age and employment status.


Domain Unionism


This unit recognises that in order to organise a diverse Australian workforce, it is essential to ensure all workers are active and involved in their union.



1.1 Barriers to participation in the union for various groups are identified and strategies developed to overcome them

1.2 Strategies promoting participation in the union are implemented

1.3 Choices, identity and beliefs of others are acknowledged and respected

1.4 Discriminatory language and behaviour are identified

1. Promote involvement of diverse groups

1.5 Inappropriate or discriminatory behaviour or communications are challenged

2.1 Up-to-date information on diversity policies and initiatives is accessed

2.2 Equal opportunity strategies and/or diversity initiatives are identified for inclusion in agreements

2.3 Members are advised on how to achieve a fair non-discriminatory work environment

2.4 Where there are instances of discrimination, members are referred to appropriate sources of information and support

2.5 Effectiveness of strategies to foster equality of opportunity is evaluated and recommendations made for improvements

2. Promote elimination of discrimination

2.6 Reasonable adjustments to workplaces, equipment and procedures are encouraged

Unionism BSBUN404A Promote equality of opportunity and fair treatment for all members


3.1 Members and representatives are advised on appropriate strategies to implement union policies in a non-discriminatory way

3.2 Union policies are reviewed and updated to take account of diversity

3. Implement union policies to take account of diversity

3.3 Networks of different diversity groups are established and resourced where appropriate

Range Statement






• religion • race/ethnicity • cultural identity • disabilities of all types • history, issues and culture of Indigenous Australians • gender

Choices, identity and beliefs of others might include:

• sexual orientation

• senior union officials • Human Rights and Equal Opportunity Commission • Australian Industrial Relations Commission • union policies • legal advisors • community advocacy organisations with specific

expertise related to equity group members and issues

Sources of information and support might include:

• state discrimination and equal opportunity bodies, and industrial tribunals for handling cases of discrimination

Reasonable adjustments are: • a requirement of legislation and Government policy to ensure that all people are treated equally in their employment and training, as far as is reasonably possible



• committee structures within a workplace • committee structures within a union

Networks could include:

• informal/formal activist networks



A person who demonstrates competence in this unit must be able to provide evidence that they can identify and respond to discriminatory behaviour; actively work to promote equality of opportunity and representation within the union; and implement and review union policies in a way that takes account of diversity principles.


• the role and responsibilities of established bodies that cover discrimination, such as:

– Human Rights and Equal Opportunity Commission

– Australian Industrial Relations Commission – state equal opportunity bodies – state industrial tribunals – disability discrimination agencies – other agencies that could provide information,

such as legal advice • state and federal legislation, codes of practice and

national standards in the areas of sexual harassment, equal opportunity, industrial relations and disability

• composition of the workforce: – age – gender


– cultural background


• self-awareness • communication skills


• negotiation skills

Unionism BSBUN404A Promote equality of opportunity and fair treatment for all members





• promoting diversity and equality of opportunity • dealing with instances of discrimination


• persuading employers and members to include fair treatment of all in their discussions and negotiations

• managing resources and policies dealing with diversity, equal opportunity and discrimination

• recording reports of breaches of legislation, codes and policies


• contributing to policies that encourage diversity


• arranging for the implementation of policies

Working in a team (2) • persuading others and working collaboratively


• not applicable

Solving problems (1) • developing solutions to problems of discrimination

• documenting reports and managing policies Using technology (1) • using assistive technology if required

Innovation skills (2) • finding new ways of enabling others to shift their attitudes

• documentation that addresses issues of inequity, prepared by the candidate

• presentations on discrimination, equal opportunity and/or diversity

• identified awards or agreements with clauses about diversity, equal opportunity and/or the management of discrimination

• lists of people who can provide appropriate advice and support


• recommendations to the union about how to address issues of discrimination, equal opportunity or diversity



• how discriminatory behaviour or remarks was dealt with

• how the involvement of diverse groups was promoted in the union

• how up-to-date information on diversity policies and initiatives was accessed

• how, when and why members were referred to other sources for advice and assistance


• how union policies were reviewed and updated to take account of diversity


• access to documentation and events facilitated by candidate




Integrated competency assessment:


Unionism BSBUN405A Promote the values, principles and policies of the union



Unit Descriptor This unit specifies the outcomes required to model behaviour that supports the values of the union and social justice movements, thereby encouraging confidence and belief in unionism as a way of improving workers’ lives.


Domain Unionism


This unit addresses the need for unionists to demonstrate integrity in their role. It requires recognition of the history and the political, social and economic importance of their union and the wider trade union, political and social justice movements.



1.1 Conduct is displayed which demonstrates an awareness of the values and principles of unionism

1.2 A sound knowledge of the structure and processes of the union and the union context and its history is evidenced in work

1.3 A sound knowledge of organising principles, strategies and behaviours is evidenced in work

1.4 Decision making processes are democratic and accountable and can be readily explained to other union members

1. Demonstrate an understanding of union context and principles

1.5 The rights, responsibilities and benefits of union membership are communicated clearly

2.1 An awareness of the historical, social, political and economic importance of the union movement is evidenced in work

2.2 Social justice issues are integrated into work practices

2.3 Opportunities to explain and promote the values and principles of the union movement are utilised effectively and appropriately

2.4 Links are made between wages and conditions and social justice and collective power

2. Promote social justice and the trade union movement

2.5 Links are made with relevant social and political coalitions

BSBUN405A Promote the values, principles and policies of the union Unionism


3.1 Others are reinforced in their commitment to unionism and encouraged to participate in union activities, and policy and decision making forums

3.2 Behaviour in others that is contradictory to furthering the principles and values of unionism is challenged appropriately

3.3 The perspectives and opinions of union members are actively communicated within the union as appropriate

3. Develop own and others’ commitment to social justice

3.4 Own commitment is developed

Range Statement






• fairness • justice for working people • solidarity • internationalism • cooperation • collectivism • democracy • equality • egalitarianism • respect • the position that power imbalance in society can only

be effectively changed through collective action

Values and principles of unionism might include:

• the right for people to have a voice in society

• other affiliated unions • trades and labour councils • the ACTU • power relationships in society

Context might include:

• gender and racial divisions in society



• economic, social and political environment • political parties • legal entities • employer organisations and professional bodies • relevant networks and committees

Organising principles might include:

• member activism and involvement • leadership development • growth • campaigning around issues and collective bargaining • developing networks • recognising strength comes from active participation

of members who own the union

• fairness • equity • human rights

Social justice might include:

• democracy



A person who demonstrated competence in this unit must be able to provide evidence that they understand the values of the union movement and that they effectively integrate this understanding into their daily or regular work practices. The assessee should be able to clearly explain the importance of the union movement, in terms of the union membership and the wider community.


• overview of the Australian political system: – basic structure of parliament and how legislation is

developed – main political parties and their platforms

• overview of the union movement:


– the ACTU – trades and labour councils – larger unions

BSBUN405A Promote the values, principles and policies of the union Unionism


• own union: – its history, vision and policies – its coverage of workers – its structure and processes

• basic power relations in society including economic, social, gender, racial and political


• communications skills: – interpersonal skills – speaking and listening


• basic literacy




• providing information and explaining issues to others

• making a cogent and persuasive argument


• incorporating facts and ideas into discussion about values and principles


• drawing on current sources of information so that knowledge is up-to-date and informed


• organising forums, debates or rallies around current political and community issues

Working in a team (2) • effectively integrating the views of members into the day-to-day work of other team members


• not applicable

Solving problems (–) • not applicable


Innovation skills (2) • influencing contemporary debate on industrial, social, economic and political issues



• relevant leaflets, brochures and website text produced by the candidate

• speech or presentation notes/materials


• evidence of participation in community forums

• role-plays • how awareness of the values and principles of

unionism has been demonstrated • how knowledge of the context and organising

principles of unionism has been evidenced • how social justice issues have been integrated into

work practices


• how own commitment to unionism has been developed


• access to workplaces



• that assessment may be through simulated project-based activity, or actual activities that have been developed and implemented by the candidate



BSBUN406A Undertake bargaining Unionism


BSBUN406A Undertake bargaining

Unit Descriptor This unit specifies the outcomes required to effectively manage the process of bargaining to establish agreements on matters of importance to members.


Domain Unionism


This unit addresses the requirements to work with union members to prepare them for the bargaining process, and then to move through the necessary steps to attain agreements and strengthen the union.



1.1 Organising strategies to build membership, involvement and power in the workplace are implemented

1.2 Steps in bargaining an agreement are explained to members

1.3 Merits and benefits of bargaining are discussed 1.4 Members are consulted in defining a bargaining

agenda

1. Develop and promote a bargaining agenda and environment

1.5 Initial claims or content for a new agreement are discussed and agreed with members

2.1 Timing of bargaining is determined and appropriate documents served on the employer, other relevant parties and, where appropriate, a tribunal

2.2 Members and activists are encouraged to participate in supporting the claim

2.3 Liaison with other union/s is established

2. Initiate bargaining

2.4 Members are advised of employer’s response, and are provided with opportunities to comment

3.1 Bargaining meetings are attended and issues are negotiated and agreed

3.2 Organising occurs so that members' attitudes are expressed to management

3.3 All necessary record-keeping is undertaken accurately

3. Undertake bargaining

3.4 Final agreement is framed which reflects members' views and is consistent with identified parameters

Unionism BSBUN406A Undertake bargaining


3.5 Final approval from union and membership is obtained

3.6 Agreement is signed by relevant parties

4.1 Documents are developed, signed and registered with relevant authorities if necessary

4.2 Members are provided with feedback on final outcomes and/or access to final copies of the agreement

4.3 Bargaining campaign is evaluated and processes are set in place to monitor implementation of the agreement

4. Implement agreement

4.4 The workplace is checked for compliance with the agreement

Range Statement






• enterprise agreements An agreement may include: • agreements around specific issues such as hours of

work, breaks, rosters, treatment of workers and access to training

Timing of bargaining might include:

• setting goals prior to commencing • setting up legal notice periods • notification of industrial action • linking bargaining time-line to organising objectives

• a state independent tribunal Relevant authorities may include: • Australian Industrial Relations Commission


BSBUN406A Undertake bargaining Unionism



A person who demonstrates competence in this unit must be able to provide evidence that they can develop and implement an enterprise or industry bargaining strategy. This is seen as a role undertaken by experienced personnel with a thorough knowledge of the industrial and legislative requirements of the process. It requires a dynamic relationship with union members and other union/s, and effective negotiation with employers or employer representatives.


• industrial laws and processes to ensure that agreements are consistent with legislative requirements, including discrimination legislation, especially as it pertains to employment

• awards to ensure that practices are sound and that advice is taken as required

• the relevant industry and workforce


• union rules, policy, practices and protocols


• consultation and negotiation skills • organisational and analytical skills • organising skills


• communication skills





• liaising with unions, members and negotiating parties


• preparing a fair and comprehensive agreement


• scheduling and structuring discussions and providing feedback to members

Working in a team (1) • working with others to achieve good outcomes


• preparing case where bargaining is linked to salaries

Unionism BSBUN406A Undertake bargaining


Solving problems (2) • thinking laterally about solutions to obtain good outcomes


Innovation skills (2) • thinking laterally about solutions to obtain good outcomes

• enterprise agreements • plans for bargaining strategies • minutes of relevant meetings or consultations • written agreements on workplace issues


• documents about the bargaining process or its outcomes

• how consultations with members have been planned and carried out

• how the process of bargaining has occurred • how records of bargaining process have been

maintained • how final agreement has been obtained


• how bargaining campaign has been evaluated


• access to draft and final agreements





• that this unit could be assessed together with BSBUN407A Provide advice to union members and undertake negotiations

BSBUN407A Provide advice to union members and undertake negotiations Unionism


BSBUN407A Provide advice to union members and undertake negotiations

Unit Descriptor This unit specifies the outcomes required to effectively provide advice to union members about their industrial and employment rights and to participate in negotiations either as an individual or as a member of a negotiating team.


Domain Unionism


This unit covers obtaining, interpreting and providing information to members; preparing for and undertaking negotiations; using effective negotiation techniques; and following-up on outcomes.



1.1 Information is gathered from members in a sensitive way

1.2 Sources of information which impact on a member’s rights are identified and accessed

1.3 Information is interpreted within a legal, industrial and workplace context

1. Identify and interpret information about members' rights

1.4 Account is taken of relevant precedents, the member's expectations, and relevant cultural factors such as gender, ethnicity or the workplace

2.1 Members are provided with accurate information 2.2 Options are identified, and recommended action

explained in accordance with union policies and procedures

2.3 Opportunities to involve other members/employees are identified and taken

2. Provide information, advice and support to members

2.4 Referrals are made to specialist services where appropriate

3.1 Members are encouraged to raise issues and matters of concern

3.2 The presenting issue is analysed and additional information is obtained from members and others, if required

3. Prepare for negotiations

3.3 The purpose and objectives of the negotiation are identified and the claim is verified, including top- and bottom-line positions in consultation with members

Unionism BSBUN407A Provide advice to union members and undertake negotiations


3.4 Priorities for the negotiation are identified and established

3.5 Research is undertaken to develop a position which is assessed for strengths and weaknesses, takes accounts of member views and is assessed against union policies

3.6 Main arguments are identified and opponent’s arguments are predicted

3.7 Likely outcomes are considered and the consequences of not reaching agreement are identified

3.8 A negotiation style is selected and decisions made on how to present the position

4.1 Roles for negotiators are assigned, all participants are fully briefed and support is gained from all relevant parties for an agreed approach to the negotiations

4.2 Relevant facts to the issue are stated clearly and presented in the negotiation, and the strength of the union position is explained

4.3 Relevant precedents and supporting arguments are identified

4.4 All negotiating positions and alternative offers are identified

4.5 Effective communication techniques are utilised 4.6 Techniques for dealing with conflict and deadlocks

are utilised 4.7 Discussions are monitored, notes taken and options

fully explored, consistent with objectives/policies 4.8 Adjournments are sought where appropriate and

time taken to consult with others where required

4. Participate in negotiations

4.9 The agreed position or outcome is confirmed and sought in writing

5.1 Agreement is confirmed with the relevant authority, documented and filed appropriately

5.2 Reports are given to members on outcomes of the negotiations

5.3 Necessary actions are allocated to individuals and undertaken

5.4 Mechanisms are in place to ensure agreement is implemented and implementation is monitored

5.5 Negotiating participants are debriefed and follow-up action taken if required

5. Finalise and monitor outcomes

5.6 Effectiveness of negotiation is evaluated against objectives and union policies



Range Statement






• awards, agreements, legislation or common law • grievances or disputes • union policies

Sources of information may include:

• workplace precedents

• referral to a senior union officer • referral to a legal counsel

Specialist services may involve:

• referral to a counselling or conciliation/mediation service

• terms and conditions of employment • settlement of claims • roles and responsibilities • terms and conditions of a contract • awards and agreements • workplace health and safety issues

Purpose and objectives of the negotiation may relate to:

• skills and training issues

• collaborative • competitive • subordinate

Negotiation style may be:

• assertive

• statutory and industrial rights and conditions • industrial or legal decision/s and interpretations • issues at common law

Relevant precedents could include:

• other workplace/industry disputes and agreements

• body language • questioning (use of open or closed questions)

Effective communication techniques refers to:

• active listening



• interpersonal and language style

• restating or reframing the position • preparing a compromise or alternate position • referring back and consulting with members • calling in a third party • notifying and undertaking industrial action

Techniques for dealing with conflict and deadlocks may include:

• clarifying the position of both parties



A person who demonstrates competence in this standard must be able to provide evidence that they are able to provide information and advice to union members about industrial and employment matters and can prepare and negotiate on a range of issues that are relevant to working in a union context. Assessment should consider the candidate’s ability to find and interpret information, analyse and document facts and information, as well as their ability to perform negotiation in a variety of contexts and settings.


• national, state and territory legislation relating to industrial relations, vocational education and training, occupational health and safety, discrimination and equal employment opportunity

• relevant employment agreements, awards and terms and conditions of employment

• common law rights and obligations • precedents for similar issues/matters • union policies and procedures


• decisions and actions of the ACTU, trades and labour councils or other unions


• analytical and research skills • communication skills


• problem-solving skills






• presenting arguments and issues Communicating ideas and information (2) • persuading others of the merits of arguments and

issues • finding and interpreting information • assessing the merits of the case or issue


• researching the facts • scheduling meetings for negotiations Planning and organising

activities (1) • organising others to assist in negotiations

Working in a team (2) • consulting with others to obtain support and endorsement for negotiations

• finding statistical information, if required, to assist with member's inquiries Using mathematical ideas

and techniques (1) • using calculations or statistics, if required, for

presentation in negotiations

Solving problems (2) • identifying options to resolve issues and providing recommendations consistent with member/s needs and union policies

• developing options that are acceptable to both parties

• using the internet to find relevant legal information and precedents, industrial instruments, cases and documents


• documenting information and negotiations

Innovation skills (2) • thinking laterally and finding alternative solutions to issues

• written advice or briefing notes for member/s and/or senior union officers

• negotiating plans • documented research to prepare for negotiations • logs or diaries • documented outcomes of negotiations • briefing notes to others who may be part of the

negotiating team


• advice sought from, or provided by, senior officers



• how information was obtained and interpreted • how information was given to member/s • how position or argument was prepared • how negotiations were conducted • how support was obtained from other union

members, delegates or staff • how agreement was reached


• how the effectiveness of the negotiation was evaluated


• access to the union workplace could be required to consult with senior union officers



• that assessment may be simulated or through role-plays but could also involve assessment of a designated workplace activity developed and implemented by the candidate


• that this unit could be assessed together with BSBUN406A Undertake bargaining

BSBUN408A Prepare cases for the union Unionism


BSBUN408A Prepare cases for the union

Unit Descriptor This unit specifies the outcomes required to undertake research and prepare evidence and case submissions that may be required in the course of representing members and their issues before a tribunal.


Domain Unionism


This unit addresses undertaking research and preparation of evidence and case submissions that may be required in the course of representing members and their issues before a tribunal.



1.1 The functions of the relevant court, tribunal and administrative bodies are identified

1.2 Relevant tribunal is identified to respond to particular employment-related matters

1. Identify the main roles and responsibilities of key bodies

1.3 Practical application of relevant employment laws is explained and applied in regard to own activities and pertaining to the purpose of the case

2.1 Relevant forms and rules are identified to file documents and applications accurately

2.2 Documents are checked to ensure they are complete and accurate

2. Produce and serve documentation

2.3 Documents are served according to legal requirements

3.1 Case objectives and key elements are identified 3.2 Case outline is prepared 3.3 Key strengths and weaknesses, including gaps

requiring further research, are identified and addressed

3.4 Opposing arguments are predicted and key points to be made are addressed

3. Prepare case submissions

3.5 Written submissions are prepared

4.1 Relevant supporting and opposing precedents are identified

4.2 Supporting and distinguishing arguments are identified

4. Undertake case research

4.3 Evidence material is prepared

Unionism BSBUN408A Prepare cases for the union


5.1 Witness statements are prepared for tribunal hearings

5.2 Documents are correctly completed, signed and sworn or affirmed in accordance with tribunal requirements and procedures

5.3 Relevant factual details are recorded in the statement

5. Prepare witnesses

5.4 Witnesses are briefed on court or tribunal processes and expectations

Range Statement






• grievance under an award or agreement • unfair dismissal

Purpose of the case may be:

• industrial dispute • discrimination and equal employment opportunity

issue

• industrial tribunal cases • equal opportunity cases • enterprise/workplace history

Relevant supporting and opposing precedents may be found in:

• individual employment history


BSBUN408A Prepare cases for the union Unionism



A person who demonstrates competence in this standard must be able to provide evidence that they can research and prepare a case relating to an individual grievance, workplace dispute, unfair dismissal or related matter. This activity may be undertaken under the supervision of a supporting officer. Assessment should consider the candidate’s ability to analyse and document facts and information, and prepare a case to support the individual or union position before an industrial or employment based tribunal.


• national, state or territory legislation relating to industrial relations, occupational health and safety, equal opportunity and discrimination

• relevant employment agreements and awards and terms and conditions of employment

• union policies and procedures


• decisions of federal and state industrial and equal opportunity tribunals

• ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

• analytical and research skills • planning and organisational skills


• well developed literacy skills




• consulting with members and others about case objectives


• interviewing and preparing witnesses

• assessing the merits of the case or issue • researching the facts • identifying opposing arguments and developing

appropriate responses


• incorporating key facts and evidence into a cogent written argument

Planning and organising • filing and serving appropriate tribunal documentation within required timelines

Unionism BSBUN408A Prepare cases for the union


activities (2) • planning work schedule to ensure appropriate time for case preparation

Working in a team (1) • consulting with member/s and others to obtain support and endorsement for case


• not applicable

• identifying outcomes that are appropriate for the member, union and tribunal as a resolution to the case matter

• identify supporting and distinguishing arguments


• developing responses to identified case weaknesses and opposing arguments

• preparing and filing all relevant forms and documents in accordance with legal/tribunal requirements


• using the internet to conduct appropriate legal/industrial research to support case

Innovation skills (–) • not applicable

• transcripts of actual cases before an employment-based tribunal

• documented research to prepare for case • case outline and/or written submissions


• tribunal outcome of the case

• how position or argument was prepared • how research was conducted • how support was obtained from other union

members, delegates or staff for the case


• how witnesses and their statements have been prepared for the tribunal or court


• access to union documentation on particular cases



• that assessment may be simulated or through actual research and preparation for a particular case by the candidate


• that this unit could be assessed together with: – BSBUN409A Appear before tribunals and

represent members

BSBUN409A Appear before tribunals and represent members Unionism


BSBUN409A Appear before tribunals and represent members

Unit Descriptor This unit specifies the outcomes required to effectively appear before a tribunal and advocate routine matters such as handling grievances, disputes and dismissals, agreement certification and general award maintenance. It includes use of appropriate court/tribunal etiquette, participation in conciliation matters and presenting a case for arbitration.


Domain Unionism


This unit addresses participation in conciliation and/or arbitration matters before a court/tribunal on behalf of an individual member, groups of members and/or the union.



1.1 The appropriate manner of entering and departing the court or tribunal room is used

1.2 The appropriate manner of addressing the court or tribunal is used

1. Use appropriate court and tribunal etiquette

1.3 Relevant legal and industrial language is used where appropriate

2.1 Purpose and role of conciliation is clarified within particular tribunal and case context

2.2 Opportunities are explored to resolve grievances and disputes through conciliation

2.3 Conciliators are provided with complete/accurate information regarding the grievance or dispute

2.4 Clear and concise formal case statements are prepared and provided for the conciliator

2.5 Opportunities are taken to obtain relevant information from employers and/or respondents during the conciliation process

2.6 Realistic assessments are made of conciliated offers against the likely outcome of continuing with the conciliation process and any subsequent rulings from the adjudicating body

2. Participate in conciliation processes for grievances and disputes

2.7 Members are kept informed at each stage of the process

Unionism BSBUN409A Appear before tribunals and represent members


3.1 Rules and procedures of the court or tribunal are applied

3.2 Clear and concise case is outlined to the court or tribunal

3.3 Evidence is given and routine examination of witnesses is undertaken appropriately

3.4 Relevant decisions and precedents are referred to appropriately

3.5 Respondent’s submissions are responded to appropriately

3. Present case before tribunal

3.6 Questions and directions from the tribunal are responded to appropriately

Range Statement






• resolve a grievance under an award or agreement • resolve or settle a dispute about an unfair dismissal • resolve or settle an industrial dispute

Conciliation may be to:

• resolve or settle a discrimination or equal employment opportunity issue

• questioning of own witnesses • cross-examination of employer or respondent

witnesses

Examination of witnesses may involve:

• re-examination of own or respondent witnesses


BSBUN409A Appear before tribunals and represent members Unionism



A person who demonstrates competence in this standard must be able to provide evidence that they can appear before a tribunal and present a case on behalf of a member, group of members and/or the union relating to an individual grievance, workplace dispute, unfair dismissal or related matter. This activity may be undertaken under the supervision of a supporting officer. Assessment should consider the candidate’s ability to use appropriate court/tribunal etiquette, participate in a conciliation exercise and present a case to a tribunal.


• national, state and territory legislation relating to industrial relations, occupational health and safety, equal opportunity and discrimination




• relevant court and tribunal etiquette and tribunal rules and procedures


• advocacy and communication skills

• presentation skills

• negotiation and listening skills


• analytical skills




• explaining and advocating key aspects of a case to a tribunal


• examining witnesses


• analysing and responding to key points of respondent’s case

Planning and organising activities (–)

• not applicable

Working in a team (1) • consulting with member/s and others about conduct and merit of case arguments

Unionism BSBUN409A Appear before tribunals and represent members



• not applicable

• identifying outcomes that are appropriate for the member, union and tribunal as a resolution to the case matter

• distinguishing precedent materials and arguments


• advocating responses to identified case weaknesses and opposing arguments



• transcripts of actual cases before an employment-based tribunal

• case outline and/or written submissions


• tribunal outcome of the case

• how position or argument was advocated • how conciliation was approached and achieved


• how case before tribunal was managed


• access to workplaces and tribunals



• that assessment may be simulated or through an analysis of an actual case conducted before a tribunal


• that this unit could be assessed together with BSBUN408A Prepare cases for the union

BSBUN501A Develop, manage and review campaigns and projects Unionism


BSBUN501A Develop, manage and review campaigns and projects

Unit Descriptor This unit specifies the outcomes required to effectively plan, manage and review union campaigns or projects.


Domain Unionism


This unit addresses the cycle of planning, managing and reviewing campaign or project in a union context.



