candidate resource with simulated online … · candidate resource bsbmgt502b manage people ......

MANAGE PEOPLE PERFORMANCE

CANDIDATE RESOURCE WITH SIMULATED ONLINE BUSINESS ASSESSMENT

BSBMGT502B

Precision Group (Australia) Pty Ltd

9 Koppen Tce, Cairns, QLD, 4870

Email: [email protected]

Website: www.precisiongroup.com.au

© Precision Group (Australia) Pty Ltd

BSBMGT502B

Manage People Performance

ISBN: 978-1-74238-

Copyright Notice

No part of this book may be reproduced in any form or by any

means, electronic or mechanical, including photocopying or

recording, or by an information retrieval system without written

permission from Precision Group (Australia) Pty Ltd. Legal action

may be taken against any person who infringes their copyright

through unauthorised copying.

These terms are subject to the conditions prescribed under the

Australian Copyright Act 1968.

Copying for Educational Purposes

The Australian Copyright Act 1968 allows 10% of this book to be

copied by any educational institute for educational purposes,

provided that the institute (or the body that administers it) has

given a remuneration notice to the Copyright Agency Limited

(CAL) under the Act. For more information, email info@copyright.

com.au or visit www.copyright.com.au for other contact details.

Disclaimer

Precision Group has made a great effort to ensure that this

material is free from error or omissions. However, you should

conduct your own enquiries and seek professional advice before

relying on any fact, statement or matter contained in this book.

Precision Group (Australia) Pty Ltd is not responsible for any

injury, loss or damage as a result of material included or omitted

from this material. Information in this course material is current at

the time of publication.

1Candidate Resource BSBMGT502B Manage People Performance© Precision Group (Australia) Pty Ltd

Table of Contents

2 Legend3 Qualification Pathways4 Qualification Rules5 Introduction7 BSBMGT502B/01 Allocate Work Key Points

Consult relevant groups and individuals on work to be allocated and resources available

Develop work plans in accordance with operational plans Allocate work in a way that is efficient, cost effective and outcome focussed

Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals

Develop and agree performance indicators with relevant staff prior to commencement of work

Conduct risk analysis in accordance with the organisational risk management plan and legal requirements

17 ‘True’ or ‘False’ Quiz

19 BSBMGT502B/02 Assess Performance Key Points

Performance management and review processes are designed to be consistent with organisational objectives and policies

Train participants in the performance management and review process

Conduct performance management in accordance with organisational protocols and time lines

Monitor and evaluate performance on a continuous basis


27 BSBMGT502B/03 Provide Feedback Key Points

Provide informal feedback to staff on a regular basis

Advise relevant people where there is poor performance and take necessary actions

Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance

Document performance in accordance with the organisational performance management system

Conduct formal structured feedback sessions as necessary and in accordance with organisational policy


2 Candidate Resource BSBMGT502B Manage People Performance© Precision Group (Australia) Pty Ltd

37 BSBMGT502B/04 Manage Follow Up Key Points

Write and agree performance improvement and development plans in accordance with organisational policies

Seek assistance from human resources specialists where appropriate

Reinforce excellence in performance through recognition and continuous feedback

Monitor and coach individuals with poor performance

Provide support services where necessary

Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary

Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poor- performance continues


48 Summary49 Bibliography51 Assessment Pack

Legend

This symbol indicates the beginning of new content. The bold title matches the content of the competency and they will help you to find the section to reference for your assessment activities.

Activity: Whenever you see this symbol, there is an activity to carry out which has been designed to help reinforce the learning about the topic and take some action.

This symbol is used at the end of a section to indicate the summary key points of the previous section.

This symbol is used to indicate an answer to the Candidate’s questions or notes to assist the Facilitator.

Use considered risk taking in your ‘grey’ area

...and others will follow you!


