STUDENT ASSESSMENT TASKS

BSBOPS601 Develop and Implement Business Plans

About this unit
This unit describes the skills and knowledge required to lead a business operation that covers the
steps required to develop and implement business plans. The unit applies to individuals who are
running an organisation or who take a senior role in determining the effective functioning and
success of the organisation. These individuals may oversee the work of a number of teams and
other managers.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

The Elements and Performance Criteria of this unit are outlined below. Elements describe the
essential outcomes. Performance criteria describe the performance needed to demonstrate
achievement of the element.

ELEMENT PERFORMANCE CRITERIA

Elements describe the Performance criteria describe the performance needed to demonstrate
essential outcomes. achievement of the element.

1. Establish business plan 1.1 Identify organisational and legislative frameworks relevant to
development of a business plan

1.2 Review market requirements for the organisation’s products and

service

1.3 Identify and assess business requirements, objectives, competitors

and established plans

1.4 Develop performance objectives and measures for business plan, in

consultation with relevant stakeholders

1.5 Identify financial, human and physical resource requirements for the
business

1.6 Develop business plan

2. Implement business plan 2.1 Communicate business plan to all relevant stakeholders

2.2 Confirm skilled labour is available to implement plan

2.3 Test performance measurement systems and refine, where required

2.4 Prepare reports on key aspects of the business

2.5 Report system failures, product and service failures and variances to
the business plan as they occur

3. Respond to performance 3.1 Analyse performance reports against planned objectives

data
3.2 Review performance indicators and refine, where required

3.3 Identify and coach under-performing staff

3.4 Establish ongoing review processes

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 2

Assessment Requirements
For more information relating to the RTO assessment requirements, including the management of
student progression, please refer to the Campbell Institute Student Handbook.

1. Students are required to complete all the assessment tasks included in this document. The
assessment tasks are summarised in the Assessment Plan in this document.

2. Your assessor will discuss all of the assessment requirements with you prior to undertaking this
unit. The deadline for completion of this assessment is advised in your Moodle unit.

3. You can submit your completed assessments before it is due. If however, you cannot hand it in
by the due date, you will need to negotiate with your trainer/Assessor prior to the assessment
due date (except in circumstances that prevent you from doing so).

4. Following submission of your assessment, you will be provided with feedback and if required,
further training may be arranged to facilitate achievement of competency.

5. If on second attempt you are unable to meet the requirements, we request you email
[email protected] to arrange educational support to improve your
understanding and skills.

6. Students have the right to appeal an assessment decision at any time. (Please refer to
Campbell Institute Student Handbook for the Appeals process).

Recognition of Prior Learning and Credit Transfer

Recognition of Prior Learning (RPL) is an assessment process that allows experienced individuals
to gain a full or part qualification by producing evidence of what they already know, can do, and
have done.
RPL provides an opportunity for prospective students to gain recognition based on the skills and
knowledge they have recently gained through experience, as well as any training that have been
completed outside of formal training arrangements.

RPL has many benefits:

 Students can finish their training earlier
 It avoids duplication of training and maximises its value
 It creates a learning culture by valuing and recognising learning that has occurred in the
workplace.

You may want to apply for RPL or Course Credit. For more information please refer to the
Campbell Institute Student Handbook and discuss this with your Trainer/Assessor.

Reasonable Adjustment

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A ‘reasonable adjustment’ is an adjustment to the assessment process or materials that allows a
student with a disability fair access to the assessment, and fair opportunity to successfully
complete it. Adjustments must be reasonable and must not compromise the integrity of the
assessment.

Examples of reasonable adjustment could include providing support to individual students,

assistive technology, modifying the assessment process or the format of materials, or adjusting the
physical environment.

Make sure you discuss your assessment needs with your trainer/assessor prior to the assessment.

Assessment Submission Requirements

Before you upload your assessment tasks, you are required to:

1. Submit your assessment tasks online in your unit Moodle

2. You will need to complete the Student Declaration in Moodle as part of your Assessment
submission

More Information?
You will find more information about assessment in the Campbell Institute Student Handbook,
including our assessment policies and procedures, as well as what to do if you do not agree on the
outcome of an assessment, an assessment appeal.

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Assessment Plan
The assessment tasks for BSBOPS601 Develop and Implement Business Plans are outlined in the
assessment plan below. These tasks have been designed to help you demonstrate the skills and
knowledge that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also
follow the advice provided in the Student Guide. The Student Guide provides important information
for you relating to completing assessment successfully.

Assessment Submission Method

Online upload: Online submission via Learning Management System

(Moodle)

Assessment Plan

Assessment Task 1: Knowledge Questions

Assessment Task 2: Project Portfolio

This Student Assessment Guide is designed for you to complete the following:
 Student Declaration: Refer to the Moodle instruction, as the Student Declaration is electronic
and forms part of the requirements for this unit.
 Assessment Task 1: Knowledge Questions
 Assessment Task 2: Project Portfolio

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Student Declaration
Student to complete the following details

Student Name:

Student ID:

Date:

Student to read and complete the following declaration

I certify that the work submitted for this assessment pack is my own. I have referenced any
sources used in my submission. I understand that a false declaration is a form of academic
misconduct.
I have kept a copy of this assessment submission and all relevant notes, attachments, and
reference material that I used in the production of this assessment response.
For the purposes of assessment, I give the trainer/assessor permission to:
• Reproduce this assessment and provide a copy to another member of staff as part of
Campbell Institute moderation processes; and

Date of Submission

Signature
Assessment Task One: Knowledge Questions
Knowledge questions are designed to help you demonstrate the knowledge which you have
acquired during the learning phase of this unit. Ensure that you:
 answer all questions completely and correctly
 submit work that is original and, where necessary, properly referenced

Questions
Provide answers to all of the questions below:

1. Outline three reasons why a company may choose to develop a business plan.

Student Answer:

 To prove that you’re serious about your business. A formal business plan is necessary to
show all interested parties. Creating your plan forces you to think through and select the
strategies that will propel your growth.

 To better understand your competition. Creating the business plan forces you to analyze
the competition. All companies have competition in the form of either direct or indirect
competitors, and it is critical to understand your company’s competitive advantages.

 To enunciate previously unstated assumptions. The process of actually writing the

business plan helps to bring previously “hidden” assumptions to the foreground. By writing
them down and assessing them, you can test them and analyze their validity.

2. Identify the key steps involved in developing a business plan (at least four).

Student Answer:

 Summarize Your Vision - Answering questions about what you hope to accomplish
how you plan to reach your goals will guide you in making subsequent decisions.

 Develop Your Product or Service - Having a concrete idea of what you hope to sell
can help kick-start your research, but be prepared to make revisions based on what
you find.

 Research the Industry - Understand the industry in which you plan to operate,
researching historic performance and growth forecasts Create a Marketing Strategy -

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 Develop a plan for reaching your target customer. It should contain information on
advertising channels, distribution avenues, pricing and product attributes.

 Create a Marketing Strategy - Develop a plan for reaching your target customer. It
should contain information on advertising channels, distribution avenues, pricing and
product attributes.

3. List five common components of a business plan.

Student Answer:

 Executive summary:

This is your five-minute elevator pitch. It may include a table of contents, company
background, market opportunity, management overviews, competitive advantages, and
financial highlights.

 Business description and structure:

This is where you explain why you're in business and what you're selling.

 Market research and strategies:

Spell out your market analysis and describe your marketing strategy, including sales forecasts,
deadlines and milestones, advertising, public relations and how you stack up against your
competition.

 Management and personnel:

Provide bios of your company executives and managers and explain how their expertise will
help you meet business goals.

 Financial documents:

This is where you provide the numbers that back up everything you described in your
organizational and marketing sections.