1.1 Research is undertaken to establish issues and requirements for the campaign or project

1.2 Steering committee, if appropriate, is established with terms of reference

1.3 Objectives and outcomes are established and agreed with stakeholders

1.4 Decision-makers and points of influence are established and identified to support the campaign

1.5 An action plan including strategies, timelines, activities, budgets, resource requirements, communication strategies and risk analysis is developed and communicated

1.6 Key indicators, milestones and measures are identified and evaluation techniques put in place to monitor progress

1.7 Communication and monitoring mechanisms are disseminated

1. Plan campaigns and projects

1.8 Resources are allocated and systems for recording and maintaining records are established

2.1 Relevant people to be involved are selected on the basis of interest and suitable skill sets, and roles and responsibilities are clarified

2.2 Staff time is allocated to undertake work and work plans are established with and for individual staff members

2. Manage campaigns and projects

2.3 Risk management strategies are implemented as required

Unionism BSBUN501A Develop, manage and review campaigns and projects


2.4 Campaign or project is monitored against plan, and adjustments negotiated and agreed with relevant people if required

2.5 Team members are developed and supported 2.6 Relevant people are provided with feedback about

their performance

2.7 Meetings are convened with steering committee or work team as agreed or required

3.1 Cost estimates are thoroughly researched and contingency allowances included

3.2 Budget is prepared and approved by relevant people

3.3 Expenditure is regularly monitored against the budget and recorded accurately in accordance with union requirements

3. Manage campaign or project budget

3.4 Revisions to budget are negotiated as required

4.1 Established objectives are reviewed and measured against actual outcomes

4.2 Budget is reviewed and actual expenditure is considered against allocated expenditure

4.3 Project or campaign is debriefed and recommendations for future activities made

4.4 Lessons learned from the campaign or project are documented and stored appropriately for future use

4. Review campaign or project

4.5 Reports on outcomes are shared with others who may benefit from the review process

Range Statement






• targeted organising campaigns or projects • campaigns or projects about wages and conditions • public awareness or media campaigns or projects

Campaigns or projects might include:

• campaigns about industry issues



• activities that can be seen to have concrete outcomes and a defined endpoint, and which require activities that are distinct from normal day-to-day work, for example:

– introduce a new membership system – set up a call centre – delegate or staff development – delegate conference

• a management committee • a group of organisers • a workplace organising committee • a group of workplace representatives • a reference group • delegates and activists • members • a sub-committee

Campaign or project steering committee might refer to:

• any designated group with authority in relation to the campaign or project

• campaign or project staff • funds • special tools or equipment • contractors or consultants

Resources may include:

• technology



A person who demonstrates competence in this unit must be able to provide evidence that they have developed, managed and reviewed a campaign or project, or have the knowledge and skills to undertake this task.


• financial management:

– how to interpret a budget – how to develop a budget

• researched information about employer(s)


• SWOT (strengths, weaknesses, opportunities and threats) facing campaign or project

Unionism BSBUN501A Develop, manage and review campaigns and projects


• theory of strategies and tactics • organising framework • industry knowledge • organisational priorities, structure and processes of

union


• staff management skills:

– leading a team – resolving conflict – providing feedback on performance

• communications skills to work with committee(s), stakeholders and staff

• project management skills


• planning and organisational skills




• engendering support and enthusiasm for the campaign or project


• ensuring all relevant parties are aware of activities and responsibilities

• researching campaign or project • tracking and monitoring campaign or project

progress


• reviewing and analysing campaign or project outcomes

• developing and implementing campaign or project plan


• ensuring timelines and outcomes are met

Working in a team (1) • working with others


• developing and monitoring a budget



Solving problems (1) • containing risks that may impinge on campaign or project outcomes

Using technology (1) • undertaking word processing to produce required documentation

Innovation skills (1) • thinking creatively about issues/problems and devising strategies that will provide benefits

• campaign or project plans • needs assessments or other research documentation • notes from committee meetings or team meetings • reports on outcomes, lessons learned, etc.


• campaign or project budgets

• how issues and requirements for campaigns or projects have been established

• how key indicators of success were identified and agreed on

• how staff were selected and briefed • how campaign or project was monitored • how campaign or project costs were managed • how established objectives were reviewed and

considered against actual outcomes


• how debriefing of campaign or project occurred


• copies of relevant documentation





• that this unit may be assessed with management units at the Diploma qualification level dealing with managing staff and finances

Unionism BSBUN502A Represent the union in key forums


BSBUN502A Represent the union in key forums

Unit Descriptor This unit specifies the outcomes required to take a lead role in representing the union and its positions on key issues.


Domain Unionism


This unit addresses high-level communications that will affect how the union is seen by members and others and the level of influence the union has in decision-making processes.



1.1 Authority to speak on behalf of the union is confirmed

1.2 Advice and opinions from key stakeholders and experts are sourced if and when required

1.3 Relevant policies and positions are accurately cited in public communications

1. Represent the union

1.4 Opportunities to promote a positive image of the union are fully utilised

2.1 Issues are clearly and succinctly expressed 2.2 Communication style is appropriate to audience

interests and concerns 2.3 Techniques are used to gain interest of audience 2.4 Written and audio-visual information is accurate,

well structured, easy-to-follow and engaging

2. Positively influence attitudes and opinions

2.5 Communication channels are selected and utilised to reach intended audience

3.1 Key individuals and organisations are identified as useful to the union’s objectives

3. Build networks to promote the union

3.2 Effective formal and informal networks are established and maintained for the mutual benefit of the union and other parties

BSBUN502A Represent the union in key forums Unionism


Range Statement






• adding items to meeting agendas • speaking at forums, conferences and meetings,

including peak bodies • including text in journals and newsletters • writing letters to the editor, getting articles in

newspapers and using paid print advertisements • appearing on television • calling in to talkback radio or being interviewed on

radio

Opportunities to promote the union might include:

• utilising technology, links to websites, etc.

• other unionists/unions • journalists and other media personnel • politicians/political parties • researchers and academics • community groups

Networks might include:

• specialist groups which have relevance to the union’s industry





A person who demonstrates competence in this unit must be able to provide evidence that they have put forward convincing arguments on issues of key importance to the union, or have the knowledge and skills to do this. The candidate should demonstrate a thorough knowledge and understanding of the union’s policies and processes and a capacity to prepare and fluently discuss a range of union related topics. The unit is directed at people who have high-level responsibility and are authorised to speak on behalf of the union.


• the union and its policies and procedures: – structure, staffing profile, etc. – processes for determining policies and positions – content of policies

• current affairs and politics: – broad-scale knowledge of current political issues

and topics – awareness of the Australian political and judicial

systems • unions:

– coverage of workforce – history – principles

• the media: – processes for obtaining media coverage, including

media protocols – individuals within the media and their areas of

expertise and responsibility


• defamation and other relevant laws


• negotiation and persuasion skills:

– ability to relate public issues and concerns to the union, its membership and priorities

– ability to see the basis of alternate arguments and develop a strategy

– conflict resolution • media skills

• public speaking skills:


– preparing for a presentation – generating interest and enthusiasm from an

audience

BSBUN502A Represent the union in key forums Unionism





• explaining ideas Communicating ideas and information (3) • using persuasive techniques


• preparing an argument or presentation


• not applicable

• ensuring others have opportunities to contribute Working in a team (1) • gaining approval for ideas and communications


• not applicable

• using information and ideas and making applications to the union context


• negotiating

Using technology (1) • preparing presentations

Innovation skills (2) • thinking laterally about mechanisms and media that can be utilised for communications

• papers from conferences or meetings • PowerPoint or other presentations • media clippings


• tapes of radio or television interviews/appearances

• how presentation or communication has been prepared and followed through

• how links have been established with other key organisations or individuals

• how audience was targeted


• how networks have been established and maintained


• access to products used to represent the union







• that this unit may be assessed with relevant management units a Diploma qualification

BSBUN503A Coordinate case preparation and research Unionism


BSBUN503A Coordinate case preparation and research

Unit Descriptor This unit specifies the outcomes required to effectively coordinate and prepare key cases on behalf of the union for a court or tribunal. It covers formulating strategies within a legal framework and jurisdictions to achieve optimum outcomes; providing advice on cases; and undertaking research and preparing case submissions.


Domain Unionism

This work would typically be undertaken by a research officer or industrial or senior industrial officer who works with limited supervision.


Note that these officers may undertake all or some of this work themselves and/or commission or organise others to undertake specific tasks and activities under direction.



1.1 Relevant court, tribunal and administrative bodies are identified to respond to each employment-related matter

1.2 Knowledge of the constitutional or legislative framework is applied to work

1.3 Scope of jurisdiction and industrial matters are considered

1. Work within a constitutional and legislative framework

1.4 Practical application of key employment laws are explained and applied

2.1 Knowledge of the appropriate jurisdiction is applied

2.2 Knowledge of employment laws are applied to achieve best outcomes

2. Formulate strategy within the appropriate jurisdiction

2.3 Strategic decisions are informed by an understanding of the jurisdiction’s powers

3.1 Relevant information is gathered with sufficient detail for an accurate evaluation to be made

3.2 Specialists are consulted in instances where expert interpretation or advice is required

3. Advise on the validity and credibility of cases

3.3 Judgements are made on the basis of clear and accurate information

Unionism BSBUN503A Coordinate case preparation and research


3.4 Likelihood of success is evaluated using valid and reliable case information

3.5 Interested parties are informed of likely outcomes with a clear rationale given for anticipated results

3.6 A full range of options for resolution is developed and rationale for option selection is explained

3.7 Where the union will not support the case, interested parties are advised of rationale and provided with information about their options

3.8 Relevant information is accurately and securely stored and confidential information is only disclosed with the express permission of the member and only to appropriate parties

4.1 Case objectives are identified 4.2 Key strengths and weaknesses, including gap areas

requiring further research, are identified and assessed

4.3 Opposing arguments are predicted and key points to be made are addressed

4.4 Case is regularly checked for its validity and likely outcomes

4.5 Sufficient and appropriate rebuttal of opposing party's case is prepared or built into the submission

4.6 Written case outline or submission is prepared

4. Prepare case submissions

4.7 Established procedures and time-lines for submission of written material and responses are met

5.1 Relevant supporting and opposing precedents are identified

5.2 Supporting and distinguishing arguments are identified

5.3 Evidence materials are prepared 5.4 Key studies, research and other material in support

of the case or that support opposing arguments are identified

5. Undertake case research

5.5 The case is re-evaluated against research outcomes

6.1 Witness statements are prepared 6.2 Documents are correctly completed, signed and

sworn or affirmed in accordance with court or tribunal requirements and procedures

6. Prepare witness statements

6.3 Relevant factual details are recorded in the statement



6.4 Witnesses are briefed on court or tribunal processes and expectations

6.5 Use of witnesses is applied strategically

Range Statement






Strategic decisions may involve: • referral of matters to a full bench • application for adjournments • referral of matters into conciliation • applications for orders restraining an employer from

undertaking certain activities • use of discovery processes

• legal counsel • academics

Specialists may include:

• economists or other recognised persons within their field

• pre-eminent persons

• research articles • publications • journal materials

Key studies, research and other material could include:

• research reports • commissioned research • Australian Bureau of Statistics materials or other

statistical reports





A person who demonstrates competence in this standard must be able to coordinate case preparation and evidence relating to a key test case, full bench or related matter on behalf of the union. This activity may be undertaken with advice from legal counsel. Assessment should consider the candidate’s ability to coordinate the preparation of a case involving a number of people, undertake detailed analysis of research, commission research to support the case and prepare overall case outlines and submissions on behalf of the union.


• national, state and territory legislation and regulations relating to industrial relations, occupational health and safety, vocational education and training, and equal opportunity and discrimination

• relevant employment agreements and awards, and terms and conditions of employment

• union policies and procedures • decisions of federal and state industrial and equal

opportunity tribunals • labour market and other statistical information


• academic and legal studies about employment-related matters


• analytical and research skills


• planning and organisational skills • well-developed writing skills




• consulting with legal counsel about jurisdictional and other matters


• interviewing and preparing witnesses

• assessing the merits of the case or issue Collecting, analysing and organising information (3) • researching the facts



• identifying opposing arguments and developing appropriate responses

• incorporating key facts and evidence into a cogent argument

• organising commissioned research • filing and serving appropriate court/tribunal

documentation within required time-lines


• planning work schedule on behalf of self and others to ensure appropriate time for case preparation

• consulting with member/s and others to obtain support and endorsement for case


• coordinating other team members to undertake tasks


• analysing statistics

• identifying outcomes that are appropriate for the member, union and court/tribunal as a resolution to the case matter

• identifying key points of research and academic material

• identify supporting and distinguishing arguments


• developing responses to identified case weaknesses and opposing arguments

• preparing and filing all relevant forms and documents in accordance with legal/tribunal requirements


• using the internet to conduct appropriate legal/industrial research to support the case

Innovation skills (1) • developing supporting research

• written submissions • transcripts of actual cases before an employment

based tribunal • documented research for case preparation


• court/tribunal outcome of the case

• how position or argument was prepared • how research was conducted • how support was obtained from other union

members, delegates or staff for the case


• how use of witnesses was applied strategically


• access to union documentation





• that assessment may be simulated or through actual research and preparation for a particular case by the candidate


• that this unit could be assessed together with: – BSBUN504A Advocate and present cases for

members, or – BSBUN506A Coordinate research and analysis

BSBUN504A Advocate and present cases for members Unionism


BSBUN504A Advocate and present cases for members

Unit Descriptor This unit specifies the outcomes required to effectively appear before a court or tribunal and advocate a key case on behalf of the union.


Domain Unionism

This unit addresses participation in conciliation and/or arbitration matters before a court or tribunal in relation to key test cases or full bench matters for the union.


This work would typically be undertaken by an industrial officer or senior industrial officer who works with limited supervision.



1.1 Knowledge of employment rights and conditions is applied in a range of jurisdictions

1.2 Legislative and industrial instruments are understood and applied where appropriate

1. Utilise and promote the legal basis which underpins employment rights and conditions

1.3 Non-compliance with legislative, regulatory or industrial instruments is identified and appropriate responses identified and actioned

2.1 Conciliation and arbitration processes are used to achieve strategic outcomes

2.2 Tribunal powers and procedures are used strategically

2.3 Tribunal processes are used to respond effectively to employer or respondent applications

2.4 Appropriate tactics are used to secure the best outcome for the case

2.5 Knowledge of rules and procedures is applied to elicit all relevant information during case proceedings

2. Use conciliation and arbitration processes for grievances and disputes

2.6 Realistic assessments are made of case proceedings and alternative options

3.1 Rules and procedures of the court or tribunal are applied

3. Advocate case before tribunal

3.2 Order of submissions is applied, including giving opening and final addresses and establishing purpose and key facts

Unionism BSBUN504A Advocate and present cases for members


3.3 Written case outlines are utilised and submissions given in accordance with standard rules of evidence

3.4 Verbal arguments are communicated in a coherent, logical and persuasive way and appropriate techniques of addressing a court or tribunal are employed

3.5 Oral submissions are complete and accurate and delivered in a pace, style and manner intended to maintain the trust and respect of significant parties

3.6 Adjournments are sought where appropriate and in a timely manner

3.7 Evidence and examination of witnesses is given and undertaken appropriately

3.8 Questioning style and tactics are employed appropriately

3.9 Appropriate documents are tendered and inspections undertaken to establish facts in accordance with standard rules of evidence

3.10 Relevant decisions and precedents are referred to and distinguished appropriately

3.11 Issues raised by respondents or tribunal members are addressed, neutralised or rebutted in an articulate way

Range Statement






• full bench activities • key test cases

Tribunal powers and procedures may include:

• court related matters

• seeking adjournments to reconsider own position in light of respondent arguments/new evidence

Appropriate tactics may involve:

• using discovery processes to elicit further information from respondent/employer



• using witnesses, including hostile witnesses, to draw out relevant evidence

• referral of matters to full bench for determination

• establishing burden and degree of proof • undertaking inspections • witness examination • differentiating hearsay and opinions

Rules of evidence involves:

• oral and documentary evidence

• use of notes • delivery, for example, voice, tone, rate of speech and

inflection • gestures and movements • focusing attention by involving the tribunal • use of humour or other tactics • mannerisms

Appropriate techniques of addressing a court or tribunal includes:

• listening

• open and closed questions • appropriate use of leading and non-leading questions • drawing out direct sense observations • establishing credit • establishing expertise • confrontation • probing • insinuation • undermining

Questioning style and tactics might involve:

• appropriate use of objections



A person who demonstrates competence in this standard must be able to provide evidence that they can appear before a court or tribunal and advocate a key case on behalf of the union relating to a full bench matter, test case or related matter. This activity may be undertaken with legal advice from an instructing counsel. Assessment should consider the depth of the particular case, the level of advocacy, as well as the use of tactics before a court or tribunal to advance the union case.

Unionism BSBUN504A Advocate and present cases for members



• national, state and territory legislation and regulations relating to industrial relations, occupational health and safety, vocational education and training, equal opportunity and discrimination


• union policies and procedures • relevant court and tribunal etiquette, rules and

procedures


• rules of evidence


• advocacy and communication skills • presentation skills • negotiation and listening skills


• analytical skills



• explaining and advocating key aspects of a case to a court or tribunal


• examining witnesses


• analysing and responding to key points of respondent’s case


• not applicable

Working in a team (1) • consulting with member/s and others about conduct and merit of case arguments


• not applicable

Solving problems (3) • identifying outcomes that are appropriate for the member, union and court/tribunal as a resolution to the case matter



• distinguishing precedent materials and arguments • advocating responses to identified case weaknesses

and opposing arguments



• transcript of actual cases before an employment-based tribunal

• case outline and/or written submissions


• court or tribunal outcome of the case

• how position or argument was advocated • how precedents were distinguished • how court or tribunal etiquette and rules were

followed


• how witnesses were examined


• access to workplaces and/or tribunals/courts



• that assessment may be simulated, or through an appearance by the candidate in an actual case before a tribunal or court


• that this unit could be assessed together with BSBUN503A Coordinate case preparation and research

Unionism BSBUN505A Develop, implement and manage union policy


BSBUN505A Develop, implement and manage union policy

Unit Descriptor This unit specifies the outcomes required to develop and implement union policy, and manage policy implementation and review.


Domain Unionism


This unit covers the cycle of development, implementation and review of union policy.



1.1 Authority is gained to undertake policy review or development

1.2 Rationale for review or development of policy is determined and documented

1.3 Relevant information to inform policy is gathered and reviewed

1.4 Mechanisms are utilised to generate policy ideas from members

1. Research issues and develop options

1.5 Policy options are identified

2.1 Consultation occurs with members and other stakeholders about policy issues

2.2 Policy is drafted based on key issues and consistent with union values

2.3 Policy is circulated for comment 2.4 Consultation is undertaken with key stakeholders

in relation to the policy 2.5 Policy is reviewed and where appropriate, revised

in the light of consultations undertaken 2.6 Policy is checked to ensure that format and style

facilitate understanding and implementation

2. Develop policy

2.7 Formal approval is gained or given in accordance with union protocols and procedures

3.1 Strategy to implement policy is developed in consultation

3. Implement policy

3.2 Key indicators and measurements for outcomes are built into the strategy

BSBUN505A Develop, implement and manage union policy Unionism


3.3 Strategy is circulated through available communication channels

3.4 Appropriate actions are designated to individuals to undertake and all staff are trained or receive instruction in the implementation of the strategy

3.5 Internal systems and procedures are established or adapted to support strategy implementation

3.6 All relevant staff are made aware of the strategy

4.1 Policy is stored for ready access 4.2 Strategy and policy is regularly evaluated and

updated to reflect legislative and other changes and developments

4. Manage policy implementation and review

4.3 Policy is referred to, implemented and applied in relevant situations

Range Statement






• statistics and data • legislation • research literature and reports • other policy – both internal and external • opinions

Relevant information may include:

• legislative and legal/industrial inquiries and/or reviews

• forums • meeting of members • focus groups • discussion – both informal and formal • surveys and questionnaires

Consultation could include:

• other unions and/or stakeholders

• economic changes Changes and developments could include: • political changes



• changes in strategic direction • changes in government policy • changes in policies of peak union bodies • changes in the policies of other unions



A person who demonstrates competence in this unit must be able to provide evidence that they can develop, implement, manage and evaluate policy within the context of a union. The policy should facilitate the objectives of the union and assist its functioning and organisational effectiveness.


• union context: – existing policies and procedures – strategic direction, vision, culture and values – relevant industrial issues – political position/s – awards and agreements – membership – union structure – industry issues


• EEO, equity and diversity principles


• research and writing skills, including:

– collections and analysis of information – data analysis – demographics of workplaces and industry – industry sector analysis – power structural analysis

• consultation and listening skills • networking skills • communication skills to facilitate uptake and

understanding of the policy


• evaluation and review skills

BSBUN505A Develop, implement and manage union policy Unionism





• communicating in writing, including position papers, draft policy, etc.


• communicating verbally to explain policy and its application


• researching policy requirements and options


• scheduling policy implementation and review processes

Working in a team (1) • working with stakeholders, including members and governing body and other unions to gain support for the policy


• analysing statistics where relevant

Solving problems (2) • applying problem-solving skills for issues arising in the interpretation and implementation of the policy

Using technology (2) • using the internet to search for information and data

• using web tools to create tables, graphs, time-series

Innovation skills (3) • using lateral thinking to identify a range of options and solutions for policy implementation

• policy documents • strategic plans • industry or sector plan • position papers • notes from focus or discussion groups, meetings,

consultations around draft policy • research papers • documents that explain and inform finalised policy


• training delivered to relevant staff to raise awareness and understanding of policy and its application



• how research was undertaken • how consultations occurred • how approval was obtained for policy • how staff were informed of the policy and its

application • how policy was reviewed and evaluated


• how policy has been implemented


• access to documentation of organisational policy and associated practices and procedures





• that this unit may be assessed with BSBUN506A Coordinate research and analysis, or with management units at a Diploma qualification dealing with research, planning and managing staff

BSBUN506A Coordinate research and analysis Unionism


BSBUN506A Coordinate research and analysis

Unit Descriptor This unit specifies the outcomes required to coordinate and undertake major research projects on behalf of the union. It covers planning research, coordinating and undertaking the research process, managing information systems, compiling reports and evaluating the research process.


Domain Unionism

This unit addresses the coordination of major research projects in relation to key industry, economic, social and employment related matters that impact on union membership. This could include analysis of industry, business and labour market trends and composition, taxation and other economic policies, as well as social and political issues that have an impact on members and the community.


This work would typically be undertaken by a senior research officer or senior industrial officer who works with limited supervision.



1.1 Research project objectives and timeframes are defined and agreed

1.2 Research process is planned and implemented in accordance with union policies and procedures

1.3 Agreed project phases, approval and review points are implemented to accommodate all project management function requirements

1. Plan and implement a project plan to undertake research activities

1.4 Research process is evaluated and reported in relation to established project baselines to provide appropriate measures of performance

2.1 Information needs are defined, based on work objectives and organisational requirements

2.2 Appropriate resources are identified and allocated

2. Coordinate and undertake the research process

2.3 Tasks are allocated to identified staff and support gained for the project

2.4 Strategies are developed to acquire required information

2.5 The methods and aims of the research are clearly communicated

Unionism BSBUN506A Coordinate research and analysis


2.6 Information is researched in a timely and thorough way and within resource allocation

2.7 Progress of research project is monitored and adjusted to respond to internal and external factors

3.1 Specialist data and information is collected, consolidated and analysed to recommend outcomes and advise trends to senior staff

3.2 Appropriate analytical techniques and processes are developed and applied to information in order to achieve defined objectives and meet requirements

3.3 Information is analysed to identify facts, issues, patterns, interrelationships and trends

3. Analyse information and apply the results of analysis

3.4 All work is undertaken in a timely manner and meets defined standards of the union

4.1 Information systems are maintained so that data and system integrity is guaranteed

4.2 A range of standard and complex information systems and applications are maintained in accordance with organisation standards

4. Manage information systems

4.3 Information is able to integrated in a timely and coherent manner

5.1 The findings from analysing information are used to provide advice and develop policies and solutions which meet organisational requirements

5.2 Reporting of results from analysis of information includes predictions, assumptions and constraints

5. Compile reports from information analysis

5.3 Reporting of results and analysis of information is logically sequenced, concise and clear

6.1 Criteria for evaluating the effectiveness of the research project and phases are identified and communicated

6.2 Key measurements are implemented and monitored to evaluate the effectiveness of research processes

6.3 All staff involved in the research project are debriefed on progress and outcomes

6. Evaluate the research process

6.4 Appropriate strategies are used to ensure the project outcomes are used effectively



Range Statement






• analysis of industry specific trends, statistics and issues

• information and analysis needed to develop a campaign, strategic plan, industry or sector plan and strategy, or to bargain effectively with employers

Research projects could involve:

• information and analysis to conduct a strategic comprehensive corporate or community campaign

• use of focus groups, polls and surveys • commissioned research • establishment of expert or pre-eminent opinions • joint/collaborative work with academics, economists,

social researchers, political parties and industry groups

Strategies could include:

• computer- or web-based research

• occupational health and safety statistics and related research

• vocational education and training statistics and related research

• labour market, industry and employment statistics and related research

• political and community polling around specific policy issues

• information, research and data in relation to corporations and inter-related bodies and connections within an industry and the economy

Specialist data and information could include:

• information for a specific cultural or gender perspective

Information systems may involve:

• databases and the use of spreadsheets, graphs, trend and time series, and mathematical equations





A person who demonstrates competence in this standard must be able to provide evidence that they can coordinate and undertake a major research activity on behalf of the union, including managing the entire research process. Assessment should consider the breadth of the research project as well as the use of appropriate analytical techniques and processes, and information systems to interrogate data and produce final report outcomes.


• commonwealth, state and territory legislation and regulations relating to:

– industrial relations – occupational health and safety – vocational education and training – equal opportunity and discrimination – trade practices

• industry knowledge




• research and analytical skills • project management skills


• well-developed writing skills




• communicating the need to establish the research project and key objectives for the union


• liaising with internal and external parties

Collecting, analysing and • identifying relevant information, statistics and data



organising information (3) • analysing and summarising key points of data

• coordinating and undertaking projects Planning and organising activities (3)

• coordinating other people’s tasks

Working in a team (2) • coordinating and working with other employees and/or external bodies in relation to research activities


• applying these to the interrogation of data

Solving problems (3) • identifying issues from relevant information and options to resolve or influence outcomes

• using spreadsheets and web tools Using technology (3)

• using search facilities for corporate documentation

Innovation skills (2) • identifying gap research

• project management plans and evaluation outcomes

• research reports


• actual research outcomes

• how the research project was planned and resources and staff allocated

• how information was collected and analysed

• how information systems were managed

• how analytical processes and procedures were used to interrogate data


• how the research process was evaluated


• access to union documentation



• that assessment should be through an actual research activity undertaken on behalf of the union by the candidate




• that this unit could be assessed together with: – BSBUN503A Coordinate case preparation and

research, and – BSBUN505A Develop, implement and manage

union policy


BSB01 Volume 5B of 8

The contents of this volume refer only to the Endorsed Components of BSB01 Business Services Training Package. This volume should not

be read in isolation but in the context of the Training Package as a whole Please refer to the following page for details of other volumes in this Training Package.

This volume contains units of competency for Assessment and Workplace Training


Volume 5B Page ii © Australian National Training Authority 2004 BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

BSB01 Business Services Training Package © Australian National Training Authority (ANTA) 2004

This work has been produced with the assistance of funding provided by the Commonwealth Government through ANTA.

An individual may make a photocopy of all or part of the work for their personal use.

A Registered Training Organisation may make photocopies of all or part of the work for the teaching purposes of that organisation, including for supply to its students provided that any consideration does not exceed the marginal cost of preparation, reproduction, assembly and delivery.

