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BSBOPS502 Manage Business Operational Plans

1. Introduction
Welcome to the learner’s guide for this unit of competency for the qualification BSB50320 Diploma of Human
Resource Management. This guide provides you with essential information on competency standards, delivery
plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.
The purpose of this learner’s guide is to:
 Provide you with information on delivery schedule and plan of this unit
 Ensure that you understand how students will be assessed in this unit
 Provide information on assessment methods, strategies, and evidence requirements
 Provide information on learning activities and assessment tasks
 List resources which may assist in student learning and assessment tasks

2. Unit Overview
This unit describes the skills and knowledge required to develop and monitor the implementation of
operational plans to support efficient and effective workplace practices and organizational productivity and
profitability.
The unit applies to individuals who manage the work of others and operate within the parameters of a broader
strategic and/or business plans.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
 Establish operational plan
 Manage resource acquisition
 Monitor and review operational performance
As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate
their ability to apply the required knowledge and skills in a range of situations. These are summarized in the
Competency Standards section below.
Prerequisite Requirements
This unit does not have a pre-requisite.
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of
evidence of successful completion of the same unit in an equivalent or higher qualification. Under the
Australian Qualifications Framework, this qualification recognises competencies achieved as part of a
Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the
required skills and knowledge in the specific areas of competency through work/industry experience and/or
completed eligible assessments in equivalent or higher qualification.

3. Competency Standards
This unit is derived from the Business Service training package, BSB for the qualification BSB50320 Diploma
of Human Resource Management.
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview),
performance criteria, required skills, required knowledge, embedded employability skills components,
assessment requirements and evidence guide.
They can also be viewed at:
View Unit
The learners must familiarize themselves with all the competency requirements for this unit of competency and
ensure that they have received all the relevant information and support from the trainer and assessor that might
be detrimental to their academic performance and outcomes.
AQF Descriptor
The Diploma qualifies individuals who apply specialized knowledge in a range of contexts to undertake
advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will
have specialized and integrated technical and theoretical knowledge with depth within one or more fields of
work and learning.
Graduates at this level will have a broad range of cognitive, technical and communication skills to select and
apply methods and technologies to:
 Analyze information to complete a range of activities
 Interpret and transmit solutions to unpredictable and sometimes complex problems
 Transmit information and skills to others
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined
responsibility in contexts that are subject to change and within broad parameters to provide specialist advice
and functions.

The following performance criteria specify the required level of performance for each of the elements of
competency:

Element Performance
Criteria

1. Establish operational plan

1.1 Research, analyze and document resource requirements
1.2 Develop operational plan in consultation with, and with
approval from, relevant stakeholders
1.3 Develop contingencies for operational plan
1.4 Explain plan to relevant work teams

2. Manage resource acquisition

2.1 Confirm that employees are recruited and inducted
according to the organization’s human resources management
policies, practices and procedures
2.2 Confirm that physical resources and services are acquired
according to the organization’s policies, practices and
procedures
2.3 Identify and incorporate requirements for intellectual
property rights and responsibilities related to acquisition of
resources

3. Monitor and review operational
performance

3.1 Assess progress of operational plan in achieving profit and
productivity plans and targets
3.2 Identify areas of under-performance, recommend solutions
and rectify the situation
3.3 Plan and implement relevant processes for ongoing
monitoring and confirm that support is provided for individuals
and teams
3.4 Negotiate recommendations for variations to operational
plans and gain approval from designated persons

Performance Evidence
Evidence of the ability to:
 Manage an operational plan for at least one business or work area.
In the course of the above, the candidate must:
 Develop and implement an operational plan using a variety of information sources and consultation
including:
o Resource requirements
o Key performance indicators
o Monitoring processes
o Contingency plans
 Communicate with stakeholders to explain the plan and supporting information, seek approvals,
negotiate variations and engage work teams
 Confirm existence of relevant strategies, including strategies relating to:
o Recruiting, inducting and developing personnel
o Acquiring physical resources and services
o Protecting intellectual property
o Making variations to the plan
o Monitoring and documenting performance.

Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
 Stakeholders involved in development and management of operations plan including escalation points,
colleagues and specialist resource managers
 Key information sources for proposal development and presentation including resource requirement
specialists
 Consultation processes
 Content of operational plans, including:
o Procurement processes
o Employee recruitment and induction strategies
o Physical resource and service acquisition strategies
o Key indicators of organizational performance
 Budget and actual financial relating to profit and productivity
 Methods for preparing operational plans and contingency plans
 Role of an operational plan in achieving an organization’s objectives
 Procedures and records associated with documenting performance
 Approaches for developing key performance indicators to meet business objectives
 Legislative and regulatory framework relating to the development and implementation of operational plan of
the organization, including:
o Fair trading laws
o Work health and safety

 Organizational policies, practices and procedures that relate to the operational plan.

4. Delivery Plan
Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning
and/or project sessions. Within the classroom environment, delivery is supported by classroom-based activities,
tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development of skills and
underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and
practical examples of the theory.
Delivery Arrangement
The unit will be delivered over a prescribed period (term/semester) in a class-room training environment
through a structured learning program comprising of (but not limited to) lectures, presentations, case studies,
practical projects, discussion and classroom-based activities. Delivery schedule of this unit of competency is
provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and
posted on the notice board and college’s website.
It is expected that training/learning sessions will incorporate collaborative activities and tasks that are relevant
to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking
theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an
insight into key technological processes, professional environment and workplace practices.
Delivery Conditions
 Learners are required to attend the prescribed delivery sessions, in particular where assessment plan,
schedule, projects, and in-class activities and tasks are planned
 On commencement, the learners should review and understand all the course related information
including course structure, prerequisites and competency requirements for each unit of competency
 This unit of competency must be completed within the prescribed duration at the beginning of this
document. Due dates for the assessments will be set by respective assessors on commencement of the
unit and must be adhered to by all the learners
 The learners have the responsibility to maintain the required attendance and participate in all the in-
class activities and assessment/project tasks to be able to develop the required skills and knowledge.
 The learners must keep record of their activities, assessments and research and take an active
interest in exploring new concepts and ideas
 On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any
assessments or the learning materials and must apply for a course extension. Learners should also
refer to other prevailing terms and conditions of delivery and assessment of this course and contact
the administration for further information if required.
Lesson Topics and Plan
The following lesson plans are planned for this unit. According to session times, trainers may expand these
lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-
hand column. These activities form part of “Formative Assessments”. The formative assessments are not
marked (assessed) but they contribute towards learning that prepares them for summative tasks.
The following topics are covered in the classroom training sessions.

The topics for this unit include; Lesson Topics Activities

1 Unit overview, assessment process, assessment conditions, resources Key
definitions and concepts
What are operational plans: Examples
Why operational plan?
Relevance of operational plans to other plans of the organization
Components of an operational plan
Models and methods for operational plans: Examples

Search and internet and
download sample operational
plans: Review and
understand the structure

Purpose and objectives of an operational plan
Difference between an operational and a strategic plan
Developing purpose and objectives
Defining outcomes
Identifying activities/actions to be delivered
Developing implementation schedules
Identifying and allocating resources
Developing an operational budget
Monitoring and maintaining the plan
Real-life examples and discussion

Review of two contrasting
operational plans: Discuss
specific models and methods
Develop strategies for
addressing resource
requirements

Analyze and document resource requirements
Understanding organizational consultation, feedback and approval
processes
Developing KPIs to measure operational performance
Identifying and remedying under-performing areas
Developing and implementing HR strategies
Developing and implementing strategies to acquire and use resources
Copyright and intellectual property
How to maintain copyright
How to meet copyright requirements

Example: KPIs to measure
organizational performance
Describe budgetary processes
in organization’s
Discuss examples and forms
of IP

