Assessment Cover Sheet
Assessment Cover Sheet Please fill out the necessary information, and sign and date where required Training & Assessment Guide for Unit of Competency BSBMGT502B Manage People Performance Student Name: Starting Date: Finishing Date: Date Submitted: Due Date: After receiving your booklet, It should take you a maximum of 4-6 weeks to complete. I DECLARE THAT : no part of this book (i.e. Answers to Questions, Documentation etc) has been copied from another person’s work except where referenced accordingly no other person has written any part of this book/assessment, except where such collaboration has been authorized by Queensland Polytechnic I hold a copy of the documentation within this book, which can be produced should the original be lost or damaged, or is deemed necessary the signature is my own and/or the email that I have sent, which includes this book, is my own personal email address this book has not been submitted for any other study requirements ADDITIONALLY: I have completed a pre-training review and have contributed to development of my training plan / qualification I am aware that this assessment item/book can be adapted to meet my individual needs if required I am aware that I can apply for RPL or RCC based on my previous experience of expertise I am aware that this assessment approach is negotiable and by undertaking this ‘book’, I have agreed upon this format I am aware of my responsibilities with regards to assessment items BSBMGT502B Manage People Performance Name & Signature of Student: ________________________________________ Or, if submitted electronically, the receipt of the email is sufficient for electronic submission. Page 1 of 31 Student Number (if known): Student Contact Details Phone: Email: Marking of Assessment: Attempt 1 - Successful Unsuccessful Attempt 2 - Successful Unsuccessful Was a Re-submission granted? Yes No N/A Name & Signature of Assessor Karen Lamkin ________________________________________ (Can be handwritten or electronic) By signing the Assessment Cover Sheet, the student agrees that if a resubmission is required, they will make the suggested improvements Resubmission Date Due: _______________ Was an extension granted? Yes No N/A Extension Due Date: __________________ Assessment Summary / Final Checklist Assessment 1, Oral/Written Questions Successful Unsuccessful Assessment 2, Documentation Evidence performance improvement development plans Successful Unsuccessful Assessment 3, Practical Observation by Trainer and Third Party Successful Unsuccessful Final Result - Competent Not Yet Competent Name & Signature of Student:____________________________________ Name & Signature of Assessor ____________________________________ Feedback / Comments Please note, all assessment items are kept by Queensland Polytechnic. Constructive Feedback will be provided by either phone call / email. By signing the Assessment Cover Sheet, the student agrees that feedback will be provided in this manner. This guide and all related learning resources contain material copied in reliance upon the Educational Copying Agreement between the Copyright Agency Ltd and Queensland Polytechnic/ACIL Training under Part VB of the Copyright Act 1968. Distribution is limited to enrolled students of Queensland Polytechnic/ACIL Training and their partners. BSBMGT502B Manage People Performance Page 2 of 31 USING THIS BOOK The Certificate IV in Business consists of 10 units of competency (subjects). The Diploma of Management consists of 8 units. One unit within the Certificate IV in Business may be from a Diploma level. One unit within the Diploma of Management may be from the Advanced Diploma or Certificate IV level. The Diploma of Management is broken down into a number of booklets – generally it is one book per unit, however at times, you may have a book that covers two units. You will be given one book at a time to complete. Within this book you will find all the materials you need to undertake your study i.e. hand-written question and answers, supervisor and trainer third party observation forms, readings, and documentation/evidence that you need to collect and/or further assessment instructions. If you haven’t already got a load of documents/evidence, you have created throughout your career at Thrifty Car Rentals, or at other positions/organisations, you may need to jump on a computer and word-process a document, create a spreadsheet using Excel or a PowerPoint Presentation. When you do this, the document you create, will need to be attached to your booklet in the appropriate place (ready for marking). The books and the time it should take you to complete each one, varies considerably, depending on the requirement of the unit, your skills levels and/or previous experience and qualifications. WELCOME TO QUEENSLAND POLYTECHNIC Queensland Polytechnic is committed to providing you with quality training and assessment and assisting you in furthering your career and reaching your goals. Our trainers and assessors are highly qualified, have extensive experience in their industry, and are here to support you in your training program. The qualification you are enrolled in is made up of units of competency (units) – such as this one-- which have been determined by the relevant industries and categorised into National Competency Standards for specific industries. The standards provide a framework for training and assessment and specify what competencies an employee at a particular level within a particular industry can be reasonably expected to achieve. A competency is a skill that you have obtained or could obtain. A competency is made up of a number of elements – normally you demonstrate competency in a skill by demonstrating competence in each element that makes up that skill. Competency-based assessment involves collecting evidence and making judgements about whether competency has been achieved. Outlined below, are a number of areas that are relevant to Competency Based Learning / Qualifications. You may have already read about this in the Student Handbook, however, it is always good to re-revisit this information to ensure you understand it, and its relevance to you, each time you undertake a Unit of Competency. If you have any questions, concerns or issues with any of the information, please feel free to contact your Trainer / Assessor. Recognised Prior Learning (RPL) The purpose of Recognised Prior Learning (RPL) is to help Trainees / Students to claim credit towards national competency standards that form part of the program they are undertaking. Queensland Polytechnic recognises that skills and knowledge are gained through work, educational, and life experience regardless of how, when or where it was acquired, provided that the learning is relevant to the competency outcomes in a unit. Credit for these skills and knowledge may be given by Queensland Polytechnic towards unit and/or programs it currently offers. Recognition will be given to any applicant who has successfully completed units of competency which give equivalence into training programs offered by Queensland Polytechnic, and/or which have been gained with another recognised training organisation, eg TAFE. Queensland Polytechnic’s RPL Policy and practices are equitable and culturally inclusive. The Rules of Evidence (Sufficiency, Validity, Authenticity and Currency) and the Principles of Assessment apply to RPL applications just as they do to any other assessment. All RPL assessments are of the similar rigour when compared to other assessment tools and processes. Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on appeal to any RPL applicant, if requested. If you believe, you have a case for your previous experience to be recognised, please contact your Trainer / Assessor. Exemptions, National Recognition and Credit Transfer If a student/trainee (you) has completed units from another course/program, and the content is very similar to what has been studied, an application for an exemption in that unit can be achieved. An assessment of the equivalence to the required learning outcomes, competency outcomes or standards in a qualification will be undertaken by a qualified Trainer / Assessor before credit transfer can be obtained. An application can be made for any of the above when the student believes that they have already attained the necessary skills and competencies. If you believe, you have a case for your previous experience to be recognised, please contact your Trainer / Assessor. BSBMGT502B Manage People Performance Page 3 of 31 Flexible Delivery Flexible delivery means providing training when it best suits the participant and employer. Flexible delivery focuses on learning rather than teaching and to provide the best possible learning experience for the student. This means that the student (you) has greater control over what, when and how you learn. Rules of Evidence AQTF Standards state that assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability, fairness and flexibility. Refer to Table 2, below. This is also good teaching and assessment practice and ensures the best learning outcomes for students. Table 2, Rules of Evidence Validity This means that the evidence relates to the unit competency, addresses essential skills and knowledge, dimensions of competency and employability skills A valid assessment assesses what it claims to assess Reliability This means that the assessment tool and process will produce consistent outcomes when applied by a range of assessors in a range of contexts. Thus, ‘consistent’ outcomes are achieved in assessment regardless of who does the assessment, when it is conducted and in whatever context it was conducted Evidence collected is relevant to the activities and demonstrates that the performance criteria have been met Fairness Flexibility This means that the assessment will not disadvantage any person and will take into account the Assessment Tasks and the Assessment Tools are structured so that they do not disadvantage This means that the assessment tool and process allows for assessment in a range of assessment contexts Assessment practices and methods are equitable to all learners and their characteristics Participants will be able to have their previous experience or expertise recognized (RPL or RCC) Assessment procedures and the criteria for judging performance are made clear to all learners The assessment approach can be adapted to meet the needs of all participants and workplaces Opportunities will be provided to allow participants to challenge assessments and have the opportunity of reassessment The assessment strategy adequately covers both the on and off-the-job components of training Where practical and appropriate, assessment will be negotiated and agreed between the assessor and the student Types of Evidence Evidence is information upon which an Assessor makes a judgement of competency. Evidence you may be asked to may include: Direct demonstration/observation Indirect demonstration Products Workplace documents Questions - written and oral Assignments Third party reports Self-assessment Simulation Portfolios BSBMGT502B Manage People Performance Performance of a task, or range of tasks, either in the workplace or in a simulated work environment, witnessed directly by an Assessor Use of photographs, videos, etc. showing performance of a task when the Assessor cannot be present Models, items, objects that have been made, fixed or repaired by the student Rosters, budgets, reports, standard operating procedures etc. developed by the student Asking the student about real or hypothetical situations to check understanding, task management and contingency management skills. May be short answer, discussion, multiple choice, etc. Projects, reports, essays, etc, relevant to the learning, literacy and numeracy (LLN) requirements of the unit of competency Documented and verified reports from supervisor, colleague, subject expert, Trainer or others A student’s personal statement on their performance (not generally sufficient in isolation) Simulated activity to accommodate difficult to demonstrate criteria e.g. emergencies, contingencies, difficult behaviors etc. Collections of evidence compiled by the student Page 4 of 31 Equity Groups and Reasonable Adjustment 'Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all students are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are made to the assessment process to meet the individual needs of students.' Equity groups may include, but are not limited to: Students with English as a second language Students with literacy or numeracy difficulties Indigenous students and/or students in remote locations Women in non-traditional industries Students with sensory impairment and/or students with physical or intellectual disabilities Reasonable adjustment may mean: Making learning materials and methods accessible Adapting the physical environment and equipment Making adjustments to the procedures for conducting assessment Making adjustments to the evidence gathering techniques In the event that you have difficulties understanding the requirements for the assessment outlined in this unit, due to language or any of the other difficulties, Queensland Polytechnic will attempt to make reasonable adjustments to the assessment in order to afford you every opportunity to achieve competency. This may include oral questioning or demonstration of skills and knowledge in another format. If you believe, you have a case for your needs to be adapted, please contact your Trainer / Assessor. Withdrawal from a Unit of Competency / Qualification If you wish to withdraw from a unit of competency / qualification / traineeship this may be negotiated between the student, employer and Queensland Polytechnic at any time. Quality Improvements Queensland Polytechnic is constantly looking for ways to improve its training and assessment services, its materials and its processes. From time to time materials may change