Except as permitted under the Copyright Act 1968, all other rights are reserved. Requests for permission may be directed to:

Australian National Training Authority Level 11, AMP Place 10 Eagle Street BRISBANE QLD 4000 Phone: (07) 3246 2300 Fax: (07) 3246 2490 Website: www.anta.gov.au

This work is the result of wide consultations with Australian industry participants. It is a collaborative view and does not necessarily represent the view of ANTA or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases.

While care has been taken in the preparation of this Training Package, ANTA and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. ANTA and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package.

This Training Package should not be regarded as professional advice and it should not be relied upon in any important matter without obtaining appropriate advice relevant to your circumstances. Published by: Australian Training Products Ltd

Level 25 / 150 Lonsdale St, Melbourne , 3000 PO Box 12211 A’Beckett St Post Office Melbourne, Victoria 8006, Australia Telephone +61 3 9655 0600 Facsimile +61 3 9639 4684 E-mail: [email protected]

First published: September 2001 Stock Code Number: atp9617 ISBN: 0 642 80159 2 (set) Business Services Training Package-BSB01 V4 (Vol 5B ) Printed by: Document Printing Australia, Melbourne, Australia AEShareNet Code: P Version No: 4 Release Date: 23 October 2004


© Australian National Training Authority 2004 Volume 5B Page iii BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Preliminary Information Important Note to Users Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment This Training Package is Version 4 – check whether this is the latest version by going to the National Training Information Service (www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact Innovation and Business Skills Australia (www.ibsa.org.au) to confirm the latest version number.

Explanation of version number conventions The primary release Training Package is Version 1. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1. Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement).

Explanation of the review date The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The Training Package review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Version modification history The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version Release Date Comments 4 October 2004 Fields and domains

Version 4 includes all the fields and domains in Version 3 plus: - a new field of International Services which includes the new domain of

International Trade/Business, - an expanded Business Management Services field with two new domains of

Occupational Health and Safety (OHS) and Compliance Management, and - an expanded Common Business field to include 1 new unit.

In total Version 4 BSB01 contains eight fields and twenty-four domains. Qualifications added to BSB01 in Version 4 Version 4 includes all the qualifications in Version 3 plus the following six new qualifications. BSB30803 Certificate III in Business (International Trade) BSB42003 Certificate IV in Business (International Trade) BSB41603 Certificate IV in Occupational Health and Safety BSB51903 Diploma in International Business BSB51603 Diploma of Occupational Health and Safety BSB61003 Advanced Diploma of Occupational Health and Safety Qualification Guide amendments The Qualification Guide has been amended to include the new qualifications.


Volume 5B Page iv © Australian National Training Authority 2004 BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Version Release Date Comments Units of competency This version includes all the units of competency provided in Version 3 plus the following additional fifty-seven new units of competency. BSBCMN421A Assist with compliance with OHS and other relevant laws BSBOHS401A Contribute to the implementation of a systematic approach to managing OHS BSBOHS402A Contribute to the implementation of the OHS consultation process BSBOHS403A Identify hazards and assess OHS risks BSBOHS404A Contribute to the implementation of strategies to control OHS risk BSBOHS405A Contribute to the implementation of emergency procedures BSBOHS406A Use equipment to conduct workplace monitoring BSBOHS501A Participate in the coordination and maintenance of a systematic approach to managing OHS BSBOHS502A Participate in the management of the OHS information and data systems BSBOHS503A Assist in the design and development of OHS participative arrangements BSBOHS504A Apply principles of OHS risk management BSBOHS505A Manage hazards in the work environment BSBOHS506A Monitor and facilitate the management of hazards associated with plant BSBOHS507A Facilitate the application of principles of occupational health to control OHS risk BSBOHS508A Participate in the investigation of incidents BSBOHS601A Develop a systematic approach to managing OHS BSBOHS602A Develop OHS information and data analysis and reporting and recording processes BSBOHS603A Analyse and evaluate OHS risk BSBOHS604A Apply ergonomic principles to control OHS risk BSBOHS605A Apply occupational hygiene principles to control OHS risk BSBOHS606A Develop and implement crisis management processes BSBOHS607A Advise on application of safe design principles to control OHS risk BSBOHS608A Conduct an OHS audit BSBOHS609A Evaluate an organisation’s OHS performance BSBCOM401A Organise and monitor the operation of compliance management system BSBCOM402A Implement processes for the management of breaches in compliance requirements BSBCOM403A Promote and liaise on compliance requirements, systems and related issues BSBCOM501A Identify and interpret compliance requirements BSBCOM502A Evaluate and review compliance BSBCOM503A Develop processes for the management of breaches in compliance requirements BSBCOM504A Create a culture of compliance within an organisation BSBCOM601A Research compliance requirements and issues BSBCOM602A Develop and create compliance requirements BSBCOM603A Plan and establish compliance management systems BSBINT301A Apply knowledge of the international trade environment to complete work BSBINT302A Apply knowledge of legislation relevant to international trade to complete work BSBINT303A Organise the importing and exporting of goods BSBINT304A Assist in the international transfer of services BSBINT305A Prepare business documents for the international trade of goods BSBINT306A Apply knowledge of international finance and insurance to complete work requirements BSBINT401A Research international business opportunities BSBINT402A Market goods and services internationally BSBINT403A Research international markets BSBINT404A Implement international client relationship strategies BSBINT405A Apply knowledge of import and export international conventions, laws and finance BSBINT406A Promote compliance with legislation BSBINT407A Prepare business advice on export Free on Board Value BSBINT408A Prepare business advice on the taxes and duties for international trade transactions


© Australian National Training Authority 2004 Volume 5B Page v BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Version Release Date Comments BSBINT409A Plan for international trade BSBINT501A Profile international markets BSBINT502A Analyse consumer behaviour for specific international markets BSBINT503A Analyse data from international markets BSBINT504A Forecast international market and business needs BSBINT505A Build international client relationships BSBINT506A Build international business networks BSBINT507A Report on finances related to international business BSBINT508A Promote products and services to international markets

3 March 2004 Version 3 of BSB01 Business Services Training Package included the seven fields and twelve domains developed in Phase One (see version 1 & 2 notes below) together with the extensions to fields, additional domains, new units of competency and new and replacement qualifications developed in Phase Two as described below. Fields expanded in Phase Two Common Business – expanded to incorporate units of competency under additional areas (business communication; generalist marketing; first aid; project management; risk management; customer service; diversity and knowledge management). Business Administration Services – expanded to incorporate units of competency and qualifications in two new domains – Purchasing and Medical Administration. Business Management Services– expanded to incorporate units of competency and qualifications in three new domains – Project Management, Franchising, Quality Auditing, and to provide additional Strategic Management units. Human Resources Management – expanded to incorporate units of competency and qualifications in two new domains – Unionism and Employment Services, and to provide additional Human Resources units. Business Development – expanded to incorporate additional units of competency for the Marketing domain. Domains developed in Phase Two Purchasing Medical Administration Project Management Franchising Unionism Employment Services Quality Auditing Frontline Management (review only) Qualifications added to BSB01 in Phase Two BSB30504 Certificate III in Business (Frontline Management) BSB30704 Certificate III in Business (Medical Administration) BSB41004 Certificate IV in Business (Frontline Management) BSB41404 Certificate IV in Business (Purchasing) BSB41504 Certificate IV in Project Management BSB41704 Certificate IV in Business (Franchising) BSB41804 Certificate IV in Unionism BSB41904 Certificate IV in Business (Employment Services) BSB51004 Diploma of Business (Frontline Management) BSB51404 Diploma of Business (Purchasing) BSB51504 Diploma of Project Management BSB51704 Diploma of Business (Franchising) BSB51804 Diploma of Unionism BSB51904 Diploma of Business (Quality Auditing) BSB60904 Advanced Diploma of Project Management Deleted/replaced qualifications The Frontline Management qualifications from BSB01 Versions 1 & 2 – BSB30501 Certificate III in Frontline Management, BSB41001 Certificate IV in Business (Frontline Management) and BSB51001 Diploma of Business (Frontline Management) are now replaced by new frontline qualifications at the same qualification as shown in the list above. Qualifications Framework amendments The Qualifications Framework has been amended to include the new qualifications, provide advice about replaced qualifications and provide specific packaging rules for three of the new qualifications – BSB41504 Certificate IV in Project Management, BSB51504 Diploma of Project Management, BSB60904 Advanced Diploma of Project Management – these have different rules and structure to the rest of the qualifications in BSB01.


Volume 5B Page vi © Australian National Training Authority 2004 BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Version Release Date Comments Deleted/replaced units of competency • BSBFLM302A Support leadership in the workplace (deleted) • BSBFLM304A Participate in work teams (deleted) Because of overlap these units were replaced with a new unit – BSBFLM312A Contribute to team effectiveness • BSBFLM402A Show leadership in the workplace (deleted) • BSBFLM404A Lead work teams (deleted) Because of overlap these units were replaced with a new unit – BSBFLM412A Promote team effectiveness • BSBFLM502A Provide leadership in the workplace (deleted) • BSBFLM504A Facilitate work teams (deleted) Because of overlap these units were replaced with a new unit – BSBFLM512A Ensure team effectiveness Imported units of competency The following units of competency included in this version were imported from other Training Packages THHGLE09B Manage workplace diversity CHCAD1C Advocate for clients CHCCS1B Deliver and monitor service to clients CHCCS401A Facilitate cooperative behaviour CHCES302A Work with government in a purchaser provider relationship CHCES304A Deliver recruitment services CHCES305A Monitor New Apprenticeships arrangements CHCES402A Deliver New Apprenticeship services CHCES301A Work in the Employment Services area CHCCAR501A Provide careers guidance CHCES303A Use labour market information CHCCM2C Establish and monitor a case plan CHCES406A Provide job search support CHCCM4B Promote high quality case management CHCORG29A Provide coaching and motivation CHCCS2C Deliver and develop client service CHCCD12C Apply a community development framework CHCCS3C Coordinate the provision of services and programs CHCCS402A Respond holistically to complex client issues CHCCS5B Identify and address specific client needs CHCCS405A Work effectively with culturally diverse clients and co-workers CHCES405A Monitor service performance in a purchaser provider relationship with government CHCDIS8B Support people with disabilities as workers CHCCS6B Assess and deliver services to clients with complex needs CHCDIS9B Maximise participation in work by people with disabilities CHCDIS18A Support students with special needs CHCES502A Research and report on labour market information CHCES401A Analyse and apply labour market information CHCCS4C Manage the delivery of quality client service CHCES403A Develop and monitor employment plans CHCDIS11B Coordinate disability work CHCES404A Promote clients to employers CHCES501A Manage service delivery in a purchaser-provider relationship with government CHCES501A Manage service delivery in a purchaser-provider relationship with government PSPGOV603A Develop a tender submission LGACOM409A Prepare tender documents PSPPROC602A Direct management of contracts PSPPROC702A Establish the procurement context

2 1 May 2002 Addition of e-Business field Version 2 added the new field of e-Business involving fifty-nine new units of competency and eight new qualifications to BSB01. The development of this field of BSB01 was part of the Phase One work but endorsed later than the bulk of Phase One development.


© Australian National Training Authority 2004 Volume 5B Page vii BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Version Release Date Comments 1 3 September

2001 Fields covered by BSB01 Business Services Training Package Version 1 Version 1 reflected Phase One of the development of the Business Services Training Package (less e-Business field – see Version 2 note above) and included the following fields and domains. • Common Business • Business Administration Services • Business Information Services • Business Management Services • Human Resource Management • Business Development Domains developed in Phase One: • Specialist Administration • Legal Services • Recordkeeping • Frontline Management • Governance (Indigenous Organisations) • Small Business Management • Strategic Management • Human Resources • Assessment & Workplace Training (included as part of BSB01) • Advertising • Marketing • Sales


Volume 5B Page viii © Australian National Training Authority 2004 BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Summary of qualifications in BSB01 Business Services Training Package All the Australian Qualifications Framework (AQF) qualifications in BSB01 are listed below. CERTIFICATE I BSB10101 Certificate I in Business CERTIFICATE II BSB20101 Certificate II in Business CERTIFICATE III BSB30101 Certificate III in Business BSA30200 Certificate III in Business (Legal Administration) BSB30201 Certificate III in Business Administration BSB30301 Certificate III in Business (Sales) BSB30401 Certificate III in Business (Recordkeeping) BSB30503 Certificate III in Business (Frontline Management) BSB30601 Certificate III in e-Business BSB30703 Certificate III in Business (Medical Administration) BSB30803 Certificate III in Business (International Trade) CERTIFICATE IV BSB40101 Certificate IV in Business BSB40201 Certificate IV in Business Administration BSB40301 Certificate IV in Business (Recordkeeping) BSB40401 Certificate IV in Business (Small Business Management) BSB40501 Certificate IV in Business Development BSB40601 Certificate IV in Business (Advertising) BSB40701 Certificate IV in Business (Marketing) BSB40801 Certificate IV in Business (Human Resources) BSB40901 Certificate IV in Business (Governance) BSB41003 Certificate IV in Business (Frontline Management) BSB41101 Certificate IV in Business Management BSA40200 Certificate IV in Business (Legal Services) BSB41201 Certificate IV in e-Business BSB41301 Certificate IV in e-Business Development BSB41403 Certificate IV in Business (Purchasing) BSB41503 Certificate IV in Project Management BSB41703 Certificate IV in Business (Franchising) BSB41803 Certificate IV in Unionism BSB41903 Certificate IV in Business (Employment Services) BSB42003 Certificate IV in Business (International Trade) BSB41603 Certificate IV in Occupational Health and Safety

DIPLOMA BSB50101 Diploma of Business BSB50201 Diploma of Business Administration BSB50301 Diploma of Business (Recordkeeping) BSB50401 Diploma of Business Management BSB50501 Diploma of Business Development BSB50601 Diploma of Business (Advertising) BSB50701 Diploma of Business (Marketing) BSB50801 Diploma of Business (Human Resources) BSB50901 Diploma of Business (Governance) BSA50200 Diploma of Business (Legal Services) BSB51003 Diploma of Business (Frontline Management) BSB51101 Diploma of e-Business BSB51201 Diploma of Strategic e-Business Development BSB51301 Diploma of e-Learning BSB51403 Diploma of Business (Purchasing) BSB51503 Diploma of Project Management BSB51703 Diploma of Business (Franchising) BSB51803 Diploma of Unionism BSB51903 Diploma of Business (Quality Auditing) BSB51903 Diploma in International Business BSB51603 Diploma of Occupational Health and Safety ADVANCED DIPLOMA BSB60101 Advanced Diploma of Business (Recordkeeping) BSB60201 Advanced Diploma of Business Management BSB60301 Advanced Diploma of Business (Human Resources) BSB60401 Advanced Diploma of Business Development BSB60501 Advanced Diploma of Business (Advertising) BSB60601 Advanced Diploma of Business (Marketing) BSB60701 Advanced Diploma of e-Business BSB60801 Advanced Diploma of Strategic e-Business Development BSB60903 Advanced Diploma of Project Management BSB61003 Advanced Diploma of Occupational Health and Safety


© Australian National Training Authority 2004 Volume 5B Page ix BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Units of competency in BSB01 Business Services Training Package All the units of competency in BSB01 are listed below under fields and domains. Note: Imported units are also shown in the lists below – either in the list relating to the specific domain, or in the list at the end titled ‘Units imported from other Training Packages’. Where they are in the domain list they make up part of a specific qualification in that domain; where they are in the list of imported units, they can be selected according to the packaging advice in the Qualification Guide. COMMON BUSINESS FIELD Certificate I BSBCMN101A Prepare for work BSBCMN102A Complete daily work activities BSBCMN103A Apply basic communication skills BSBCMN104A Plan skills development BSBCMN105A Use business equipment BSBCMN106A Follow workplace safety procedures BSBCMN107A Operate a personal computer BSBCMN108A Develop keyboard skills BSBCMN109A Follow environmental work practices Certificate II BSBCMN201A Work effectively in a business

environment BSBCMN202A Organise and complete daily work

activities BSBCMN203A Communicate in the workplace BSBCMN204A Work effectively with others BSBCMN205A Use business technology BSBCMN206A Process and maintain workplace

information BSBCMN207A Prepare and process

financial/business documents BSBCMN208A Deliver a service to customers BSBCMN209A Provide information to clients BSBCMN210A Implement improved work practices BSBCMN211A Participate in workplace safety

procedures BSBCMN212A Handle mail BSBCMN213A Produce simple wordprocessed

documents BSBCMN214A Create and use simple spreadsheets BSBCMN215A Participate in environmental work

practices BSBCMN216A Create customer relationship BSBCMN217A Process customer feedback BSBCMN218A Apply basic first aid

Certificate III BSBCMN301A Exercise initiative in a business

environment BSBCMN302A Organise personal work priorities

and development BSBCMN304A Contribute to personal skill

development and learning BSBCMN305A Organise workplace information BSBCMN306A Produce business documents BSBCMN307A Maintain business resources BSBCMN308A Maintain financial records BSBCMN309A Recommend products and services BSBCMN310A Deliver and monitor a service to

customers BSBCMN311A Maintain workplace safety BSBCMN312A Support innovation and change BSBCMN313A Maintain environmental procedures BSBCMN314A Utilise a knowledge management

system BSBCMN315A Work effectively with diversity BSBCMN316A Process customer complaints BSBCMN317A Meet customer needs and

expectations BSBCMN318A Write simple documents BSBCMN319A Apply advanced first aid BSBCMN320A Maintain first aid equipment and

resources Certificate IV BSBCMN402A Develop work priorities BSBCMN403A Establish business networks BSBCMN404A Develop teams and individuals BSBCMN405A Analyse and present research

information BSBCMN406A Maintain business technology BSBCMN407A Coordinate business resources BSBCMN408A Report on financial activity BSBCMN409A Promote products and services BSBCMN410A Coordinate implementation of

customer service strategies BSBCMN411A Monitor a safe workplace BSBCMN412A Promote innovation and change BSBCMN413A Implement and monitor

environmental policies BSBCMN414A Undertake marketing activities BSBCMN415A Manage first aid policy BSBCMN416A Identify risk and apply risk

management processes BSBCMN417A Coordinate customer service

activities BSBCMN418A Address customer needs BSBCMN419A Manage projects BSBCMN420A Write complex documents BSBCMN421A Assist with compliance with OHS

and other relevant laws


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BUSINESS ADMINISTRATION SERVICES FIELD SPECIALIST ADMINISTRATION Certificate III BSBADM301A Produce texts from shorthand notes BSBADM302A Produce texts from notes BSBADM303A Produce texts from audio

transcription BSBADM304A Design and develop text documents BSBADM305A Create and use databases BSBADM306A Create electronic presentations BSBADM307A Organise schedules BSBADM308A Process payroll BSBADM309A Process accounts payable and

receivable BSBADM310A Maintain a general ledger Certificate IV BSBADM401A Produce complex texts from

shorthand notes BSBADM402A Produce complex business documents BSBADM403A Develop and use complex databases BSBADM404A Develop and use complex

spreadsheets BSBADM405A Organise meetings BSBADM406A Organise business travel BSBADM407A Administer projects BSBADM408A Prepare financial reports Diploma BSBADM501A Manage the establishment and

maintenance of a workgroup network BSBADM502A Manage meetings BSBADM503A Plan and manage conferences BSBADM504A Plan or review administration

systems BSBADM505A Manage payroll BSBADM506A Manage business document design

and development LEGAL SERVICES Certificate III BSALPP301A Apply knowledge of the legal system

to complete tasks BSALPP302A Carry out search of the public record BSALPP303A Deliver court documentation BSACS301A Apply the principles of confidentiality

and security within the legal environment

BSALR301A Handle receipt and despatch of information

BSALC301A Use legal terminology in order to carry out tasks

BSALO301A Assist in prioritising and planning activities in a legal practice

BSALF301A Maintain records for time and disbursements in a legal practice

Certificate IV BSALPP401A Prepare and produce complex legal

documents BSACS401A Provide non-legal advice BSALC401A Interact with other parties BSALC402A Research, locate and provide legal

and other information in response to requests

BSALF401A Maintain trust accounts BSALPL401A Provide support in Property Law

matters BSALPL402A Provide support in Family Law

matters BSALPL403A Provide support in Criminal Law

matters BSALPL404A Provide support in Commercial Law

matters FNAMERC03B Serve legal process BSALLG401A Arrange documents and list exhibits

for litigation support 206/01 Take instructions in relation to a

transaction 206/05 Prepare and execute documents CHCAD2A Support the interests, rights and needs

of clients within duty of care requirements

CHCCD7A Support community resources CHCCD3A Meet information needs of the

community CHCCD1A Support community participation Diploma BSALC501A Run a file BSALO501A Perform legal research and prepare

reports to meet identified needs BSALPP501A Obtain information from a client BSALPP502A Draft legally binding documents BSALLG501A Assist with the discovery process BSALLG502A Appear in court BSALLG503A Attend pre-trial negotiations BSALPL501A Cost complex files BSALPL502A Administer in-house mortgage

practice 206/04 Negotiate with others to achieve tasks

and goals 206/09 Finalise transaction CHCCD8A Support community action CHCCD13A Work within specific communities CHCCD11A Provide advocacy and representation PURCHASING Certificate III BSBPUR301A Purchase goods and services Certificate IV BSBPUR401A Plan purchasing BSBPUR402A Negotiate contracts BSBPUR403A Conduct international purchasing


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Diploma BSBPUR501A Develop, implement and review

purchasing strategies BSBPUR502A Manage supplier relationships BSBPUR503A Manage international purchasing BSBPUR504A Manage a supply chain MEDICAL ADMINISTRATION Certificate II BSBMED201A Use basic medical terminology BSBMED202A Follow OHS policies and procedures

in medical office Certificate III BSBMED301A Use advanced medical terminology BSBMED302A Prepare and process medical accounts BSBMED303A Maintain patient records BSBMED304A Assist in controlling stocks and

supplies BSBMED305A Apply the principles of

confidentiality, privacy and security within the medical environment

Certificate IV BSBMED401A Manage patient record-keeping

system BSBMED402A Control stocks and supplies BUSINESS INFORMATION SERVICES FIELD RECORDKEEPING Certificate III BSBRKG301A Control records BSBRKG302A Undertake disposal BSBRKG303A Retrieve information from records BSBRKG304A Maintain business records Certificate IV BSBRKG401A Review the status of a record BSBRKG402A Provide information from and about

records BSBRKG403A Set up a business or records system

for a small office BSBEBUS406A Monitor and maintain records in an

online environment Diploma BSBRKG501A Determine business or records

system specifications BSBRKG502A Manage and monitor business or

records systems BSBRKG503A Develop and maintain a

classification scheme BSBRKG504A Develop terminology for activities

and records BSBRKG505A Document or reconstruct a business

or records system

Advanced Diploma BSBRKG601A Define recordkeeping framework BSBRKG602A Develop recordkeeping policy BSBRKG603A Prepare a functional analysis for an

organisation BSBRKG604A Determine security and access rules

and procedures BSBRKG605A Determine records requirements to

document a function BSBRKG606A Design a records retention and

disposal schedule BSBRKG607A Document and monitor the record-

creating context BSBRKG608A Plan management of records over

time BUSINESS MANAGEMENT SERVICES FIELD SMALL BUSINESS MANAGEMENT Certificate III BSBSBM301A Research business opportunities Certificate IV BSBSBM401A Establish business and legal

requirements BSBSBM402A Undertake financial planning BSBSBM403A Promote the business BSBSBM404A Undertake business planning BSBSBM405A Monitor and manage business

operations BSBSBM406A Manage finances BSBSBM407A Manage a small team FRONTLINE MANAGEMENT Certificate III BSBFLM303B Contribute to effective workplace

relationships BSBFLM305B Support operational plan BSBFLM306B Provide workplace information and

resourcing plans BSBFLM309B Support continuous improvement

systems and processes BSBFLM311B Support a workplace learning

environment BSBFLM312A Contribute to team effectiveness Certificate IV BSBFLM403B Implement effective workplace

relationships BSBFLM405B Implement operational plan BSBFLM406B Implement workplace information

system BSBFLM409B Implement continuous

improvement BSBFLM412A Promote team effectiveness


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Diploma BSBFLM501B Manage personal work priorities

and professional development BSBFLM503B Manage effective workplace

relationships BSBFLM505B Manage operational plan BSBFLM506B Manage workplace information

systems BSBFLM507B Manage quality customer service BSBFLM509B Facilitate continuous improvement BSBFLM510B Facilitate and capitalise on change

and innovation BSBFLM511B Develop a workplace learning

environment BSBFLM512A Ensure team effectiveness BSBFLM513A Manage budgets and financial plans

within the work team BSBFLM514A Manage people GOVERNANCE (INDIGENOUS ORGANISATIONS) Certificate IV BSBATSIL401A Meet the roles and responsibilities

of a Board member (1) BSBATSIL402A Use the constitution BSBATSIC403A Maintain and protect culture BSBATSIM404A Use the business plan BSBATSIM405A Monitor financial management and

budgets BSBATSIM406A Manage assets BSBATSIM407A Plan for organisational needs BSBATSIL408A Manage a Board meeting BSBATSIL409A Manage time BSBATSIL410A Manage stress BSBATSIC411A Communicate with the community BSBATSIM412A Implement a business-like approach BSBATSIM413A Oversee business planning BSBATSIM414A Oversee the organisation’s annual

budget BSBATSIM415A Contribute to a positive and

culturally appropriate workplace BSBATSIW416A Obtain and manage consultancy

services BSBATSIW417A Select and utilise technology Diploma BSBATSIL501A Meet the roles and responsibilities

of a Board member (2) BSBATSIL502A Work with the manager BSBATSIL503A Manage conflict BSBATSIM504A Develop and implement

organisational policies BSBATSIM505A Control organisation finances BSBATSIM506A Develop employment policies BSBATSIM507A Establish and maintain a strategic

planning cycle BSBATSIL508A Be a community leader BSBATSIL509A Manage self as a Board member BSBATSIC510A Conduct a community meeting BSBATSIM511A Develop enterprise opportunities BSBATSIM512A Manage board competencies