Understanding budgeting processes
Forecast Vs. actual budgets
Alternative approaches to improving resource usage
Eliminating resource inefficiencies and waste
Developing contingency plans

Develop a budget for a simple
operation: Training session,
camping

Developing mentoring and coaching skills to work with people with poor
performance
Developing planning and organizational skills
Developing in-house or organizational training plans
Evaluating operational plans and writing performance reports

Case Study discussion:
Training and Development at
TESCO Review and revision
Learner example A
Unit Evaluation

Assessment follow up and
feedback

Suggested Learner Resources
Slack N., Brandon-Jones A. and Johnston R., 2016, Operations Management, Pearson
Slack N., Brandon-Jones A. and Johnston R., 2018, Essentials of Operations Management, Pearson

Other Resources and Readings
Krajewski L. J. et. al., 2018, Operations Management: Processes and Supply Chains, Global Edition, Pearson
Baxter R., 2016, Operational Excellence Handbook: A Must Have for Those Embarking on a Journey of
Transformation and Continuous Improvement, Lulu.com
Ford B. R., Bornstein J. M., Pruitt P. T., Young E., 2010, The Ernst & Young Business Plan Guide (3rd Ed.,). Wiley
Inc The Staff of Entrepreneur Media, 2015, Write Your Business Plan: Get Your Plan in Place and Your
Business off the Ground, Entrepreneur Press
Strategy, Policy and Operational Planning: http://researchbank.swinburne.edu.au/vital/access/manager/Repository/swin:174
Business and Operational Plan Examples: http://www.ontla.on.ca/library/repository/mon/14000/261267.pdf

Referencing Guide
Harvard Referencing Generator:
http://www.harvardgenerator.com/
http://www.citethisforme.com/au/referencing-generator/harvard

Misc. Videos and Online Educational Channels (General ref)
List of some of the online educational channels. Search for the relevant topics and concepts.
Khan Academy Channel https://www.youtube.com/user/khanacademy
#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks https://www.youtube.com/user/TEDtalksDirector/channels
TED ED https://www.youtube.com/user/TEDEducation
Massachusetts Institute of Technology (MIT)
Channel https://www.youtube.com/user/MIT
Google for Education https://www.youtube.com/user/eduatgoogle
Big Think https://www.youtube.com/user/bigthink/videos
Crash Course https://www.youtube.com/user/crashcourse/videos
Microsoft Education https://www.youtube.com/user/Microsoftedu
Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos
Management Skills Courses https://www.youtube.com/channel/UChA8eZO-

WYhdLsv8HlBrJcg/videos

Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos

5. Assessment Plan
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the
training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing
process of gathering evidence to determine what each student/learner knows, understands and can do in order to
inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
 To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy
skill, knowledge and employability skills requirements
 To provide feedback to the learners/trainees indicating the areas of improvement and professional
development
 To measure the effectiveness of the delivery plan and evaluate the learning outcomes
The required assessment criteria are provided in each assessment task for learner’s information.
Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and
the training package. The evidence is generated through summative assessment tasks. However, the role of
Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks.
Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the
outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.
These tasks and activities usually take place throughout the unit and planned in accordance with the summative
assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a
collection of all the formative tasks completed during the learning sessions. The portfolio can be used by
students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence to
demonstrate satisfactory performance in this unit;
 Written Assessment Tasks
 Practical/Analytical Tasks
 Test/Examinations
 Projects
 Observation
 Integrated Assessment
The Written Assessment Tasks and Tests have been developed to address various parts of Performance
Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and
activities are mostly designed as in-class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e., demonstration of a specific/required skill). Practical tasks may also include use
of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally
provided within the task description. However, trainers/assessor may set certain conditions for conducting and
observing these tasks.
The Project (Individual based) addresses various aspects of competency standard including Performance
Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure
student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions
and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for
the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It
may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of
certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task
description. Examinations are conducted under set conditions.
Observation forms part of in-class activities, participation in designated processes, presentation and
provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments, i.e., to use evidence created in
one unit/task to determine competency in another unit/task. The concept behind the design of the integrated
assessment is to limit repetitive tasks that test the same or similar competency elements in different units of
competency.

