Develop and Manage Performance Management Processes In this document, you will find the foundation of what is required to become competent in this unit. For further information on each element, you can refer to the Assessment Matrix. Included in this document are the elements for the unit, foundation skills, assessment requirements as well as an assessment tool definition list and the crucial observation and third-party check lists. As well as all the areas covered here, each student must also complete all workbook activities, case studies and major activities, where stated, to become competent within this unit.NOTE – Re-assessment:Students will have maximum of two (2) reassessments attempts if competency is not achieved in the first instance.The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of the unit of competency when all components or parts of the assessment are graded as ‘S’ for Satisfactory. Unsatisfactory results are marked asNS.Elements for Competency DemonstrationElements for Competency Assessment:Develop integrated performance-management processesFacilitate the implementation of performance-management processesCoordinate individual or group learning and developmentPerformance Evidence:Evidence of the ability to:Develop, implement, monitor and review an organisational performance management process which supports business goals including analysing the organisational strategic and operational planDesign methods for the development of key performance indicators and formal performance management sessions by line managersConsult with stakeholders to gain supportDesign, develop, coordinate and implement individual and group learning and developmentTrain line managers and other relevant people to manage performanceProvide support to line managers to effectively manage performance issues, including dispute resolution and termination of employment
P a g e | 3Develop approaches to improve performance and address identified performance gapsFoundation Skills:ReadingInterprets and critically analyses organisational strategic and operational plans to identify relevant policies and objectives to be addressedWritingUses broad vocabulary, grammatical structure and conventions appropriate to text when developing objectives, designing methods and processes and reportingOral communicationConveys information using language, format and style appropriate to aspecific audienceUses listening and questioning to extract main ideas from oral texts or to confirm and clarify understandingNumeracySelects from, and applies, mathematical and problem-solving strategies when reporting on success rates of activitiesNavigate the world of workUnderstands and interprets organisational policies and procedures to formulate processes relevant to own role requirementsMonitors adherence to legal and regulatory rights and responsibilities for self and possibly othersInteract with othersSelects and implements appropriate communication protocols to liaise with personnel in a range of work contextsSupports line managers to achieve goals, playing an active role in facilitating effective group interaction, influencing direction and taking aleadership role on occasionNegotiates with others to achieve agreeable outcomes playing an active role in facilitating consensus in contentious situationsGet the work done
Takes responsibility for developing, implementing and monitoring processes and strategies to manage performanceAccepts responsibility for planning, scheduling and sequencing complex tasks to meet organisational and legislative requirementsUses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, and identifyingand evaluating options against agreed criteria Uses digital systems and tools to store, access and organise digital informationKnowledge Evidence:To complete the unit requirements safely and effectively, the individual must:List characteristics of a learning organisationOutline policies and legislation relevant to performance managementSummarise grievance proceduresExplain models for giving feedback and options for skill developmentDescribe options in the design of performance management processesOutline role of performance management in relation to broader human resources and business objectivesAssessment Conditions:Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:Organisational strategic and operational plansWorkplace policies and proceduresRelevant legislation, regulations and codes of practiceCase studies and, where possible, real situationsInteraction with othersAssessors must satisfy NVR/AQTF assessor requirements.Links:Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes
P a g e | 5Any observations and practical assessments must be recorded in the observation checklist. All practical tasks should be demonstrated during the length of the course. As the instructor you must maintain a record demonstrating the date of the practical activities and any comments relevant to the performance of each student. Where a student is not able to demonstrate competence in a practical observation activity, further questioning should be put in its place.As the instructor, you could be assessing the student’s literacy, numeracy and language skills, as well as the content and context of his/her answers.In some cases, you will have to adjust and amend the assessment tools, using different and varied methods (such as oral assessment), to allow students to be assessed according to their needs and abilities.
Assessment Tool DefinitionsAssessment ToolHow is it used? What is it?Learner Workbook Activities(Entire completion is required)Each student should be given a Learner Workbook which will hold many activities, both formative and summative, that all need to be completed in conjunction with the appropriate sessions. The PowerPoint, Learner Guide and instructor should provide further information to help with the activities.Observation/Demonstration(To be completed for each numbered point as stated on the checklist)An observation should be completed for each of the students by the instructor. If the tasks aren’t everyday actions, a simulated environment is acceptable, or a demonstration can be set up. An observation checklist can be found at the end of this document.Major Activity(Entire completion is required)A Major Activity is a summative assessment and canbe found in the Learner Workbook, after all the activities are completed. This is an extended piece ofsummative assessment which should take anywherebetween 1-2 hours and every student should complete this work. It is a requirement for each unit to check knowledge and understanding.Skills and Knowledge Activity(Entire completion is required)A Skills and Knowledge Activity is a summative assessment and is found before the Major Activity in the Learner Workbook. This should take between 1-2 hours and every student should complete this work. It is a requirement for each unit to check knowledge and understanding of the foundation skills and knowledge evidence.Third Party (To be completed for each numbered point as stated on the checklist)A Third-Party checklist is very similar to an Observation Checklist in its format, but it can be completed by someone who works with the learner and has witnessed them completing tasks which coincide with the elements of the unit. The checklist can be found at the end of this document.Case Study(Entire completion is required)Not all units will have Case Studies but those that dowill be clearly stated within the PowerPoint and the Learner Workbook. It will appear as any other activity, but it will be named ‘Case Study’ and will provide an example of a possible real-life situation for the learner to read, interpret and then answer questions on.Learner Guide(To be used as an informational guide)The Learner Guide links with the Learner Workbook as it provides the information given during sessions and more. It can help students to further their knowledge and to also complete the activities.Evidence Document(Not a necessity for completion of unit but can be used as an aid or to collect further evidence)The Evidence Document lists all the Elements and Performance Criteria with an area for written reports etc, to add evidence to the student’s portfolio. It can be used for any of the performance criteria, especially those which may not have been covered by any other assessment tool. The student can circlemany the criteria that they may feel they need furtherevidence of, or it can be used as a guide for completing further Observations and Third-Party reports.
P a g e | 7Observation/DemonstrationThroughout this unit, the learner will be expected to show their competency of the elements through observations or demonstrations. The observations and demonstrations will be completed as well as the formative and summative assessments found in the Learner Workbook. An explanation of demonstrations and observations:Demonstration is off-the-jobA demonstration will require:Performing a skill or task that is asked of youUndertaking simulation exerciseObservation is on-the-jobThe observation will usually require:Performing a work-based skill or task Interaction with colleagues and/or customersThe observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Each task must be observed. You will need to ensure you provide the learner with the correct equipment and/or materials to complete the task. You will also need to inform the learner of the time they have to complete the task; this will once again vary, depending on the task.Learner should be able to demonstrate they can:1.Develop integrated performance-management processes2.Facilitate the implementation of performance-management processes3.Coordinate individual or group learning and development Learners should also demonstrate the following skills:ReadingWritingOral communicationNumeracyNavigate the world of workInteract with othersGet the work done
Observation ChecklistUnit of Competence(Code and Title)2.
Found this document preview useful?
You are reading a preview Upload your documents to download or Become a Desklib member to get accesss