“There are always two choices. Two paths to take. One is easy. And its only reward is that it’s easy”. Source Unknown

This unit of competency is provided to meet the requirements of BSB07 Business Services Training Package although can be used in a range of different qualifications. The BSB07 Business Services Training Package does not state how a qualification is to be achieved. Rather, Registered Training Organisations are required to use the qualification rules to ensure the needs of the learner and business customer are met. This is to be achieved through the development of effective learning programs delivered in an order which meets the stated needs of nominated candidates and business customers.

Qualification Pathways


Qualification requirements include core and elective units. The unit mix is determined by specific unit of competency requirements which are stated in the qualification description. Registered Training Organisations then work with learners and business customers to select elective units relevant to the work outcome, local industry requirements and the qualification level.

All vocational education qualifications must lead to a work outcome. BSB07 Business Services Training Package qualifications allow for Registered Training Organisations (RTOs) to vary programs to meet:

Specific needs of a business or group of businesses.

Skill needs of a locality or a particular industry application of business skills.

Maximum employability of a group of students or an individual.

When packaging a qualification elective units are to be selected from an equivalent level qualification unless otherwise stated.

Qualification Rules

“You’re either part of the solution or part

of the problem.”Eldridge Cleaver


This unit of competency is all about being able to improve the performance of your workplace and its employees. It will help you with the skills you need to demonstrate competency for the unit BSBMGT502B Manage People Performance. This is one of the units that make up Certificates in Business.

This manual is broken up into four distinct sections. They are:

1. Allocate Work

2. Assess Performance

3. Provide Feedback

4. Manage Follow-Up

At the conclusion of this training you will be asked to complete an Assessment Pack for this unit of competency. The information contained in this resource will assist you to complete this task.

On conclusion of this unit of competency you will have demonstrated your ability to establish, maintain and evaluate the organisation’s performance management policies, procedures and systems in your relevant work area.

Introduction

“Whether as an individual, or as part of

a group, real progress depends on entering whole-heartedly into

the process and being motivated to make you a

more deeply satisfiedhuman being.”

Source Unknown


Key Points Section 1 When work is allocated and resources deployed, it is imperative that an

organisation consults with other staff.

Work should be allocated in accordance with an operational plan.

Allocation of work should be cost effective to the organisation.

Performance standards are agreed on before work is confirmed.

Performance indicators give an idea of what is required of a company’s staff.

Risk analysis should be performed to ensure that organisation risk, in relation to work, is taken into account.

PART 1:

Allocate Work


Allocating Work

If business is made up of individuals working together as a team or number of teams in an organised fashion to achieve objectives, then the allocation of work is a very important factor. Generally speaking, like many initiatives it is driven from the top down and implemented or put into action from the bottom up.

Therefore, the Chief Executives will oversee the activities of the organisation. Each manager or supervisor is responsible for the organisation of his/her own department. The manager or supervisor then manages the work load by allocating the work among their teams.

This is the challenge – managing to distribute work evenly to the best people to get the required standard and quantity in the desired time. In the past decisions on work allocation were usually taken after consideration was given to seniority and experiences, gender and/or qualifications and experience, suitability and eligibility. These criteria do not necessarily mean that the chosen were well-suited for the job or the job for them.

When a given job or task is seeking new or replacement staff, the selection criteria usually includes their:

Qualifications

Experience

References

Performance when interviewed.

The job specification for the tasks details their:

Aptitude

Versatility

Assessments

How they will fit into the existing team.

Job Analysis is used to identify or determine:

Skill levels.

Compensable job factors

Work environment (e.g., hazards; attention; physical effort)

Responsibilities (e.g., fiscal; supervisory)

Required level of education (indirectly related to salary level).

Once the team member is in place, the manager or supervisor is then able to plan how to allocate the work, taking into account the variations in skills, experience and abilities of their team.

Part 1: Allocate Work



Team meetings are a good starting point. Of course the accountability for the project will always rest with the manager or supervisor. They must attain the greatest efficiency, cost effectiveness and still achieve the quality and goals.