4. Outline three areas that the initial business planning process may address.

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 Student Answer:

 Describe Your Unique Value Proposition:

This section is a key element of your business plan because you have the opportunity to
showcase what makes your business unique.

 Showcase Your Management Team:

A most important aspect of a business plan is the management bios. When it comes to small
businesses, your successes are interlinked with the company leadership. A business can
succeed based on the experience, education and expertise of its owner.

 Conduct a Market Analysis:

Another most important component of a business plan is the market analysis. In this key
section, you need to cover why this is a viable market from a financial standpoint, according to
The Business Plan Shop. This requires a lot of detailed quantitative and qualitative research
into your target audience and your competition.

5. Describe the purpose of a SWOT analysis in a business planning process.

Student Answer:

A SWOT analysis is a compilation of your company’s strengths, weaknesses, opportunities

and threats. The primary objective of a SWOT analysis is to help organizations develop a full
awareness of all the factors involved in making a business decision. To run a successful
business, you should regularly analyze your processes to ensure you are operating as
efficiently as possible. While there are numerous ways to assess your company, one of the
most effective methods is to conduct a SWOT analysis. The primary objective of a SWOT
analysis is to help organizations develop a full awareness of all the factors involved in making
a business decision. You can employ a SWOT analysis before you commit to any sort of
company action, whether you are exploring new initiatives, revamping internal policies,
considering opportunities to pivot or altering a plan midway through its execution.

6. Explain the relationship between performance objectives and key performance indicators in a
business plan.

Student Answer:

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 Depending on what definition you use, performance objectives are outcome goals for your
staff or department, or measurements that judge how well they do their jobs. Key performance
indicators are benchmarks or measurements that let you gauge how well you are doing in
meeting goals. Using the two together in a coordinated effort will help you set, track, modify
and evaluate your business strategies and improve your bottom line.

7. Explain why it is important for a business to use a range of performance measures within its
business plan.

Student Answer:

A Performance Measurement System (PMS) entails a set of measures used to quantify the
effectiveness and efficiency of actions. It provides information that helps in identification of
best strategies to help meet the organization’s goals and objectives. Key Performance
Indicators are performance measures that an organization identifies as being critical to the
achievement of its objectives and mission. Management Information Systems (MIS) and
management accounts are useful in performance management. Management information
systems entail computerized information processing systems that are designed to improve and
support the efficiency and quality of human decision making and business operations.

8. If a business plan has an objective of improving customer satisfaction, identify three

performance measures that could be used to measure customer satisfaction.

Student Answer:

Average Resolution Time: This metric will help you see how your performance stacks up.

Customer Service Abandonment Rates: Ideally, your call or chat abandonment rate would be
zero. To calculate it, divide the number of abandoned customer service inquiries by the total
number of inquiries

Customer Effort Score (CES): CES is one of the newer customer service measurement
metrics to monitor. It essentially tracks how much effort your customers feel they have to
dedicate toward resolving an issue.

9. Identify key stakeholders who may be involved in business planning and explain how they are
involved.

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 Student Answer:

Owners/Shareholders: Owners or shareholders are directly involved in the business planning

process as they have a vested interest in the success and growth of the business. They often
provide the initial capital and resources needed for the business and make strategic decisions
about the direction of the business.

Managers/Executives: Managers and executives are responsible for implementing the

business plan and ensuring that the goals and objectives set in the plan are achieved. They
play a crucial role in developing and executing strategies to drive the business forward.

Employees: Employees are essential stakeholders in the business planning process as they
are responsible for carrying out the tasks and activities outlined in the plan. Their input and
feedback are for the successful implementation of the plan.

Customers: Customers play a vital role in business planning as their needs and preferences
drive the products and services that the business offers. Understanding customer demand and
feedback is essential for developing effective business strategies.

Suppliers: Suppliers are key stakeholders in business planning as they provide the raw
materials and resources necessary for the business to operate. Developing strong
relationships with suppliers and ensuring a reliable supply chain are essential for the success
of the business.

Government and Regulatory Bodies: Government agencies and regulatory bodies play a role
in business planning through their policies and regulations that businesses must comply with.
Understanding and adhering to legal requirements are crucial for the long-term success of the
business.

Investors: Investors play a crucial role in business planning as they provide funding and
financial support for the business. Keeping investors informed and involved in the planning
process is essential for maintaining their trust and support.

Industry Associations: Industry associations and trade organizations can provide valuable
insights and resources for business planning. Collaborating with industry peers and sharing
best practices can help businesses stay competitive and innovative.

Community and Society: Businesses have a responsibility to consider the impact of their
operations on the community and society at large. Engaging with local communities and
stakeholders can help businesses develop sustainable practices and contribute positively to
society.

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10. Explain the importance of pre-existing strategic, business, and operational plans to the
development of a new business plan.

Student Answer:

Historical Context: Pre-existing plans provide valuable historical context and insights into past
strategies, successes, and failures of the business. This information can help in identifying
trends, patterns, and areas for improvement in the new business plan.

Continuity and Alignment: New business plans should build upon and align with existing
strategic, business, and operational plans to ensure continuity and consistency in the
organization's goals and objectives. This alignment helps in maintaining a coherent and unified
approach towards achieving overall business success.

Resource Utilization: Pre-existing plans provide insights into the resources, capabilities, and
strengths of the organization. By leveraging existing resources and capabilities, businesses
can optimize resource utilization and avoid duplication of efforts in the new business plan.

Learning and Adaptation: Analyzing the outcomes and performance of past plans enables
businesses to learn from their experiences and adapt strategies for future success. By
incorporating lessons learned from previous plans, businesses can make informed decisions
and improve their chances of achieving desired outcomes in the new business plan.

Stakeholder Engagement: Existing plans often involve input from key stakeholders, such as
employees, customers, suppliers, and investors. Involving stakeholders in the development of
a new business plan ensures their buy-in and support, which is critical for the successful
implementation of the plan.

Risk Management: By assessing the risks and challenges faced in past plans, businesses can
proactively identify and mitigate potential risks in the new business plan. Understanding past
vulnerabilities and failures helps in developing effective risk management strategies to
safeguard the business from unforeseen challenges.

In conclusion, pre-existing strategic, business, and operational plans provide a solid

foundation and valuable insights for the development of a new business plan. By leveraging
past experiences, resources, and stakeholder inputs, businesses can create a well-informed
and effective plan that aligns with their overall goals and vision.

11. Explain why it is important to understand a business’ vision, mission, values and objectives
when developing a business plan. Give an example to illustrate your answer.

Student Answer:

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 It is important to understand a business' vision, mission, values, and objectives when
developing a business plan because they provide the guiding principles and strategic direction
for the organization. These elements help define the purpose, goals, and core beliefs of the
business, which in turn shape the strategies and tactics outlined in the business plan. Here is
an example to illustrate this concept:

Example:

Company: XYZ Tech Solutions

Vision: To be a leading provider of innovative technology solutions that empower businesses

to thrive in the digital age.

Mission: Our mission is to deliver cutting-edge technology products and services that drive
business growth, improve efficiency, and enhance customer experiences.

Values: Innovation: We strive for continuous innovation and technological advancement in all
that we do.

Integrity: We operate with honesty, transparency, and respect for our customers, employees,
and partners.

Customer-Centricity: We are committed to understanding and meeting the needs of our

customers by delivering high-quality solutions and exceptional service.

Collaboration: We foster a culture of collaboration, teamwork, and knowledge sharing to

achieve common goals.

Sustainability: We are dedicated to sustainable business practices that minimize our

environmental impact and contribute to a better future.

Objectives:

Increase market share by 20% within the next two years.

Launch a new product line focused on sustainable technology solutions.

Enhance customer service and support to achieve a customer satisfaction rate of 90%.