due to improvement. Learner Surveys / Questionnaires Queensland Polytechnic requires all course participants to complete an AQTF Learner survey, once a year. The survey takes approximately 5 minutes to complete, and will be distributed at the end of each year, or at the end of your studies. The survey focuses on whether you have engaged in activities that are likely to promote high-quality skill outcomes and includes your perceptions of the quality of your competency development and of the support that you have received during your training. Data collected from the surveys, will help support continuous improvement processes ensuring that: Queensland Polytechnic continue to provide quality training and assessment across all our operations Queensland Polytechnic adhere to principles of access and equity and continue to maximise outcomes for our clients Queensland Polytechnic’s Management systems continue to be responsive to the needs of our clients (you), staff and stakeholders UNIT DESCRIPTION BSBMGT502B Manage people performance - this unit describes the performance outcomes, skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management. This unit applies to all managers and team leaders who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement. The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers. Details of the competencies of this unit can be accessed at: http://www.training.gov.au BSBMGT502B Manage People Performance Page 5 of 31 EMPLOYABILITY SKILLS Employability Skills are defined as "skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions". Hence, skills that applies across a variety of jobs and life contexts. These are also sometimes referred to as generic skills, capabilities, enabling skills, key competencies, key skills, core skills, life skills, essential skills, necessary skills, and transferable skills. Industry's preferred term is Employability Skills. An Employability Skills Framework was developed in 2002 by the Business Council of Australia and the Australian Chamber of Commerce and Industry, in consultation with other peak employer bodies. This framework, includes eight (8) ‘skill grouping’ Employability Skills, which are outlined in Table 1, below. Table 1, Employability Skills Communication Teamwork Problem Solving Initiative & Enterprise Planning & Organising Self-Management Learning Technology that contribute to productive and harmonious relations between employees and customers that contribute to productive working relationships and outcomes that contribute to productive outcomes that contribute to innovative outcomes That contribute to long term and short term strategic planning that contribute to employee satisfaction and growth that contribute to ongoing improvement and expansion in employee and company operations and outcomes; that contribute to effective execution of tasks More information about employability skills for these units can be accessed at: http://employabilityskills.training.com.au/ TRAINER / ASSESSOR Trainer / Assessor: Karen Lamkin, [email protected] Mobile: +61 439 817 361 MATERIALS & RESOURCES REQUIRED All readings, samples, information contained within this Training & Assessment Guide plus the “Introduction to Thrifty Training Manual” available on the intranet. Additional readings and examples/templates relating to this unit can be found on the intranet and/or requested by yourself (for the trainer to send to you via email). All students are advised of the need for regular access to the internet, intranet and CarsPlus, and a reliable calculator, printer and computer/laptop with Microsoft Word, Excel, PowerPoint, Outlook and Internet Explorer (or similar) software applications, for completion of the Certificate IV in Business and/or the Diploma of Management Access to Thrifty’s policies and procedures as well as relevant legislation is also required. If you have problems accessing this, please contact your Trainer or immediate supervisor, ASAP During the Assessment Process, if sample documentation is required, and it is either not provided in this book or you cannot locate it in the workplace, please contact your immediate supervisor and/or Trainer/Assessor, so that this can be provided to you Regular access to your Trainer/Assessor and supervisors at Thrifty Car Rentals BSBMGT502B Manage People Performance Page 6 of 31 AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF) Each activity/assessment in this booklet has been aligned to the ACSF’s “indicators” of competence so that they are at the levels appropriate to the delivery of language, literacy and numeracy skills underpinning the unit of competency. Units of Competency and minimum required levels of reading, writing, numeracy, oral communication and learning skills The following table provides the level of reading, writing, oral communication and numeracy that is required for the Units of the Certificate IV in Business and the Diploma of Management. UNIT CODE & TITLE: BSBMGT502B Manage People Performance PERFORMANCE LEVEL 4 ACSF Reading Skills Level ACSF Writing Skills Level EXAMPLE OF ACTIVITIES AT THIS LEVEL - - WORKPLACE & EMPLOYMENT APPLICATION Read text and prepare a presentation. Read and comment on an article about a contemporary issue - Write a report on a topic of interest Write procedures on minute taking - - - - - ACSF Oral Communication Skills Level - - - - ACSF Numeracy Skills Level - Communicate with people from diverse backgrounds. Prepare and lead a discussion Understands vocabulary specific to a topic Follows oral texts which include vocabulary that creates shades of meaning Responds to cues such as change of pace and particular words which indicate a new or important point is about to be made Reflects on the effectiveness of the interaction as it occurs requesting clarification, and/or variation in volume and pace as necessary Interprets gestures and other non-verbal features Responds to topic shifts and points of clarification, and gives non-verbal feedback Calculate and compare annual income options. Calculate area of an office - - - - - - - BSBMGT502B Manage People Performance Analyses, compares and contrasts information gained from tables and charts, e.g. information on products and materials in order to determine the suitability for use in different locations Demonstrates understanding of texts describing interrelationships of events, e.g. reviews conflicting incident reports to identify key issues and possible follow up action Prepares an induction manual or standard operating procedures to be used in the workplace Documents roles, responsibilities and timeframes for a project plan Compiles a report (e.g. on sales figures) with input from a range of sources Writes clear and detailed instructions organised sequentially, for individual members of a group in order to complete a group activity Prepares data for a team/group using graphs to compare production or activity over a period of time, and includes recommendations for improvements Gathers