Contents

About this guide

Section 1: Competency standard

1.1

Elements of competency and performance criteria

1.2

Range statement

1.3

Essential knowledge and skills

1.4

Evidence guide

1.5

Employability skills

11

1.6

Skill sets

13

1.7

Recognition process

14

Section 2: Training requirements

15

2.1

Training and assessment strategy

16

2.2

Delivery plans

18

Section 3: Assessment resources

37

3.1

Alternative final assessment

38

3.2

Solutions to assessment activites

41

3.3

Solutions to final assessments

65

3.4

Evidence of competency

81

3.5

Assessment mapping

83

3.6

Assessment records

89

Appendix: Sample assessment records

105

Glossary

123

References

127

2.1 Training and assessment strategy

Training organisations must develop a training and assessment strategy for all their
training programs. The training and assessment approach adopted by RTOs must accord
with the learners needs, current workplace contexts and the requirements of the training
package.
RTOs must comply with the AQTF standards, which means they must:

meet the requirements of the training package including language, literacy and
numeracy requirements

document information according to AQTF audit requirements

meet the needs of particular target groups

provide learning pathways

seek input from industry and other relevant stakeholders.

Structuring a training program

The following checklist outlines the type of information you may wish to include in your
training and assessment strategy.

 Details of the training organisation including contact person

 The unit/s of competency to be delivered in the program of study
 Pathways
 The learner or target group
 Delivery mode/s
 Training resources including facilities required for delivery and assessment, and
other infrastructure requirements

 Methods of assessment and evidence gathering

 Program duration and delivery schedule
 Session locations including workplace assessment information
 Delivery and assessment staff
 Assessment validation process

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Topic: Planning and managing resource acquisition

Suggested time allocation: 4 hours
Suggested resources:

Recommended reading
Slide presentation software

Planning and
managing resource
acquisition

Slide nos: 3143

Recommended reading

Terminology checklist

Aspire workbook BSBMGT515A Manage

operational plan

Recruitment

Position description

Selection process

Interviews

Induction programs

Chapter 2: Planning and managing resource

acquisition

Suggested training strategies

Introduce the chapter and outline what will be discussed.

Section 2.1: Developing and implementing strategies for employee recruitment and
induction

Define recruitment. Explain the legislative requirements that apply to recruitment.

Review the table in the workbook summarising the different Commonwealth legislation and its
implications for recruitment.

Outline the relevant state and territory legislation that affects recruitment. Links to state and territory
websites may be found at: www.safeworkaustralia.gov.au/swa/AboutUs/OHSContacts/ (health and
safety), www.humanrights.gov.au/about/links/index.html (anti-discrimination),
www.privacy.gov.au/law/states

Explain that an effective, up-to-date position description and appropriate approvals are required
before appointing a new individual.

Discuss the different organisations that managers may speak with as part of identifying suitable job
applicants. Ask learners to share examples of organisations they have dealt with. Make a list of
relevant organisations and how they have provided assistance. Encourage learners to record relevant
organisations in their learner journal.

Outline what may be included in recruitment checklists. Display an example recruitment checklist and

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Section 3:
Assessment resources
Assessment is all about collecting evidence and making decisions as to whether or not a
learner has achieved competency. Assessment confirms the learner can perform to the
expected workplace standard, as outlined in the units of competency.
This section contains an alternative final assessment and model answers to the assessment
activities in the corresponding Aspire learner workbook. The Aspire assessment activities
have also been mapped in section 3.5. Trainers and assessors can use this mapping
information to complete the assessment records in section 3.6.
It is an important responsibility of trainers and assessors to complete the assessment
records themselves. This ensures all additional assessment activities deemed appropriate,
outside those in the Aspire workbook, are included in these records; for example,
recording observation assessments.
Section three contains the following information:
3.1

Alternative final assessment

3.2

Solutions to assessment activities

3.3

Solutions to final assessments

3.4

Evidence of competency

3.5

Assessment mapping

3.6

Assessment records

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3.1 Alternative final assessment

The following activity forms part of your assessment of competency. You may also be
required to demonstrate your skills and/or provide various workplace documents or
third-party reports. Your trainer will give you guidance in this area.
The following activity has been designed for all learners to complete.

