Unit Descriptor

This unit is equivalent to the original unit BSXFMI501A Manage personal work priorities and professional development.

Frontline management is responsible for managing their own performance and professional development. At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Consider co‑assessment with BSBFLM502A Provide leadership in the workplace, BSBFLM506A Manage workplace information system, and BSBFLM511A Develop a workplace learning environment.

Element

Performance Criteria

1. Establish personal work goals

1.1

Personal qualities and performance serve as a positive role model in the workplace

1.2

Personal work goals and plans reflect the organisation’s plans, personal plans, responsibilities and accountabilities

1.3

Action is taken to achieve and extend personal work goals beyond those planned

1.4

Consistent personal performance is measured and maintained in varying work conditions and work contexts

2. Set and meet own work priorities

2.1

Competing demands are prioritised to achieve personal, team and the organisation’s goals and objectives

2.2

Technology is used efficiently and effectively to manage work priorities and commitments

3. Develop and maintain professional competence

3.1

Personal knowledge and skills are assessed against competency standards to determine development needs and priorities

3.2

Feedback from clients and colleagues is used to identify and develop ways to improve competence

3.3

Management development opportunities suitable to personal learning style(s) are selected and used to develop competence

3.4

Participation in professional networks and associations enhances personal knowledge, skills and relationships

3.5

New skills are identified and developed to achieve and maintain a competitive edge

Unit Descriptor

This unit is equivalent to the original unit BSXFMI511A Contribute to the development of a workplace learning environment.

Frontline management plays a prominent role in encouraging and supporting the development of a learning organisation. Promoting a learning environment in which work and learning are integrated is an important goal to be achieved. At this level, work will normally be carried out within complex and diverse methods and procedures which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Consider co‑assessment with BSBFLM501A Manage personal work priorities and professional development, BSBFLM502A Provide leadership in the workplace, BSBFLM505A Manage operational plan, BSBFLM507A Manage quality customer service, and BSBMGT505A Ensure a safe workplace

Element

Performance Criteria

1. Create learning opportunities

1.1

Workplace environments which facilitate learning are developed and supported

1.2

Learning plans are developed as an integral part of individual/team performance plans

1.3

Learning plans reflect the diversity of needs and learning opportunities

1.4

Individual/team access to, and participation in, learning opportunities is facilitated

1.5

Negotiation with training and development specialists results in the planning and provision of learning which enhances individual, team and organisational performance

2. Facilitate and promote learning

2.1

Workplace activities are used as opportunities for learning

2.2

Coaching and mentoring contributes effectively to development of workplace knowledge, skills and attitudes

2.3

The benefits of learning are shared with others in the team/organisation

2.4

Workplace achievement is recognised by timely and appropriate recognition, feedback and rewards

3. Monitor and improve learning effectiveness

3.1

Performance of individuals/teams is monitored to determine the type and extent of additional work‑based support

3.2

Feedback from individuals/teams is used to identify and introduce improvements in future learning arrangements

3.3

Adjustments negotiated with training and development specialists result in improvements to the efficiency and effectiveness of learning

3.4

Records and reports of competency are documented and maintained within the organisation’s systems and procedures