BSBATSIM513A Oversee recruitment and induction of staff

BSBATSIW514A Represent your organisation BSBATSIW515A Secure funding STRATEGIC MANAGEMENT Diploma BSBMGT501A Market services and concepts to

internal customers BSBMGT502A Manage people performance BSBMGT503A Prepare budgets and financial plans BSBMGT504A Manage budgets and financial plans BSBMGT505A Ensure a safe workplace BSBMGT506A Recruit, select and induct staff BSBMGT507A Manage environmental

performance BSBMGT508A Manage risk management system BSBMGT509A Manage a knowledge management

system BSBMGT510A Determine needs of customer

populations BSBMGT511A Develop a business opportunity BSBMGT512A Manage relationships in a family

business BSBMGT513A Plan for family business succession BSBMGT514A Plan and manage growth in a

family business Advanced Diploma BSBMGT601A Contribute to strategic direction BSBMGT602A Contribute to the development and

implementation of strategic plans BSBMGT603A Review and develop business plans BSBMGT604A Manage business operations BSBMGT605A Provide leadership across the

organisation BSBMGT606A Manage customer focus BSBMGT607A Manage knowledge and

information BSBMGT608A Manage innovation and continuous

improvement BSBMGT609A Manage risk BSBMGT610A Manage environmental

management systems BSBMGT611A Develop risk management strategy BSBMGT612A Plan and implement a knowledge

management system BSBMGT613A Review and improve a knowledge

management system BSBMGT614A Develop and implement diversity

policy PROJECT MANAGEMENT Certificate IV BSBPM401A Apply scope management

techniques BSBPM402A Apply time management techniques BSBPM403A Apply cost management techniques BSBPM404A Apply quality management

techniques


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BSBPM405A Apply human resource management approaches

BSBPM406A Apply communications management techniques

BSBPM407A Apply risk management techniques BSBPM408A Apply contract procurement

techniques Diploma BSBPM501A Manage application of project

integrative processes BSBPM502A Manage project scope BSBPM503A Manage project time BSBPM504A Manage project costs BSBPM505A Manage project quality BSBPM506A Manage project human resources BSBPM507A Manage project communications BSBPM508A Manage project risk BSBPM509A Manage project procurement Advanced Diploma BSBPM601A Direct the integration of multiple

projects/programs BSBPM602A Direct the scope of multiple

projects/programs BSBPM603A Direct time management of

multiple projects/programs BSBPM604A Direct cost management of multiple

projects/programs BSBPM605A Direct quality management of

multiple projects/programs BSBPM606A Direct human resources

management of multiple projects/programs

BSBPM607A Direct communications management of multiple projects/programs

BSBPM608A Direct risk management of multiple projects/programs

BSBPM609A Direct project procurement and contracts of multiple projects/programs

FRANCHISING Certificate III BSBFRA301A Work within a franchise Certificate IV BSBFRA401A Manage compliance with franchisee

obligations and legislative requirements

BSBFRA402A Establish a franchise BSBFRA403A Manage relationship with franchisor BSBFRA404A Manage a multiple site franchise Diploma BSBFRA501A Establish a franchise operation BSBFRA502A Manage a franchise operation BSBFRA503A Manage establishment of new sites

or regions BSBFRA504A Manage relationships with

franchisees BSBFRA505A Manage closure of a franchise

QUALITY AUDITING Certificate IV BSBAUD401A Prepare for a quality audit BSBAUD402A Participate in a quality audit Diploma BSBAUD501A Initiate a quality audit BSBAUD502A Prepare to lead a quality audit BSBAUD503A Lead a quality audit BSBAUD504A Report on a quality audit

OHS Certificate IV BSBOHS401A Contribute to the implementation of

a systematic approach to managing OHS

BSBOHS402A Contribute to the implementation of the OHS consultation process

BSBOHS403A Identify hazards and assess OHS risks

BSBOHS404A Contribute to the implementation of strategies to control OHS risk

BSBOHS405A Contribute to the implementation of emergency procedures

BSBOHS406A Use equipment to conduct workplace monitoring

Diploma BSBOHS501A Participate in the coordination and

maintenance of a systematic approach to managing OHS

BSBOHS502A Participate in the management of the OHS information and data systems

BSBOHS503A Assist in the design and development of OHS participative arrangements

BSBOHS504A Apply principles of OHS risk management

BSBOHS505A Manage hazards in the work environment

BSBOHS506A Monitor and facilitate the management of hazards associated with plant

BSBOHS507A Facilitate the application of principles of occupational health to control OHS risk

BSBOHS508A Participate in the investigation of incidents

Advanced Diploma BSBOHS601A Develop a systematic approach to

managing OHS BSBOHS602A Develop OHS information and data

analysis and reporting and recording processes

BSBOHS603A Analyse and evaluate OHS risk BSBOHS604A Apply ergonomic principles to

control OHS risk


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BSBOHS605A Apply occupational hygiene principles to control OHS risk

BSBOHS606A Develop and implement crisis management processes

BSBOHS607A Advise on application of safe design principles to control OHS risk

BSBOHS608A Conduct an OHS audit BSBOHS609A Evaluate an organisation’s OHS

performance COMPLIANCE MANAGEMENT Certificate IV BSBCOM401A Organise and monitor the operation

of compliance management system BSBCOM402A Implement processes for the

management of breaches in compliance requirements

BSBCOM403A Promote and liaise on compliance requirements, systems and related issues

Diploma BSBCOM501A Identify and interpret compliance

requirements BSBCOM502A Evaluate and review compliance

BSBCOM503A Develop processes for the management of breaches in compliance requirements

BSBCOM504A Create a culture of compliance within an organisation

Advanced Diploma BSBCOM601A Research compliance requirements

and issues BSBCOM602A Develop and create compliance

requirements BSBCOM603A Plan and establish compliance

management systems HUMAN RESOURCES MANAGEMENT FIELD HUMAN RESOURCES Certificate IV BSBHR401A Administer human resource systems BSBHR402A Recruit and select personnel BSBHR403A Process human resource documents

and inquiries BSBHR404A Co-ordinate human resource

services BSBHR405A Implement industrial relations

procedures Diploma BSBHR501A Manage human resource

consultancy services BSBHR502A Manage human resource

management information systems

BSBHR503A Manage performance management systems


BSBHR505A Manage remuneration and employee benefits


BSBHR507A Manage separation/termination BSBHR508A Manage work/life skills BSBHR509A Manage rehabilitation/return to

work programs BSBHR510A Plan mediation processes BSBHR511A Implement mediation processes BSBHR512A Manage industrial relations

initiatives BSBHR513A Manage industrial relations

disputes Advanced Diploma BSBHR601A Manage change BSBHR602A Manage human resource strategic

planning BSBHR603A Contribute to organisation

development BSBHR604A Manage employee relations BSBHR605A Contribute to organisation design ASSESSMENT AND WORKPLACE TRAINING Certificate IV BSZ401A Plan assessment BSZ402A Conduct assessment BSZ403A Review assessment BSZ404A Train small groups BSZ405A Plan and promote a training

program BSZ406A Plan a series of training sessions BSZ407A Deliver training sessions BSZ408A Review training Diploma BSZ501A Analyse competency requirements BSZ502A Design and establish the training

system BSZ503A Design and establish the assessment

system BSZ504A Manage the training and assessment

system BSZ505A Evaluate the training and

assessment system BSZ506A Develop assessment procedures BSZ507A Develop assessment tools BSZ508A Design training courses UNIONISM Certificate IV BSBUN401A Develop and implement an

organising plan BSBUN402A Empower members BSBUN403A Communicate with workers


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BSBUN406A Undertake bargaining BSBUN407A Provide advice to union members

and undertake negotiations BSBUN408A Prepare cases for the union BSBUN409A Appear before tribunals and

represent members Diploma BSBUN501A Develop, manage and review

campaigns and projects BSBUN502A Represent the union in key forums BSBUN503A Coordinate case preparation and

research BSBUN504A Advocate and present cases for

members BSBUN505A Develop, implement and manage

union policy BSBUN506A Coordinate research and analysis EMPLOYMENT SERVICES Certificate IV BSBEMS401A Develop and implement business

development strategies to expand client base




BUSINESS DEVELOPMENT FIELD ADVERTISING Certificate IV BSBADV401A Profile a target audience BSBADV402A Conduct pre-campaign testing BSBADV403A Monitor advertising production BSBADV404A Schedule advertisements Diploma BSBADV501A Develop a creative concept BSBADV502A Write persuasive copy BSBADV503A Coordinate advertising research BSBADV504A Create advertisements BSBADV505A Evaluate and recommend ‘above

the line’ media options BSBADV506A Evaluate and recommend ‘below

the line’ media options BSBADV507A Develop a media plan BSBADV508A Present an advertising campaign Advanced Diploma BSBADV601A Create an advertising brief BSBADV602A Develop an advertising campaign BSBADV603A Manage advertising production BSBADV604A Execute an advertising campaign

BSBADV605A Evaluate campaign effectiveness MARKETING Certificate III BSBMKG301A Research the market BSBMKG302A Identify marketing opportunities BSBMKG303A Draft an elementary marketing

audit report BSBMKG304A Assist with market research Certificate IV BSBMKG401A Profile the market BSBMKG402A Analyse consumer behaviour for

specific markets BSBMKG403A Analyse market data BSBMKG404A Forecast market and business needs BSBMKG405A Implement and monitor marketing

activities BSBMKG406A Build client relationships BSBMKG407A Make a presentation BSBMKG408A Conduct market research Diploma BSBMKG501A Evaluate marketing opportunities BSBMKG502A Establish and adjust the marketing

mix BSBMKG503A Develop a marketing

communications plan BSBMKG504A Implement a marketing solution BSBMKG505A Review marketing performance BSBMKG506A Plan market research Advanced Diploma BSBMKG601A Develop marketing strategies BSBMKG602A Develop a marketing plan BSBMKG603A Manage the marketing process BSBMKG604A Develop and manage direct

marketing campaigns BSBMKG605A Evaluate international marketing

opportunities BSBMKG606A Manage international marketing

programs BSBMKG607A Manage market research SALES Certificate III BSBSLS301A Develop product knowledge BSBSLS302A Identify sales prospects BSBSLS303A Present a sales solution BSBSLS304A Secure prospect commitment BSBSLS305A Support post-sale activities BSBSLS306A Self-manage sales performance Certificate IV BSBSLS401A Lead a sales team


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E-BUSINESS FIELD e-BUSINESS Certificate III BSBEBUS301A Search and assess online business

information BSBEBUS302A Use and maintain electronic mail

system BSBEBUS303A Participate in a virtual community BSBEBUS304A Buy online BSBEBUS305A Sell online BSBEBUS306A Make payments online BSBEBUS307A Bank online BSBEBUS308A Maintain online business records BSBEBUS309A Undertake e-learning BSBEBUS310A Work effectively as an off-site

e-worker Certificate IV BSBEBUS401A Conduct online research BSBEBUS402A Implement e-correspondence

policies BSBEBUS403A Communicate electronically BSBEBUS404A Trade online BSBEBUS405A Conduct online financial

transactions BSBEBUS406A Monitor and maintain records in an

online environment BSBEBUS407A Review and maintain the business

aspects of a website BSBEBUS408A Implement and monitor delivery of

quality customer service online BSBEBUS409A Lead and facilitate e-staff Diploma BSBEBUS501A Evaluate e-business opportunities BSBEBUS502A Evaluate e-business models BSBEBUS503A Design an e-business BSBEBUS504A implement an e-business strategy BSBEBUS505A Implement new technologies for

business BSBEBUS506A Plan and develop a business website BSBEBUS507A Manage the business aspects of a

website BSBEBUS508A Build a virtual community BSBEBUS509A Implement e-business outsourcing

arrangements BSBEBUS510A Manage e-business outsourcing BSBEBUS511A Implement a knowledge

management strategy for an e-business

BSBEBUS512A Implement electronic communication policy

BSBEBUS513A Plan e-learning BSBEBUS514A Implement e-learning BSBEBUS515A Facilitate e-learning BSBEBUS516A Manage online purchasing BSBEBUS517A Manage online inventory BSBEBUS518A Manage an e-business supply chain BSBEBUS519A Manage online sales systems BSBEBUS520A Manage online payments systems

BSBEBUS521A Plan e-marketing communications BSBEBUS522A Conduct e-marketing

communications BSBEBUS523A Investigate and plan e-work

business solutions BSBEBUS524A Implement and manage e-working

arrangements Advanced Diploma BSBEBUS601A Develop an e-business strategy BSBEBUS602A Develop an action plan for an

e-business strategy BSBEBUS603A Evaluate new technologies for

business BSBEBUS604A Develop a business website strategy BSBEBUS605A Identify and implement e-business

innovation BSBEBUS606A Manage e-business risk BSBEBUS607A Develop e-business outsourcing

policy and guidelines BSBEBUS608A Develop and implement online

information policy BSBEBUS609A Develop a knowledge management

strategy for an e-business BSBEBUS610A Develop electronic communication

policy BSBEBUS611A Develop and implement e-business

human resource management policy and practices

BSBEBUS612A Develop and implement e-work policy and guidelines

BSBEBUS613A Develop online customer service strategies

BSBEBUS614A Build online customer loyalty BSBEBUS615A Use online systems to support

managerial decision-making BSBEBUS616A Plan an e-business supply chain INTERNATIONAL SERVICES FIELD INTERNATIONAL TRADE / BUSINESS Certificate III BSBINT301A Apply knowledge of the

international trade environment to complete work

BSBINT302A Apply knowledge of legislation relevant to international trade to complete work

BSBINT303A Organise the importing and exporting of goods

BSBINT304A Assist in the international transfer of services

BSBINT305A Prepare business documents for the international trade of goods

BSBINT306A Apply knowledge of international finance and insurance to complete work requirements

Certificate IV BSBINT401A Research international business

opportunities BSBINT402A Market goods and services

internationally


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BSBINT403A Research international markets BSBINT404A Implement international client

relationship strategies BSBINT405A Apply knowledge of import and

export international conventions, laws and finance

BSBINT406A Promote compliance with legislation

BSBINT407A Prepare business advice on export Free on Board Value

BSBINT408A Prepare business advice on the taxes and duties for international trade transactions

BSBINT409A Plan for international trade Diploma BSBINT501A Profile international markets BSBINT502A Analyse consumer behaviour for

specific international markets BSBINT503A Analyse data from international

markets BSBINT504A Forecast international market and

business needs BSBINT505A Build international client

relationships BSBINT506A Build international business

networks BSBINT507A Report on finances related to

international business BSBINT508A Promote products and services to

international markets IMPORTED UNITS FOR THE E-BUSINESS BLENDED QUALIFICATIONS ICAITAD043A Develop and present a feasibility

report ICAITAD051B Develop client user interface ICAITAD052B Design IT security framework ICAITAD053B Design system security and controls ICAITAD054B Validate quality and completeness

of design ICAITAD138A Determine acceptable solution

providers for e-business projects ICAITAD141A Design dynamic websites to meet

technical requirements ICAITAD146A Develop web site information

architecture ICAITAD147A Determine that data base

functionality and scalability suits business requirements

ICAITAD148A Identify new technology models for e-business

ICAITAD149A Implement quality assurance process for e-commerce solutions

ICAITAD150A Evaluate vendor products and equipment

ICAITAD151A Gather data to identify business requirements

ICAITAD152A Implement risk management processes

ICAITAD156A Review and plan for risk to e-commerce solution providers

ICAITAD157A Develop technical requirements for an e-commerce solution

ICAITAD158A Translate the business needs into technical requirements

ICAITB059A Develop detailed technical design ICAITB073B Pilot the developed system ICAITB074B Monitor the system pilot ICAITD208A Writing for the World Wide Web ICAITS108B Complete database backup and

recovery ICAITS116A Undertake capacity planning ICAITS119B Monitor and administer system

security ICAITS191A Maintain web site performance ICAITS194A Ensure basic web site security ICAITS199A Manage E-commerce websites ICAITS200A Monitor traffic and compile

specified site traffic reports ICAITS202A Ensure privacy for users ICAITS203A Choose a web hosting service ICAITSP039B Match the IT needs with the

strategic direction of the enterprise ICAITSP040A Manage and review contracts ICAITT183A Confirm accessibility of web site

design ICAITT184A Ensure site usability ICAITTW214A Maintain ethical conduct ICAITU127B Support system software ICAITU205A Select and employ software and

hardware multimedia tools CUFIMA01A Produce and manipulate digital

images CUFIMA04A Create 3D digital animation CUFIMA05A Create 3D digital models and

images CUFMEM06A Design a multimedia product CUFMEM07A Apply principles of visual design

and communication to the development of a multimedia product

CUFMEM08A Apply principles of instructional design to a multimedia product

CUFMEM10A Design and create a multimedia interface

CUFMEM11A Design the navigation for a multimedia product

CULLB412A Undertake cataloguing activities UNITS IMPORTED FROM OTHER TRAINING PACKAGES (SEE NOTE AT TOP OF TABLE ON PAGE 14) Diversity THHGLE09B Manage workplace diversity Employment Services CHCAD1A Advocate for clients CHCCS1A Deliver and monitor service to clients CHCCS401A Facilitate cooperative behaviour CHCES302A Work with government in a purchaser

provider relationship CHCES304A Deliver recruitment services CHCES305A Monitor New Apprenticeships

support services


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CHCES303A Work within a legal and ethical framework

CHCES402A Deliver New Apprenticeship support services

CHCES301A Work in Employment Services area CHCCAR501A Provide careers guidance CHCES303A Use labour market information CHCCM2A Establish and monitor a case plan CHCES406A Provide job search support CHCCM4A Promote high quality case

management CHCORG29A Provide coaching and motivation CHCCS2A Develop and deliver client service CHCCD12B Apply a community development

framework CHCCS3B Coordinate the provision of services

and programs CHCCS402A Respond holistically to client issues CHCCS5A Identify and address specific client

issues CHCCS405A Work effectively with culturally

diverse clients and co-workers CHCES405A Monitor service performance in a

purchaser provider relationship with government

CHCDIS18A Support people with disabilities as workers

CHCCS6A Assess and deliver services to clients with complex needs


CHCDIS8A Work with clients intensively CHCES502A Research and report on labour market

information CHCES401A Analyse and apply labour market

information CHCCS4A Manage the delivery of quality client

service CHCES403A Develop and monitor employment

plans CHCDIS11A Coordinate disability work CHCES404A Promote clients to employers CHCES501A Manage service delivery in a

purchaser-provider relationship with government

PSPGOV603A Develop a tender submission Purchasing LGACOM409A

Prepare tender documents

PSPPROC602A

Direct management of contracts

PSPPROC702A

Establish the procurement context


© Australian National Training Authority 2004 Volume 5B Page xix BSB01Business Services Training Package to be reviewed by 30/04/2006 Version 4

Structure of BSB01 Volumes VVOOLLUUMMEE 11 VVOOLLUUMMEE 22AA VVOOLLUUMMEE 22BB VVOOLLUUMMEE 33 VVOOLLUUMMEE 44AA VVOOLLUUMMEE 44BB VVOOLLUUMMEE 44CC

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Field: BUSINESS

ADMINISTRATION SERVICES

Field: BUSINESS ADMINISTRATION SERVICES

Field: BUSINESS INFORMATION SERVICES




Introduction Qualification Guide Assessment Guidelines Domain: Domain: Domain: Domain: Domain: Domain: Legal Services

Medical Administration Purchasing

Specialist Administration

Recordkeeping Small Business Management Governance (Indigenous Organisations) Franchising Quality Auditing

Project Management Strategic Management Frontline Management

VVOOLLUUMMEE 44DD VVOOLLUUMMEE 55AA VVOOLLUUMMEE 55BB VVOOLLUUMMEE 66 VVOOLLUUMMEE 77 VVOOLLUUMMEE 88 Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Units of Competency

Field: COMMON BUSINESS




Field: E-BUSINESS Field: BUSINESS DEVELOPMENT

Field: INTERNATIONAL SERVICES

Domain: Domain: Domain: Domain: Domain: Domain: Domain: Common Occupational Health

& Safety Compliance Management

Human Resources Employment Services Unionism

Assessment and Workplace Training

E-Business Advertising Sales Marketing

International Trade International Business

[This domain will be replaced after the Training And Assessment Training Package is endorsed]


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Competency Standards The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise. Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself. Competency standards in industry Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs Registered Training Organisation (RTOs) may contextualise units of competency to reflect local outcomes required. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained. Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs: • must not remove or add to the number and content of elements and performance criteria • may add specific industry terminology to performance criteria where this does not

distort or narrow the competency outcomes • may make amendments and additions to the range statement as long as such changes do

not diminish the breadth of application of the competency and reduce its portability, and/or

• may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.

Components of Units of Competency The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the specific unit of competency. Each unit of competency title is unique, both within and across Training Packages.


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Unit Descriptor The unit descriptor broadly communicates the purpose of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information about the relationship of the units of competency is provided in the unit descriptor.

Competency Field (Optional) The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Application of the Competency The application of the competency fleshes out the scope, purpose and operation of the unit of competency in different contexts, for example its application in the workplace.

Elements of Competency The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance.

Range Statement The range statement provides a context for the unit of competency, describing any variables that may apply in workplace situations.

Evidence Guide The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes: • conditions under which competency must be assessed including variables such as the

assessment environment or necessary equipment • relationships with the assessment of any other units of competency • suitable methodologies for conducting assessment including the potential for workplace

simulation • resource implications, for example access to particular equipment, infrastructure or

situations • how consistency in performance can be assessed over time, various contexts and with a

range of evidence, and • the required underpinning knowledge and skills

Key Competencies All Training Packages require the integration of Key Competencies either in each unit of competency, or across a qualification, depending on industry needs and preferences. The Key Competencies were first defined in 1992 in the project report, Putting General Education to Work: The Key Competencies Report (Mayer Committee 1992). The skills and


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knowledge they describe are essential for effective workplace participation and involve the sorts of capabilities commonly used by employers as selection criteria. They underpin the ability of employees to adapt to technological, organisational, societal and functional change. The Key Competencies are generic, in that they apply to work in general, rather than to particular occupations or industries. They focus on the application of knowledge and skills in an integrated way in workplace situations. The seven Key Competencies are: 1 Collecting, analysing and organising information

The capacity to locate, sift and sort information in order to select what is required and to present it in a useful way, and evaluate both the information itself and the sources and methods used to collect it.

2 Communicating ideas and information The capacity to communicate effectively with others using the range of spoken, written, graphic and other non-verbal means of expression.

3 Planning and organising activities The capacity to plan and organise one’s own work activities, including making good use of time and resources, sorting out priorities and monitoring one’s performance.

4 Working with others in teams The capacity to interact effectively with other people both on a one-to-one basis and in groups, including understanding and responding to the needs of a client and working effectively as a member of a team to achieve a shared goal.

5 Solving problems The capacity to apply problem-solving strategies in purposeful ways, both in situations where the problem and the solution are clearly evident and in situations requiring creative thinking and a creative approach to achieve a desired outcome.

6 Using mathematical ideas and techniques The capacity to use mathematical ideas, such as number and space, and techniques such as estimation and approximation, for practical purposes.

7 Using technology The capacity to apply technology, combining the physical and sensory skills needed to operate equipment with the understanding of scientific and technological principles needed to explore and adapt systems.

Performance Levels There are three levels of performance defined within the Key Competencies. These are stand-alone levels and do not correspond to the AQF qualification levels. • Performance Level 1 is concerned with the level of competence needed to undertake

activities efficiently with sufficient self-management to meet the explicit requirements of the activity, and to make judgements about the quality of outcomes against established criteria.

• Performance Level 2 describes the competence needed to manage activities requiring

the selection, application and integration of a number of elements, and to select from established criteria to judge quality of process and outcome.


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• Performance Level 3 describes the competence needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.

However, relating performance to the specific industry or workplace context may be more useful than interpreting the somewhat abstracted performance levels provided above. Where the Key Competencies are defined in the unit of competency, you will find them in a table, together with examples of their application, to help with assessment of their performance. Also, in evaluating the level of performance for the Key Competencies, consider the performance expectations at the AQF qualification level involved. Delivery and Assessment of Key Competencies The Key Competencies are integral to workplace competency, and, as such must be explicitly considered in the design, customisation, delivery and assessment of vocational education and training programs as represented diagrammatically below.

Competency Standards/

Competency

Learning Outcomes

Reflection

Workplace Activities

Assessment Strategies

Learning Strategies

Integration

of Key Competencies


Assessment & Workplace Training Competency Standards

CONTENTS

BSZ401A Plan assessment ....................................................................................3

BSZ402A Conduct assessment............................................................................11

BSZ403A Review assessment .............................................................................21

BSZ404A Train small groups................................................................................29

BSZ405A Plan and promote a training program...................................................36

BSZ406A Plan a series of training sessions.........................................................44

BSZ407A Deliver training sessions ......................................................................54

BSZ408A Review training.....................................................................................64

BSZ501A Analyse competency requirements ......................................................72

BSZ502A Design and establish the training system.............................................79

BSZ503A Design and establish the assessment system......................................88

BSZ504A Manage the training and assessment system ......................................97

BSZ505A Evaluate the training and assessment system ...................................105

BSZ506A Develop assessment procedures .......................................................113

BSZ507A Develop assessment tools .................................................................123

BSZ508A Design training courses......................................................................131


2

Assessment and Workplace Training Competency Standards As endorsed in the Training Package for Assessment and Workplace Training, these competencies have been incorporated within the Human Resource Domain of the Business Services Training Package. The Assessment and Workplace Training Package is currently under review. When the reviewed units are available, they will replace the units incorporated at this time.

The Introduction to the Assessment and Workplace Training Competency Standards The Assessment and Workplace Training Competency Standards are the benchmark for assessment and training in all settings across Australia. Distinctive features of the Assessment and Workplace Training Competency Standards are: • the standards are “cross-industry” in nature. Assessment and training occurs in most, if not

all, industry and workplace settings. Cross-industry standards are based on competencies common to a range of industries and workplaces

• the standards have “guideline application”. These competency standards should be incorporated in other industry or enterprise competency standards. The outcomes should be the same as in the cross-industry standards

• the standards apply to people carrying out assessment and training regardless of the setting. This means they apply just as much to staff in vocational education and training institutions as to people training and assessing in the workplace

The Range Statements and Evidence Guides of the respective units need to be considered in making assessment decisions against the units in the Assessment and Workplace Training Competency Standards. These assessment guidelines need to be read in conjunction with the standards. Each unit of competency provides guidance on suitable assessment and training activities and outcomes.

Assessment and Workplace Training BSZ401A Plan assessment

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BSZ401A Plan assessment Unit Descriptor This unit covers the requirements for planning an assessment in a

specific context. The unit details the requirements for determining evidence requirements, selecting appropriate assessment methods and developing an assessment tool in a specific context.