information from a range of sources and rewrites using headings, instructions and layout that meet the needs of the audience and purpose of the text, e.g. job instructions or evacuation instructions Writes an instruction manual for a new piece of equipment or machinery Creates a range of formal texts incorporating specific workplace proformas and language and maintains records on a computer, e.g. memos, letters to clients, agendas, minutes, emails or reports Demonstrates understanding of a text describing complex interrelationships of events, e.g. writes a letter to a customer apologising for a lost item or prepares a report for a manager detailing a problem and steps taken to address it Explains technological concepts to a work group unfamiliar with the concepts involved, using visual aids such as photos and diagrams Leads a discussion with a focus group to explore solutions to a complex workplace problem Determines customer requirements through open-ended questioning, active listening, paraphrasing and summarising Expresses own values, ideas and attributes through language choice as appropriate to various contexts, e.g. job interview or group discussion Negotiates a win-win outcome with a work colleague, demonstrating conflict resolution skills Leads and/or facilitates group discussion which explores solutions to specific problems with new technology, e.g. implementation issues arising from changing work practices as a result of installation of a new computer system Uses aids (e.g. machine/equipment parts, photos, diagrams or scaled models) to explain technological concepts or scientific phenomena to an audience or work group Collects, represents, summarises and interprets a range of statistical data appropriately, e.g. in tables, spreadsheets, graphs, plots, measures of central tendency (mean, median, mode) and simple measures of spread Works in a group to investigate and report on the options and costs for the use of a fleet of vehicles for the running of a business, e.g. comparing the use of cars versus motor bikes for a courier service or comparing leasing cars versus outright purchase Works in a team to plan and develop an operating budget for a task or project, including the income from different sources (e.g. government funding, membership fees or sales) and expenses (e.g. staffing, materials, marketing, overheads, travel, training or IT support) Collects and accurately records data (e.g. measurements, quantities or digital outputs) on to an appropriate device (e.g. graph, chart, spreadsheet or handheld device), interprets results and outcomes, identifies anomalies or errors and Page 7 of 31 - - - - ACSF Learning Skills Level Identify and document career goals - - can respond appropriates by acting to correct processes or inputs Interprets and uses ratios and scales to read and discuss the design and dimensions on the plan of a property (e.g. building, workplace, office or shop) in order to allocate working space and furniture Represents statistical system information and data (e.g. customer satisfaction survey results, phone enquiry data or customer profiles), and analyses and interprets the data using graphical and numerical processes (e.g. graphs, charts or averages) to show different interpretations and influences Calculates, compares and interprets the probabilities of some given or described events in both numerical and qualitative terms, e.g. production numbers or faults, or accidents Organise own workplace professional development/training plan to achieve a negotiated outcome with consideration of personal priorities and demands on time Actively seeks feedback from others as a way of improving performance, e.g. approaches peers, manager or customers Makes changes to work routine to meet deadlines, drawing on insights gained from previous experiences Uses organisational file sharing and storage systems Actively encourages others to learn Initiates team problem solving sessions Participates in and contributes to change management in the workplace PERFORMANCE VARIABLES These variables may influence the individual’s performance at any time Support Works independently and initiates and uses support from a range of established resources Context Text Complexity Task Complexity Range of contexts, including some that are unfamiliar and/or unpredictable Complex texts Embedded information Includes specialised vocabulary Includes abstraction and symbolism Complex task organisation and analysis involving application of a number of steps Processes include extracting, extrapolating, inferencing, reflecting, abstracting EXAMPLE OF TEXT DOCUMENTS WITHIN 3 DOMAINS OF COMMUNICATION Text Type Personal & Community Workplace & Employment Education and Training Procedural Recipe Standard operating procedures Instructions for completing assessment task Persuasive Email to local council complaining about cat registration bylaws Informative Club newsletter Creative Report for CEO presenting argument and recommendations for a particular piece of new equipment Report of different approaches to risk management used in the industry Oral presentation on an issue in area of study/expertise Research paper on main developments in WH&S in the last 20 years Poem Design project Advertising copy or short story Technical Explanation of parts of a camera Instruction manual for a new piece of equipment Report on advantages of new computer system in library Regulatory Council planning permission form Industry standards list Course completion requirements Descriptive Recount of trip to botanic gardens Memo outlining new office furniture Essay comparing two paintings ASSESSMENT REQUIREMENTS Assessments must be handed in on time. Please note, Progression Reports will be provided to your supervisor on a three (3) monthly basis. Signed assessment cover sheets (the front page of this book), must accompany each assessment/book. Students must complete all assessment activities for this unit/book to a satisfactory level in order to be deemed competent in the unit. Students will be allowed one resubmission of each assessment providing they have made a reasonable attempt on the first submission. Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on appeal to any applicant, if requested. ASSESSMENT INSTRUCTIONS & DETAILS BSBMGT502B Manage People Performance Page 8 of 31 Part of your assessment for this unit is that you demonstrate you can meet designated timelines. This means submitting work within the timeline indicated in your study schedule, outlined below. You will also have the chance to develop and practice employability skills such as communication, teamwork, problem solving, initiative and enterprise, planning and organizing, selfmanagement, learning, and technology. In order to achieve Competency for this unit, this book, and all of its all assessment tasks must be completed to a satisfactory level. An acceptable or satisfactory performance level for assessments will be based on what would be expected of a person completing a similar task in the workplace. You may request feedback and advice from your Trainer/Assessor at any time prior to submitting the completed book. The assessment tasks for this unit will require you to complete the following: Assessment 1, Oral/Written Questions: answer a number of questions / scenario case studies and provide examples, comments or explanations to particular incidents/activities that occur within Thrifty Car Rentals. Provide as much detail as you can since the more knowledge you show, the less time it will take you to be deemed competent in the unit. Please note: to be able to receive COMPETENCY for this unit, you need to be able to answer YES to all questions within this book. If this is not the case, please contact your Trainer / Assessor immediately. Assessment 2, Documentation Evidence: provide hard copy evidence/documentation. This will be required to be attached to the booklet where indicated. Such documentation will include things like performance improvement and development plans you have developed for staff. Assessment 3, Practical Observation by Trainer & Third Party: have your immediate supervisor and Trainer sign off on your competence in the relevant areas, after observing you in a workplace situation. ASSESSMENT MARKING It is acceptable for different students to undertake the same Assessment Task in different ways and to format their finished work differently. Answers to questions throughout this book, may be completed in a variety of ways, appropriate to the specific question, including: writing continuous paragraphs of text using headings and sub-headings to organise text using bullet points rather than, (or as well as, continuous text providing examples and illustrations from experience – particularly relevant work experience submitting workplace documents that are examples of work completed in the workplace Your Trainer / Assessor will make a decision about whether an Assessment Task has been satisfactorily completed based on the following considerations: all parts of the Assessment Task outlined in book, have been completed to a standard that satisfactorily meets the competency requirements set out for the unit, on the training.gov website ie. all Elements of the Performance Criteria, Required Skills, Required Knowledge, Critical Aspects have been meet your work is of a standard to be acceptable in the workplace, as deemed by your immediate supervisor your work is has acceptable formatting, expression, language, spelling and grammar the Assessment Task is your own work, except where appropriately acknowledged by the use of referencing . Please note, while it is not essential for VET students to include the ideas and work of others in assessment tasks – particularly practical tasks - it is good practice to do so when appropriate to the task. It is highly likely to be necessary to refer to texts and learning materials when answering questions which focus on knowledge and how to apply it to specific situations. Learning to reference appropriately also helps student develop skills that will be essential should they decide to go on to higher education/university, later. If you are deemed ‘not yet competent’ for an assessment item, a sample/indicative answer will be shown to you, to help you determine competency in the assessment item. STUDY SCHEDULE & RESOURCE LIST BSBMGT502B Manage People Performance Page 9 of 31 You will participate in a face-to-face introductory workshop and/or online conversation in Week 1, which will get you oriented and started on the Assessment items for this unit. At this time, your Trainer/Assessor will go through this book and the Assessment requirements/tasks. Should you not fully understand a question and/or assessment, please ask for assistance. The remaining weeks, you will complete your study by working through the activities within this booklet and attaching the required evidence, as instructed. NOTE: There is no need to word process your answers to the Questions within this book. In the last week of your program, you will need to submit this booklet to your Trainer, in hard copy format. Make sure that all the evidence/documentation is attached to the booklet where required/indicated. The following schedule will tell you what you need to complete each week and what resources you need to review. If you follow this schedule to complete and hand in your work you will have no trouble finishing the unit. It should take you about 50 hours of study over a 4-6 week period to complete the reading and assessment activities. Please note however, the time you will need to spend on your learning for this unit will also vary depending on your reading skills, computer skills, modem speed and writing skills. Please don’t hesitate to contact your Trainer / Assessor immediately if you have any difficulties. Problems have a way of growing bigger over time – so your Trainer who is assessing your work would much rather hear from you early so any issues can be solved and you can move ahead with your learning. Your Trainer / Assessor will reply within one day. BSBMGT502B Manage People Performance Page 10 of 31 ASSESSMENT 1: BSBMGT502B MANAGE PEOPLE PERFORMANCE Topic Covered Resources and Assessments Key definitions & concepts Performance Management (PM) concentrates on the overall achievements of the organization and ensures that all actions are linked strongly and directly to the strategic orientation of the organization. PM therefore, unites performance appraisal (PA) with the other organizational sub-systems and strategies. “In its broadest sense, it’s about organizational performance and linking individual employee performance to that of the organization” “it is a set of activities directed at the individual so as to channel his or her performance in support of organizational performance…[and] that these activities exist within a broader framework of some kind” Success or failure of an organization’s PM systems depends on: The organization’s underlying philosophy The attitudes / skills of those administering it The commitment, acceptance and ownership that employees feel towards i.e. the ‘perceived fairness and validity’ Performance Appraisals (PA) When appraising something, we are measuring the extent that we may value it. Appraisal is a natural process as we make hundreds of such judgments each day. Workplace PAs are: An assessment of individual goals (in relation to outcome of organization’s goals) based on job analysis / role can determine training and development requirements, pay rate, career progression/promotion opportunities traditionally based largely on technical competence/hard data. Why should an organization conduct individual/team PA? It is connected to productivity - national & individual – and globalization (ie. The bottom line) Public accountability Restructuring, re-engineering, de-layering Strategic HRM Career development Enterprise bargaining, promotion systems Replacement of permanent staff by contract staff