Optional/Supplementary Assessments
In addition to the above assessment instruments, the following methods can be used, if required, in the context
of assessment for this unit of competence, especially in the circumstances where assessment involved
components of online learning as well as actual workplace activities and/or performance.
 Workplace Verification through RPL application
 Competency Conversation at completion of the unit
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as
indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide
feedback to students and teachers to promote further learning. Summative assessment contributes to the
judgement of student learning for competency/award purposes.
Submission of Work
All the written works must be submitted in a soft/electronic copy required by the trainer/assessor, with an
accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and
must contain student details and date of submission.
Material submitted for assessment—Word processed reports, essays, projects, etc. must contain student’s
name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor
fulfils the role of client, manager, or supervisor, as applicable. Work submitted for “approval” within this
context must demonstrate care and attention to detail, such that the student inspires confidence that the work is
being undertaken competently.
In soft copy/electronic files students are encouraged to name the files according to established procedure. This
would typically include a course or unit code, assessment, or submission code, and in the case of multiple files
an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with
similar, appropriate naming conventions) or archive format—e.g. zip or rar.
Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule
The following assessments are planned for this unit;
# Assessment Task/Activity Type Assessment Method
1 Review and Analyze a Samples Operational Plan Individual Written
2 Project: Develop an Operational plan Individual Written
3 Project: Review Operational Performance Individual Written
4 Knowledge Test Individual Written Test
These assessment tasks/activities have been described in detail in the following section.
Task schedule to be advised by trainer/assessor based on the lesson and session plans.

6. Assessment Tasks
Assessment Task 1: Individual
Assessment Task Review and Analyse a Samples

Operational Plan

Schedule TBA

Outcomes Assessed

Performance Criteria:
1.1, 1.3, 3.1, 3.2
Addresses some elements of required skills and knowledge
as shown in the Assessment Matrix

Description:
 Analysis report on a sample operational plan is required.
An Operational Plan is a detailed action-oriented plan that provides a clear picture of how a team, section or
department will contribute to the achievement of the organization's strategic goals (FLN). An operational plan
could be part of a strategic or a business plan, addressing human resource, physical resource, action items, key
performance indicators, and operational budget requirements to achieve the intended goals. A contingency plan
often accompanies an operational plan that prepares for alternative actions in case the operational plan meets
any obstacles.
With a view to develop an understanding of key components and use of operational plans, you will review and
analyze a sample operational in this assessment task. The sample operational plans are actual plans obtained
from public domain sources for the purpose of this assessment. Formats and contents of the plan differ from
organization to organization. However, you will be required to analyze the plan within the context of the
following areas.
 Stated goals and objectives
 Key performance areas
 Key performance indicators
 Human resource (people), processes, and technology requirements
 Physical and other resource requirements
 Action plan/task/items
 Budget/cost expectations
 Key responsibilities
Ensure that your sample plan provides you with enough information to analyze the above components. Your
analysis will essentially be based on your understanding and explanation of the plan – what you think about it,
its key features, and how, in your view, this plan will help the organization achieve their strategic objectives.
You may also want to visit respective organization’s website and gather further information to support your
analysis/comments.
Please note, merely reiterating the contents of the plan will not be construed as an analysis. Cambridge
dictionary defines analysis as the process of breaking up a concept, proposition, linguistic complex, or fact
into its simple or ultimate constituents. Accordingly, it will be expected that you will write the analysis in your
own words and understanding.
Plan analysis must be word processed and appropriately structured under headings/sub-headings.
Word Limit: 1200 words.