Expand into new international markets to drive revenue growth.

When developing a business plan for XYZ Tech Solutions, understanding the company's
vision, mission, values, and objectives is crucial. These elements provide the framework for

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 setting strategic goals, defining target markets, identifying competitive advantages, and
developing marketing and operational strategies. For instance, the objective to launch a new
product line focused on sustainable technology solutions aligns with the company's values of
sustainability and innovation, while the objective to increase market share is directly linked to
the company's vision of being a leading provider of technology solutions.

By incorporating and aligning the business plan with the vision, mission, values, and
objectives of the company, XYZ Tech Solutions can create a roadmap for success that is
grounded in its core beliefs and strategic direction. This ensures that all aspects of the
business plan are in line with the long-term goals and values of the organization, leading to a
more cohesive and effective business strategy.

12. Describe at least three regulations/permits requirements/licence requirements to consider

when initiating a new business activity that may require a permit or licence.

Student Answer:

When initiating a new business activity that may require a permit or license, there are several
regulations, permit requirements, and licensing requirements that need to be considered. Here
are three common types of regulations, permits, and licenses that businesses often need to
comply with:

Business License: Most businesses are required to obtain a business license or permit from
the local government before they can legally operate. This license is often specific to the city
or county where the business is located and may be necessary for tax purposes, zoning
compliance, and regulation of specific business activities. The requirements and fees for
obtaining a business license vary depending on the type of business and location.

Health and Safety Permits: Businesses that involve food service, healthcare, childcare, or
other activities that pose health and safety risks may need to obtain specific permits or
licenses to ensure compliance with health and safety regulations. These permits typically
require businesses to meet certain standards related to sanitation, fire safety, environmental
protection, and public health to ensure the well-being of employees, customers, and the
community. Professional Licenses: Certain types of businesses or professions may require
individuals to obtain professional licenses or certifications to practice legally. This could
include professions such as doctors, lawyers, architects, engineers, accountants, and
contractors. Professional licenses are typically issued by state or federal regulatory agencies
and may involve specific educational requirements, examinations, and ongoing professional
development to ensure competence and ethical standards within the profession.

It is important for business owners to research and understand the specific regulations, permit
requirements, and licensing requirements that apply to their industry and location when
initiating a new business activity. Failure to comply with these regulations can result in fines,

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 penalties, and even closure of the business. By proactively obtaining the necessary permits
and licenses and maintaining compliance with regulatory requirements, businesses can
operate legally, protect the health and safety of employees and customers, and build a solid
foundation for long-term success.

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Assessment Task 1: Student Self Checklist

I have provided a sufficient Completed

and clear answer that successfully? Comments
addresses the suggested
answer for the following? Yes No

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Question 10

Question 11

Question 12

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Assessment Task Two: Project Portfolio

Information for students

Vocational education and training is all about gaining and developing practical skills that are
industry relevant and that can help you to succeed in your chosen career. For this reason, basing
your project on real relationships with classmates will mean that you are applying your knowledge
and skills in a relevant, practical and meaningful way!

Activities
Complete the following activities:

1. Carefully read the following:

This project requires you to develop and implement a business plan. As part of the
assessment you, you will:
 analyse and research the aspects of your business relevant to the business
plan
 write a business plan
 implement the business plan
 monitor, evaluate and respond to performance relating to the business plan.

Refer to the simulation case study Skillsbuild business, the case study information
can be found in the Appendix One of this document.
You will be collecting evidence for this unit in a Project Portfolio. The steps you
need to take are outlined below.
Before you begin, complete page 4 of your Project Portfolio.

Start working on Section 1 of your Project Portfolio. Steps 2 and 3 form part of Section 1.

2. Plan to develop a business plan.

Research and analyse your business in preparation for developing a business plan.
To do this, you need to:
 describe the legislative and regulatory requirements relevant to developing
your business plan and explain how they are relevant to your role
 describe the organisational requirements relevant to developing your business
plan, including:
o pre-existing strategic, business and/or operational plans

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 o existing business vision, mission, values, objectives, goals, financial
targets, management arrangements, marketing strategies and pricing
structures
o other organisational requirements (such as templates etc.)

 research the market requirements for your business’

products/services/programs (include mathematical information in your
research)
 research information relevant to the competitors of your business and
business plan (include at least one competitor and include mathematical
information in your research)
 research other industry-related information
 analyse your business and its objectives (consider the research you’ve done
on the vision, mission, values, objectives, goals, competitors, financial targets,
management arrangements and marketing approaches).

Examples of mathematical information related to the market and competitors may

include:
 price options for products or services
 labour costs
 resource costs
 number of competitors
 percentage market share of competitors
 number of customer reviews and ratings.

3. Propose performance and productivity targets.

Propose performance objectives and measures for three key aspects of your
business (include at least one financial indicator such as revenue).

Examples of key aspects include:

 staffing
 logistics
 manufacturing
 financial processes
 marketing
 customer care
 social responsibility.

Make sure you have answered all questions in Section 1. Submit to your assessor

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 for review.
You are also required to attach certain documents as part of your evidence –
review the documents you need to attach as outlined in Section 1 of the Project
Portfolio and make sure you attach these when you submit this section.

Start working on Section 2 of your Project Portfolio. Steps 4 to 8 form part of Section
2.

4. Develop performance objectives and measures in consultation with others.

First, identify who you will meet with and describe how you will lead, facilitate, and
influence the discussion.
Schedule the meeting by adding it to your Calendar and send a meeting invite to
the attendees.

If you are using the case study business, you will meet with the two Owners of the
business and the Administrative Manager.

Meet with at least two stakeholders to develop and agree on performance

objectives and measures of your business plan. These must include productivity
and performance targets for at least three key result areas (you must include at
least one financial indicator in your agreed performance targets).
First, present your proposed key aspects of business and related productivity and
performance targets to the meeting attendees (proposed in step 3 and Section 1 of
the Project Portfolio), then seek their input to reach an agreement on the final
targets.
As part of the meeting, you are required to demonstrate your ability to:
 lead a team
 facilitate group interaction
 influence the direction of the outcomes of the meeting
 present information/seek advice (using appropriate language, listening to the
views of others, asking questions to clarify and confirm understanding).

This meeting should take 20 to 30 minutes.

If you are basing this assessment on your own business, this meeting may take
place with actual people who work for/are associated with your chosen business.
Alternatively, your assessor may play the role of one or more team members.
Speak to your assessor if you require a role-play interaction.
If you are using the case study business, you will participate in this meeting in a
round-table type discussion. First, each student will have a chance to summarise
their proposed productivity and performance targets. Then, each student will have 5
minutes to lead the meeting in the role of the Operations Manager while the other
students play the roles of the two Owners and Administrative Manager. At the end

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 of the meeting, all role-play participants must agree on the productivity and
performance targets of the business plan, including financial indicators.
This can either be viewed in person by your assessor or you may like to video
record the session for your assessor to watch later. Your assessor can provide you
with more details at this step. Make sure you follow the instructions above and
meet the timeframes allocated. If this session is not viewed in person by your
assessor, you will attach proof of the meeting to Section 2 of your Project Portfolio.

After your meeting, summarise the business plan performance and productivity
targets agreed to during your meeting.

5. Develop a business plan.

Develop a written business plan (for at least three years) that includes:
 a description of the business, including current products, services or programs
and its strengths, weaknesses, opportunities, and threats.
 key business aspects to be addressed and the products/services/initiatives
that will support the key aspects
 agreed performance objectives and measures (including financial indicators)
of key aspects of your business and how they will be measured
 financial, physical, and human resource requirements (including the skilled
labour requirements)
 regulatory requirements
 marketing strategy.

