Modification History
Not applicable.
Unit Descriptor
This unit is equivalent to the original unit BSXFMI403A Establish and manage effective workplace relationships.
Frontline management plays an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs/outcomes. At this level, work will normally be carried out within routine and non-routine methods and procedures which require the exercise of some discretion and judgement.
Consider co-assessment with BSBFLM402A Show leadership in the workplace and BSBFLM404A Lead work teams.
This unit is equivalent to the original unit BSXFMI403A Establish and manage effective workplace relationships.
Frontline management plays an important role in developing and maintaining positive relationships in internal and external environments so that customers, suppliers and the organisation achieve planned outputs/outcomes. At this level, work will normally be carried out within routine and non-routine methods and procedures which require the exercise of some discretion and judgement.
Consider co-assessment with BSBFLM402A Show leadership in the workplace and BSBFLM404A Lead work teams.
Application of the Unit
Not applicable.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
Not applicable.
Elements and Performance Criteria Pre-Content
Not applicable.
Elements and Performance Criteria
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Elements and Performance Criteria |
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Element |
Performance Criteria |
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1 |
Gather, convey and receive information and ideas |
1.1 |
Information to achieve work responsibilities is collected from appropriate sources |
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1.2 |
The method(s) used to communicate ideas and information is appropriate to the audience |
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1.3 |
Communication takes into account social and cultural diversity |
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1.4 |
Input from internal and external sources is sought, and valued in developing and refining new ideas and approaches |
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2 |
Develop trust and confidence |
2.1 |
People are treated with integrity, respect and empathy |
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2.2 |
The organisation's social, ethical and business standards are used to develop and maintain positive relationships |
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2.3 |
Trust and confidence of colleagues, customers and suppliers is gained and maintained through competent performance |
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2.4 |
Interpersonal styles and methods are adjusted to the social and cultural environment |
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3 |
Build and maintain networks and relationships |
3.1 |
Networking is used to identify and build relationships |
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3.2 |
Networks and other work relationships provide identifiable benefits for the team and organisation |
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3.3 |
Action is taken to maintain the effectiveness of workplace relationships |
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4 |
Manage difficulties to achieve positive outcomes |
4.1 |
Problems are identified and analysed, and action is taken to rectify the situation with minimal disruption to performance |
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4.2 |
Colleagues receive guidance and support to resolve their work difficulties |
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4.3 |
Poor work performance is managed within the organisation's processes |
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4.4 |
Conflict is managed constructively within the organisation's processes |
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4.5 |
Difficult situations are negotiated to achieve results acceptable to the participants, and which meet organisation's and legislative requirements |
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Required Skills and Knowledge
Not applicable.
Evidence Guide
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Establishes and maintains positive work relationships
Develops trust and confidence
Accesses and analyses information to achieve planned outcomes
Resolves problems and conflicts effectively and efficiently
Underpinning Knowledge *
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
The principles and techniques associated with:
developing trust and confidence
consistent behaviour in work relationships
identifying the cultural and social environment
identifying and assessing interpersonal styles
establishing networks
problem identification and resolution
handling conflict
managing poor work performance
Managing relationships to achieve planning responsibilities
Monitoring and introducing ways to improve work relationships
Contributing to the elimination of discrimination/bias
Underpinning Skills
Functional literacy skills to access and use workplace information
Communication skills including researching, analysing and interpreting information from a variety of people, reporting
Responding to unexpected demands from a range of people
Using consultative processes effectively
Forging effective relationships with internal and/or external people
Gaining the trust and confidence of colleagues
Dealing with people openly and fairly
Using coaching and mentoring skills to provide support to colleagues
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context /s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competencies Levels at the end of this unit
Key Competency Levels
Collecting , analysing and organising information (Level 2 )- to support work responsibilities
Communicating ideas and information (Level 2 )- with individuals and members of work team
Planning and organising activities (Level 2 )- in building networks
Working with teams and others (Level 2 )- to assist improve their performance
Using mathematical ideas and techniques (Level 1 )- to use appropriate calculations to resolve problems
Solving problems (Level 2 )- as an aid to decision making
Using technology (Level 2 )- to assist in the management information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Establishes and maintains positive work relationships
Develops trust and confidence
Accesses and analyses information to achieve planned outcomes
Resolves problems and conflicts effectively and efficiently
Underpinning Knowledge *
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
The principles and techniques associated with:
developing trust and confidence
consistent behaviour in work relationships
identifying the cultural and social environment
identifying and assessing interpersonal styles
establishing networks
problem identification and resolution
handling conflict
managing poor work performance
Managing relationships to achieve planning responsibilities
Monitoring and introducing ways to improve work relationships
Contributing to the elimination of discrimination/bias
Underpinning Skills
Functional literacy skills to access and use workplace information
Communication skills including researching, analysing and interpreting information from a variety of people, reporting
Responding to unexpected demands from a range of people
Using consultative processes effectively
Forging effective relationships with internal and/or external people
Gaining the trust and confidence of colleagues
Dealing with people openly and fairly
Using coaching and mentoring skills to provide support to colleagues
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context /s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competencies Levels at the end of this unit