Part A
1. What legislative requirements should managers be aware of relating to operational
planning?
2. Why is consultation an important part of organisational planning? Describe the
possible consequences of not consulting with a work group when developing an
organisational plan.
3. Why is it important to have an accurate job description when advertising a position?
4. Why is it important to continually review ways to use resources more efficiently? How
might your organisation use the following resources more efficiently:

paper

energy

time?

5. How do operational policies and procedures help an organisation comply with:

legislative requirements

record-keeping requirements?

6. Describe the process you should follow in your organisation if you need to secure
additional resources for an operational plan. Ensure you explain:

how to justify the need for additional resources

how to secure approval for additional resources.

7. Imagine a team member has just submitted four weeks notice. Describe the actions
you would take to minimise the impact on your operational plan. Be sure to include
information relating to:

obtaining a handover from the incumbent employee

recruiting and selecting the candidate

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the time scale: strategic plans usually cover a five-year period; operational plans
are usually for less than 12 months

the level of detail: strategic plans include broad objectives; operational plans
include a high level of detail, including individual tasks and responsibilities.

2. Responses may vary. The following table summarises internal and external specialists
commonly consulted when developing operational plans, and describes a situation
where they may be required.
Assess each situation and determine whether the learner has identified an appropriate
specialist.
Specialist

Internal/
external

Example situation

Banks and financial

institutions

External

Launching a new product line requires additional funding;

the operational plan reveals a future cash flow concern so
additional credit is required to cover this period

Community groups

External

A proposed building requires community consultation

Customers

External

Market research about product features

Direct manager

Internal

Developing a new operational plan requires information

about organisational objectives

Employees

Internal

Changes to workplace layout requires consultation with

employees about their needs and wants

Finance manager

Internal

Developing an operational plan requires information about

available budget

Government
agencies

External

Building a new facility requires approval from local council

HR manager

Internal

Developing an operational plan reveals a need for two new

staff requiring support in recruitment and selection

Legal specialist

External

Drafting a contract for a supplier requires legal review and

approval

Marketing
manager

Internal

Launching a new product requires information about

marketing lead times and suggestions for promotion activities

OHS officer

Internal

Launching a new product requires approval of revised

production methods to ensure compliance with OHS
legislation and protect employees

Production
manager

Internal

Scheduling a promotion activity requires information from

production about lead times and capacity to support the

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Any significant variations from the operational plan should be approved by the
appropriate level of management.
Problem area
Increased resource costs

Potential resolution

Identify alternate sources for inputs

Reduce costs in other budget areas

Adjust pricing of products and services

Increased sales causing stock

shortage

Increase production

Monitor stock as sales increase

Employee turnover

Motivate staff appropriately

Provide training to new staff

Monitor competitive activity and develop

appropriate responses

Develop products based on competitive

advantage

Conduct market research to create products

and services that match customer needs

Develop contingency plans that identify

alternative resource shortages

Secure alternative resources as quickly as

possible

Clarify performance expectations

Provide relevant support (coaching, additional

resources, ongoing monitoring, etc.)

Motivate staff

Provide regular communication and feedback

Follow appropriate disciplinary procedures

Identify root cause of delays

Provide support to overcome delays

Communicate delays to relevant stakeholders

Competitive actions

Resource shortage

Staff performance issues

Scheduling issues

Part B
1. Options for varying the operational plan are summarised in the following table.

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3.3 Solutions to final assessments

Final assessment
Part A
Trainers should observe learners demonstrating the essential skills and record their
observations in the assessment record provided in section 3.6.

Part B
1. Responses will vary depending on the models chosen by learners.
For each model or methodology, the learner should provide information about:

determining resource requirements

creating revenue forecasts and associated targets

estimating expenses and setting budgets

defining operational objectives, including financial, production, hr and sales and

marketing objectives

defining relevant key performance indicators (KPIs)

planning to collect operational data for KPIs

developing a schedule of tasks including identifying dependencies

allocating responsibilities for each task

developing a communication plan for key stakeholders.

For each of the models or methods presented by the learner, assess whether they have:

identified advantages and disadvantages of each method

identified appropriate industries or organisations that would be suited to each

method.