Skilled labour involves work that requires skills that have usually been trained for,
such as Trainers, Project Leaders, Human Resources, Marketing personnel etc.
The text of your business plan should be in grammatically correct English, written in
an appropriate (while also being business-like) style.
Use the template provided in the Project Portfolio. However, if your business has its
own template, use that instead.

6. Communicate the business plan.

Draft an email to relevant stakeholders (those you met with in step 4) to

communicate the business plan to them. In your email, summarise the contents of
the business plan.

You may assume your business plan is attached to the email.

The text of the email should be in grammatically correct English, written in an

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 appropriate (business-like) style.

7. Confirm that skilled labour is available to implement the plan.

Access relevant information to confirm that skilled labour (identified in your

business plan) is available for the plan to be implemented.

If you are using the case study business, you are required to view the staff list.
Highlight the available skilled labour.

Make sure you have answered all questions in Section 2. Submit to your assessor
for review.
You are also required to attach certain documents as part of your evidence –
review the documents you need to attach as outlined in Section 2 of the Project
Portfolio and make sure you attach these when you submit this section.

Start working on Section 3 of your Project Portfolio. Steps 8 to 13 forms part of Section 3.
Assume a period has passed and your business plan has been implemented. Your
assessor will have provided you with simulated information to monitor, review and evaluate
your business plan (step 9 onward).

8. Report system failures or variances promptly.

Assume that your business premises and/or staff have been exposed to COVID-19
and you have been required to shut down and isolate for two weeks.

Report the variance to all relevant people promptly, indicating what your response
to the situation is.

Using the SkillsBuild case study, your training staff were exposed to COVID-19
while attending an informal work function at a nearby restaurant. Draft three emails
showing a prompt response to the situation. The first email should be to all
customers to explain the situation, apologize for the inconvenience and offer a
goodwill gesture (such as a discount or a free carpet clean). The second email
should be to the Directors to explain the situation and outline your communication
strategy. The third email should be to the cleaning staff to empathise and help if
required.

9. Report on key aspects of the business.

Write a report on the business’ performance. In your report:

 summarise the business performance
 evaluate the key aspects of your business against the planned objectives
 review the performance indicators in your business plan (identify at least one

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 change)
 evaluate the legislative compliance of your business
 identify underperformance of staff members
 analyse the strengths and weaknesses of the business plan
 identify any variations required to the business plan (at least one).
 establish ongoing review processes.

Use the template provided in the Project Portfolio.

10. Update your business plan to address variances and refine performance indicators.

Update your business plan to address at least one variance and to refine the
performance indicators.

Base your update on the outcomes of your report in step 9.

Highlight the changes.

11. Share your report and updated business plan with relevant stakeholders.

Draft an email to relevant stakeholders (those you shared your original business
plan with) to communicate the Updated business plan to them and share your
report (from step 9).

You may assume your business plan and report are attached to the email.
The text of the email should be in grammatically correct English, written in an
appropriate (polite, business-like) style.

12. Test your performance measurement systems and refine if required.

Select one performance measurement system outlined in your business plan and
test it by completing the checklist in the Project Portfolio. If required, refine the
system.

Base your responses to the checklist on your evaluation in the Report of Key
Aspects of your business.
Using the SkillsBuild case study, you are required to test the Job Description of the
Marketing Assistant for its accuracy and completeness. Make necessary changes.

13. Address underperformance.

You have already identified an underperforming staff member in step 9.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 22

 Meet with the underperforming staff member and provide them with coaching to
address their underperformance. For example, if the staff member is hesitant to
interact with certain customers, coach them by providing role play scenarios to
show them how to approach the customer and allow them a chance to practice with
you being the customer.

This coaching session should take 10 minutes.

This meeting may take place with an actual person who works for/is associated
with your chosen business. Alternatively, classmates or your assessor may play the
role of an underperforming staff member. This can either be viewed in person by
your assessor or you may like to video record the session for your assessor to
watch later. Your assessor can provide you with more details at this step. Make
sure you follow the instructions above and meet the timeframes allocated. If this
session is not viewed in person by your assessor, you will attach proof of the
meeting to Section 2 of your Project Portfolio.

14. Submit your completed Project Portfolio.

Make sure you have completed all sections of your Project Portfolio, answered all
questions, provided enough detail as indicated and proofread for spelling and
grammar as necessary. Remember to submit all necessary attachments as
indicated.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 23

Assessment Task 2: Student Self Checklist

Completed
successfully? Comments

Yes No

Research and analyse their business in

preparation for developing a business
plan, including:
 describing the legislative and
regulatory requirements relevant to
developing the business plan and
explaining how its relevant to their
role
 describing the organisational
requirements relevant to developing
your business plan, including:
o pre-existing strategic, business
and/or operational plans
o existing business vision,
mission, values, objectives,
goals, financial targets,
management arrangements,
marketing strategies and
pricing structures
o other organisational
requirements (such a
templates etc.)
 researching the market
requirements for their business’
products/services/programs
(including mathematical
information)
 researching information relevant to
the competitors of their business
and business plan (including at
least one competitor and
mathematical information)
 researching other industry-related
information

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 24

  analysing their business and its
objectives?

Propose performance objectives and

measures for three key aspects of their
business (including at least one financial
indicator)?

 identifying who they will meet with

and describing how they will lead,
facilitate, and influence the
discussion
 scheduling a meeting by adding it to
their Calendar and send a meeting
invite to the attendees
 meeting with at least two
stakeholders to develop and agree
on performance objectives and
measures, including:
o leading a team

o facilitating group interaction

o influencing the direction of the

outcomes of the meeting
o presenting information/seek
advice
o using appropriate language

o listening to the views of others

o asking questions to clarify and

confirm understanding?

Develop a written business plan (for at

least three years) that includes:
 a description of the business,
including current products, services
or programs and its strengths,
weaknesses, opportunities, and
threats
 key business aspects to be
addressed and the
products/services/initiatives that will
support the key aspects

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 25

  agreed performance objectives and
measures (including financial
indicators) of key aspects of the
business and how they will be
measured
 financial, physical, and human
resource requirements (including
the skilled labour requirements)
 regulatory requirements
 marketing strategy?

Communicate the business plan by

drafting an email to relevant
stakeholders?

Confirm that skilled labour is available to

implement the plan?

Report system failures or variances

promptly, indicating their response to the
failure/variance?

Write a report on the business’

performance that:
 summarises the business
performance
 evaluates the key aspects of the
business against the planned
objectives
 reviews the performance indicators
in the business plan
 evaluates the legislative compliance
of the business
 identifies underperformance of staff
members
 analyses the strengths and
weaknesses of the business plan
 identifies any variations required to
the business plan (at least one)
 establishes ongoing review
processes?

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 26

 Update their business plan to address
variances and refine performance
indicators?

Share their report and updated business

plan with relevant stakeholders by
drafting an email?

Test one performance measurement

system and refine if required?

Meet with the underperforming staff

member and provide them with coaching
to address their underperformance?

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 27

Appendix One

Case Study: SkillBuild Training Solutions Pty Ltd

Operational Plan FY 2024/2025

Background
SkillBuild Training Solutions Pty Ltd is a well-established training organization known for its practical,
industry-focused courses. It is based in Melbourne and offers professional, the company was established in
2005 and is a family business established and operated by James and Nancy Anderson. To meet the growing
demand for foundational skills in computer-aided design (CAD) software, SkillBuild plans to introduce a non-
accredited course titled “AutoCAD Essentials: An Introduction.” This course will provide participants with
fundamental AutoCAD skills, targeting beginners, career changers, and industry newcomers looking to
establish a basic understanding of AutoCAD for use in design, construction, and engineering fields.