1.1 The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specified context

1.2 Relevant unit(s) of competency is read and interpreted accurately to identify the evidence required

1.3 Specified evidence requirements assure valid and reliable inferences of competency, authenticate the performance of the person being assessed and confirm that competency is current

1.4 Sufficient evidence is specified to show consistent achievement of the specified standards

1. Establish evidence required for a specific context

1.5 The cost of gathering the required evidence is established

2.1 Assessment methods are selected which are appropriate for gathering the type and amount of evidence required

2.2 Opportunities to consolidate evidence gathering activities are identified

2. Establish suitable assessment method(s)

2.3 Allowable adjustments in the assessment method are proposed to cater for the characteristics of the person(s) being assessed

3.1 An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context

3.2 The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context

3.3 Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the person(s) being assessed

3. Develop assessment tools appropriate to a specific assessment context

3.4 The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur

BSZ401A Plan assessment Assessment and Workplace Training

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4.1 Assessment methods and tools are trialled with an appropriate sample of people to be assessed

4.2 Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration

4.3 Appropriate adjustments are made to improve the assessment method and tools in light of the trial

4. Trial assessment procedure

4.4 Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable

Range Statement

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:








Assessment system may be developed by:

• the industry through the endorsed component of Training Packages Assessment Guidelines

• the enterprise • a Registered Training Organisation • a combination of the above



Range Statement

The assessment system should specify the following:

• the purpose of assessment • competencies required of assessors • record keeping procedures and policies • any allowable adjustments to the assessment method

which may be made • the appeal/review mechanisms and procedures • the review and evaluation of the assessment process • the linkages between assessment and training

qualifications/awards • employee classification • remuneration • progression • relevant policies • quality assurance mechanisms • apportionment of costs/fees (if applicable) • marketing/promotion of assessment • verification arrangements • auspicing arrangements, if applicable • partnership arrangements, if applicable

Specific assessment context may be determined by:

• purpose of the assessment such as • to gain a particular qualification or a licence • to determine employee classification • to recognise prior learning/current competencies • to identify training needs or progress.

• location of the assessment such as: • on the job or off the job • combination of both.

• assessment guidelines of training package or other assessment requirements

Characteristics of persons being assessed may include:

• language, literacy and numeracy needs • cultural, language and educational background • gender • physical ability • level of confidence, nervousness or anxiety • age • experience in training and assessment • previous experience with the topic



Range Statement

Appropriate personnel many include:

• assessors • person(s) being assessed • employee/union representatives • consultative committees • users of assessment information such as training

providers, employers, human resource departments • state/territory training/recognition authorities • training and assessment coordinators • relevant managers/supervisors team leaders • technical specialists

Appropriate procedure: • the assessment procedure is developed (and endorsed) by person(s) responsible for the implementation of the assessment process in: • the industry • the enterprise • the training organisation

• a combination of the above • the assessment procedure should specify the

following: • recording procedure • appeal/review mechanism • assessment methods to be used • instructions/materials to be provided to the

person(s) being assessed • criteria for making decisions of competent, or not

yet competent • number of assessors • assessment tools • evidence required • location of assessment • timing of assessment • assessment group size

• allowable adjustments to the assessment procedure depending on the characteristics of the person being assessed



Range Statement

Assessment methods may include:

• direct observation of performance, products, practical tasks, projects and simulation exercises

• review of log books/or and portfolios of evidence • consideration of third party reports and authenticated

prior achievements • written, oral or computer managed questioning • these methods may be used in combination in order

to provide sufficient evidence to make a judgement

Assessment tools may include: • specific instructions to be given relating to the performance of practical tasks or processes or simulation exercises

• specific instructions to be given in relation to the production of projects and exercises

• sets of verbal/written/computer based questions to be asked

• performance checklists • log books • descriptions of competent performance. • a number of these tools may be used in combination

in order to provide enough evidence to make judgements

Assessment environment and resources to be considered include:

• time • location • personnel • finances/costs • equipment • materials • OHS requirements • enterprise/industry standard operating procedures

Allowable adjustments may include:

• provision of personal support services (e.g. Auslan interpreter, reader, interpreter, attendant carer, scribe)

• use of adaptive technology or special equipment (e.g. word processor or lifting gear)

• design of shorter assessment sessions to allow for fatigue or medication

• use of large print version of any papers



Evidence Guide The Evidence Guide identifies the critical aspects, 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 Assessment requires evidence of the following products to be collected: • Documentation in relation to:

• specific assessment context, including the purpose of assessment

• features of the assessment system • characteristics of the person being assessed • evidence of competency required • plan of opportunities for gathering the evidence

required • assessment methods selected including any

allowable adjustments to meet characteristics of person(s) being assessed

• An assessment tool(s) for the specific assessment context which ensures valid, reliable, flexible and fair assessment including any allowable adjustments.

• An assessment procedure for the specific context

• Assessment requires evidence of the following processes to be provided:

• How the context of assessment was specified • How the characteristics of the person(s) being

assessed were identified • Why a particular assessment method was selected • How the assessment was planned to ensure that

language, literacy and numeracy issues were taken into consideration

• How evidence was evaluated in terms of validity, authenticity, sufficiency, currency and consistent achievement of the specified standard

• How the assessment tool was developed for the specified context

• How the assessment tool was validated and ratified by appropriate personnel

Required Knowledge and Skills* * At this level the learner must





Evidence Guide • Knowledge of standards of performance including

industry or enterprise competency standards and assessment guidelines

• Knowledge of legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements relevant to the specified context

• Understanding of the assessment principles of reliability, validity, fairness, flexibility, authenticity, sufficiency and consistency

• Knowledge of the Assessment Guidelines of the Training Package Assessment and Workplace Training

• Skills in the application of various assessment methods, relevant to workplace context

• Planning of own work including predicting consequences and identifying improvements

• Language, literacy and numeracy skills required to: • read and interpret relevant information to plan

assessment • give clear and precise information/instructions in

spoken or written form • adjust spoken and written language to suit target

audience • write assessment tools using language which

mirrors the language used to demonstrate the competency in the specific context

• prepare required documentation using clear and comprehensible language and layout

• calculate and estimate costs • Communication skills appropriate to the culture of

the workplace and the individual(s) • Ability to relate to people from a range of social,


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



Evidence Guide









information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – type and amount of evidence of

competency required • Communicating ideas and information – giving clear and precise information and

instructions(spoken or written) and appropriate to the culture of the workplace and the individual

• Planning and organising activities – developing assessment methods and tools which are valid, reliable, flexible, fair and safe

• Working with teams and others – participants and personnel in industry/enterprise and training organisations

• Using mathematical ideas and techniques – calculating and estimating cost effective methods

• Solving problems – making allowable adjustments to assessment methods to meet characteristics of person being assessed

• Using technology – developing assessment methods including computer managed questioning, and use of adaptive technology and other special equipment

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ402A Conduct assessment


BSZ402A Conduct assessment Unit Descriptor The unit covers the requirements for conducting an assessment in

accordance with an assessment procedure in a specific context Competency Field Human Resource Management Element Performance Criteria

1.1 The context and purpose of assessment are discussed and confirmed with the person(s) being assessed

1.2 The relevant performance standards to be used in the assessment (e.g. current endorsed competency standards for the specific industry) are clearly explained to the person being assessed

1.3 The assessment procedure is clarified and expectations of assessor and candidate are agreed

1.4 Any legal and ethical responsibilities associated with the assessment are explained to the person(s) being assessed

1.5 The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure

1. Identify and explain the context of assessment

1.6 Information is conveyed using language and interactive strategies and techniques to communicate effectively with the person(s) being assessed

2.1 Opportunities to gather evidence of competency, which occurs as part of workplace or training activities, are identified covering the dimensions of competency

2.2 The need to gather additional evidence which may not occur as part of the workplace or training activities are identified

2. Plan evidence gathering opportunities

2.3 Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure

3.1 The resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment

3.2 Appropriate personnel are informed of the assessment

3. Organise assessment

3.3 Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all person(s) being assessed and appropriate personnel

BSZ402A Conduct assessment Assessment and Workplace Training



4.1 Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence

4.2 The evidence specified in the assessment procedure is gathered, using the assessment methods and tools

4.3 Evidence is gathered in accordance with specified allowable adjustments where applicable

4. Gather evidence

4.4 The evidence gathered is documented in accordance with the assessment procedure

5.1 The evidence is evaluated in terms of: • validity • authenticity • sufficiency • currency • consistent achievement of the specified standard

5.2 The evidence is evaluated according to the dimensions of competency: • task skills • task management skills • contingency management skills • job/role environment skill • transfer and application of knowledge and skills

to new contexts 5.3 Guidance is sought, when in doubt, from a more

experienced assessor(s)

5. Make the assessment decision

5.4 The assessment decision is made in accordance with the criteria specified in the assessment procedure

6.1 Assessment results are recorded accurately in accordance with the specified record keeping requirements

6. Record assessment results

6.2 Confidentiality of assessment outcome is maintained and access to the assessment records is provided only to authorised personnel

7. Provide feedback to persons being assessed

7.1 Clear and constructive feedback in relation to performance is given to the person(s) being assessed using language and strategies to suit the person(s) including guidance on further goals/training opportunities is provided to the person(s) being assessed



Element Performance Criteria 7.2 Opportunities for overcoming any gaps in

competency, as revealed by the assessment, are explored with the person(s) being assessed

7.3 The person(s) being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged

8.1 Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure

8.2 Any assessment decision disputed by the person(s) being assessed is recorded and reported promptly to those responsible for the assessment procedure

8. Report on the conduct of the assessment

8.3 Suggestions for improving any aspect of the assessment process are made to appropriate personnel

Range Statement 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:









• the industry • the enterprise • a Registered Training Organisation • a combination of the above

The assessment system should specify the following:

• the purpose of assessment • competencies required of assessors



Range Statement • record keeping procedures and policies • any allowable adjustments to the assessment method

which may be made • the appeal/review mechanisms and procedures • the review and evaluation of the assessment process • the linkages between assessment and training

qualifications/awards, employee classification, remuneration, progression

• relevant policies • quality assurance mechanisms • apportionment of costs/fees (if applicable) • marketing/promotion of assessment • verification arrangements • auspicing arrangements, if applicable • partnership arrangements, if applicable


• purpose of the assessment, such as • to gain a particular qualification or a licence • to determine employee classification • to identify training needs or progress • to recognise prior learning/current competencies

• location of the assessment, such as • on the job or off the job • combination of both.

• assessment guidelines of the relevant training package or other assessment requirements

• features of assessment system


• language, literacy and numeracy needs • cultural, language and educational background • gender • physical ability • level of confidence, nervousness or anxiety • age • experience in training and assessment • previous experience with the topic

Appropriate personnel may include:




Range Statement providers, employers, human resource departments

• state/territory training/recognition authorities • training and assessment coordinators • relevant managers/supervisors/team leaders • technical specialists

Assessment procedure may include:

• the assessment procedure is developed (and endorsed) by person(s) responsible for the implementation of the assessment process in: • the industry • the enterprise • the training organisation • a combination of the above

• the assessment procedure should specify the following: • recording procedure • appeal/review mechanism • assessment methods to be used • instructions/materials to be provided to the

person(s) being assessed • criteria for making decisions of competent, or not

yet competent • number of assessors • assessment tools • evidence required • location of assessment • timing of assessment • assessment group size • allowable adjustments to the assessment

procedure depending on the characteristics of the person(s) being assessed


• work samples and /or simulations • direct observation of performance, products, practical

tasks, projects and simulation exercises • review of log books and portfolios • questioning • consideration of third party reports and authenticated





Range Statement


• specific instructions to be given in relation to projects and exercises

• sets of oral/written/computer based questions to be asked

• performance checklists • log books • marking guides • descriptions of competent performance • a number of these tools may be used in combination




• use of adaptive technology or special equipment (e.g. work processor or lifting gear)



Assessment environment and resources to be considered may include:


Recording procedures may include:

• forms designed for the specific assessment result (paper or electronic)

• checklists for recording observations/process used (paper or electronic)

• combination of the above



Range Statement

Assessment reporting: • Final assessments will record the unit(s) of competency in terms of code, title and endorsement date

• Summative assessment reports, where issued, will indicate units of competency where additional learning is required

NB: Statutory and legislative requirements for maintaining records may vary in States/Territories

Evidence Guide The Evidence Guide identifies the critical aspects, 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 Assessment requires evidence of the following products

to be collected: • description of the assessment context, including

the purpose of assessment, • the relevant competency or other performance

standard and assessment procedure used • description of how evidence gathered is valid,

authentic, sufficient, fair and reliable to ensure competency

• conduct of assessment in accordance with competency requirements

• recording of the assessment results in accordance with the specified assessment procedure and record keeping requirements

• report on the conduct of the assessment, including positive and negative features and suggestions for improving any aspect of the assessment process

• Assessment requires evidence of the following processes to be provided: • how agreement was sought with the person(s)

being assessed on the conduct of the assessment • how opportunities to gather evidence were

identified as part of workplace or training activities

• how evidence was gathered in accordance with the assessment procedure

• how evidence gathering activity covered the dimensions of competency

• how resources were arranged according to the assessment procedure



Evidence Guide • how appropriate personnel were consulted • how evidence was gathered in accordance with

allowable adjustments to the assessment method where applicable

• how evidence was evaluated in terms of validity, authenticity, sufficiency, currency and consistent achievement of the specified standard

• how the assessment was conducted to ensure that: • all arrangements and activities were

understood by all parties • the person was put at ease and the supportive

assessment environment was created • language, literacy and numeracy issues were

taken into consideration • how constructive feedback was provided to the

person(s) being assessed including instances of not yet competent

• how guidance was provided to person(s) being assessed on how to overcome gaps in competency revealed




• Knowledge of workplace application of relevant standards of performance including industry or enterprise competency standards and assessment guidelines

• Knowledge of legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements relevant to the specified context

• Understanding of policies and procedures of the workplace and/or job role together with any related legislation or regulatory requirements


• Assessment guidelines of the Training Package Assessment and Workplace Training

• Planning of own work including predicting consequences and identifying improvements

• Skills in the application of various assessment



Evidence Guide methods/tools, relevant to workplace context

• Language, literacy and numeracy skills required to: • give clear and precise instructions and

information in spoken or written form • seek confirmation of understanding from the

person(s) being assessed • adjust language to suit target audience • prepare required documentation using clear and

comprehensible language and layout • ask probing questions and listen strategically to

understand responses of the person being assessed • seek additional information for clarification

purposes • use verbal and non-verbal language to promote a

supportive assessment environment • use language of negotiation and conflict

resolution to minimise conflict • Communication skills appropriate to the culture of

the workplace and the individual(s) • Ability to relate to people from a range of social,














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information –type of evidence covering the

dimensions of competency including any allowable adjustments to meet the needs of the person being assessed

• Communicating ideas and information – clearly explaining and/or clarifying the context of assessment, giving constructive feedback, appropriate to the culture of the workplace and the individuals

• Planning and organising activities – evidence gathering activities • Working with teams and others – participants, appropriate personnel involved and/or

responsible for the assessment procedures, including more experienced assessors • Using mathematical ideas and techniques – apportioning of assessment costs/fees • Solving problems – making allowable adjustments, and use of appeal/review mechanisms • Using technology – computer managed questioning and use of adaptive technology or

special equipment and recording results Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ403A Review assessment


BSZ403A Review assessment Unit Descriptor The unit covers requirements to review assessment procedures in

a specific context.


1.1 Appropriate personnel are given the opportunity to review the assessment outcomes and procedure using agreed evaluation criteria

1.2 The review process established by the enterprise, industry or registered training organisation is followed

1.3 The assessment procedure(s) is reviewed at a specified site in cooperation with person(s) being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under legislation

1. Review the assessment procedure(s)

1.4 Review activities are documented, findings are substantiated and the review approach evaluated

2. Check consistency of assessment decision

2.1 Evidence from a range of assessments is checked for consistency across the dimensions of competency

2.2 Evidence is checked against the key competencies 2.3 Consistency of assessment decisions with defined

performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon

3. Report review findings 3.1 Recommendations are made to appropriate personnel for modifications to the assessment procedure(s) in light of the review outcomes

3.2 Records are evaluated to determine whether the needs of appropriate personnel have been met

3.3 Effective contributions are made to system-wide reviews of the assessment process and feedback procedures and are reviewed

BSZ403A Review assessment Assessment and Workplace Training


Range Statement 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: Legislation, codes and national standards relevant to the workplace which may include:








• the industry • the enterprise • the Registered Training Organisation • a combination of the above the assessment system should specify the following: • the purpose of assessment • competencies required of assessors • record keeping procedures and policies • any allowable adjustments to the assessment method

which may be made for the person being assessed who have special needs

• the appeal/review mechanisms and procedures • the review and evaluation of the assessment process • the linkages between assessment and training





Range Statement


• purpose of the assessment such as • to gain a particular qualification or a licence • to determine employee classification • to identify training needs or progress • to recognise prior learning/current competencies

• location of the assessment such as • on the job or off the job • combination of both

• assessment guidelines of training package or other assessment requirements

• features of assessment system

Evaluation criteria in review process should include:

• number of persons being assessed • duration of the assessment procedure • organisational constraints within which assessors

must operate • occupational health and safety factors • relationship of the assessor to other appropriate

personnel in the assessment process • frequency of assessment procedure • budgetary restraints • information needs of government and other

regulatory bodies • support needs and professional development needs of

assessors • characteristics of persons being assessed • human resource management implications • consistency of assessment decisions • levels of flexibility in the assessment procedure • fairness of the assessment procedure • efficiency and effectiveness of the assessment

procedure • difficulties encountered during the planning and

conduct of the assessment • motivation of the person(s) being assessed • location and resource suitability • reliability, validity, fairness and flexibility of the

assessment tool(s) • relevance of assessment to specified context • grievances/challenges to the assessment decision by

the person(s) being assessed or their



Range Statement supervisor/manager/employer

• ease of administration • access and equity considerations • practicability


• language, literacy and numeracy needs • cultural and language background • educational background or general knowledge • gender • age • physical ability • previous experience with the topic • experience in training and assessment • level of confidence, nervousness or anxiety • work organisation or roster



providers, employers, human resource departments • state/territory training/recognition authorities • training and assessment coordinators • relevant managers/supervisor/team leaders • technical specialists

Assessment procedure: • the assessment procedure is developed (and endorsed) by person(s) responsible for the implementation of the assessment process in:

• the industry • the enterprise • the training organisation • a combination of the above

The assessment procedure should specify the following:

• recording procedure • appeal/review mechanism • assessment methods to be used • instructions/materials to be provided to the person(s)

being assessed • criteria for making decisions of competent, or not yet

competent



Range Statement • number of assessors • assessment tools • evidence required • location of assessment • timing of assessment • assessment group size • allowable adjustments to the assessment procedure

depending on characteristics of person(s) being assessed

Assessment methods may include a combination of:

• work samples and or simulations • direct observation of performance, products, practical

tasks, projects and simulation exercises • review of log books and portfolios • questioning • consideration of third party reports and authenticated




• specific instructions to be given in relations to the production projects and exercises

• sets of oral/written/computer based questions to be asked

• performance checklists • log books • marking guides • descriptions of competent performance • a number of these tools may be used in combination




• use of adaptive technology or special equipment (e.g. work processor or lifting gear)





Range Statement

Assessment environment and resources to be considered:


Evidence Guide


Critical Aspects of Evidence • Assessment requires evidence of the following products to be collected: • documented process for the review of the

assessment procedure(s) • a report on the review of the operations and

outcomes of the assessment procedure(s) including substantiation of findings and any recommendations for modifications

• Assessment requires evidence of the following processes to be provided: • how the review process for evaluating the

assessments in the enterprise, industry or organisation was implemented

• why particular review/evaluation methodologies were chosen

• how cooperation and input from the person(s) assessed and appropriate personnel was sought as part of the review




• Knowledge of the review process established by the industry, enterprise or training organisation

• Knowledge of evaluation methodologies relevant to the assessment context

• Relevant standards of performance including industry or enterprise competency standards and assessment



Evidence Guide guidelines

• Knowledge of legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements

• Knowledge of relevant organisational policies and procedures of the workplace and/or job roll


• Skills in the application of various assessment methods/tools in a relevant workplace context

• Planning own work including predicting consequences and identifying improvements

• Language, literacy and numeracy skills required to: • read and interpret review procedures • participate in discussions and listen strategically

to evaluate information critically • gather, select and organise findings from a

number of sources • document findings in summary form, graphs or

tables • present findings in a short report to relevant

personnel • make recommendations based on findings • determine cost effectiveness

• Communication skills appropriate to the culture of the workplace and the individual(s)






Evidence Guide









information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – evidence from a range of

assessments and from a number of sources • Communicating ideas and information – documenting and reporting on the review

process and findings • Planning and organising activities – choosing review/evaluation methodologies • Working with teams and others – review in cooperation with participants and

appropriate personnel in the industry/enterprise/training establishment and/or agency • Using mathematical ideas and techniques – to determine cost effectiveness of

assessment procedures • Solving problems – modifying assessment procedures in light of review outcomes • Using technology – computer based tools, adaptive technology and documenting findings

using graphs and tables Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ404A Train small groups


BSZ404A Train small groups

Unit Descriptor The unit covers the requirements for planning, delivering and reviewing training provided for the purposes of developing competency on a one-to-one or small group basis.


1. Prepare for training 1.1 Specific needs for training are identified and confirmed through consultation with appropriate personnel

1.2 Training objectives are matched to identified competency development needs

1.3 Training approaches are planned and documented

2. Deliver training 2.1 Training is conducted in a safe and accessible environment

2.2 Training delivery methods are selected appropriate to training participant(s) needs, trainer availability, location and resources

2.3 Strategies and techniques are employed which facilitate the learning process

2.4 Objectives of the training, sequence of activities and assessment processes are discussed with training participant(s)

2.5 A systematic approach is taken to training and the approach is revised and modified to meet specific needs of training participant(s)

3. Provide opportunities for practices

3.1 Practice opportunities are provided to ensure that the participant achieves the components of competency

3.2 Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants

4. Review training 4.1 Participants are encouraged to self evaluate performance and identify areas for improvement

4.2 Participants readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance

4.3 Training is evaluated in the context of self-assessment, participant feedback, supervisor comments and measurements against objectives

4.4 Training details are recorded according to enterprise and legislative requirements

BSZ404A Train small groups Assessment and Workplace Training


Element Performance Criteria 4.5 Results of evaluation are used to guide further

training Range Statement









Relevant information to identify training needs includes:

• industry/enterprise or other performance competency standards

• endorsed components of relevant industry training package

• industry/workplace training practices • job descriptions • results of training needs analyses • business plans of the organisation which identify skill

development requirements • standard operating and/or other workplace procedures


• team leaders/supervisors/ technical experts • managers/employers • training and assessment coordinators • training participants • representative government regulatory bodies • union/employee representatives • consultative committees • assessors



Range Statement

Training delivery methods and opportunities for practice may include:

• presentations • demonstrations • explanations • problem solving • mentoring • experiential learning • group work • on the job coaching • job rotation • a combination of the above

Components of competency include:

• task skills • task management skills • contingency management skills • job/role environment skills • transfer and application of skills and knowledge of

new contents

Characteristics of training participant may include information in relation to:

• language, literacy and numeracy needs • cultural, language, and educational background • gender • physical ability • level of confidence, nervousness or anxiety • age • previous experience with the topic • experience in training and assessment

Training sessions may include: • one to one demonstration • small group demonstration (2 to 5 persons)

Resources may include: • time • location • personnel • materials and equipment • OHS and other workplace requirements • enterprise/industry standard operating procedures • finances/costs



Range Statement

Strategies and techniques may include:

• active listening • targeted questioning • points of clarification • group discussions

Evidence Guide


Critical Aspects of Evidence • Assessment requires evidence of the following products to be collected: • description of the specific training need and

required competency outcomes • outline of the training approach and steps to be

followed • description of training participant(s) and delivery

method(s) to be used • specific resources required • outline of the evidence to be collected for

monitoring training participant progress • trainer’s self assessment of training delivery • participant evaluation of training delivery • evaluation of review comments against plan of

training • records/documentation for monitoring progress of

training participant(s). • Evidence may be collected using proformas or

template • Assessment requires evidence of the following

processes to be provided: • how the specific training need was determined • how the sequence of the training was determined • how appropriate personnel were identified • why particular delivery method(s) were selected • how the characteristics of training participant(s)

as identified • how the resource requirements were established • how participant progress was monitored • why and how the training resources were selected • how appropriate personnel confirmed training



Evidence Guide arrangements

• how participant(s) were informed of: • intended training outcomes • competencies to be achieved • on and/or off the job practice opportunities • benefits of practices • learning activities and tasks • assessment tasks and requirements

• how constructive feedback was provided to training participant about progress toward competency to be acquired

• how training participant readiness for assessment was determined and confirmed

• how records were maintained to ensure confidentiality, accuracy and security.

• evidence may be provided verbally or in written form




• Competency in the units being taught • Workplace application of the relevant competencies • Identification of evidence of competency • Planning of own work including predicting

consequences and identifying improvements • Application of relevant workplace policies (e.g. OHS

and EEO) and any relevant legislative or regulatory requirements

• Correct use of equipment, and any other processes and procedures appropriate for the training

• Ethical handling of performance issues • Language, literacy and numeracy required skills to:

• conduct discussions and ask probing questions to review the training

• gather information (in spoken or written form) for review purposes

• make verbal recommendations for delivery of future training

• adjust language to suit target audience (training participant/appropriate personnel)



Evidence Guide • complete records on training • provide verbal feedback & report on training

outcomes • follow and model examples of written texts • promote training in verbal or written form

• Communication skills appropriate to the culture of the workplace, appropriate personnel and training participants














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – pertaining to the training needs and

competency outcomes of participants • Communicating ideas and information – using training strategies and techniques which

facilitates the learning process • Planning and organising activities – selecting delivery methods appropriate to training

participants’ needs, location and resources • Working with teams and others – participants, supervisor and trainer review training

against objectives • Using mathematical ideas and techniques – training delivery methods appropriate to

finances/costs • Solving problems – using training review results to guide further training • Using technology – recording training details according to enterprise and legislative

requirements Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSZ405A Plan and promote a training program Assessment and Workplace Training


BSZ405A Plan and promote a training program Unit Descriptor The unit covers the requirement for persons to plan a training

program. This involves the identification of competencies to meet the needs of a target group and the planning and promotion of appropriate training strategies.