Planning the work allocation with the team, better ideas may emerge, opportunities for training less capable staff emerge and a better overall result may be achieved. The team has ‘buy in’.

At this point the manager or supervisor has the opportunity to tie the work to be completed to the overall organisational goals. This will give the team their reason for accomplishing the work in the way intended. They will better understand their importance in the ‘bigger’ picture and how each contribution they make impacts on the organisation – and their job!

Once the ideas have been heard, the expectations can be described. These are called performance standards and are used as measures to gauge the standard and success of the work. Performance standards define the level of performance sought of an individual or group which may be expressed either quantitatively or qualitatively. Without clear standards, the team will not know the expectations of the organisation and this makes it almost impossible to meet or exceed expectations.



Performance Standards

‘Planning’ is setting the expectations and goals for groups and individuals to focus their efforts toward achieving organisational objectives. It also includes the measures that will be used to determine whether expectations and goals are being met. Involving employees in the planning process helps them understand the goals of the organisation, what needs to be done, why it needs to be done, and how well it should be done.

Identify the purpose of the job or task. Next, you need to identify the major duties within that job or task and develop resources (including human resources – do you have enough workers or will you need to employ external staff?), timelines (which may require production of a Critical Path Analysis). When you have detailed the individual tasks, you can then identify the goals and measures. The measures confirm your achievement or lack of achievement.

At this stage the measurement begins. You are able to measure budget against costs, timeframes and resources and make adjustments if necessary.

Once determined, it is advisable to take the performance standards back to those involved in production. Ensure they are clear in their understanding and agree that they are achievable with a little stretch to motivate.

This is an opportunity to reintroduce the Code of Conduct to current staff, reminding them of their responsibilities. It is also a good time to reinforce to new staff that may have just completed induction or be employed only for the term of the job. At the completion of this stage, all staff should be very clear on the expectations of them, goals, how it fits into the organisational achievement and outputs.

Performance Indicators are then able to be created. You are again trying to place the tasks and jobs within the context of the organisation:

What is the organisation attempting to achieve?

What contribution can this task be expected to make?


The ‘E’ in the SMARTER acronym can represent any word that is appropriate to meeting your goal. “Exciting”, Enjoyable’, Ethical or ‘Enduring’ are all words that evoke an image. Use according to the image you want the recipient to ‘see’.

A simple rule when communicating your standards is to be SMARTER. They must be:

SMARTERSMARTER

SpecificMeasurableAgreedRealisticTime-boundEth icalRecorded




Finally, conduct a “reality check” to make sure the standards are realistic, complete and understood. It is also an exercise in getting the employee to ‘buy-into’ the work for the rating year.

Here are some reminders that may prove helpful in getting ‘buy-in’:

Provide your employee with a copy of the DRAFT standards. Ask him or her to review them and make suggestions. Give the person at least a day to review them and put together his or her ideas.

Ask your employee to suggest anything that he or she may need to accomplish the work in the performance plan. Remember employees may need a course in forecasting, a visit to another activity which has recently successfully completed the review for accreditation, or increased computer memory or speed to work with the forecasting software, etc.

Address your expectations, specifically in terms of what would be exceptional performance. Well over 90% of employees want to excel in their jobs. So set the bar high and be clear in what you are seeking. Most employees will willingly work to the high standards.

Risk Analysis

Risk Analysis is a determination of the likelihood of a negative event preventing the organisation meeting its objectives and the likely consequences of such an event on organisational performance.

Risk Assessment:

Evaluating hazards and the likelihood of exposure to those hazards, and then estimating the resulting impact, provides a framework for understanding the potential impact. Key questions to ask:

What are the factors that result in risk to the organisation?

What is the likelihood of harm?

How much harm could occur?

How much can that harm be reduced by various intervention strategies?

Risk Management:

Using all information gathered to evaluate policy options, results of the risk assessment are considered along with cost, feasibility, and the social impact of implementing certain policies to identify, select, and implement measures to reduce the identified risk.