Current Situation
SkillBuild’s leadership team has identified an opportunity to fill a skills gap by offering an introductory
course in AutoCAD. As a non-accredited course, it provides flexibility in content delivery while allowing
students to gain valuable, hands-on experience without the constraints of formal accreditation. To launch
this course successfully, SkillBuild requires a business and operational plan to align resources, develop a
curriculum, establish industry connections, and attract a diverse learner audience.

Objectives
1. Resource and Staffing Allocation: Secure qualified trainers with AutoCAD expertise, upgrade
facilities, and ensure resources are in place for effective course delivery.
2. Curriculum Development: Design an interactive, practical curriculum covering basic AutoCAD
functionalities and techniques.
3. Industry Engagement: Partner with design firms and professionals to provide guest lectures and
insights into real-world applications of AutoCAD skills.
4. Marketing and Enrolment Strategy: Attract a wide range of learners, from beginners to industry
professionals seeking AutoCAD proficiency.

Operational Plan for 2024-2025

SkillBuild’s operational plan for 2024-2025 focuses on resource allocation, curriculum development,
industry engagement, marketing, and financial planning to ensure a successful program launch.
We want to increase our customer base and profit percentage.
We also want to meet or exceed the expectations of customers and to implement best practice in AutoCAD
training.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 28

Operational Priorities
Date Priorities
(Q1 2024 – Q4 2025) Resource and Staffing Allocation
 Trainer Recruitment and Development: Hire two trainers with industry experience
in AutoCAD and CAD software by Q2 2024. Trainers will undergo a one-week in-
house program to align with SkillBuild’s training approach and hands-on teaching
style.
 Facility and Equipment Setup: Allocate $40,000 in Q1 2024 to establish a dedicated
CAD lab with workstations equipped with the latest AutoCAD software licenses.
 Digital Learning Resources: Develop a library of digital resources, including
instructional videos, tutorials, and practice exercises, by Q3 2024 to support self-
paced learning and reinforce classroom instruction.
(Q1 – Q3 2024) Curriculum Development
 Course Structure: Outline a curriculum that introduces essential AutoCAD functions,
including drawing, editing, layers, and basic 3D modeling. The course will be
delivered in a combination of classroom and lab sessions.
 Hands-On Practice: Design practical exercises and projects where students can
create and modify their own AutoCAD drawings, enabling immediate application of
their skills.
 Flexible Learning Modules: Organize the course into modules that can be taken
individually or as a full package, providing flexibility for students with varying
schedules.
(Ongoing) Industry Engagement and Real-World Application
 Guest Lectures from Industry Professionals: Partner with local design and
engineering firms to offer quarterly guest lectures, providing insights into how
AutoCAD is used in various industries.
 Portfolio Development: Encourage students to compile a digital portfolio
showcasing their AutoCAD projects, which can be used for career progression or as a
stepping stone toward more advanced studies.
 Networking and Site Visits: Arrange two optional visits per year to design studios or
construction sites (starting in Q4 2024) where students can see AutoCAD applications
in real-life scenarios.
(Q1 2024 – Q4 2025) Marketing and Enrolment Strategy
 Digital Marketing Campaign: Allocate $25,000 in Q1 2024 to launch a targeted digital
marketing campaign. Advertisements will be aimed at individuals interested in entry-
level design skills, professionals in related fields, and career changers.
 Website and SEO Optimization: Redesign the course webpage by Q1 2024 to
highlight the practical skills students will gain, career benefits, and testimonials from
professionals who use AutoCAD.
 Open Days and Webinars: Host two open day events each year and quarterly
webinars starting Q2 2024 to demonstrate course content and answer prospective
students' questions.
(Ongoing) Financial Management
 Budget Allocation and Tracking: Set an initial budget of $120,000 for program

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 29

 Date Priorities
development, marketing, and operations for 2024. Review expenses quarterly to
maintain budget adherence.
 Enrolment Targets: Set initial enrolment targets of 40 students for 2024 and 60
students for 2025, with a break-even goal by mid-2025.
 Risk Analysis and Mitigation: Identify risks, such as low enrolment, insufficient
industry engagement, or high setup costs. Mitigation plans include alternative
marketing strategies and cost adjustments in facilities or staffing if necessary.

Deliverables:
Develop a business plan incorporating this operational plan with key milestones, timelines, and roles. The
plan should guide SkillBuild in launching “AutoCAD Essentials: An Introduction” successfully, positioning it as
a go-to option for foundational AutoCAD skills and providing an accessible entry into CAD learning.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 30

Additional Information required to complete Section 1 of the Project
Portfolio

SkillBuild Training Solutions currently has approximately 70 regular and committed clients,
primarily located in Melbourne’s inner city. These clients, which include individuals interested in
foundational design skills and small businesses, seek training in AutoCAD basics on either a weekly
or bi-weekly basis. Each session typically lasts 4 to 6 hours, and a standard hourly rate of $40 is
charged per session. The company employs 15 part-time trainers who each work between 10 and
15 hours a week on contract, receiving an hourly rate of $25. This allows SkillBuild to maintain a
flexible, diverse team of trainers while managing its budget. Marketing efforts are currently
limited to a basic website, but most new students are referred through word-of-mouth by existing
clients. While effective, this strategy may need to expand to reach SkillBuild’s target audience for
the new AutoCAD Essentials course. All technology and digital resources, including AutoCAD
licenses, are purchased through Total Tech Solutions in Melbourne. However, the company does
not currently source environmentally sustainable or energy-efficient resources, which the
management team would like to consider. SkillBuild’s primary point of difference is its
commitment to quality, a close-knit team environment, and a focus on client satisfaction. As the
company grows, management recognizes that this positioning may evolve and has acknowledged
the need for clear strategic plans.

Additional Information required to complete Section 2 of the Project Portfolio

While SkillBuild has an Operational Plan for the upcoming year (2024-2025), it is limited in scope.
As the Operations Manager, Amanda has been tasked by the Directors to develop a Business Plan
for SkillBuild covering the next three years (2024-2027). In a recent strategy meeting, the
Directors decided to prioritize the following areas for SkillBuild’s growth:
 Staff Retention: Ensure a supportive work environment with opportunities for career
development to maintain high trainer retention.
 Client Base Expansion: Increase both the number and diversity of clients, targeting
commercial businesses and international students interested in foundational AutoCAD
skills.
 Service Quality and Quantity: Enhance training offerings with quality improvements and
by potentially expanding into short workshops and advanced modules.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 31

  Environmental Impact: Incorporate environmentally friendly practices, both within the
company’s operations and through sustainable resource selection.
Additional key points discussed at the meeting included:
 Additional Administrative Support: While Amanda currently manages marketing efforts,
the Directors acknowledged that hiring a skilled marketing officer could improve
outreach, especially for digital marketing strategies.
 Full-Time Staff Consideration: The company has seen a high turnover of casual trainers,
so there’s a potential benefit in offering full-time permanent positions to enhance staff
loyalty and stability.
 Diverse Marketing Strategies: To reach a wider audience, the Directors are considering
additional marketing methods, including targeted campaigns to attract more commercial
clients.
 Client Satisfaction and Profit Increase: SkillBuild aims for total client satisfaction and
increased revenue through improved course offerings and a customer-centered approach.
 Insurance Review: Sarah was reminded to review, renew, and pay the company’s public
liability insurance policy to ensure compliance and risk management.
For the financial year 2024/2025, SkillBuild’s sales revenue was $300,000, yielding a 5% profit.
The company aims to increase profitability by expanding its client base and introducing the
AutoCAD Essentials course as a core new offering.

The Administrative Manager (Sarah) has provided the following staffing report:

Staffing Report 2024

The aim of this report is to outline the current and potential staff and their responsibilities.

