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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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:
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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
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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
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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
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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
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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
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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
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ATTACH COPIES OF ANY PERFORMANCE IMPROVEMENT &
DEVELOPMENT PLANS YOU HAVE WRITTEN UP FOR STAFF, HERE.
BSBMGT502B Manage People Performance
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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
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