Unfair dismissal & IR legislation Total Quality Management (TQM) - employee involvement & participation Many problems exist regarding PM & PA in the workplace PM & PA are problematic & very thorny / complex issues because of many reasons: Distrust amongst employees/teams and management Individuals can become insulted if the performance appraisal isn’t handled appropriately Control issues The PA process must ensure it fulfil its purpose & most times it doesn’t The potential of PA is not fully realised The PA process must be culturally realistic Technical & financial competence (hard criteria) must only be ONE part of the PA BSBMGT502B Manage People Performance Page 11 of 31 Different Approaches of Performance Appraisal (PA) Process There are two (2) different approaches/ideas to PAs The first approach is the ‘Managerial Approach’. The idea behind this is that it assumes it is management’s prerogative to direct and control all the work employees perform. It thinks that employees need to be coerced into working at specific efficiency levels by offering rewards and punishments. It assumes performance appraisals should be conducted by managers or supervisors. It’s largely focused upon past behavior. The second approach is the ‘Developmental Approach’. This is the idea that assumes employees naturally want to perform well, seek responsibility and are capable of change. It also assumes that money and traditional awards are less critical as incentives and opportunities for improvement and development are incentives in themselves. It thinks the entire performance appraisal system should be collegial – it’s about discussing the employee’s strengths and weaknesses, areas for improvement and opportunities for development for the betterment of the individual and the organization, as a whole. Key issues/considerations that organizations’ need to consider when designing & implementing a PA system You will need to have the support & commitment from top management Is a PA system the most appropriate process to meet organizational needs & enhance staff performance? You will need to consider PA in the context of other organizational policies and practices Do the potential outcomes of a PA system warrant the time, the cost and the resources (financial & human) to develop & implement such a system? You will need to identify management & employee objectives/goals the purpose can then be determined The development of employee profiles needs to be in place, so as to aid in HR planning The concept of reward allocation needs to be considered eg. bonuses / incentive schemes for excellent performance How will you identify employees with potential & those who need remedial assistance/counseling? Where will the information regarding the performance come from? ie. A skills audit based on the job description? Who will conduct the regular skills audit? ie. Immediate supervisors, 360 degree feedback, head office? How often will this be carried out? ie. Annually, 6 monthly, daily How will the feedback occur? Ie. Email, face to face, formally, informally Who will design the system? Who will implement the system? Who will appraise/evaluate the system? What should be appraised? ie. Performance criteria, hard/measureable data, soft/relationship data, contextual/situational data or a combination of all three What PA measurement scale/rating system should be used? What could be the skepticisms/distortions or ‘common errors’ that occur in the appraisal process BSBMGT502B Manage People Performance Page 12 of 31 Common PA rating errors There are unclear performance standards / documentation Halo effect Bias Strictness/leniency bias Social characteristics eg. gender Cultural differences Communication and personal skills of managers Political issues / nature Anxiety & reluctance to give negative feedback Team based performance plans Conditions under which team-based performance plans are most likely to succeed When work tasks are so intertwined it is difficult to single out who did what When the firm’s organization facilitates the implementation of team-based incentives When the objective is to foster entrepreneurship in self-managed work groups Team based performance & pay systems Advantages and disadvantages of performance based pay systems Performance related pay systems Plant wide plans eg. Gain sharing The conditions favoring plant wide plans, depends on: Firm size Technology Historical performance Corporate culture Stability of the product market Corporate plans eg. Profit sharing or Employee Stock Ownership Plan (ESOP) The Conditions favoring corporate wide plans, depends on: Firm size Interdependence of different parts of the business Market conditions The presence of other incentives - Key strategic pay questions BSBMGT502B Manage People Performance Page 13 of 31 ASSESSMENT 1: EVIDENCE FOR BSBMGT502B MANAGE PEOPLE PERFORMANCE Week Topic Covered Week 1-4 Resources and Assessments A manager's most important, and most difficult, job is to manage people. You must lead, motivate, inspire, and encourage them. Sometimes you will have to hire, fire, discipline or evaluate employees. As we know, managing performance is not always easy, as there is no ‘one size fits all’ approach to managing people and their performance. The renowned academic and author on business and management, Henry Mintzberg is credited with saying “management is, above all, a practice where art, science, and craft meet”. This collection of evidence therefore, is not a rulebook – there is no right or wrong answers. Managing people and their performance often includes some set processes however more frequently it is a fluid, non-linear activity. Therefore, success requires an understanding of relevant principles and applying them appropriately in any given situation. Let’s get started on collecting your evidence! Allocate work Do you consult individuals (and groups of individuals) on work to be allocated and resources available to them? YES / NO PC1.1 Give an example and explain: PC1.2 Do you develop work plans in accordance with operational requirements? YES / NO. Explain. Give an example. BSBMGT502B Manage People Performance Page 14 of 31 PC1.3 Do you allocate work in a way that is efficient, cost effective and outcome focused? YES / NO. Explain. Provide example. PC1.4 Do you confirm performance standards or ‘codes of conduct’ (rules) with individuals (or groups of individuals)? YES / NO. Explain, and give an example BSBMGT502B Manage People Performance Page 15 of 31 PC1.5 (partial) Have you developed performance indicators with relevant staff prior to the commencement of their work? YES/NO. RK3 Give an example and explain. Eg. How is performance measured at Thrifty? PC1.5 (partial) Do you get new staff to AGREE to the performance indicators before they start work? YES/NO. Why? BSBMGT502B Manage People Performance Page 16 of 31 PC1.6 Do you conduct risk analysis when allocating work? YES / NO. Give an example and explain. HINT: when you are going to allocate