Directors:
James Anderson –Owner and Financier
Nancy Anderson –Owner and Financier
Sarah Andersen – Administration Manager
Amanda Andersen – Operations Manager
Training Staff:

Name Current work Desired work situation

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 32

 situation
Alisha White 10 hours per week Completing post graduate studies; available only on a
(Casual Trainer) casual basis for 10 hours per week.
Emma 12 hours per week Prefers casual employment; interested in increasing
Norrington (Casual Trainer) hours to 15 per week.
Brad Forrest 15 hours per week Seeks full-time employment (38 hours) for stable
(Casual Trainer) income.
Jett Lee 15 hours per week Interested in permanent part-time employment,
(Casual Trainer) available for 20 hours per week.
Jackie Aly 14 hours per week Needs flexible scheduling; employed as a permanent
(Casual Trainer) part-time shift worker in another role; open to part-
time.
Yarran Yiel 10 hours per week Recently started a side business and unsure about
(Casual Trainer) continuing casual teaching depending on business
success.
Jacinta Kahn 10 hours per week Completing bachelor studies and unavailable for
(Casual Trainer) permanent employment.
Matt Black 11 hours per week Seeks more hours and interested in permanent
(Casual Trainer) employment with growth opportunities and
professional development.
Muhammed 13 hours per week Recently arrived in Australia; temporary teaching role
Mehil (Casual Trainer) but hopes for a role aligned with his 4 years in
marketing.
Jan Merwe 11 hours per week Prefers casual employment and would like to reduce
(Casual Trainer) hours to 8 per week.
Thula Mbawe 14 hours per week Professional athlete needing flexible hours; unable to
(Casual Trainer) commit to permanent employment.
Emma Tie 14 hours per week Pregnant with second child; plans to prioritize family
(Casual Trainer) and may not return after birth.
Jen Smith 10 hours per week Plans to travel around Australia next year and
(Casual Trainer) therefore unable to commit to long-term
employment.
Ali Mann 12 hours per week Completing studies by year-end with a permanent job

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 33

 (Casual Trainer) offer in payroll upon graduation.
James Drew 15 hours per week Also works in a different role and unavailable for
(Casual Trainer) permanent employment.

In preparation for appointing a marketing assistant, Sarah developed the following job
description:

Job Description: AutoCAD Marketing Assistant

To support the promotion of the AutoCAD Essentials: An Introduction course, Sarah has
developed the following job description for a new Marketing Assistant role:
 Duties:
 Coordinate and implement multiple marketing channels to promote the AutoCAD
Essentials course.
 Develop and execute innovative and customized marketing solutions to drive course
enrolments.
 Direct social media strategy, focusing on engagement and outreach to prospective
students.
 Evaluate the performance of marketing campaigns and optimize strategies for greater
reach.
 Analyse feedback from online platforms to identify student interest trends and
marketing improvement areas.
 Build and maintain relationships with potential clients, industry partners, and student
recruitment agencies.
 Maintain up-to-date knowledge of the course offerings, value proposition, and
competitive landscape.
 Skills:
 Creativity in content creation and marketing strategies.
 Strong analytical skills for assessing campaign performance and market trends.
 Excellent interpersonal skills to effectively communicate with a diverse audience and
manage client relationships.

This staffing report and job description provide a foundation for effective workforce planning and
marketing recruitment aligned with SkillBuild’s strategic objectives for the AutoCAD Essentials
course.

Additional information to complete Section 3 of the Project Portfolio

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 34

Three months after the Business Plan was implemented, SkillBuild Training Solutions have
performed against the initial objectives.

Case Study Update: Resource Cost Variation

Issue:
Upon initiating course development, SkillBuild discovered that the costs of AutoCAD software
licenses and industry-standard instructional resources were higher than initially estimated.
Licensing fees for multiple users, as well as updated curriculum materials for the intermediate
level, exceeded expectations. This increase pushed the total cost for course resources to
approximately $12,000, leaving a $4,000 gap from the original budget.

Impact on Business Plan:

This unforeseen expense required SkillBuild to adjust the budget allocation for course
development. To cover the additional $4,000, SkillBuild reallocated funds from the general
marketing budget, temporarily reducing resources for digital advertising.

Outcome and Future Considerations:

This variation ensures that SkillBuild can maintain the quality of its new AutoCAD course,
supporting student learning and satisfaction. Moving forward, SkillBuild will conduct more
detailed cost analyses during planning phases to better anticipate resource expenses for future
course expansions.

After one year, the Owners asked the Operations Manager to report on the key aspects of
business and amend the Business Plan accordingly.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 35

 The pages that follow from this point will be
completed by your Assessor.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 36

Record of Assessment
To be completed by the unit Assessor

Assessment Details

Student Name

Student Number

Unit of Competency BSBOPS601 Develop and implement business plans

Assessor Name

RTO Campbell Institute

Assessor Checklist
To be completed by the unit Assessor

Assessment Activity Satisfactory Not Satisfactory

Assessment Task 1: Knowledge Questions

Question 1 ☐ ☐

Question 2 ☐ ☐

Question 3 ☐ ☐

Question 4 ☐ ☐

Question 5 ☐ ☐

Question 6 ☐ ☐

Question 7 ☐ ☐

Question 8 ☐ ☐

Question 9 ☐ ☐

Question 10 ☐ ☐

Question 11 ☐ ☐

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 37

 Question 12 ☐ ☐

Assessment Task 2: Project Portfolio

Research and analyse their business in

preparation for developing a business plan,
including:
 describing the legislative and regulatory
requirements relevant to developing the
business plan and explaining how its relevant
to their role
 describing the organisational requirements
relevant to developing your business plan,
including:
o pre-existing strategic, business and/or
operational plans
o existing business vision, mission,
values, objectives, goals, financial
targets, management arrangements, ☐ ☐
marketing strategies and pricing
structures
o other organisational requirements (such
a templates etc.)
 researching the market requirements for their
business’ products/services/programs
(including mathematical information)
 researching information relevant to the
competitors of their business and business
plan (including at least one competitor and
mathematical information)
 researching other industry-related information
analysing their business and its objectives?

Propose performance objectives and measures

for three key aspects of their business (including ☐ ☐
at least one financial indicator)?

 identifying who they will meet with and ☐ ☐

describing how they will lead, facilitate, and
influence the discussion
 scheduling a meeting by adding it to their
Calendar and send a meeting invite to the
attendees

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 38

  meeting with at least two stakeholders to
develop and agree on performance
objectives and measures, including:
o leading a team

o facilitating group interaction

o influencing the direction of the outcomes

of the meeting
o presenting information/seek advice

o using appropriate language

o listening to the views of others

asking questions to clarify and confirm

understanding?

Develop a written business plan (for at least three

years) that includes:
 a description of the business, including
current products, services or programs and
its strengths, weaknesses, opportunities, and
threats
 key business aspects to be addressed and
the products/services/initiatives that will
support the key aspects
☐ ☐
 agreed performance objectives and
measures (including financial indicators) of
key aspects of the business and how they will
be measured
 financial, physical, and human resource
requirements (including the skilled labour
requirements)
 regulatory requirements
marketing strategy?

Communicate the business plan by drafting an

☐ ☐
email to relevant stakeholders?

Confirm that skilled labour is available to

☐ ☐
implement the plan?

Report system failures or variances promptly,

☐ ☐
indicating their response to the failure/variance?

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 39

 Write a report on the business’ performance that:
 summarises the business performance
 evaluates the key aspects of the business
against the planned objectives
 reviews the performance indicators in the
business plan
 evaluates the legislative compliance of the
☐ ☐
business
 identifies underperformance of staff members
 analyses the strengths and weaknesses of
the business plan
 identifies any variations required to the
business plan (at least one)
establishes ongoing review processes?

