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Evidence Guide: BSBHRM512A - Develop and manage performance-management processes

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBHRM512A - Develop and manage performance-management processes

What evidence can you provide to prove your understanding of each of the following citeria?

Develop integrated performance-management processes

  1. Analyse organisational strategic and operational plans to identify relevant policies and objectives to be reflected in integrated performance-management processes
  2. Develop objectives for performance-management processes to support organisational strategy and goals and to build organisational capability
  3. Design methods and processes for line managers to develop key performance indicators for those reporting to them
  4. Develop organisational timeframes and processes for formal performance-management sessions
  5. Ensure performance-management processes developed are flexible enough to cover the range of employment situations in the organisation
  6. Consult with key stakeholders about the processes and agree on process features
  7. Gain support for the implementation of the performance-management processes
Analyse organisational strategic and operational plans to identify relevant policies and objectives to be reflected in integrated performance-management processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop objectives for performance-management processes to support organisational strategy and goals and to build organisational capability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design methods and processes for line managers to develop key performance indicators for those reporting to them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop organisational timeframes and processes for formal performance-management sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure performance-management processes developed are flexible enough to cover the range of employment situations in the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with key stakeholders about the processes and agree on process features

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gain support for the implementation of the performance-management processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate the implementation of performance-management processes

  1. Train relevant groups and individuals to monitor performance, identify performance gaps, provide feedback and manage talent
  2. Work with line managers to ensure that performance is monitored regularly and that intervention occurs as required and in line with organisational policies and legal requirements
  3. Support line managers to counsel and discipline employees who continue to perform below standard
  4. Articulate dispute-resolution processes where necessary, mediating between line managers and employees
  5. Provide support to terminate employees who fail to respond to interventions, according to organisational protocols and legislative requirements
  6. Ensure recorded outcomes of performance-management sessions are accessible and stored securely according to organisational policy
  7. Regularly evaluate and improve all aspects of the performance-management processes, in keeping with organisational objectives and policies
Train relevant groups and individuals to monitor performance, identify performance gaps, provide feedback and manage talent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with line managers to ensure that performance is monitored regularly and that intervention occurs as required and in line with organisational policies and legal requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support line managers to counsel and discipline employees who continue to perform below standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Articulate dispute-resolution processes where necessary, mediating between line managers and employees

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to terminate employees who fail to respond to interventions, according to organisational protocols and legislative requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure recorded outcomes of performance-management sessions are accessible and stored securely according to organisational policy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly evaluate and improve all aspects of the performance-management processes, in keeping with organisational objectives and policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate individual or group learning and development

  1. Design and develop learning and development plans and strategies to encourage effective employee performance
  2. Deliver learning and development plans according to agreed timeframes and ensure they deliver specified outcomes
  3. Contract appropriate providers for performance development, as identified by the plans and according to organisational policy
  4. Monitor learning and development activities to ensure compliance with quality assurance standards
  5. Negotiate remedial action with providers where necessary
  6. Generate reports to advise appropriate managers on progress and success rates of activities
Design and develop learning and development plans and strategies to encourage effective employee performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver learning and development plans according to agreed timeframes and ensure they deliver specified outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contract appropriate providers for performance development, as identified by the plans and according to organisational policy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor learning and development activities to ensure compliance with quality assurance standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate remedial action with providers where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate reports to advise appropriate managers on progress and success rates of activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

develop a performance-management process to support business goals, or critique existing performance-management processes

provide support for mediation for effective management of performance issues

develop approaches to improve performance and address identified performance gaps.

Context of and specific resources for assessment

Assessment must ensure:

access to appropriate documentation and resources normally used in the workplace.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

assessment of reports on performance management and performance-development processes

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate

observation of demonstrated techniques in performance management

observation of presentations

review of plans for performance improvement and individual learning and development

review of reports generated to advise appropriate managers on progress and success rates of activities

oral or written questioning to assess knowledge of models for giving feedback and options for skill development and talent management.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBHRM507A Manage separation or termination.

Required Skills and Knowledge

Required skills

analytical skills to ensure processes are practical and gather necessary information

communication and conflict-management skills to deal with grievances, disputes and disagreements

leadership skills to obtain support and endorsement of the performance-management processes across the organisation

training, coaching, mentoring and facilitation skills using a range of methods to cater for differences in learning styles, to ensure managers are competent to manage performance.

Required knowledge

characteristics of a learning organisation

equal employment opportunity, privacy and confidentiality, diversity and anti-discrimination policies and legislation

grievance procedures

models for giving feedback and options for skill development

options in the design of performance management and talent management processes

role of performance management in relation to broader human resources and business objectives.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Integrated performance-management processes include:

communications

data collection and analysis

software

reporting.

Employment situations may include:

casual and contract work

full-time and part-time work

marketing and sales

office and clerical

physical labour

processing

production

technical and scientific

tele-working

warehousing and transport.

Performance gaps may include:

costs above budget

disruptive conflict

external interference

failure to meet strategic or operational objectives

low or high turnover of labour

productivity below budget

quality, workplace health and safety, or environmental failure

work bans or go slow.

Intervention may include:

coaching

counselling

disciplining

giving praise

recognising good performance.

Learning and development plans and strategies may include:

enhancing knowledge

mentoring

personal development

project work

skills training

visits to other workplaces.

Appropriate providers include:

consultants

external and internal providers

trainers.