Assessment Criteria
Learner’s work will be assessed based on the following criteria. Learners have also been provided with this
assessment criterion in the “Learner’s Guide” to ensure that they cover all the task requirements. The same
criteria are used in the checklists in Section 8 (Learner Competency Records) to record assessment outcome.
The following criteria must be addressed for this task.
 Selected an appropriate business or strategic plan for the task
 Completed the task within a designated assessment session in presence of an assessor
 Addressed all the required areas of analysis
 Analysis reflects understanding of the concept and the components of an operational plan
 Analysis contains a reasonable level of scrutiny and/or inquiry into specific aspects of the plan
 Goals and objectives are analysed for their measurability and viability in the context of the plan
 Explained how the operational plan may align with other strategic or organisational plans
 Identified and analysed key performance areas of the plan
 Where possible, reviewed, summarised, and commented on KPIs (if provided in the sample plan)
 Identified and analysed company’s human resource requirements to support the operations
 Identified and analysed company’s physical and other resource requirements to support the
operations
 Action items are noted and analysed for their effectiveness
 Budget and cost expectations are noted and explained for their relative influence on the plan
 Expressed on viewed and summarised key aspects of the plan in own words
 Analysis is appropriately structured and provides a clear and concise breakdown of the plan
Submission Guidelines
Submit:
 Electronically, written analysis (typed word-processed)
 Ask trainer for more help

Assessment Task 2: Individual
Assessment Task Project: Develop an Operational

plan
Schedule TBA

Outcomes Assessed

Performance Criteria:
1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4,
Addresses some elements of required skills and knowledge
as shown in the Assessment Matrix

Description:
 Operational plan is required
Operational plans provide an organisation with a mechanism to put their strategies in action and identify the
resources required to achieve their stated goals and objectives. Operational plans may also be termed as action
plans, annual plans, management plans or tactical plans. Separate operational plans are often prepared by
different departments within an organisation to outline their specific tasks and priorities.
In Assessment Task1, you developed the understanding of the structure and components of an operational plan
through an analysis of a sample operational plan. In this assessment task, given as a project, you will be required
to develop an Operational Plan for a sample organisation based on its Strategic Plan. You will be provided with
a sample strategic plan for this task.
Your trainer/assessor will play the role of the Senior Manager for the purpose of this task.
A past or an existing organisation can also be used as an example to develop the required organisational
context for this task. Alternatively, based on the sample strategic plan, research and collect some
organisational information as a background to your plan.
Develop an operational plan that includes.
 Executive summary
 Stakeholders, consultation, and approvals
 Operational goals and expected outcomes
 Action plan (convert strategies to actions)
 Key performance indicators (KPIs)
 Human resource requirements (including training or PD and strategies to address the requirements)
 Physical and other resource requirements (including strategies to acquire the resources)
 Resource conservation/waste management tactics
 Budget/cost expectations
 Key responsibilities; including intellectual property rights and responsibilities
 Communication plan (how plan will be communicated to all team)
 Monitoring and evaluation
 Contingency plan
An operational plan fundamentally addresses four questions:
 Where are we now?
 Where do we want to be?
 How do we get there?
 How do we measure our progress?
Contingency planning involves creating an alternative plan in the event of the original operational plan
changing or facing obstacles due to unforeseen circumstances. It can be based on anticipated risks (e.g., non-
availability of raw materials, government approvals etc.) and alternatives that can be used to keep the
operational plan moving.