Update their business plan to address variances

☐ ☐
and refine performance indicators?

Share their report and updated business plan with

☐ ☐
relevant stakeholders by drafting an email?

Test one performance measurement system and

☐ ☐
refine if required?

Meet with the underperforming staff member and

provide them with coaching to address their ☐ ☐
underperformance?

Observation checklist – Project Portfolio

Activity Four (4)
Develop performance objectives and measures in consultation
with others

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 40

Task Instructions:

You will lead a 20- to 30-minute meeting with at least two stakeholders (such as the Owners and
Administrative Manager if using a case study business) to present your proposed business plan's
key performance targets. During the meeting, you will seek input and feedback from the
stakeholders to refine the objectives and agree on final performance measures. This process will
require you to demonstrate leadership, facilitate group interaction, influence decision-making,
and communicate effectively.

Requirements:

 Schedule the meeting and send out calendar invites to the attendees.

 Present your proposed productivity and performance targets (developed in step 3 and
Section 1 of the Project Portfolio).

 Facilitate the discussion to gain consensus on the final performance objectives, ensuring
that the targets cover at least one financial indicator.

 Demonstrate skills in leadership, group facilitation, influencing outcomes, and effective

communication.

 Document the final agreed-upon performance objectives and measures, including any
adjustments made based on stakeholder input.

 Submit a summary of the meeting outcomes and agreed targets to your assessor.

Instructions to Assessors:

The student will be required to complete different activities as provided below.

If using the case study, group students in groups of 4. Each student in the group will have a turn
playing the role of the Operations Manager, while the other students play the roles of the two
Owners and the Administration Manager. You may also join a group in the role of one or more
stakeholders.
First, all students should have a chance to present their proposed productivity and performance
measures (as they have already submitted these proposed targets in Section 1 of the Project
Portfolio, the chance of unfair advantage to those students presenting second, third or fourth is
minimised).
Then, each student will have 5 minutes to lead the meeting in the role of the Operations
Manager. Together, the students must reach an agreement on the productivity and performance
targets related to the key aspect areas of:
 Staff retention

 Customer base

 Service offered

 Environmental impact.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 41

Because as part of this assessment students are required to develop and test performance
measurement systems themselves, the discussion should be authentic, and the meeting outcomes
of the different groups will vary. However, in general, they should address the need for additional
staff, the desire for complete customer satisfaction, need to improve the marketing strategy and
the potential for carpet cleaning services. Financial indicators must be included.
If you are participating in the discussions, the marking guidance in Project Portfolio may be used
to guide your input at the meeting.
If students are using their own business, you may play the role of the stakeholders. You have
already marked Section 1 of their Project Portfolio and should be able to provide input for their
proposed targets.

Use the checklist to observe the student conducting a meeting. Use this checklist to ensure that
the student is following the correct techniques for leading a meeting.

Develop performance objectives and measures in consultation with others

Trainer/ Assessor to complete

Does the learner/student meet the following criteria Yes No Trainer/Assessor

Comments

Preparation for the Meeting

1. Identified relevant stakeholders to attend the

meeting
1.1. Selected stakeholders who have a role in
setting and agreeing on performance
objectives (e.g., Owners, Administrative
Manager)
1.2. Ensured at least two stakeholders were
confirmed to attend the meeting
2. Scheduled the meeting effectively
2.1. Added the meeting to the calendar and sent
invites to attendees
2.2. Ensured sufficient notice was given to all
participants
3. Prepared the agenda and meeting materials
3.1. Developed a clear agenda outlining key
discussion points, including proposed
productivity and performance targets
3.2. Prepared necessary documentation (e.g.,
business plan, proposed targets)
Leading the Meeting
4. Clearly explained the purpose and objectives of the
meeting
4.1. Outlined the key topics to be discussed,

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 42

 including productivity and performance
targets
4.2. Explained the desired outcome (agreement
on objectives and measures)
5. Demonstrated leadership in guiding the discussion
5.1. Directed the conversation to stay on track
with the meeting agenda
5.2. Addressed any questions or concerns raised
by participants
6. Facilitated group interaction effectively
6.1. Encouraged input from all attendees,
ensuring everyone had a chance to speak
6.2. Managed differing opinions to keep the
discussion productive
Presenting Information and Proposals
7. Presented the proposed productivity and
performance targets
7.1. Clearly communicated the proposed targets
and key aspects of the business plan
7.2. Used appropriate data, charts, or visuals to
support the proposals
8. Used appropriate language and communication
techniques
8.1. Spoke clearly and used language suitable for
the audience's understanding
8.2. Adapted communication style based on the
responses of the stakeholders
9. Listened to the views of others and responded
appropriately
9.1. Allowed stakeholders to express their views
and considered their suggestions
9.2. Asked follow-up questions to clarify and
confirm understanding
Influencing the Direction and Outcomes
10. Influenced the discussion to align with business
goals
10.1. Steered the conversation towards reaching
an agreement on realistic and achievable
targets
10.2. Highlighted the benefits of the proposed
targets to gain consensus
11. Addressed any disagreements or concerns
constructively
11.1. Negotiated with stakeholders to resolve any
issues or differences in opinion
11.2. Used problem-solving skills to find a

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 43

 compromise where necessary
12. Achieved agreement on the final targets
12.1. Confirmed that all participants agreed on the
productivity and performance targets,
including at least one financial indicator
12.2. Documented the agreed-upon targets and
any adjustments made during the meeting
Communication Skills
13. Demonstrated effective verbal communication skills
13.1. Spoke confidently and clearly, ensuring
everyone could follow the discussion
13.2. Avoided using overly technical language or
jargon without explanation
14. Demonstrated effective listening skills
14.1. Paid attention to participants' contributions,
showing understanding and consideration
14.2. Provided feedback or responses that showed
active listening (e.g., summarising key
points)
15. Maintained a positive and encouraging tone
15.1. Encouraged collaboration and teamwork
throughout the meeting
15.2. Used motivating language to promote
agreement and commitment to the targets
Managing Time and Outcomes
16. Managed the time effectively within the 20 to 30-
minute timeframe
16.1. Ensured all agenda points were covered
within the allocated time
16.2. Adjusted the pace of the discussion as
needed to maintain focus and efficiency
17. Summarised key outcomes at the end of the
meeting
17.1. Recapped the agreed performance
objectives and measures, including key
productivity and financial targets
17.2. Clarified next steps and responsibilities for
implementing the targets
18. Documented the meeting outcomes
18.1. Ensured a summary of the agreed targets
and any action points was recorded
18.2. Followed up with attendees to confirm the
meeting minutes and agreements

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 44

 To be completed by the Assessor:
Assessment Activity 4
(Develop performance objectives and measures in consultation Satisfactory Not Satisfactory
with others)

Observation Outcome – Activity 4

Observation Meeting

By signing here, I confirm that I have observed the student. I confirm that the information recorded on this Observation Form is true and
accurately reflects the learner’s performance during completion of this task.

Assessor name:

Date signed
Assessor’s signature:

Provide any additional comments on the learners/students performance, including strengths and areas for
improvement

END OF OBSERVATION FORM

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 45

Observation checklist – Project Portfolio
– Activity Thirteen (13)
Address underperformance

Task Instructions:

You will hold a 10-minute meeting with the identified underperforming staff
member to discuss their performance issues and provide coaching to help
them improve. The session should be interactive, with practical examples or
role-play scenarios to guide the staff member in understanding and addressing
the areas needing improvement. You are required to demonstrate empathy,
active listening, clear communication, and problem-solving skills during the
session.

Requirements:

 Schedule the coaching session and notify the staff member.

 Provide constructive feedback on their performance and explain the gap

between current and expected levels.

 Use role-playing or other coaching techniques to demonstrate how to

improve specific skills or behaviours.