a person to a particular job, do you assess their capabilities first, to identify risks associated with putting that person in that particular job role? Assess performance Have you designed ways that performance can be managed? YES / NO. Give an example and explain. PC2.1 HINT: How are you ensuring that the processes are consistently meeting the organisation’s goals? PC2.2 Have you trained other individuals to help you manage performance of staff? YES / NO. Comments / Example / Explanation: BSBMGT502B Manage People Performance Page 17 of 31 PC2.3 Do you conduct the review of a person’s performance in accordance with organisational protocols? (I.e. follow the policies and keep within the timeframes). YES / NO HINT: 3 month probation period reviews of performance, annual salary reviews How do you conduct these reviews? Provide an example / explanation. PC2.4 Do you monitor and evaluate performance of staff on a continuous basis? YES / NO. Examples / Explanations / Comments: Provide feedback PC3.1 CA2 (partial) BSBMGT502B Manage People Performance Do you provide informal feedback to staff on a regular basis? YES / NO. Explanation / Example / Comments: Page 18 of 31 PC3.2 Do you advise staff where there is poor performance and take necessary actions? YES / NO. Explanation / Example / Comments: PC3.3 (partial) PC4.4, 4.5 CA2 (partial) BSBMGT502B Manage People Performance Do you provide on-the-job monitoring and coaching when necessary to improve performance levels amongst the staff? YES / NO. Do you provide other ‘support’ services to staff on a regular basis? YES / NO Explanation / Example / Comments – mentoring and coaching: Page 19 of 31 PC4.3 RK5 PC4.3 Explanation / Example / Comments – other ‘support services’: What are staff development options available to staff, within Thrifty? Eg. Enrolment in this course Do you tell staff if they have excellent performance? YES / NO Explanation / Example / Comments: HINT: How do you recognise them / provide feedback? Manage follow up Do you document performance of staff in accordance with Thrifty’s requirements? YES / NO Explanation / Example / Comments: PC3.4, 4.1 BSBMGT502B Manage People Performance Page 20 of 31 PC3.5 Do you conduct FORMAL structured feedback sessions as necessary? YES / NO Do you do this in accordance with Thrifty’s procedures and policies? YES/NO Explanation / Example / Comments: PC4.1 Are you involved in the writing up, and agreeing up, areas of performance improvements (i.e. development plans) for staff? YES / NO Attach an example of this documentation, in the area provided below. Explanation / Example / Comments: PC4.2 Do you seek help / advise / assistance from HUMAN RESOURCE specialists when need be? YES/NO Explanation / Example / Comments: HINT: In regard to issues concerning Industrial Relations, Certified Agreements, Salary Levels, Termination clauses BSBMGT502B Manage People Performance Page 21 of 31 PC4.6 Have you been involved in counselling staff that continually perform below expectations? YES / NO Explanation / Example / Comments: Legislation and/or Certified Agreement Requirements Have you implemented (or been part of a team effort who had done this) disciplinary process where necessary, for staff who continually perform below average? YES /NO PC4.6 CA1(partial) Explanation / Example / Comments: BSBMGT502B Manage People Performance Page 22 of 31 RK1 RK2 Have you terminated staff (or been involved in the termination process) in accordance with legal and organisational requirements? YES / NO Explanation / Example / Comments: HINT: where serious misconduct occurred or ongoing poor performance continued and you need to refer to the certified agreement for Jonday to see what the actions can be Skills Required to manage people RS1 RS2 CA3 What legislation, Awards and/or Certified Agreements are relevant to the managing of staff? Provide an example of the following: WH&S regarding, first aid, manual handling WH&S laws/provisions regarding environmental issues such as noise EEO / Anti-Discrimination Industrial Relations eg. Awards, Certified Agreements ** PLEASE VISIT JONDAY’S CERTIFIED AGREEMENT ON THE INTRANET BSBMGT502B Manage People Performance Page 23 of 31 RK4 What are the rules regarding UNLAWFUL Dismissal? When answering this question, make sure you explain what ‘Due Process’ means in terms of unfair dismissals. You may need to look up the Fair Work Australia website, to refresh your memory on this. Required Skills There are many skills required by managers, if they wanted to manage staff efficiently and effectively. These range from communication skills, the ability to provide effective feedback, risk management skills, planning, organising etc Provide an explanation / Example / Comments about each of the following skills and how they relate to your position at Thrifty. RS1 Communication skills – to be able to articulate expected standards of performance RS2 Communication skills – to be able to provide effective feedback and to coach staff who need developing Risk management skills – to analyse, identify and develop for any legal risks that may be arising, with an employee BSBMGT502B Manage People Performance Page 24 of 31 RS3 Performance Indicators at Thrifty Planning and organising skills – to ensure a planned approach is taken in regards to performance appraisals / management In relation to your job/your department, what are the key performance indicators? CA 1 (partial) RK3 Critical analysis of performance management system at Thrifty Briefly describe Thrifty’s performance management system. What is good about the system and what needs improving upon? CA 1 (partial) BSBMGT502B Manage People Performance Page 25 of 31 ATTACH COPIES OF ANY PERFORMANCE IMPROVEMENT & DEVELOPMENT PLANS YOU HAVE WRITTEN UP FOR STAFF, HERE. BSBMGT502B Manage People Performance Page 26 of 31 ASSESSMENT 3: BSBMGT502B Manage people performance Trainer/Assessor & Third Party Workplace Observation/Discussion Form Information for Thrifty Car Rental Staff Member - Workplace Observations are a critical part of each student/trainee’ training. They provide evidence that verifies competency within the workplace. As the trainee’s immediate supervisor, you can contribute in a meaningful manner to the training process through the accurate and timely recording of observations. It is important that evidence gathering through observation takes places over a number of shifts, and under a range of circumstances and at various times. Observation may be undertaken in either a formal or informal setting. A ‘formal’ setting occurs when you and student/trainee arrange a fixed time when observation will take place. ‘Informal’ settings provide opportunities for you to observe the student/trainee under a variety of conditions ranging from the ‘normal day’ to situations of ‘stress’. It is the student/trainees’ right to be provided with timely feedback on performance. Based on the observation, you may ask the student/trainee additional questions or prompt them