1. Identify the competency needs

1.1 The client, target group and appropriate personnel are identified and required goals and outcomes of the training program are negotiated and confirmed with the client

1.2 Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel

1.3 Gaps between the required competencies and current competencies of the target group are determined

1.4 Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods

2. Document training program requirements

2.1 Training program goals are identified to specify required knowledge and skill and links to specified units of competency qualification and/or other standards of performance

2.2 Training program documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies

2.3 Available training programs and resources are customised to meet specific client needs, where required

2.4 Appropriate grouping of activities is identified to support formative and summative assessments

2.5 Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy and specified in documentation

Assessment and Workplace Training BSZ405A Plan and promote a training program


Element Performance Criteria 2.6 Methods of supporting and guiding participants

within the target group are identified and specified

3. Identify program resources 3.1 Resources required for the program are identified and approved by appropriate personnel and allocated to meet training participants’ characteristics are allocated

3.2 Safe and accessible training environment are identified and arranged to support the development of competencies

3.3 Arrangements are made with personnel required to support the training program

3.4 A register of training resources is maintained and held in an accessible form

4. Promote training 4.1 Advice on the development of the training program is provided to appropriate personnel

4.2 Information on planned training events is made widely available, utilising a variety of methods

4.3 Promotional activities are monitored for effectiveness in collaboration with the client and appropriate personnel

Range Statement











Range Statement

Training program: • a collection of training activities to develop competencies of a target group

• clients provide the approvals for expenditure of training resources. Target group may include: • employee groups (e.g. particular classification or

work area, female employees) • groups or individuals with special training and/or

recognition needs

Training may be: • on the job • in a simulated setting • in a training organisation • in a combination of locations to suit the units of

competency being learned and/or assessed • in a single site or multi-site operation

Clients may include: • a department/division • a work area • an enterprise or organisation

Clients needs may include: • increased productivity • increased enterprise profitability • attainment of specified industry or enterprise

competencies • achievement of community priorities • achievement of government priorities

Information on the required competencies may be collected from:

• industry/enterprise competency standards • licensing requirements • standard operating procedures • job descriptions • discussions with client group • enterprise skills audit reports • industry skills audit reports • benchmarking reports • industry publications or reports • government reports • market needs analysis reports

Training program may be based on:

• national industry training packages



Range Statement

Target group competencies may be identified by:

• matching enterprise/client needs to available national industry training packages

• reports on assessment of competencies • enterprise training and assessment record keeping

system • self, peer or supervisor reports


• team leaders/supervisors/managers/employers • participant/employee/learner • technical and subject experts including, language,

literacy, numeracy specialists • government regulatory bodies • union/employee representatives • consultative committees • users of training information such as training

providers, employers, human resource departments state/territory training/recognition authorities

• assessment/training partners • trainers/teachers and assessors

Training program delivery may involve:

• enterprise workplace based delivery • training provider based delivery • community based delivery • school based delivery • international programs • combination of the above

Characteristics of participants may include:

• language, literacy and numeracy needs • cultural language and education background • educational background or general knowledge • gender • age • physical ability • previous experience with the topic • experience in training and assessment • level of confidence, nervousness or anxiety

Variables for achieving competency may include:

• characteristics of training participants • resources (time, location , space, people and costs) • language, literacy and numeracy issues



Range Statement

Training delivery methods may include:

• face to face • distance learning • lock step, partly self paced, all self paced • trainer centred, participant centred • real time, time independent • place dependent, place independent • interactive (e.g. audio, or video conferencing,

computer assisted, discussion) • mentoring • active learning • coaching

Training support may include: • technical experts (including particular subject and language and literacy specialists)

• equipment • team leaders/supervisors/managers/employers • enterprises • assessment/training partners • trainers/teachers and assessors • training and assessment coordinators

Training materials may include:

• non-endorsed components of a training package • work books • workshop guides • background reading materials/documents • handouts • industry/enterprise competency standards • supportive policies and legislation • specific language, literacy and numeracy support

material



Evidence Guide


Critical Aspects of Evidence Assessment requires evidence of the following products to be collected: • description of client, target group and appropriate

personnel • analysis of training needs of target group • documentation on consultations with appropriate

personnel throughout the program development phase • outline of training program goals and supporting

documentation including variables which may impact on the achievement of program goals

• documentation on training resources and any other requirements for the training program

Assessment requires evidence of the following processes to be provided: • how client, target group and appropriate personnel

were identified • how required competencies were determined to meet

the client needs • why there is a need for training as opposed to other

non-training alternatives • how the need for training was verified with

appropriate personnel • how appropriate personnel approved training program

resources • how language, literacy and numeracy issues were

taken into consideration in the planning process




• Understanding Assessment and Workplace Training Competency Standards and Assessment Guidelines

• Relevant competency standards, including industry or enterprise standards of performance

• Relationships of competencies to industrial agreements, classification systems and Australian Qualifications Framework (AQF)

• Relevant workplace policies and procedures that



Evidence Guide apply to that work and (any) related legislation or regulatory requirements (e.g. OHS and anti-discrimination regulations)

• Competency in unit(s) of competency relevant to the training program

• Understanding of the principles of adult learning and competency based training as applied to the target group and client

• Identification and correct use of equipment, processes and procedures relevant to competencies

• Knowledge of methods of training needs analysis and planning

• Sources of assistance for participants requiring language or other particular training support


• Language, literacy and numeracy skills required to: • collect, summarise and interpret relevant

information to plan a program • communicate in spoken and written form with a

range of people in the specified training context • adjust spoken and written language to suit

audience • prepare and/or customise training materials and

specified documentation using clear and comprehensible language and layout

• calculate and estimate costs, time and length of training programs

• Awareness of language, literacy and numeracy issues relevant to the context of training and assessment, including current theories on the integration of LL&N with technical training

• Communication skills appropriate to the culture of the workplace, appropriate personnel and target group



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



Evidence Guide and variety of situations









information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information –relating to the competency and/or

other performance standards required for the goals and outcomes of training program • Communicating ideas and information – adjusting spoken and written language to suit

client, target group and appropriate personnel, apply adult learning principles in training delivery

• Planning and organising activities – training resources for the program including customising materials to meet specific client needs

• Working with teams and others – consult appropriate personnel on training program requirements, working with training participants and training support personnel

• Using mathematical ideas and techniques – calculate and estimate time, costs and length of training sessions/programs

• Solving problems – variables impacting on achievement of program goals • Using technology – equipment for audio, video conferencing, computer assisted training

delivery Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSZ406A Plan a series of training sessions Assessment and Workplace Training


BSZ406A Plan a series of training sessions Unit Descriptor The unit covers the requirement for persons who implement a

training program for a target group. This involves planning a series of training sessions to meet the identified competency requirements of the target group.


1. Identify training requirements

1.1 Current competencies of the target group are identified

1.2 Relevant training package documentation or approved training course documentation is obtained where applicable

1.3 Qualification requirements, competencies and/or other performance standards to be attained are interpreted

1.4 Training requirements are identified from the gap between the required competencies and the current competencies of the target group

1.5 Training requirements are confirmed with appropriate personnel

2. Develop outlines of training sessions

2.1 The training program goals, outcomes, performance and underpinning knowledge requirements are identified

2.2 The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed

2.3 A range of training delivery methods are identified which are appropriate for: • the competencies to be achieved • training program’s goals • characteristics of training participants • language, literacy and numeracy skill level of

training participants • availability of equipment and resources • Industry/enterprise contexts and requirements

2.4 Training session outlines are mapped against required competencies and deficiencies are identified and addressed

2.5 Special requirements for resources, particular practice requirements and training experiences are documented

2.6 Methods of supporting and guiding training

Assessment and Workplace Training BSZ406A Plan a series of training sessions


Element Performance Criteria participants including appropriate training resources, language literacy and numeracy support are specified

3. Develop training materials 3.1 Available materials to support the training program are checked for relevance and appropriateness in terms of the language, style, characteristics of training participants and copyright

3.2 Existing materials are customised or resources are developed to enhance the learning capability of training participants to achieve in the delivery setting

3.3 Instructions for use of learning materials and any required equipment are provided

3.4 Copyright laws are observed 3.5 Training resource costs are identified and approvals

are obtained from appropriate personnel 3.6 Documentation, resources and materials developed

or used are clear and comprehensible

4. Develop training sessions 4.1 Training session plans are developed to meet the goals of the training program

4.2 Training session plans specify session planned outcomes

4.3 Opportunities are created within training session design for participants to manage own competency acquisition and apply the relevant competencies in practice

4.4 Session plans identify delivery methods which are appropriate for: • the competency to be achieved • training program’s goals • training participants’ characteristics • language, literacy and numeracy skill level of

training participants • learning resources and facilities to be used • equipment and consumable resources available • industry/enterprise/workplace contexts and

requirements • each outlined training session

4.5 Training sessions are designed to measure participant progress towards the program goals

4.6 Sequence and timing of the training sessions are documented

5. Arrange resources 5.1 Resources required for the training sessions are identified and, where special access is required,



Element Performance Criteria approved by appropriate personnel

5.2 Appropriate training locations are identified and arranged

5.3 Arrangements are made with (any) additional personnel required to support the training program

5.4 The training environment arranged is safe, accessible and suitable for the acquisition of the identified competencies

5.5 Learning resources, documentation on required competencies, assessment procedures and information on available support for training participants is organised and held in an accessible form

Range Statement









Training program may include: • a collection of training activities to meet competency requirements and target group and client needs. Clients provide the approvals for expenditure of training resources. Target group is the group for whom training is available and may include: • employee groups (e.g. particular classification or

work area, female employees) • groups or individuals with special training and/or

recognition needs



Range Statement

Training may be conducted: • on the job • in a simulated setting • in a training organisation • in a combination of locations to suit the units of

competency being learned and/or assessed • in a single site or multi site operation • in a work environment


• trainers/teachers and assessors • team leaders/supervisors/managers/employers • participant/employee/learner • technical /subject experts • government regulatory bodies • union/employee representatives • consultative committees • users of training information such as training

providers, employers, human resource departments • State/Territory Training/Recognition Authorities • language, literacy, numeracy specialists • assessment/training partners

Training programs may be based on:

• national industry training packages • enterprise training packages • national, state and local curriculum • enterprise based standards, standards of performance

or curriculum • international standards • international programs

Target group competencies may be identified by:

• reports on assessment of competencies • content analysis of curriculum vitae • enterprise training and assessment record keeping

system • industry training and assessment recording system • self, peer or supervisor reports

Training sessions may involve: • theory • demonstration • combination of the two



Range Statement

Training programs may involve:

• enterprise based delivery • provider based delivery

• fee for service • local, state or national curricula

• community based delivery • school based delivery • international programs • combination of the above

Characteristics of participants include:

• language, literacy and numeracy needs • cultural and language background • educational background or general knowledge • gender • age • physical ability • previous experience with the topic • experience in training and assessment • level of confidence, nervousness or anxiety • work organisation or roster

Variables for achieving competency include:

• characteristics of training participants • resources (time, location , space, people and costs) • language, literacy and numeracy issues

Training delivery methods include:

• face to face • distance • lock step, partly self paced, all self paced • trainer centred, participant centred • real time, time independent • place dependent, place independent • interactive (e.g. audio or video conferencing,

computer assisted, discussion)



Range Statement

Materials may include: • non-endorsed components of an industry training package

• work books • language, literacy and numeracy support/integrated

training materials • workshop guides • background reading materials/documents • handouts • industry/enterprise competency standards • supportive policies and legislation

Training support may include: • technical and subject experts • language and literacy specialists • team leaders/supervisors/managers/employers • specific enterprises • assessment/training partners • trainers/teachers and assessors • training and assessment coordinators

Practice opportunities may include:

• on the job • off the job but located in participant’s workplace • off the job in a special demonstration area • off the job in an external training room • work/field placements • job rotation • or a combination of the above



Range Statement

Training activities and tasks may include:

• oral presentations • simulation activities • project work • group activities • practical demonstrations • assignments • laboratory work • shadowing, coaching, mentoring • computer based learning • role plays • interviews • discussion groups • surveys • action learning • on the job learning • off the job learning • practical placements

Evidence Guide


Critical Aspects of Evidence • Assessment requires evidence of the following products to be collected: • description of target group, characteristics of

training participants and appropriate personnel • outline of training program requirements to

deliver training sessions, including any variables to meet to meet the characteristics of training participants

• training session plans • samples of training materials • documentation of resources, assessment

procedures and support needed in training delivery

• Assessment requires evidence of the following processes to be provided: • how appropriate personnel were consulted • how consultation took place with appropriate how

the session plans meet competency requirements



Evidence Guide and characteristics of training participants

• how the training was made accessible and effective for all training participants

• how training materials and resources were selected

• how training materials were prepared • why training methods of delivery were selected • how/why training delivery was modified • how language, literacy and numeracy issues were

taken into consideration in the planning process



• 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 • Assessment and Workplace Training Competency

Standards • Relevant competency standards, including industry or

enterprise standards of performance • Relationships of competencies to industrial

agreements, classification systems and Australian Qualifications Framework (AQF)

• Relevant workplace policies and procedures that apply to that work and (any) related legislation or regulatory requirements


• Principles of adult learning and competency based training

• Identification and correct use of equipment, processes and procedures relevant to unit(s) of competencies

• Appropriate methods of analysis and planning • Sources of assistance for participants requiring

language or other particular training support • Planning own work, including predicting

consequences and identifying improvements • Language, literacy and numeracy skills to:

• collect, summarise and interpret relevant information to plan a series of programs

• communicate in spoken and written form with a range of people in specified training context

• adjust spoken and written language to suit audience

• prepare and/or customise training materials and



Evidence Guide specified documentation using clear and comprehensible language and layout

• calculate and estimate costs, time and length of training sessions

• Awareness of language, literacy and numeracy issues relevant to the context of training and assessment, including current theories on the integration of LL&N with technical training

• Application of cultural understanding in the context of training and assessment














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to determine the training gap

requirements of the target group • Communicating ideas and information – clear and comprehensible documentation,

resources and instructions to meet characteristics of training participants • Planning and organising activities – activities, tasks and training materials for training

sessions • Working with teams and others – training participants and appropriate personnel • Using mathematical ideas and techniques – calculate and estimate costs, time and

length of training sessions • Solving problems – sourcing assistance for particular training support required by

participants • Using technology – equipment for audio, video conferencing, computer assisted training

delivery Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSZ407A Deliver training sessions Assessment and Workplace Training


BSZ407A Deliver training sessions Unit Descriptor The unit covers the requirements for a person to deliver training

sessions as part of a training program.


1. Prepare training participants

1.1 Training program goals and training session outcomes are explained to, and discussed with, training participants

1.2 The training program workplace applications, training activities and tasks are explained and confirmed with the training participants

1.3 Needs of training participants for competency acquisition are identified

1.4 The series of training sessions for the training program are explained to training participants

1.5 Ways in which the competencies are to be developed and assessed are explained to, and confirmed with, training participants

1.6 Language is adjusted to suit the training participants and strategies / techniques (e.g. paraphrasing and questioning) are employed to confirm understanding

2. Present training session 2.1 Presentation and training delivery are appropriate to the characteristics of training participants and the development of the competencies

2.2 Presentation of training and design of learning activities emphasise and reinforce the components of competency • task skills • task management skills • contingency management skills • job/role environment skills • transfer and application of skills and knowledge

to new contexts 2.3 Presentation and training delivery methods provide

variety, encourage participation and reinforce competencies

2.4 Spoken language and communication strategies / techniques are used strategically to encourage participation and to achieve the outcomes of training sessions

2.5 Training sessions are reviewed and modified as necessary to meet training participants’ needs

Assessment and Workplace Training BSZ407A Deliver training sessions



3. Facilitate individual and group learning

3.1 The requirements for the effective participation in the learning process is explained

3.2 Timely information and advice is given to training participants during training sessions

3.3 Training presentations are enhanced with the use of appropriate training resources

3.4 Clear and accurate information is presented in a sequence to foster competency development

3.5 Language is adjusted to suit training participants 3.6 Training participants are actively involved in

sessions by being encouraged to ask questions, clarify points of concern and contribute comments at appropriate and identified stages

3.7 Training equipment and materials are used in a way that enhances learning

3.8 Supplementary information is provided to enhance and clarify understanding as required by individuals or the group

3.9 Key points are summarised at appropriate times to reinforce learning

3.10 Individual learning and group dynamics are monitored and managed to achieve program goals

3.11 Language, literacy and numeracy issues are taken into account to facilitate learning by training participants

4. Provide opportunities for practice and feedback

4.1 Process, rationale and benefits of practice of competency are discussed with training participants

4.2 Practice opportunities are provided to match: • specific competencies to be achieved • context of the training program • specific outcomes of the training session

4.3 Training participants’ readiness for assessment is monitored and discussed with participants

4.4 Constructive feedback and reinforcement are provided through further training and/or practice opportunities

5. Review delivery of training session

5.1 Training participants review of training delivery is sought

5.2 The delivery of training session is discussed with appropriate personnel at appropriate times



Element Performance Criteria 5.3 Trainer self assesses training delivery against

program goals, session plans and Assessment and Workplace Training Competency Standards

5.4 The reactions of relevant personnel to the delivery are sought and discussed at appropriate times

5.5 Adjustments to delivery, presentation and training are considered and incorporated

Range Statement









Training Program: • a collection of training activities to develop competencies of a target group. Clients provide the approvals for expenditure of training resources. Target group include: • employee groups (e.g. particular classification or

work area, female employees) • groups or individuals with special training and or

recognition needs



Range Statement

Appropriate personnel: • trainers/teachers and assessors • team leaders/supervisors/managers/employers • participant/employee/learner • technical experts • government regulatory bodies • union/employee representatives • consultative committees • users of training information such as training

providers, employers, human resource departments • State/Territory Training/Recognition Authorities

Training program may be based on:

• national industry training packages • enterprise training packages • national, state and local curriculum • enterprise based standards, standards of performance

or curriculum • international standards • international programs


• enterprise based delivery • provider based delivery



Target group’s competencies may be identified by:

• reports on assessment of competencies • content analysis of curriculum vitae • enterprise training and assessment record keeping

system • industry training and assessment recording system • self, peer or supervisor reports

Training sessions may involve: • theory • demonstration • combination of the two



Range Statement

Characteristics of participants: • language, literacy and numeracy needs • cultural and language background • educational background or general knowledge • gender • age • physical ability • previous experience with the topic • experience in training and assessment • level of confidence, nervousness or anxiety

Training delivery methods may include:

• face to face • distance • lock step, partly self paced, all self paced • trainer centred, participant centred • real time, time independent • place dependent, place independent • interactive (e.g. audio, or video conferencing,



• non-endorsed components of an industry training package

• work books • workshop guides • background reading materials/documents • handouts • industry/enterprise competency standards • supportive policies and legislation

Practice opportunities may be: • on the job • off the job but located in participant’s workplace • off the job in a special demonstration area • off the job in external training room • work/field placements • job rotation • or a combination of the above



Range Statement

Training activities and tasks may include:

• oral presentations • simulation activities • project work • group activities • practical demonstrations • assignments • laboratory work • shadowing, coaching, mentoring • computer based learning • role plays • interviews • discussion groups • surveys • action learning • on the job learning • off the job learning • practical placements

Evidence Guide The Evidence Guide identifies the critical aspects, 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 • Assessment requires evidence of the following

products to be collected: • delivery of training sessions in a number of

contexts using a range of delivery methods to competency requirements

• training materials and resources • trainers self assessment of their own training

delivery • documentation on reaction of appropriate

personnel and training participants to delivery of training sessions

• changes made to subsequent delivery practices based on feedback by training participants and appropriate personnel.

• Assessment requires evidence of the following processes to be provided: • how training participants were informed of the:

• program’s goals • competencies to be achieved



Evidence Guide • training session outcomes, • on and/or off the job practice opportunities • benefits of practice • training activities and tasks • assessment tasks and requirements

• how the delivery of the training was conducted to ensure that : • training participants were involved in the

sessions • language, literacy and numeracy issues were

taken into consideration • why particular resource materials were selected • how the characteristics of training participants

were identified and addressed • how readiness for assessment was determined and

confirmed with training participants • how constructive feedback was provided to the

target group about their progress toward the program’s goals

• how the group operated in terms of processes and dynamics

• how feedback from target group was received and program adjusted




• Knowledge of Assessment and Workplace Training Competency Standards and Assessment Guidelines

• Relevant competency standards including industry or enterprise standards

• Relationships of competencies to industrial agreements, classification systems and the Australian Qualifications Framework (AQF)

• Relevant workplace policies and procedures that apply to that work and (any) related legislation on regulatory requirements (e.g. OHS and anti-discrimination regulations)


• Identification and correct use of equipment, processes and procedures relevant to unit(s) of competencies



Evidence Guide • Understanding of the principles of adult learning and

competency based training as applied to target group • Design and / or customisation of effective learning

resources • Requirements for compliance with copyright law for

resources used in training • Skills in facilitating group and individual learning in

specific contexts • Knowledge of training delivery methods / strategies • Skills in the design of activities and tasks to facilitate

learning in specific contexts • Sources of assistance for participants requiring

language or other particular training support • Planning own work including predicting

consequences and identifying improvements • Language, literacy and numeracy required skills to :

• present information in a clear, logical and coherent manner

• present technical information using language which mirrors the language used to perform the task or skill in the relevant work context

• adjust spoken and written language to suit audience

• employ interaction strategies and techniques (eg probing questioning, active listening & constructive feedback ) to encourage participation

• prepare learning resources and materials using language and layout features to suit intended audience

• Awareness of language, literacy and numeracy (LL&N) issues and principles in the context of training and assessment, including the integration of LL&N with technical training

• Communication skills appropriate to the culture of the workplace, appropriate personnel and target group





Evidence Guide












information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – identifying the needs of training

participants, meeting training program outcomes to competency requirements • Communicating ideas and information – using language, strategies and techniques to

suit participants and to mirror the language used to perform the task in the work context, using interaction strategies encouraging participation

• Planning and organising activities – training and assessment materials, activities and tasks

• Working with teams and others – participants and appropriate personnel • Using mathematical ideas and techniques – calculating fee for service training program

costs • Solving problems – changes to delivery practices based on feedback from participants • Using technology – equipment for audio, video conferencing, computer assisted training

delivery, using assessment record keeping systems Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSZ408A Review training Assessment and Workplace Training


BSZ408A Review training Unit Descriptor The unit covers the requirements of persons to record training data

and review training.


1. Record training data 1.1 Details of training program and target group’s competency attainment are recorded in accordance with the training system requirements and securely stored

1.2 Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents

2. Evaluate training 2.1 Training is evaluated against identified needs and goals of the training program

2.2 Feedback on the training program is sought from training participants and appropriate personnel

2.3 Training participants are encouraged to evaluate how progress towards achieving competency was enhanced by the training sessions

2.4 Trainer’s performance is reviewed against: • program goals • the Assessment and Workplace Training

Competency Standards • training participants’ comments • training participants’ competency attainment

2.5 Results of the evaluation are used to improve current and future training

2.6 Suggestions are made for improving any aspect of the recording procedure

3. Report on training 3.1 Reports on outcomes of the training sessions are developed and distributed to appropriate personnel

Assessment and Workplace Training BSZ408A Review training


Range Statement









Training program: • a collection of training activities to develop competencies. Clients provide the approvals for expenditure of training resources. Target group is the group for whom training is available and may include: • employee groups (e.g. particular classification or

work area, female employees) • groups or individuals with special training and or

recognition needs

Training may be: • on the job • in a simulated setting • in a training organisation • in a combination of locations to suit the units of

competency being developed and/or assessed • in a single site or a multi site operation • a combination of the above

Clients may include: • a department/division • a work area • an enterprise or organisation



Range Statement

Client needs may include: • increased productivity • increased enterprise profitability • attainment of specified industry or enterprise



• language, literacy and numeracy needs • cultural language and education background • educational background or general knowledge • gender • age • physical ability • previous experience with the topic • experience in training and assessment • level of confidence, nervousness or anxiety

Training system may be developed by:

• the industry • the enterprise • the training organisation • a combination of the above

Reports on training may be: • on a proforma or template • written • verbal • combination of the above

Training evaluation may include:

• affective (e.g. satisfaction with the program) • cognitive (e.g. knowledge or skill gain) • performance or behaviour (e.g. absenteeism from

work, productivity)


• trainers/teachers and assessors • team leaders/supervisors/managers/employers • participant/employee/learner • technical experts (e.g. language and literacy

coordinators) • government regulatory bodies • union/employee representatives • consultative committees • users of training information such as training



Range Statement providers, employers, human resource departments

• state/territory training/recognition authorities

Record systems may be: • paper based • computer based systems using magnetic or optical

storage • combination of both paper and computer based

systems

Training session may involve: • theory • demonstration • or a combination of the two


• enterprise based delivery • provider based delivery:



Variables for achieving competency may include:

• participant characteristics • resources (time, location, space, people and costs) • language, literacy and numeracy issues

Training delivery methods: • face to face • distance • lock step, partly self paced, all self paced • trainer centred, participant centred • real time, time independent • place dependent, place independent • interactive (e.g. audio, or video conferencing,




Range Statement


• non-endorsed components of an industry training package

• work books • workshop guides • background reading materials/documents • handouts • industry/enterprise competency standards • supportive policies and legislation

Training support may come from:

• technical and subject experts (including particular subject and language and literacy specialists)

• language and literacy specialists • team leaders/supervisors/managers/employers • specific enterprises • assessment/training partners • trainers/teachers and assessors • training and assessment coordinators

Practice opportunities may be: • on the job • off the job but located in participant’s workplace • off the job in a special demonstration area • off the job in external training room • work/field placements • job rotation • or a combination of the above


products to be collected: • evaluation reports in accordance with

performance criteria(trainer, trainees and appropriate personnel)

• training and assessment records • reports on the outcomes of the training sessions

and training program • plans for current and future training programs and

activities • promotional materials/reports • costs incurred



Evidence Guide • Assessment requires evidence of the following

processes to be provided: • how and why evaluation methods were selected • how evaluation information was gathered and

acted upon • how the report on training sessions/programs was

made to appropriate personnel • how records are maintained, kept confidential and

secured

Required Knowledge and Skill* * At this level the learner must



• Assessment and Workplace Training Competency Standards

• Relevant competency standards, including industry or enterprise standards of performance

• Legal and ethical responsibilities including occupational health and safety regulations and procedures, equal employment and anti-discrimination requirements and other policies relevant to the specified context.

• Policies and procedures relating to the organisation’s training system including those requirements for recording and maintaining confidential, secure and accurate records

• Evaluation and review methodologies including those that produce qualitative and quantitative data

• Establishment of criteria to evaluate training programs

• Adaptation and use of training record systems for formative and summative assessment


• Language, literacy and numeracy skills such as those required to: • collect, organise and analyse data • prepare reports, questionnaires and promotional

material • present qualitative and quantitative data in a clear

and coherent manner • use probing questioning and active listening

techniques to seek feedback on training



Evidence Guide • adjust spoken and written language to suit

audience • Awareness of language, literacy and numeracy issues

and principles in the context of training and assessment, including the integration of LL&N with technical training

• Application of cultural understanding in the context of training and assessment














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – evaluating training against

identified needs and goals • Communicating ideas and information – report on the evaluation of the outcomes of the

training sessions and program • Planning and organising activities – training activities to develop competencies,

evaluation and review methodologies including those to produce qualitative and quantitative data

• Working with teams and others – training participants and appropriate personnel • Using mathematical ideas and techniques – presenting qualitative and quantitative data

in a clear and coherent manner • Solving problems – results of evaluation to improve current and future training,

improvements to recording procedure • Using technology – computer based systems using magnetic or optical storage to record

and securely store training and assessment records Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSZ501A Analyse competency requirements Assessment and Workplace Training


BSZ501A Analyse competency requirements Unit Descriptor The unit applies to persons required to research and document

competency requirements. It covers identification and review of relevant sources of information, and development of an implementation plan.