 Offer guidance, encouragement, and practical steps to overcome

performance barriers.

 Establish a follow-up plan to monitor the staff member’s progress.

 Submit documentation of the session, including feedback provided and

actions agreed upon for improvement.

Instructions to Assessors:

The student will be required to complete different activities as provided below.

If required, you or a learner may play the role of a staff member requiring
coaching. If a fellow student is participating in the role play, they must have
already completed their own coaching session. Prompt the student to listen to
the information and participate in a relevant manner. As they will have already
conducted a coaching session themselves, they will be familiar with the
situation and able to contribute appropriately.

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Use the checklist to observe the student conducting a meeting. Use this
checklist to ensure that the student is following the correct techniques for
leading a meeting.

Develop performance objectives and measures in consultation with others

Trainer/ Assessor to complete

Does the learner meet the following criteria Yes No Trainer/Assessor Comments

Identified the specific area of underperformance

1. Identified relevant stakeholders to attend the
meeting
1.1. Clearly understood and documented the
performance issue
1.2. Identified potential causes or contributing
factors for the underperformance
2. Scheduled the coaching session appropriately
2.1. Chose a suitable time and place for the
session to avoid distractions
2.2. Ensured the meeting was added to the
calendar and confirmed with the staff
member
3. Prepared a plan for the session
3.1. Developed specific role-play scenarios or
practical examples to address the issue
3.2. Prepared resources or materials needed for
the session (e.g., job aids, scripts)
Starting the Session
4. Clearly explained the purpose of the meeting
4.1. Set a clear agenda, outlining the main topics
to be covered
4.2. Clarified the desired outcome of the session
(e.g., behaviour change, skill development)
5. Set a supportive and non-judgmental tone
5.1. Showed empathy and understanding when
discussing the issue
5.2. Avoided using negative or accusatory
language
6. Outlined the key points or objectives of the session
6.1. Explained what will be covered, including
areas for improvement
6.2. Highlighted the benefits of improving
performance for the staff member and the
team

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 Coaching Skills
7. Provided constructive feedback
7.1. Gave specific examples of underperformance
observed
7.2. Used a balanced approach, mentioning
strengths alongside areas for improvement
8. Used role-play or practical examples
8.1. Demonstrated the correct approach through
example scenarios
8.2. Related scenarios to real-life situations the
staff member may face
9. Allowed the staff member to practice skills
9.1. Facilitated a role-play scenario where the
staff member could apply the new skills
9.2. Provided constructive feedback after the
practice session
10. Provided guidance and support during practice
10.1. Offered suggestions for improvement based
on the practice outcomes
10.2. Gave encouragement and positive
reinforcement for improvements made
11. Encouraged reflection and self-assessment
11.1. Asked the staff member to share their
thoughts on the feedback
11.2. Helped the staff member identify ways they
can improve independently
Communication Skills
12.Used clear and appropriate language
12.1. Avoided jargon or technical terms that may
not be understood
12.2. Adapted communication style to the staff
member's level of understanding
13. Actively listened to the staff member
13.1. Allowed the staff member to express their
views without interruption
13.2. Showed that their input was valued
through verbal and non-verbal cues
14.Asked questions to understand the root cause
14.1. Used open-ended questions to explore the
underlying issues
14.2. Asked clarifying questions to ensure a
thorough understanding of the situation
15. Maintained a positive and encouraging tone
15.1. Used motivating language to inspire
confidence in the staff member
15.2. Expressed belief in the staff member's ability
to improve

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 Session Outcomes
16.Helped the staff member identify specific actions
16.1. Set clear and achievable performance
improvement goals
16.2. Identified resources or support needed to
meet the goals
17.Established a follow-up plan
17.1. Agreed on a follow-up date to review
progress
17.2. Outlined steps to take if performance does
not improve
18. Summarised the key points discussed
18.1. Recapped the main issues, agreed-upon
actions, and next steps
18.2. Ensured the staff member understood the
expectations moving forward
Overall Performance
19. Demonstrated effective coaching techniques
19.1. Used coaching methods that encouraged
active participation
19.2. Adapted approach based on the staff
member's responses and needs
20. Completed the session within the allocated 10-
minute timeframe
20.1. Managed time effectively to cover all key
points
20.2. Ensured the session stayed focused and
productive

To be completed by the Assessor:

Assessment Activity
Satisfactory Not Satisfactory
Activity Thirteen (13) (Address underperformance)

Observation Outcome – Activity 13

Observation Meeting

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 49

Assessment Activity
Satisfactory Not Satisfactory
Activity Thirteen (13) (Address underperformance)

By signing here, I confirm that I have observed the student. I confirm that the information recorded on this Observation Form is true and
accurately reflects the learner’s performance during completion of this task.

Assessor name:

Date signed
Assessor’s signature:

Provide any additional comments on the learners/students performance, including strengths and areas for
improvement

END OF OBSERVATION FORM

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 50

Appendix - Observable skills

The following should be used when observing the student in their assessment activity for each of
the observation criteria, and to ensure consistency during evaluation across assessors. Review
and apply the following:

Activity 13: Addressing Underperformance

1. Coaching Skills
o Provides constructive feedback to the staff member on their
underperformance.
o Uses coaching techniques, such as role-playing, to help the staff
member understand how to improve.
o Encourages the staff member to practice new skills and provides
guidance throughout.
2. Empathy and Emotional Intelligence
o Demonstrates understanding and empathy towards the staff
member’s situation.
o Shows sensitivity to the individual’s feelings and avoids blaming.

o Recognises the emotions of the staff member and adapts the

coaching approach accordingly.
3. Clear Communication
o Communicates expectations clearly and explains the desired level
of performance.
o Uses straightforward language to describe the gap between
current and expected performance.
o Provides specific examples to illustrate areas needing
improvement.
4. Active Listening
o Pays attention to the staff member’s explanations or concerns.

o Demonstrates understanding by summarising or paraphrasing key

points made by the staff member.
o Avoids interrupting and allows the staff member time to respond.

5. Problem-Solving
o Helps the staff member identify barriers to improved
performance.

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 51

 o Works collaboratively to develop strategies for overcoming these
barriers.
o Suggests practical steps the staff member can take to enhance
their performance.
6. Encouragement and Motivation
o Provides positive reinforcement for any progress or willingness to
improve.
o Encourages a growth mindset by focusing on the potential for
improvement rather than solely on the current issues.
o Celebrates small wins or milestones achieved during the coaching
process.
7. Follow-Up
o Establishes a follow-up plan to monitor the staff member's
progress.
o Sets specific performance goals and timelines for review.

o Reinforces the commitment to support the staff member’s

development.
8. Conflict Management (if applicable)
o Addresses any defensiveness or resistance from the staff member
in a calm and composed manner.
o Diffuses tension by keeping the conversation focused on solutions
rather than problems.
o Ensures the staff member feels heard and understood during the
discussion.

These observable skills outline the behaviours and actions assessors should
look for in students to ensure consistency when evaluating the practical
assessment.

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Results Record
Final assessment results

Result

Task Type Satisfactory Not Satisfactory Did not submit

Knowledge S NS DNS
Assessment Task 1
questions

Assessment Task 2 Project Portfolio S NS DNS

Overall unit results C NYC

Feedback to Student

Assessor’s signature Date signed

Complete this section below only if reassessment is required

Reassessment due date

Reassessment submission date

After reassessment, the student is: ☐ Competent ☐ Not Yet Competent

Assessor’s signature Date signed

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 53

Students Comments

The signature confirms that I have submitted all my own work and agree with the assessment decision and
feedback.

Students signature: Date signed:

BSBOPS601_Student Assessment Tasks_v1.2 Mar 2025 54