Key Competency Levels
Collecting , analysing and organising information (Level 2 )- to support work responsibilities
Communicating ideas and information (Level 2 )- with individuals and members of work team
Planning and organising activities (Level 2 )- in building networks
Working with teams and others (Level 2 )- to assist improve their performance
Using mathematical ideas and techniques (Level 1 )- to use appropriate calculations to resolve problems
Solving problems (Level 2 )- as an aid to decision making
Using technology (Level 2 )- to assist in the management information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
Range Statement
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
Legislation , codes and national standards relevant to the workplace which may include :
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
At AQF level 4 , frontline management will normally be engaged in a workplace context where they :
engage in short to medium term planning within the organisation's business plans. For example, prepares six monthly plan of the department's productivity targets within the organisation's business plans
take responsibility for own outputs in relation to specific quality standards. For example, assesses own management performance against the organisation's standards of management
take limited responsibility for the quality and quantity of the output of others. For example, using the organisation's performance improvement processes, assists individuals to assess the quality and quantity of their output and to devise appropriate improvement plans
demonstrate understanding of a broad knowledge base incorporating some theoretical concepts. For example, understands the principles and techniques underpinning the development of Key Performance indicators
perform varied activities in a wide range of routine and/or non-routine contexts, with knowledge and skill depth in some areas. For example, negotiates the services to be provided to an external customer who has needs which are not able to be met within the organisation's standard range of services
apply solutions to a defined range of unpredictable problems. For example, given the failure of a supplier to provide urgently required computer software, analyses the options and takes appropriate action for a prompt and cost-effective rectification of the problem
identify, analyse and evaluate information from a variety of sources. For example, given feedback from several employees as to ways to up-grade the department's operating procedures and given the organisation's standard documentation, considers the information provided and prepares a recommendation for consultation
Frontline management at this level normally operate in a relatively simple and routine workplace environment in which they use the organisation 's :
goals, objectives, plans, systems and processes
quality and continuous improvement processes and standards
access and equity principles and practice
business and performance plans
defined resource parameters
ethical standards
Sources of information may be :
internal or external and print or non-print
The organisation 's social , ethical and business standards refers to :
those relevant to frontline management's work activities. They may be written or oral, stated or implied
Colleagues may include :
team members, employees at the same level and more senior managers, and may include people from a wide variety of social, cultural and ethnic backgrounds. This will usually be from a wider spread of the organisation than at AQF level 3
Customers and suppliers would typically be from :
internal sources, although there may be some limited external contact
Networks may be :
internal and/or external. They may be with individuals or groups, either through established structures or through unstructured arrangements
Guidance and support may be :
provided by frontline management or arranged from alternative internal or external sources
OHS considerations may include :
OHS practice as an ethical standard and legislative requirement
organisation's responsibilities to customers and suppliers
adjust communication and OHS approach to cater for social and cultural diversity
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
Legislation , codes and national standards relevant to the workplace which may include :
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
At AQF level 4 , frontline management will normally be engaged in a workplace context where they :
engage in short to medium term planning within the organisation's business plans. For example, prepares six monthly plan of the department's productivity targets within the organisation's business plans
take responsibility for own outputs in relation to specific quality standards. For example, assesses own management performance against the organisation's standards of management
take limited responsibility for the quality and quantity of the output of others. For example, using the organisation's performance improvement processes, assists individuals to assess the quality and quantity of their output and to devise appropriate improvement plans
demonstrate understanding of a broad knowledge base incorporating some theoretical concepts. For example, understands the principles and techniques underpinning the development of Key Performance indicators
perform varied activities in a wide range of routine and/or non-routine contexts, with knowledge and skill depth in some areas. For example, negotiates the services to be provided to an external customer who has needs which are not able to be met within the organisation's standard range of services
apply solutions to a defined range of unpredictable problems. For example, given the failure of a supplier to provide urgently required computer software, analyses the options and takes appropriate action for a prompt and cost-effective rectification of the problem
identify, analyse and evaluate information from a variety of sources. For example, given feedback from several employees as to ways to up-grade the department's operating procedures and given the organisation's standard documentation, considers the information provided and prepares a recommendation for consultation
Frontline management at this level normally operate in a relatively simple and routine workplace environment in which they use the organisation 's :
goals, objectives, plans, systems and processes
quality and continuous improvement processes and standards
access and equity principles and practice
business and performance plans
defined resource parameters
ethical standards
Sources of information may be :
internal or external and print or non-print
The organisation 's social , ethical and business standards refers to :
those relevant to frontline management's work activities. They may be written or oral, stated or implied
Colleagues may include :
team members, employees at the same level and more senior managers, and may include people from a wide variety of social, cultural and ethnic backgrounds. This will usually be from a wider spread of the organisation than at AQF level 3
Customers and suppliers would typically be from :
internal sources, although there may be some limited external contact
Networks may be :
internal and/or external. They may be with individuals or groups, either through established structures or through unstructured arrangements
Guidance and support may be :
provided by frontline management or arranged from alternative internal or external sources
OHS considerations may include :
OHS practice as an ethical standard and legislative requirement
organisation's responsibilities to customers and suppliers
adjust communication and OHS approach to cater for social and cultural diversity
Unit Sector(s)
Not applicable.