Examples of different models and methods for developing operational plans are
summarised in the following table.
Method
Gantt charts

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Key elements

Plots tasks on the x-axis and time lines on the y-axis

Demonstrates the time allocated to each task

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3.4 Evidence of competency

Evidence is information gathered that provides proof of competency. While evidence
must be sufficient, trainers and assessors must focus on quality evidence rather than the
quantity of evidence.

Rules of evidence
There are four rules of evidence that guide the collection of evidence. Evidence must be:

valid it must cover the required knowledge and skills

sufficient it must be enough to satisfy the competency

current skills and knowledge must be up to date

authentic it must be the learners own work and supporting documents must be
genuine.

Principles of assessment
High quality assessments must be:

fair assessments are not discriminatory or disadvantage the candidate

flexible assessments meet the candidates needs and include an appropriate range of
assessment methods

valid assessments assess the unit/s of competency essential skills and knowledge

reliable there is a common interpretation of the assessments

sufficient assessments meet the quality and quantity required.

Types of evidence
Types of evidence that can be collected, sighted or validated include:

work records such as position descriptions, performance reviews, products developed,

processes followed and/or implemented

third-party reports from customers, managers and/or supervisors

training records and other recognised qualifications

skills and knowledge assessments

volunteer work.

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3.5 Assessment mapping

Methods of assessment mapped to the workbook
Assessment methods are the particular techniques used to gather different types of
evidence. The mix of evidence gathered to demonstrate competency is dependent on the
context of the assessment and the background of the candidate.
The following table outlines the different methods of assessment used in the Aspire
BSBMGT515A Manage operational plan learner workbook.
Methods of assessment
Assessment method

Practice
task

Question/answer

Assessment
activity

Final
assessment

Activity 1
Activity 2
Activity 3

Part A

Observation/demonstration

Case study

7, 12, 13

Role-play

11

Training log, diary or

journal

Portfolio, reports, work

samples

1, 2, 3, 4, 5,
6, 7, 8, 9, 10,
12, 13, 14

Activity 1
Activity 2
Activity 3

Alternative
final
assessment

Part B
Part A

Part A

Part B

Part A

Part C
Part A

Part B
Part C

Third-party reports

6, 11

Part A

Part C

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3.6 Assessment records

To comply with the critical aspects of assessment and evidence outlined in the unit of
competency, learners must provide evidence of the specified essential knowledge and
skills. These should be assessed in the workplace or in a simulated workplace.
Trainers can use the following assessment forms to record the learners evidence of
competency.

The pre-assessment checklist helps the trainer determine if the learner is ready for
assessment.

The self-assessment record allows the learner to assess their own abilities against the
requirements of the unit of competency.

The recognition interview questions help the trainer match the learners previous
training, work or life experience to the requirements of the unit/s of competency.

The essential skills checklist facilitates the observation process; allows trainers to
identify skill gaps and provide useful feedback to learners.

The essential knowledge checklist can be used to record the learners understanding
of the required knowledge; to identify knowledge gaps and to provide useful feedback
to learners.

The portfolio of evidence checklist helps the trainer annotate or detail aspects of the
learners portfolio of evidence.

The workplace assessment checklist can be used by the learners supervisor to show
workplace-based evidence of competence.

The assessment summary allows trainers to detail the learners evidence of

competence against the elements, performance criteria and essential knowledge and
skills as described in the unit of competency. Remember, if the learner has completed
the section tasks and assessments in the Aspire learner workbook, these can be
included as evidence. Refer to the assessment mapping in section 3.4 to include this
information in the summary of evidence column.

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Assessment summary
Institution:
Candidates name:
Unit of competency: BSBMGT515A Manage operational plan
Trainer/assessor:
Date:
Summary of evidence provided to meet unit of competency
Element 1: Develop operational plan
1.1 Research, analyse and document
resource requirements and
develop an operational plan in
consultation with relevant
personnel, colleagues and
specialist resource managers
1.2 Develop and/or implement
consultation processes as an
integral part of the operational
planning process
1.3 Ensure details of the operational
plan include the development of
key performance indicators to
measure organisational
performance
1.4 Develop and implement
contingency plans at appropriate
stages of operational planning
1.5 Ensure the development and
presentation of proposals for
resource requirements is
supported by a variety of
information sources and seek
specialist advice as required
1.6 Obtain approval for plan from
relevant parties and ensure
understanding among work
teams involved
Element 2: Plan and manage resource acquisition

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