for clarification if they are close to the correct response, and you believe they have the knowledge/skills to show competency in the unit. The trainee should be given every reasonable chance to show you they have the skills and knowledge through their responses. Student/Trainee’s Name: Student/Trainees Job Position: Dates/Shifts/Times: Observer (i.e. Supervisor or Senior Co-worker): Assessor (ie. QP’s marker): Performance Element Allocate work Performance Criteria Does the trainee consult relevant groups and individuals on work to be allocated and resources available? S or US S or US Comments Eg. different departments within Thrifty, suppliers, Kingmilll Eg. Resources = fleet, cars seats, GPS, truck carrier, staff, ferry drivers, tyres, stationary, computers/printers etc Does the trainee develop work plans in accordance with operational plans? Eg. daily to do lists, maintenance plans Does the trainee allocate work in a way that is efficient, cost effective and outcome focussed? Eg. focused on meeting financial objectives of the branch to reduce costs (ie. staffing/wages/shifts/public hours) Does the trainee confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals? BSBMGT502B Manage People Performance S or US S or US S or US Page 27 of 31 Eg. Does he/she tell the individuals what the performance expectations are based on job description outlined Does the trainee develop and agree performance indicators with relevant staff prior to commencement of work? Eg. job descriptions, phone standards, uniform standards, branch standards, vehicle standards Does the trainee conduct risk analysis in accordance with Thrifty’s risk management plan and legal requirements? Assess performance Provide feedback Eg. Does he/she think about the likelihood of a negative event preventing Thrifty from meeting its objectives – such as the Brisbane Floods or delayed flights Does the trainee design performance management and review processes to ensure consistency with Thrifty’s policies? Eg. follow standards & use templates Does the trainee train staff in the performance management and review process? Eg. management workshops / mentoring / coaching Does the trainee conduct performance management in accordance with Thrifty’s protocols and time lines? Does the trainee monitor and evaluate performance on a continuous basis? Eg. daily, weekly, monthly, quarterly Does the trainee provide informal feedback to staff on a regular basis? Does the trainee advise relevant staff where there is poor performance and take necessary actions? Ie. discipline, written warnings Does the trainee provide on-the-job coaching when necessary to improve performance and to confirm excellence? Eg. organise further training Does the trainee document performance in accordance with the organisational performance management system? Eg. written warnings, bonuses BSBMGT502B Manage People Performance S or US S or US S or US S or US S or US S or US S or US S or US S or US S or US Page 28 of 31 Manage follow up Required Skills Required Knowledge Does the trainee conduct formal structured feedback sessions as necessary? Eg. performance appraisals Does the trainee write and agree performance improvement and development plans? Does the trainee seek assistance from human resources / payroll / accounts department where appropriate? Does the trainee reinforce excellence in performance through recognition and continuous feedback? Eg. rewards, day to day feedback, bonoses Does the trainee monitor and coach staff with poor performance? Does the trainee provide support services where necessary? Does the trainee counsel staff who continues to perform below expectations and implement the disciplinary process if necessary? Eg. meetings with individual staff/area managers, with written warning provided, additional training required/outlined, deadline in terms of timing to improve written out/agreed upon Does the trainee terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poorperformance continues? Eg. workplace laws were followed, legal advice was sought from Fair Work Has the trainee got communication skills to be able to effectively provide feedback and to coach staff who need development? S or US Has the trainee got risk management skills to analyse, identify and develop mitigation strategies for identified risks? Eg. discuss ideas with Industrial Relations Advisor prior to terminating or making a redundancy Has the trainee got planning and organisation skills to ensure a planned and objective approach to the performance management system? Does the trainee have knowledge of relevant legislation that affects business operation, S or US BSBMGT502B Manage People Performance S or US S or US S or US S or US S or US S or US S or US S or US S or US S or US Page 29 of 31 Critical Aspects especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and antidiscrimination? Does the trainee have knowledge of relevant awards and Jonday’s certified agreement? Does the trainee have knowledge of the performance measurement systems utilised within Thrifty? Eg. Bonus available on insurance sales Does the trainee have knowledge of unlawful dismissal rules and due process? Does the trainee have knowledge of staff development options and information? Does the trainee document performance indicators of his/her team? S or US S or US S or US S or US S or US (Evidence Required) Can the trainee provide critical description and analysis of Thrifty’s performance management system? Does the trainee have techniques in providing feedback and coaching for improvement in performance? Does the trainee have knowledge of relevant awards and certified agreements? S or US S or US QUEENSLAND POLYTECHNIC’S STAFF MEMBER TO FILL OUT THRIFTY CAR RENTAL’s SENIOR STAFF MEMBER TO FILL OUT The trainee is competent in the unit: The trainee is competent in this unit. Satisfactory Unsatisfactory Assessor: KAREN LAMKIN Signature: .................................................Date: .............................. BSBMGT502B Manage People Performance Satisfactory Unsatisfactory Thrifty Staff Member: Signature: ..........................................Date: .............................. Page 30 of 31 Assessment Method Y/N Performance Criteria / Elements Underpinning Skills (RS) Underpinning Knowledge (RK) Critical Aspects (CA) Employability Skills √ √ √ √ √ √ √ Job Role Environment Skills √ √ Contingency Planning Skills √ Task Management Skills (Variables) √ Task Skills √ Technology ALL Learning 3.4. ALL Self Management Y ALL Planning & Organising ALL Initiative & Enterprise Y Teamwork Communication Assessment 1 Problem Solving Mapping Matrix - BSBMGT502B Manage People Performance Dimensions of Competency √ Oral/Written Questions Assessment 2 √ √ 4.1 Documentation Evidence Performance Improvement & Development Plans Assessment 3 Y ALL ALL ALL ALL √ √ √ √ √ Practical Observation by Trainer & Third Party BSBMGT502B Manage People Performance Page 31 of 31
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