1. Identify client competency needs

1.1 The client and stakeholders are consulted to identify and document client competency needs

1.2 Competency needs are defined using information collected from stakeholder

1.3 The needs are grouped according to type, priority and possible solutions

2. Undertake needs analysis 2.1 A plan is developed for the needs analysis outlining: outcomes resources timelines personnel and responsibilities target group(s) sources of information

2.2 Sources of information in relation to competency needs and the scope of the competencies are identified

2.3 Data gathering methods are adapted/ developed for efficient, reliable and valid information collection Any requirements of qualifications or assessment or training recognition bodies are identified

2.4 Any requirements of qualifications or assessment or training recognition bodies are identified

2.5 Information is collected, organised and analysed to identify competency components

2.6 Groupings of competencies are established to suit the requirements for competency development of the target group(s)

3. Confirm findings of research

3.1 Consultations with stakeholders are conducted to verify research accuracy, usability within the intended context(s) and validity for the target group(s)

3.2 Priorities for implementation of competency development are determined in terms of business goals, individual and organisational effectiveness, resource implications, cost benefit and lead time

Assessment and Workplace Training BSZ501A Analyse competency requirements


Element Performance Criteria requirements

3.3 Identified priorities and competencies are documented and validated by stakeholders

4. Document competency requirements

4.1 Competency requirements are documented in a manner appropriate to client needs

4.2 Combinations of competencies are identified to match the required: • business goals of the client organisation • job roles • skills related career paths • classifications • position descriptions • training programs • appraisal requirements • licensing or accreditation conditions

4.3 Implementation plan is developed including: • marketing and promotion • resource allocation • timelines

5. Validate competencies and implementation plan

5.1 Stakeholders are involved in the validation of documented competencies and implementation plan and established processes are used to approve documentation

5.2 Adjustments to documentation are made as required 5.3 Documentation is approved through established

processes 5.4 Any changes in related procedures, policies and

processes are endorsed by stakeholders for implementation



Range Statement










competencies • achievement of community priorities • achievement of government priorities • regulation or licensing requirements

Stakeholders may include: • industry/professional/trade associations • trainers/teachers and assessors • team leaders/managers/employers • training and assessment coordinators • participants/employees/learners • technical experts • government regulatory bodies • union/employee representatives • consultative committees • relevant industry training advisory bodies • funding bodies • State/Territory Training/Recognition Authorities



Range Statement

Competency needs may include: • adaptation of industry competency standards to meet business goals

• design or review of training program(s) • identification of productivity and other improvements • access and equity considerations • human resources considerations (e.g.. classification

structure)


• industry/enterprise competency standards, including international information

• training packages • curriculum and other training program information • licensing requirements • government legislation, policies and practices • job descriptions • observations of competent workers • enterprise skills audit reports • industry skills audit reports • workplace conditions, policies and standard operating

procedures • benchmarking reports • industry publications or reports • market needs analysis reports • quality assurance procedures

Data gathering methods may include:

• survey methods • interviews • delphi procedures • nominal group techniques • concept mapping • focus groups • job and task analysis • analysis of assessment and/or training records



Evidence Guide


Critical Aspects of Evidence • Assessment requires evidence of the following products to be collected: • documented client competency needs • competency needs analysis plan • report of research into competency needs • classification of need according to type, priority

and possible solution • documented competencies • implementation plan

• Assessment requires evidence of the following processes to be provided: • how the client and stakeholders were consulted to

identify competency requirements • how the needs analysis and competencies

proposed will contribute to organisational effectiveness

• why particular data gathering method(s) was used • how the data gathering methods and any other

instrument(s) used were checked for validity, reliability, cost-effectiveness, administration ease, acceptability and appropriateness

• how the implementation plan was developed




• Any relevant competency standards, assessment guidelines and Australian Qualifications Framework (AQF)

• Relationship of the competencies, any industrial agreements and skill based classification systems with organisation effectiveness

• Understanding of data gathering and needs analysis theory and methodology

• Language and literacy skills required to comprehend sources of information and to prepare required documentation in a clear and comprehensible format

• Planning of own work including predicting



Evidence Guide consequences and identifying improvements

• Compliance with requirements for copyright and other regulatory requirements

• Communication skills appropriate to the culture of the workplace














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – relating to client competency needs

and organisational effectiveness • Communicating ideas and information – on research report into client competency

needs, seeking verification, validation of documented competencies required by client and related implementation plan

• Planning and organising activities – grouping and documenting competencies appropriate to client needs and implementation plan

• Working with teams and others – clients and stakeholders • Using mathematical ideas and techniques – data gathering methods and any other

instruments to check cost benefits and lead time requirements • Solving problems – adjustments to documentation and related procedures, policies and

processes resulting from consultation • Using technology –assessment and training record systems and equipment for gathering

data Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ502A Design and establish the training system


BSZ502A Design and establish the training system Unit Descriptor The unit covers the requirements for a person to design and

establish a training system.


1. Determine boundaries of the training

1.1 Services are determined and established through consultation with the client and stakeholders and a training policy documented

1.2 Stakeholder relationships are maintained through a range of communication mechanisms and the establishment of a service support structure

1.3 The financial, physical and human resources available to support the system are identified within agreed quality assurance procedures

2. Determine training system features

2.1 The key operational features and constraints of the training system are determined in consultation with stakeholders

2.2 The key operational features of the system are verified with appropriate personnel and clients and the agreed features of the system are documented

3. Match needs with resources 3.1 The expertise and roles of internal and external individuals and organisations/partners are identified

3.2 A budget, detailing development costs, implementation and maintenance costs of the proposed system, is developed, including partner organisations, if applicable

4. Design and develop a training records system

4.1 The record keeping system is designed to allow easy tracking of training participants progress as well as other agreed features

4.2 The record keeping system allows for the storage of detailed information and is designed to be secure, confidential, easy to administer and update

4.3 The record keeping system is developed to allow for appropriate quality assurance requirements and verified for compliance with accepted enterprise/ industry procedures for record keeping and legislative requirements

4.4 The record keeping system is designed and verified to allow for fair and consistent responses to grievances

BSZ502A Design and establish the training system Assessment and Workplace Training


Element Performance Criteria 4.5 The record keeping system is designed to ensure that

relevant legislative and regulatory requirements are met

5. Establish procedures for the review of training

5.1 Review procedures are developed and documented in consultation with stakeholders

6. Select and provide for training of system users

6.1 The required mix of personnel and competencies to implement the training system are identified

6.2 Appropriate training strategies are identified modified or developed for trainers and other personnel involved in the training system to acquire competencies

6.3 The training programs selected or developed for assessors and trainers are verified to meet the Assessment and Workplace Training Competency Standards and other relevant competency standards

7. Establish quality assurance procedures

7.1 A quality assurance team or committee is established in consultation with appropriate personnel

7.2 Quality assurance procedures, including verification processes are developed in consultation with appropriate personnel

7.3 The quality assurance procedures are trialled for fairness, efficiency and effectiveness

7.4 The quality assurance procedures are documented and distributed to trainers and other appropriate personnel

7.5 Procedures are established to determine the level of compliance with the training system

Range Statement








Range Statement




Clients’ needs may include: • increased productivity • increased enterprise profitability • attainment of specified industry or enterprise

competencies • achievement of community priorities • achievement of government priorities • licensing or accreditation requirements


Partners may include: • public/private/community training providers • schools • universities • enterprises • industry organisations • international organisations • government agencies • community organisations • individuals including technical experts, training

and/or assessment specialists



Range Statement

Key operational features may include:

• the purpose of the training and the relevant competency outcomes of the training

• competencies and certification required of trainers • record keeping system requirements, procedures and

policies • training context requirements and procedures to

match identified competencies • characteristics of training participants • any allowable adjustments to the training methods for

training participants • access and equity considerations • relevant commonwealth/state or territory legislative

and regulatory requirements • arrangements for recognition of competencies • partnership arrangements • location of training • the review and evaluation process including quality

assurance procedures • allocation of costs/fees (if applicable) • marketing/promotion of system

Operational constraints may include:

• time available • relative cost implications • budgetary constraints • geographical and resource constraints • availability of stakeholders and other personnel

Purpose of training may include:

• productivity improvement • professional development requirements • competency acquisition • induction of new employees • refresher training for competency maintenance • legislative or government regulatory requirements • access and equity considerations



Range Statement


• language, literacy and numeracy needs • cultural, language and educational background • gender • physical ability • level of confidence, nervousness or anxiety • age • experience with topic • learning styles • work/family commitments • reasons for undertaking training

Record system may be: • paper based system, such as forms or checklists • computer-based system using magnetic or optical

storage • or a combination of both paper and computer-based

system. • NB-statutory and government regulations for

maintaining records may vary

Quality assurance procedures may include:

• conduct of regular internal and external reviews (person(s) being trained, peer, self and supervisor)

• professional development of participants • sampling and evaluation of implementation of

competencies • assessment of the assessors’/trainers’ competencies • modifications of the competency system based on

evaluation and reviews • promotion of regular networking amongst

developers, assessors/trainers and peer review amongst persons responsible for planning, conducting and reviewing assessments/training within the system



Range Statement





Policy may include: • purposes of training • industrial relations issues • what and who is to be trained • timing of training • links with other human resources functions • appeal/review mechanisms • criteria for making decisions of competent, or not yet

competent • number of trainers • allowable adjustments to training /assessment to suit

characteristics of training participants • record keeping requirements • recognition of prior learning/recognition of current

competencies • development costs and resources • evaluation • licensing arrangements • qualifications




products to be collected: • training policy • description of the client and stakeholders • documentation on the features of the training

system • report on sources of information researched to

determine training system • summary of available financial, physical and

human resources • analysis of possible constraints for training

implementation • report of the design, development, maintenance

and security of the record keeping system • documented review procedures for training

system • description of selection criteria and training

programs for trainers and other personnel involved in the training system

• documentation of quality assurance mechanisms. • Assessment requires evidence of the following

processes to be provided: • how stakeholders were consulted and agreement

was reached on operational features and quality assurance procedures

• how the following criteria were incorporated in the training system: • fairness, equity and accessibility of the

training system • security and access requirements of the record

keeping system • selection criteria for training personnel • selection and training of training personnel • feasibility, cost effectiveness and

practicability of training system • review procedures, currency of records • currency of records

• how and why information needed in the development of the training system was sourced



Evidence Guide • how the resources needed were researched and

availability confirmed • how the features of the training system,

implementation plan and quality assurance procedures were verified



• 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 • Language and literacy skills to comprehend sources

of information and to prepare required documentation • Familiarity with relevant industry/enterprise

competency or performance standards • Analysis of competencies to determine appropriate

training system requirements • Knowledge of quality assurance methodology • Knowledge of record keeping systems, particularly

those related to training • Knowledge of compliance requirements for copyright

and other regulatory requirements • Knowledge of client work systems and equipment. • Identification and correct use of equipment, processes

and procedures • Knowledge of review/evaluation methodology,

particularly as it relates to training • Planning own work including predicting

consequences and identifying improvements • Communication skills appropriate to the culture of

the workplace • Ability to relate to people from a range of social,




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



Evidence Guide elaborated in the Evidence Guide, and within the scope as defined by the Range Statement








information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – determine training policy, features

of the training system and the financial, physical and human resources to support the training system

• Communicating ideas and information – consulting on the key operational features and constraints of the training system and verifying with appropriate personnel and clients

• Planning and organising activities – developing training review and quality assurance procedures, identifying competencies for personnel implementing the system, training strategies for acquiring competencies

• Working with teams and others – client, stakeholders, appropriate personnel • Using mathematical ideas and techniques – developing a budget detailing development

costs, implementation and maintenance costs of the proposed system • Solving problems – constraints of the operational system • Using technology – for the design, development, maintenance and security of a record

keeping system Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSZ503A Design and establish the assessment system Assessment and Workplace Training


BSZ503A Design and establish the assessment system Unit Descriptor The unit covers the requirements for a person to design and

establish an assessment system.


1. Determine client needs 1.1 The needs of the client are identified 1.2 Client services are determined and established to

stakeholders’ satisfaction 1.3 Stakeholder relationships are maintained through a

range of communication mechanisms 1.4 A service support structure is established and made

known to clients

2. Determine assessment boundaries

2.1 The purpose(s) of the assessment system is established through consultation with the client and other stakeholders

2.2 A policy document is developed in consultation with stakeholders and clients

2.3 The financial, physical and human resources available to support the system are determined within agreed quality assurance procedures are identified

2.4 The system is verified to take into account the realities and constraints of particular contexts

3. Establish assessment system features

3.1 The key operational features of the system are determined in consultation with stakeholders

3.2 The key operational features of the system are verified for fairness, equity and access with appropriate personnel and agreed features documented

4. Match needs with resources 4.1 Applicable competency standards or other performance standards are identified

4.2 The expertise and roles of internal and external individuals and organisations/partners are identified

4.3 A budget, detailing development costs, implementation and maintenance costs of the proposed assessment system, is developed in consultation with appropriate personnel, including partner organisations, if applicable

Assessment and Workplace Training BSZ503A Design and establish the assessment system



5. Design and develop record system

5.1 A record keeping system is designed which is secure, confidential and easy to administer, yet allows the storage of complex or detailed information

5.2 The record keeping system is designed to allow easy tracking of persons’ progress towards the attainment of qualifications, units of competency or of learning outcomes

5.3 The record keeping system is verified to allow for appropriate certification requirements, where relevant

5.4 Adherence to legislative requirements and procedures are established which enable the record keeping system to be updated with ease when required

5.5 The record keeping system is verified for consistency with accepted enterprise/industry procedures for record keeping

6. Establish procedures for the review of assessment 6.1 Review procedures are designed consultation with

stakeholders and verified to allow for fair and consistent responses to grievances

6.2 Review procedures are designed to ensure that relevant legislative and regulatory requirements are met

7. Select and provide for training and support of assessors

7.1 Selection criteria for assessors is established in consultation with appropriate personnel

7.2 Appropriate training strategies or programs for assessors to acquire or update competencies are identified, modified or developed

7.3 Training programs selected or developed for assessors are verified to meet the Assessment and Workplace Training Competency Standards and other required competencies

8. Establish quality assurance procedures

8.1 A quality assurance team or committee is established in consultation with system stakeholders

8.2 Quality assurance procedures, including verification processes are developed in consultation with system stakeholders

8.3 The verification processes involve a representative sample of assessment activities and make effective use of resources

8.4 The quality assurance procedures are trialled for fairness, efficiency and effectiveness



Element Performance Criteria 8.5 The quality assurance procedures are documented

and distributed to assessors/trainers and other appropriate personnel

8.6 Procedures are established to determine the level of compliance with the assessment system

Range Statement













Range Statement


Key operational features may include:

• the purpose of the assessment(s) • competencies and certification required of assessors • record keeping procedures and policies • evidence requirements and procedures • selected/appropriate assessment methods • characteristics of persons being assessed • any allowable adjustments to the assessment methods

to meet characteristics of persons being assessed • access and equity considerations • the appeal mechanisms and procedures • the review and evaluation process • the link with qualifications/awards, employee

classification, remuneration and progression • relevant commonwealth/state or territory legislative

and regulatory requirements • arrangements for the issuing of qualifications or

statements of attainment and for recognising and recording current competencies

• partnership arrangements • location of assessment • quality assurance procedures • allocation of costs/fees (if applicable) • marketing/promotion of system



Range Statement

Purpose of assessment may include:

• diagnosing performance • classifying an employee • confirming an employees’ competency for the

purpose of career advancement • awarding a qualification or statement of attainment • confirming progress in learning • recognition of current competency/recognition of

prior learning


• time available • relative cost • availability of stakeholders and other personnel • budgetary constraints • geographical and resource constraints

Quality assurance procedures may include may include:

• conduct of regular internal and external reviews (persons being assessed/trained, peer, self and supervisor)




developers, assessors/trainers and peer review amongst persons responsible for planning, conducting and reviewing assessments/training within the system



Range Statement


• industry/enterprise competency standards, • training packages • curriculum and other training program information • licensing requirements • job descriptions • discussions with client group • observations of competent workers • enterprise skills audit reports • industry skills audit reports • standard operating procedures • benchmarking reports • industry publications or reports • government reports • market needs analysis reports

Policy may include: • purposes of assessment • human resource management issues • what and who is to be assessed • timing of assessments • links with other human resources functions • appeal/review mechanisms • criteria for making decisions of competent, or not yet

competent • number of assessors • allowable adjustments to the assessment procedure • record keeping requirements • recognition of prior learning/recognition of current

competencies • development costs and resources • evaluation


• language, literacy and numeracy needs • cultural, educational and general knowledge

background • gender • physical ability • level of confidence • age • previous experience with the topic • experience in assessment



Range Statement

Record system may include: • paper-based system, such as forms on checklists • computer-based system using magnetic or optical

storage • combination of both paper and computer-based

system. NB: statutory and government regulations for maintaining records may vary

Evidence Guide


Critical Aspects of Evidence • Assessment requires evidence of the following products to be collected: • assessment policy • description of the client and stakeholders • description of assessment system boundaries • report on sources of information for determining

assessment system • report on the design, development, maintenance

and security of the record keeping system • summary of available financial, physical and

human resources • documented review procedures of assessment

activities • documented assessor training and professional

development strategies • documentation of quality assurance mechanisms

• Assessment requires evidence of the following processes to be provided: • why particular assessment system features were

incorporated • how the record keeping system was designed to

meet security and access requirements • how fairness, equity and accessibility of the

system were verified • why and how the selection criteria for assessors

was chosen • how the review procedures were verified • how the quality assurance procedures were

established, verified and implemented • how the currency of records and ease of retrieval



Evidence Guide are ensured

• why procedures for promoting and communicating the assessment system were chosen/developed.




• Language and literacy skills to comprehend sources of information and to prepare required documentation in a clear and comprehensible format

• Knowledge of relevant industry/enterprise competency or performance standards

• Knowledge of the Assessment and Workplace Training Competency Standards and Assessment Guidelines

• Knowledge of record keeping systems particularly related to assessment

• Knowledge of quality assurance methodology • Knowledge of compliance with requirements for

copyright and other regulatory requirements • Knowledge of client work systems and equipment • Identification and correct use of equipment, processes

and procedures • Knowledge of review/evaluation methodology,

particularly as it relates to assessment • Ability to relate to people from a range of social,






Evidence Guide









information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to determine client’s assessment

system needs and the establishment of a financial, physical and human resources for the service support structure

• Communicating ideas and information – consulting on purpose of the assessment system, the policy document, verifying key operational features of the system, review and quality assurance procedures.

• Planning and organising activities – developing assessment review and quality assurance procedures, selection criteria for assessors, identifying competencies for assessors and training strategies for acquiring or updating competencies

• Working with teams and others – client, stakeholders, appropriate personnel and industry partner organisations

• Using mathematical ideas and techniques – developing a budget on development costs, imlementation and maintenance costs

• Solving problems – constraints of the operational system • Using technology – for the design, development, maintenance and security of a record

keeping system Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ504A Manage the training and assessment system


BSZ504A Manage the training and assessment system Unit Descriptor The unit covers the requirements for persons responsible for

managing a training and assessment system. The unit applies equally to those operating in assessment only or training and assessment contexts.


1. Communicate the system 1.1 System features and procedures are documented and circulated to appropriate personnel

1.2 Procedures are established for keeping appropriate personnel regularly informed about the key features of the training and assessment system

1.3 Recognised products and services are accurately presented to prospective clients

1.4 The contribution of training and assessment to organisational goals is reported

2. Support trainers and/or assessors

2.1 Checks are made to ensure assessors and/or trainers meet the relevant competency standards and system requirements

2.2 The training needs of trainers and/or assessors arising from their roles are identified

2.3 Procedures are developed for trainers and/or assessors to update competency, and to review and reflect on their work

2.4 Trainers and/or assessors are provided with accurate advice and ongoing support in their roles

2.5 Procedures to facilitate networking amongst trainers and assessors are established

3. Manage the record keeping system

3.1 Records are maintained for currency and adherence to government regulatory and organisational requirements

3.2 The record keeping system is maintained to ensure confidentiality and security of information

3.3 The record keeping system is reviewed and updated to meet changing technology and system requirements

4. Maintain quality assurance procedures

4.1 The quality assurance procedures are monitored against requirements, non conformities are noted and appropriate action is taken

BSZ504A Manage the training and assessment system Assessment and Workplace Training


Element Performance Criteria 4.2 Internal audits of the training and assessment system

are undertaken, non-conformities are noted and corrective action implemented

4.3 Information from the quality assurance process is used to: • enable appropriate planning, resourcing and

recording arrangements • identify any special requirements of persons

being trained or assessed • assess the training and development for trainers

and assessors 4.4 Validity, reliability, fairness and accuracy of the

implementation of the training and assessment system is checked and reports developed

5. Maintain records for audits 5.1 Verification records are accurate and the frequency and purpose of audits are identified

5.2 Accurate reports on audits and advisory activities are made available

5.3 Reports describe accurately whether the organisation meets the required criteria

5.4 Concerns regarding the design and implementation of training and/or assessment and the interpretation of standards are clearly and promptly reported to the auditing body

5.5 Clear recommendations for improvements to training and assessment practices, training and assessment system and infrastructure requirements are developed

5.6 Identified good practice is reported clearly and accurately



Range Statement










• trainers/teachers and assessors • team leaders/supervisors/employers • training and assessment coordinators • participants/employees/learners • technical experts • government regulatory bodies • union/employee representatives • consultative committees • relevant industry training advisory bodies • users of training information such as training

providers, employers, human resource departments • State/Territory Training/Recognition Authorities

Purposes of assessment may include:

• diagnosing performance • classifying an employee • confirming an employee’s competency for the

purpose of career advancement/job level • awarding a qualification or statement of attainment • confirming progress in learning • recognition of current competency/recognition of

prior learning



Range Statement

Purpose of training may include:


System may be developed by: • the industry • the enterprise • the training organisation • a combination of the above

Policies may include: • purposes of training and assessment • human resource management issues • what and who is to be trained and assessed • timing of training and assessments • links with human resource functions • evidence types • assessment methods • record keeping requirements • recognition of current competencies/recognition of

prior learning • development costs and resources • evaluation


• time available for the development of competencies • relative cost of information gathering strategies • availability of stakeholders for review and feedback

Quality assurance procedures may include:

• conduct of regular internal and external reviews (person(s) being assessed/trained, peer, self and supervisor)




developers, assessors/trainers and peer review



Range Statement amongst persons responsible for planning, conducting and reviewing assessments/training within the system

• the auditing body may be State/Territory Training/Recognition Authority





Evidence Guide


Critical Aspects of Evidence • Assessment requires evidence of the following products to be collected: • records which are current and meet legislative,

industry/enterprise requirements • a record keeping system which maintains

confidentiality, is secure and effectively uses appropriate technology

• documentation used to inform all appropriate personnel about the training and assessment system

• information on procedures for trainers and assessors to update personal competency and review and reflect on assessment and training issues and personal performance

• documentation on the implementation of quality assurance procedures, including:



Evidence Guide • moderation and monitoring of training and

assessment decisions • an appeal procedure for assessment decisions • conduct of regular internal or external reviews

and evaluation • sampling and evaluation of judgements of

evidence and assessment decisions and training effectiveness to check their fairness and accuracy

• modifications of the system based on evaluations and reviews

• referral of any recommended changes/modifications to the system

• Assessment requires evidence of the following processes to be provided: • how opportunities are provided for trainers and

assessors to practice and maintain current competency

• how the security and confidentiality of records are maintained

• how support is given to the implementation of quality assurance procedures

• how networking is achieved amongst trainers and assessors

• how the quality assurance procedures are implemented

• why particular procedures were chosen for internal/external review of the training and assessment system

• why any modifications are recommended to the training and assessment system on the basis of evaluations and review

• how the record keeping system is maintained including how it meets legislative and organisational requirements

• why professional development strategies were chosen for trainers and assessors and how they were circulated and promoted




• Language and literacy skills to comprehend sources of information and to prepare required documentation



Evidence Guide in a clear and comprehensible format

• Knowledge of relevant industry/enterprise competency or performance standards

• Knowledge of the Assessment and Workplace Training Competency Standards and Assessment Guidelines

• Knowledge of quality assurance methodology • Knowledge of compliance with requirements for

copyright and other regulatory requirements • Knowledge and application of audit procedures as

they relate to training and assessment systems • Focus of operation of work systems and equipment • Identification and correct use of equipment, processes

and procedures • Planning own work including predicting

consequences and identifying improvements • Communication skills appropriate to the culture of

the workplace • Ability to relate to people from a range of social,














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – relating to the key features of the

training and assessment system and its contribution to organisational goals • Communicating ideas and information – regularly inform and accurately present

products and services and reporting on organisational goals • Planning and organising activities – identifying competency needs for assessors and

trainers and procedures for updating competencies, networking • Working with teams and others – appropriate personnel managing training and

assessment system • Using mathematical ideas and techniques – documenting development/resource costs • Solving problems – non conformities to quality assurance procedures, training and

assessment systems • Using technology – maintaining a secure record keeping system, reviewing and updating

to meet changing technology and system requirements Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ505A Evaluate the training and assessment system


BSZ505A Evaluate the training and assessment system Unit Descriptor The unit covers the requirements for a person to evaluate an

external or internal training and assessment system.