Risk Communication:

Communication of results is essential to the continued communication among risk assessors and stakeholders. Risk assessors and managers must communicate to ensure that all stakeholders fully understand the process of, and information generated by, the risk analysis.

Risk Analysis Process

1. Identify the impact of threats to critical assets: The analysis team defines impact descriptions for threat outcomes (disclosure, modification, loss, destruction, interruption). The impact description is a narrative statement that describes how a threat ultimately affects the organisation’s mission.

Risk broadens the view of threat by considering how threats ultimately affect an organisation. Here, you create and record descriptions of potential impacts that can result from threats to your critical assets. As you do this, you establish the link among assets, threats, and what is important to your organisation (i.e., your business objectives), providing you with a basis on which you can analyse your situation and potential measures to be undertakes.

“Talk less - you will automatically learn more, hear more, see more and make fewer blunders.” Mark McCormack



Consider impact in the following areas:

Reputation/customer confidence

Safety/health issues

Fines/legal penalties

Financial

Productivity.

2. Create risk evaluation criteria: The analysis team creates evaluation criteria to define what constitutes a high, medium, and low impact and the measures. The organisation’s tolerance for risk is then measured. Prioritise the known risks, as all risks cannot be mitigated due to constraints

3. Review relevant background information to help define evaluation criteria. Such information includes the following:

Strategic and/or operational plans outlining major business objectives

Legal requirements, regulations, codes of conduct and standards with which the organisation must comply

Information related to information security and information protection

Results from other risk management processes used by your organisation.

Some organisations will have risks that could result in a loss of life, but others will not. The contextual nature of evaluation criteria is the reason every organisation must define its own criteria and why you need to review relevant background information.

4. Evaluate the impact of threats to critical assets: The combination of a threat and the resulting impact to the organisation defines the risk to the organisation. The analysis team reviews each risk and assigns it an impact value (high, medium, or low).

The consequence that ultimately matters in risk is the resulting impact on the organisation due to a threat. Impact describes how the organisation would be affected based on the following threat outcomes:

Disclosure of a critical asset

Modification of a critical asset

Loss/destruction of a critical asset

Interruption of a critical asset.

5. Create a risk profile: Append the impact values in the threat profile and record the range on the risk profile high to medium.

If you have difficulty using the evaluation criteria as you evaluate the impact descriptions, then one of the following might be occurring:



The impact description might be too vague to enable you to match it to the evaluation criteria. If this is the case, you need to refine the impact descriptions by making them more specific.

The evaluation criteria might not be specific enough to enable you to assign measures to impact descriptions. In this case you need to refine the evaluation criteria by making them more specific.

Responsible organisations will have a risk management plan. This may originate with the organisational policies or be in response to legal requirements.

“Never forget that life can only be nobly inspired and rightly lived if you take it bravely and gallantly.” Annie Besant



Activity OneUsing the methods outlined in this section, create a list of critical elements in your job.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



Section 1 - ‘True’ or ‘False’ Quiz

Please tick True False

The process teams create evaluation criteria that will be used to evaluate the risks to the organisation.

By planning the work allocation without other input, the Manager may have better ideas and a better overall result may be achieved.

The combination of a threat and the resulting impact to the organisation defines the risk to the organisation.

Risk broadens the view of threat by considering how threats ultimately affect an organisation.

The first step is to create a risk profile by appending the impact values in the threat profile and recording the range on the risk profile high to medium.

Quantitative assessments usually identify a high, medium, or low level of risk.

Setting the expectations and goals for groups and individuals distracts focus from achieving organisational objectives.

Once the team members are in place, the manager or supervisor is then able to plan how to allocate the work, taking into account the variations in skills, experience and abilities of their team.

You do not need to review relevant background information to help you define evaluation criteria.

You need to review relevant background information to help you define evaluation criteria.

candidate resource with simulated online … · candidate resource bsbmgt502b manage people ......

Documents