1. Plan a system evaluation 1.1 The purpose and role of the evaluation is identified and confirmed with client and stakeholders

1.2 The system is defined in terms of location, purpose, and personnel

1.3 The needs of the stakeholders of the system are identified and prioritised

1.4 The necessary resources for the evaluation are identified, obtained or developed

1.5 The evaluation plan is agreed to by stakeholders including: • responsibility of appropriate personnel for

conducting and participating in evaluations • evaluation criteria • responsibilities for implementation of the

evaluation plans • means of protection of participants • agreement for data collection, storage and

retrieval • procedures for editing and disseminating reports • agreement of the financing the evaluation

1.6 The evidence required for making decisions of system improvement is established

1.7 Evidence gathering instruments, procedures are sources of information are identified, developed and validated for reliability and validity

1.8 Cost effective methods utilising an appropriate evaluation model are linked to the purpose of the evaluation

2. Conduct the evaluation 2.1 Evidence is collected in accordance with agreed evaluation procedures

2.2 The evidence is interpreted at the individual and aggregate levels and strengths and weaknesses of the system are identified

3. Report on evaluation findings

3.1 The differing communication needs of the stakeholders are identified

BSZ505A Evaluate the training and assessment system Assessment and Workplace Training


Element Performance Criteria 3.2 A range of report formats on the evaluation are

prepared to meet the differing needs of stakeholders

4. Develop intervention strategies

4.1 Key components of the changes required are identified, constraints determined and resources required for implementation determined

4.2 A review process for monitoring and evaluating both the change and its effect is determined

Range Statement










competencies • achievement of community priorities • achievement of government priorities • licensing or accreditation requirements

Purposes of assessment may include:


purpose of career advancement/job level • awarding a qualification or statement of attainment • confirming progress in learning



Range Statement • recognition of current competency/recognition of

prior learning

Purposes of training may include:


System may be developed by: • the industry • the enterprise • the training organisation • a combination of the above

Policies may include: • purposes of training and assessment • human resource management issues • what and who is to be trained and assessed • timing of training and assessments • links with human resource functions • evidence types • assessment methods • record keeping requirements • recognition of current competencies/recognition of

prior learning • development costs and resources • evaluation

Stakeholders may include: • industry/professional/trade associations • trainers/teachers and assessors • team leaders/supervisors • managers/employers • training and assessment coordinators • participants/employees/learners • technical experts • government regulatory bodies • union/employee representatives • consultative committees • relevant industry training advisory bodies • funding bodies



Range Statement • State/Territory Training/Recognition Authorities


• time, resources and locations available • cost of evidence gathering strategies • availability of stakeholders for review and feedback • government, organisational, industry requirements

and procedures

Evaluation methodology and report may include:

• selection of appropriate evaluation models including; • Stake model • Stufflebeam (CIPP) model • Scriven model • Ethnographic model • Action research model • The Portrayal approach

• types of evidence to be collected may include: • affective (e.g. satisfaction with the program) • cognitive (e.g. knowledge or skill gain) • performance or behaviour (e.g. quality of work,

productivity) • resources may include:

• human personnel required to carry out the evaluation

• physical resources (equipment, materials/documents, facilities, assessment tools)

• financial amounts • in-kind services • space, location

• report Formats may include: • written reports • oral presentations • audio visual reports

• evidence gathering instruments and procedures may include: • survey instruments (delphi, questionnaires,

diaries, logs, attitude scales, diagnostics) • interview schedules and records • observations

• validating the data gathering process may include: • detailing what is to be measured • assessing the capacity of the instrument to collect



Range Statement sufficient, valid, reliable and current information

• detailing how the instrument or procedure is administered, scored and interpreted in the particular evaluation

• presenting both qualitative and quantitative evidence that justifies the use of the particular instrument or procedure

• defending the validity of the use and interpretation of the information provided by the instrument or procedure

• summarising quantitative information may involve: • charts • tables • reports • videos • oral presentations • development of visual presentations including

computer generated visuals and overhead transparencies







Evidence Guide


Critical Aspects of Evidence • Assessment requires evidence of the following products to be collected: • description of client and stakeholders • evaluation plan • list and review of information relevant to

evaluation • description of evaluation method selected • evidence gathering instruments and procedures • evaluation report, including any proposed

changes. • Assessment requires evidence of the following

processes to be provided: • how client, stakeholders were identified • why the evaluation of the system was proposed • how the evaluation plan was developed and

confirmed with client and stakeholders • why particular evaluation model and evidence

gathering instruments were selected • how the evaluation was conducted • how the evaluation report was drafted and

confirmed with client and stakeholders • how any changes to the system are to be

implemented



Evidence Guide




• Knowledge of program evaluation models • Skills in applying evaluation models • Skills in validating evaluation procedures • Planning own work including predicting

consequences and identifying improvements • Compliance with requirements for copyright and

other regulatory requirements • Language and literacy skills to collect and interpret

information relevant with the unit and communicate with client, stakeholders and others.

• Application of cultural understanding in the workplace

• Skills in applying relevant workplace policies and procedures and any related legislation or regulatory requirements






Evidence Guide









information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – to evaluate training and assessment

system and define the stakeholders’ need of the system • Communicating ideas and information – consulting with client and stakeholders on the

evaluation, seeking agreement on evaluation plan, range of reports on evaluation for different stakeholders

• Planning and organising activities – relating to evaluation models and evidence gathering

• Working with teams and others – client, stakeholders and appropriate personnel • Using mathematical ideas and techniques – to utilise cost effective evaluation methods

and resource costs for implementing changes • Solving problems – relating to the constraints and weaknesses of the system, differing

needs of the stakeholders • Using technology – evidence gathering instruments, computer generated visuals and

videos Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ506A Develop assessment procedures


BSZ506A Develop assessment procedures Unit Descriptor The unit covers the requirements for developing an assessment

procedure for a target group, including determining evidence requirements and selecting appropriate assessment methods to be used by assessors.


1. Establish evidence requirements

1.1 The purpose of the assessment and the target group to be assessed is identified and confirmed with stakeholders

1.2 The type of evidence required to infer competency is established and the process of interpreting and recording the evidence is established and documented

1.3 Evidence requirements are specified to assure coverage of the key components of competency

1.4 Evidence requirements are specified to assure: • validity • currency • authenticity • sufficiency

1.5 Where additional levels of competence are used, criteria for making judgements for different levels of competency are defined

1.6 Links to existing relevant assessment system(s) are defined, including: • recording and reporting requirements • appropriate personnel and requirements for

receiving information about the assessment • appeal process • quality assurance mechanisms

1.7 Any additional review mechanisms are identified and documented

1.8 The reporting formats for the assessment process and recording of outcomes are designed

1.9 The development, implementation and review costs of the assessment procedure are estimated

2. Identify assessment methods

2.1 The context and location of assessments are described and specified

2.2 The facilities and physical resources needed to conduct assessments are identified and documented

BSZ506A Develop assessment procedures Assessment and Workplace Training


Element Performance Criteria 2.3 A range of assessment methods for gathering

evidence in relation to the competencies to be assessed are evaluated for: • type and amount of evidence required • validity • reliability • fairness • cost effectiveness • administration ease • the characteristics of the target group

2.4 The number of assessors and any required supports to implement the assessment process is determined

2.5 The instructions for the persons being assessed are drafted

2.6 The assessment method(s) to be used are selected and allowable adjustments are proposed to cater for characteristics of persons being assessed

2.7 The required evidence of competency to be demonstrated or supplied by the persons being assessed

2.8 The instructions for interpreting the evidence and making a decision of competence are documented

2.9 Descriptions of likely performances are established and verified with appropriate personnel

2.10 Other related competencies are identified for inferring full or partial competence from the evidence gathered

2.11 The rules for verifying assessment decisions are determined

2.12 Any limits, variations or restrictions on the assessment tools are specified

3. Identify potential available assessment tools

3.1 Available assessment tools appropriate to evidence required to infer competency are identified and evaluated in relation to applicability for the: • characteristics of persons being assessed • assessment contexts • assessors



Element Performance Criteria 3.2 A panel of specialists is convened to critique tools

for: • reliability • validity • fairness • relevance to the workplace context • content accuracy • ease of use • cost effectiveness • appropriateness of language • avoidance of bias

3.3 Adjustments to the tools and methods are made to ensure applicability to the context, competencies and characteristics of persons being assessed

4. Trial the assessment methods and tools

4.1 The tools and assessment method are trialled with a sample from the target group

4.2 Allowable adjustments to the assessment method and tools are drafted

4.3 Assessors (if required) are trained to administer the assessment tools in a consistent manner

4.4 The assessments tools and methods are administered to the target sample

4.5 Responses from the target sample and the assessors are compiled and analysed

4.6 The appropriateness of the assessment method and the ease of use and language level of the assessment tools are determined

4.7 Improvements and changes to the assessment tools are made where necessary

5. Document assessment procedures

5.1 Any influences that may affect (bias) the assessment decision are identified and documented

5.2 Any allowable adjustments to the assessment methods and tools to meet the characteristics of persons being assessed are documented

5.3 The criteria for making decisions of competent or not yet competent are reviewed, and if necessary, adjusted

5.4 The assessment procedure(s) and administration instructions are documented



Range Statement









Stakeholders may include: • industry/professional/trade associations • trainers/teachers and assessors • team leaders/managers/employers • training and assessment coordinators • participants/employees/learners • technical/subjects experts including language,

literacy and numeracy specialists • government regulatory bodies • union/employee representatives • consultative committees • relevant industry training advisory bodies • funding bodies • State/Territory Training/Recognition Authorities

Target group may include: • an enterprise • a department/division • a job role/occupation • an industry sector • a professional association • a trade • community sector • government organisation



Range Statement

Purpose of assessment: • diagnosing performance • classifying an employee • confirming an employee’s competency for the

purpose of career advancement/job level • awarding a qualification • providing a statement of attainment • confirming progress in competency

acquisition/learning • recognising prior learning or current competencies

Evidence for assessment: • Type of evidence may include: • indirect • direct • supplementary • combination of the above

• Evidence might be interpreted using a range of reference frames. These include: • criterion referenced frames • linkages of evidence to competency standards • prediction of workplace performance

Characteristics of persons being assessed:

• language, literacy and numeracy levels • cultural and language background • educational background or general knowledge • physical ability • work organisation or roster • age • gender • experience in assessment • level of confidence, nervousness or anxiety • previous experience with topic

Appropriateness of evidence types may include:

• cost effectiveness • practicability • flexibility • communication skills of person(s) being assessed • assessment experience and characteristics of persons

being assessed



Range Statement

Assessment methods may include combinations of:

• direct observation of performance or product • practical tasks • projects written/oral/computer-based questioning • simulation exercise(s) • consideration of third party reports and self and peer

assessment • authenticated prior achievements

Allowable adjustment to assessment methods/tools may include:

• provision of support services (e.g. Auslan interpreter, reader, interpreter, attendant carer, scribe)

• use of special equipment (e.g. word processor or lifting gear)

• adaptive technology • shorter assessment to allow for fatigue or medication • use of large print version of any papers

Specialist panel may include: • technical specialists • language, literacy and numeracy specialists • assessment specialists • management and enterprise representatives • industry representatives • union/employee representatives • potential and past candidates


• time available for assessment • relative cost of evidence gathering strategies • availability of assessors • availability of experts in the technical area to be

assessed • availability of persons being assessed because of

matters such as work organisation • geographical location of persons being assessed

Record systems may include: • paper based systems • computer-based systems using magnetic or optical

storage • combination of both paper and computer based

systems.

NB: statutory and legislative requirements for maintaining records may vary in States/territories



Range Statement

Assessment system: • The assessment system may be developed (and endorsed) by: • the industry • the enterprise • the training organisation • a combination of the above

• The assessment system should specify the following: • the purpose of assessment • competencies required of assessors • record keeping procedures and policies • any allowable adjustments to the assessment

method • the appeal/review mechanisms and procedures • the review and evaluation of the assessment

process • the linkages between assessment and training



Assessment procedure should include:

• recording procedure • appeal/review mechanism • assessment methods to be used • number of assessors • assessment tools • evidence required • location of assessment • timing of assessment • assessment group size • allowable adjustments to assessment methods and

tools




products to be collected: • a description of the stakeholders, target group, the

purpose of assessment • a description of the competencies to be assessed,

and evidence required to infer competency • documentation on steps taken to develop the

assessment procedures, including the trialing of assessment methods and tools in accordance with performance criteria

• documented assessment procedures • Assessment requires evidence of the following

processes to be provided: • how the target group and stakeholders were

determined and consulted • why particular assessment methods and tools

were selected • how assessment methods and tools were trialled • how other persons were involved in the

development of the assessment procedure including: • the panels of specialists that reviewed the

materials - their roles and responsibilities • the characteristics of the candidates that

piloted the tasks and provided feedback in detail

• the characteristics of the trial sample




• Knowledge of relevant industry/enterprise training packages, competency or other performance standards

• Knowledge of assessment methods, their purposes and uses

• Skills in applying assessment methods and tools to elicit evidence, in a relevant context, from target group



Evidence Guide • Knowledge in the development and modification of

assessment tools for a defined group of competencies, assessment contexts and to meet the characteristics of persons being assessed

• Language and literacy skills to comprehend sources of information and to prepare required documentation

• Knowledge of compliance requirements for copyright and other regulatory requirements

• Identification and correct use of equipment, processes and procedures















information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – relating to assessment procedures,

evidence requirements and assessment methods for assessors • Communicating ideas and information – consulting, verifying, seeking feedback and

documenting • Planning and organising activities – developing assessment methods and tools, report

formats, drafting up instructions and trialling assessment methods and tools • Working with teams and others – assessors, panels of specialists, candidates involved in

the pilot • Using mathematical ideas and techniques – estimating costs of development,

implementation and review of assessment procedures • Solving problems – in relation to influences that affect assessment decisions, making

allowable adjustments to assessment methods and tools, operational constraints to procedures

• Using technology – special equipment and other adaptive technology, computer based recording systems

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ507A Develop assessment tools


BSZ507A Develop assessment tools Unit Descriptor The unit covers the requirements for selecting, developing,

validating and documenting new assessment tools to be used by assessors.


1. Identify the context for the assessment tool

1.1 The purpose of the assessment, the target group and the competency or other standard of performance to be assessed is identified

1.2 Evidence required to infer competency is identified 1.3 Assessment methods are evaluated to establish

requirements of assessment tools, particularly: • resources and requirements for the assessment

tools • assessment location and context • administration ease • the characteristics of the target group

1.4 Requirements of the assessment system in relation to the assessment tools are identified: • storage and security of documentation • appropriate personnel and differing needs for

receiving information about the assessment tools • evaluation and review process • quality assurance mechanisms

1.5 Development, implementation and review plans costs of the assessment tools development are estimated

1.6 A plan for the development of the assessment tools is prepared

2. Draft assessment tools in accordance with plan

2.1 Assessment tools are designed to assess the relevant competencies using appropriate: • format • language, numeracy requirements • visual representation and where appropriate

sound • question and activity types • media • sequence of activities • choice in activities

BSZ507A Develop assessment tools Assessment and Workplace Training


Element Performance Criteria 2.2 Assessment tools require the person being assessed

to demonstrate the components of competency 2.3 The assessment tools are checked for the following

characteristics: • reliability • validity • fairness • relevance to the workplace context • content accuracy • ease of use • cost effectiveness • avoidance of bias • testing the required scope of the competencies

2.4 Adjustments to the tools and procedures are made as required

3. Develop instructions for assessment tools

3.1 The instructions for the persons to be assessed are drafted

3.2 The instructions for administering each assessment tool are drafted to include the resources needed to conduct the assessment and the context for the use of the tools

3.3 Evidence of competency to be demonstrated is documented and incorporated in the assessment tools

3.4 Allowable adjustments identified in the assessment procedures are noted and included in the instructions

3.5 The rules for verifying assessment decisions are identified and any limits, variations or restrictions on the assessment tools are specified

4. Pilot the assessment tools 4.1 The tools are piloted with a small sample selected across the range of the target group

4.2 Feed back from sample target group individuals and others involved in administering the pilot is used to establish appropriate amendments to the assessment tools, particularly in relation to: • ease of use • language and other literacy/numeracy

requirements in terms of the relevant competencies

• appropriateness for the assessment context and competencies

• costs/time effectiveness for candidates and assessors



Element Performance Criteria 4.3 Improvements and changes to the assessment tools

are made where necessary

5. Validate assessment tools 5.1 An adequate sample of the target group to be assessed is selected

5.2 Assessors are trained (if required), to administer the assessment tools in a consistent manner

5.3 The assessment tools are administered to the target sample responses compiled and analysed assessment tools are modified according to the findings

5.4 Any influences that may affect (bias) the assessment decision are identified and documented

6. Finalise assessment tools 6.1 Validated and appropriately amended tools are incorporated in assessment procedure(s)

6.2 Documentation in paper and/or electronic form is filed in appropriate secure, accessible locations

Range Statement









Target group may include: • an enterprise • a department/division • a job role/occupation • an industry sector • a professional association • a trade



Range Statement • a community organisation • a government organisation

Purpose of assessment may include:


purpose of career advancement/job level • awarding a qualification • providing a statement of attainment • confirming progress in competency

acquisition/learning • recognising prior learning or current competencies

Evidence for assessment may include:

• Type of evidence may include: • direct • indirect • supplementary • combination of the above

• Evidence might be interpreted using a range of reference frames including: • criterion referenced frames • linkages of evidence to competency standards • prediction of workplace performance

Appropriateness of evidence types includes:

• cost effectiveness • practicability • communication skills of person(s) being assessed • assessment experience and special needs of person(s)

being assessed

Components of competency include:

• task skills • task management skills • contingency management skills • job/role environment skills • transfer and application of skills and knowledge to

new contexts



Range Statement

Assessment system may include:

• The assessment system may be developed (and endorsed) by: • the industry • the enterprise • the Registered Training Organisation • a combination of the above

• The assessment system should specify the following: • the purpose of assessment • competencies required of assessors • record keeping procedures and policies • any allowable adjustments to the assessment

method which are to be made for the person being assessed who have special needs

• the appeal/review mechanisms and procedures • the review and evaluation of the assessment

process • the linkages between assessment and training



Allowable adjustment to assessment tools include:

• provision of support services (e.g. Auslan interpreter, reader, interpreter, attendant carer, scribe)

• use of special equipment (e.g. word processor or lifting gear)

• adaptive technology • shorter assessment to allow for fatigue or medication • use of large print version of any papers


• direct observation of performance or product • practical tasks • projects • written/oral/computer-based questioning • simulation exercise(s)



Range Statement • consideration of third party reports and self and peer

assessment • authenticated prior achievements


• time available for assessment • relative cost of evidence gathering strategies • availability of assessors • availability of experts in the vocational area to be

assessed • availability of person(s) being assessed because of

matters such as rosters, shift work • geographical location of person(s) being assessed


products to be collected: • a plan for the development of the assessment

tool(s) • assessment tools and related instructions in final

format. This should be a useable tool together with a set of instructions for assessors and the person being assessed

• a report on the piloting of the assessment tools including any changes proposed and made

• Assessment requires evidence of the following processes to be provided:

• how the target group was identified • how the plan for the development of the

assessment tools was prepared • how the assessment tools meet the components of

competency for the target group • how the assessment tools were validated. • how the finalised assessment tools were

incorporated in assessment procedure(s)




• Knowledge of relevant training packages,



Evidence Guide competency or other standards of performance

• Knowledge of different methodology for developing assessment tools

• Skills in applying evaluation methodology particularly in relation to trialing assessment tools

• Compliance with requirements for copyright and other regulatory requirements

• Language and literacy skills to collect and interpret irrelevant information relevant and communicate with stakeholders and appropriate personnel.

• Skills in planning own work including predicting consequences and identifying improvements

• Skills in applying relevant workplace policies and procedures and any related legislation or regulatory requirements

• Communication skills appropriate to the culture of the workplace














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – relating to requirements for new

assessment tools and the evidence required to infer competency for use by assessors • Communicating ideas and information – instructions for administering assessment

tools, seeking feedback and reporting on the piloting • Planning and organising activities – drafting assessment tools to meet components of

competency and modifying and finalising assessment tools and procedures • Working with teams and others – target group, pilot group • Using mathematical ideas and techniques – costs/time effectiveness of evidence

gathering methods • Solving problems – limits or restrictions on assessment tools, allowable adjustments to

assessment procedures, instructions and tools • Using technology – in relation to assessment recording and secure storage system, special

equipment and adaptive technology and computer based assessment tools Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

Assessment and Workplace Training BSZ508A Design training courses


BSZ508A Design training courses Unit Descriptor The unit covers the requirements and responsibilities for

designing training courses as part of a training system to meet client identified outcomes and where appropriate, receive formal recognition.


1. Determine the need for a course

1.1 Stakeholders are identified and consulted to establish training aims and requirements

1.2 Course proposal is outlined in terms of stakeholders aims

1.3 Relevant endorsed training packages and curriculum are sourced and assessed for relevance to course proposal

1.4 Any licensing/regulatory or government policies relevant to the course proposal are identified

1.5 Potential employment markets and career opportunities for training participants are recorded and documented

1.6 Results of monitoring activities for related courses are sourced and analysed, where appropriate

2. Identify the learner profile 2.1 Potential learners are identified 2.2 Profiles of learners on entry to the course are

developed and learner profiles are examined to determine language and literacy requirements

3. Develop course structure 3.1 Core and elective units/modules are identified 3.2 The relationship between units of

competence/modules and course outcomes is documented

3.3 Entry and exit points are identified and documented 3.4 Prerequisites for the course and for specific

units/modules within the course are identified and documented

4. Determine the training and assessment requirements

4.1 The professional development and competency requirements of trainers and assessors are identified in consultation with appropriate personnel

4.2 The trainer and assessor requirements are checked for consistency with industry/training package assessment guidelines, where appropriate

4.3 Essential learning resources, materials, facilities,

BSZ508A Design training courses Assessment and Workplace Training


Element Performance Criteria equipment and human resources are identified

5. Define the training content 5.1 The competencies to be acquired by learners are clearly specified

5.2 Entry level competencies are identified and documented

5.3 Requirements for on the job training or assessment are identified and documented

5.4 Appropriate evidence and assessment methods are identified and documented

6. Develop course monitoring arrangements

6.1 Mechanisms for ongoing course monitoring are negotiated, agreed and documented in consultation with appropriate personnel

6.2 Arrangements to enable course outcomes to be evaluated against relevant performance indicators including industry/enterprise competency standards and learner needs are defined and documented

7. Identify career/educational pathways

7.1 Course entry and exit points are linked to occupational and educational opportunities

7.2 Articulation points with higher or related qualifications are identified, negotiated with course owners and documented

Range Statement







• establishment and maintenance of OHS training, records, induction processes • performance against OHS legislation and

organisation’s OHS system, especially policies, procedures and work instructions



Range Statement

Stakeholders and relevant parties may include:

• professional associations • employer associations • union/employee associations • secondary, TAFE/VET and higher education sector

representatives • potential learners • trainers/teachers • regulatory authorities • partner organisations • enterprise(s)/organisation(s) • industry training advisory bodies • industry sector • government bodies • community sector

Licensing, regulatory and government policies may include:

• qualifications framework and regulations for issuing statements of attainment, qualifications

• relevant equal employment opportunity and anti-discrimination legislation, regulations and policies

• relevant licensing or accreditation arrangements • relevant policies or agreement(s) on any of the

following: • purposes of training and assessment • human resource management issues • what and who is to be trained/ assessed • timing of training/ assessments • links with other human resources functions • appeal/review mechanisms • criteria for making decisions of competent, or not

yet competent • number of assessors • allowable adjustments to the assessment

procedure • record keeping requirements • recognition of prior learning/recognition of

current competencies • development costs and resources • evaluation • licensing



Range Statement A training course proposal may include:

• stakeholder(s) aims and objectives • course outcomes • identified learners • career and educational pathways • scope and need for course

A training course may include: • suite of training programs (or modules) • courses may be designed and documented

(curriculum) to: • meet a whole or part qualification in a training

package • be submitted for formal recognition • meet industry/enterprise competency standards • meet stakeholder aims and objectives

Learner profiles might include: • generic or technical competencies of potential clients • relevant prior learning (formal and informal) and

employment • language, literacy and numeracy skills

Course outcomes may include: • qualifications • units of competence • learning outcomes (module/program outcomes) • satisfaction of requirements for

• licensing • memberships of professional associations • further education opportunities • employment

Course monitoring arrangements may include:

• panel of external evaluators • feedback from learners - during and after course

delivery • survey responses from industry/enterprises about the

course outcomes • moderation mechanisms of assessment decisions • conduct of regular internal and external reviews • sampling and evaluation of competencies • networking of trainers and assessors involved in

course implementation



Range Statement


• support personnel (administration) • technical experts (e.g. language and literacy

specialists) • supervisors/managers • assessment/training personnel • other training organisations (partners) • existing and former learners

Course requirements: • entry requirements may include • pre requisite competencies • access to the workplace.

• training requirements may include • job placement • field placement • access to specialist equipment and facilities • minimum competencies to be held by trainers.

• assessment requirements may include • minimum competencies to be held by assessors • assessment conditions including location, timing

and access to resources

Sources of information/ documents may include:

• performance standards which may include: • industry/enterprise competency standards • licensing requirements • job descriptions • standard operating procedures

• conditions of service, legislation and industrial agreements including: • workplace agreements and awards • occupational health & safety procedures

• applicable State, Territory, Commonwealth legislation and related regulations concerning: • occupational health & safety in terms of duties of

employers, employees, suppliers and contractors • workplace relations • workers compensation • equal opportunity, anti-discrimination and

affirmative action



Evidence Guide


Critical Aspects of Evidence • Assessment requires evidence of the following products to be collected: • documentation on the identification and

confirmation stakeholder training aims and requirements

• course proposal • course documentation • documentation on course monitoring mechanisms • description of career pathways, including

qualification entry and exit points. • Assessment requires evidence of the following

processes to be provided: • how stakeholder needs were identified • how the learner profile was researched • how assessment and training requirements were

researched • how the course monitoring arrangements were

developed




• Knowledge of mechanisms to implement relevant access and equity principles

• Knowledge of relevant training packages, competency and other performance standards to course proposal

• Knowledge of accreditation and any licensing or regulatory requirements

• Knowledge of course monitoring mechanisms • Compliance with requirements for copyright and

other regulatory requirements • Language and literacy skills to collect and interpret

irrelevant information relevant and communicate with stakeholders and appropriate personnel.

• Skills in planning own work including predicting consequences and identifying improvements



Evidence Guide • Communication skills appropriate to the culture of

the workplace • Skills in applying OHS and other workplace policies

and procedures and any related legislation or regulatory requirements














information



teams

Use mathematical




Three levels of performance denote level of competency required to perform a task. 1. Perform 2. Administer 3. Design • Collecting, analysing and organising information – in relation to training courses to

meet client identified outcomes • Communicating ideas and information – consulting on course proposal and

professional development and competency requirements of trainers and assessors, clearly specifying on course structure and content and negotiating and seeking agreement on course monitoring mechanisms

• Planning and organising activities – determining, employment markets and career opportunities for training participants, developing learner profiles, evidence gathering methods and course monitoring mechanisms and activities

• Working with teams and others – client, stakeholders and appropriate personnel • Using mathematical ideas and techniques – development costs • Solving problems – resulting from course monitoring, articulation points with higher or

related qualifications and formal recognition • Using technology – for course monitoring arrangements, documenting course content

requirements Please refer to the Assessment Guidelines for advice on how to use the Key Competencies