Assessment Criteria
Learner work will be assessed based on the following criteria. Learners have also been provided with this
assessment criterion in the “Learner’s Guide” to ensure that they cover all the task requirements. The same
criteria are used in the checklists in Section 8 (Learner Competency Records) to record assessment outcome.
The following criteria must be addressed for this task.
 Identified and itemised project tasks
 Used/developed a profile/introduction of the organisation used in the task
 Developed an operational plan from the given strategic plan
 The plan is appropriately structured and presented as an official document reflecting a real-life
example
 Appropriate headings and sub-headings are used to structure the contents
 The content flow covers all the required elements of the plan and contains a logical sequence of the
topics
 An executive summary is included and provides an overview of the plan
 Key stakeholders and consultation/approval processes are identified and defined
 An effective communication plan is developed to communicate the plan
 Operational goals/aims and expected outcomes align with the stated organisational or strategic goals
and objectives
 Key action tasks are developed to help implement the strategies
 The action plan addresses all the key strategic areas and establishes key responsibilities and timelines
 Identified and defined human resource requirements to implement the plan
 Strategies and processes to address human resource requirements are developed to support the
implementation
 Identified and defined physical and other resource requirements to implement the plan
 Strategies and processes to address physical and other resource requirements are developed to
support the implementation
 Requirements for IP rights and responsibilities are identified and addressed in acquisition of resources
 Key Performance Indicator (KPIs) are developed to measure the outcomes and plan effectiveness
 KPIs are realistic and include both qualitative and quantitative measures
 Budget and cost expectations for implementation of the plan/actions are estimated and provided in
appropriate format
 A risk-based contingency plan is developed to cover unforeseen circumstances and address business
performance issues
 The plan includes a detailed evaluation plan that helps monitor the plan and its effectiveness over the
stated duration
 Measures to address performance and skill/training requirements are included as part of the
implementation process
 Appropriate resource conservation tactics are suggested to minimise waste and improve usage
Submission Guidelines
Submit:
 Please ask the trainer
Assessment Task 3: Individual
Assessment Task Project: Review Operational

Performance
Schedule TBA

Outcomes Assessed

Performance Criteria:
3.1, 3.2, 3.3, 3.4,
Addresses some elements of required skills and knowledge
as shown in the Assessment Matrix

Description:
 Performance review report is required
This task is a continuation of Assessment Task 2.
In a typical workplace environment, implementation and performance review of a plan would be a stepped
process, monitored over a long period time. In a classroom environment, this process will be simulated for this
task. Accordingly, for the purpose of this task, the class audience will play the role of the staff. Your
trainer/assessor will play the role of the Senior Manager.
Assume that your plan has been implemented and is being reviewed for its performance. You will be provided
with sample financial information (Balance sheet and Profit and Loss Statements). Review and analyse the
financial data against the KPIs set in your plan and take notes for presentation.
Next, you will be following the organisational process by,
1. Summarising requirements for implementing the plan – Action plan stages
2. Review of key stakeholder and consultation process in implementation
3. Articulating the KPIs for measuring the success
4. Presenting an analysis of the actual performance (sample financial data) Vs the KPIs
5. Analysing or seeking feedback on KPIs and adjusting as per the feedback in view of the performance
6. Articulating KPI management process and protocols
7. Plans for reviewing and improving the system
8. Articulating requirements for improvements and analysing
Assessment Criteria
Learner work will be assessed based on the following criteria.
The following criteria must be addressed for this task,
 Completed tasks as per instructions with quality of work
 Prepared the required review documentation and a presentation to the stakeholders
 Outlined and articulated implementation process and roles and responsibilities undertaken
 Outlined organisational communication plan and consultation processes
 Linked implementation to organisational policies and procedures as per the context developed within
this and other tasks
 Outlined and explained measures for evaluating plan performance
 Analysed financial information to review performance against the KPIs
 Analysis was succinct and relevant to the plan and its purpose
 Members were able to emulate the organisational process by using the sample data and cohesively
preparing and presenting plan performance information
 Allowed for a robust discussion and simulated a performance review meeting and process
 Captured and recorded audience comments and feedback
 Described processes for improvements and assigned roles and responsibilities
 Set processes for identifying improvement opportunities

 Developed a report comprising of implementation activities, processes, and how consultations and
delegations were made
Submission Guidelines
Submit:
 Performance review report in 1200 words.
 Ask trainer for more help

BSB50320 | BSBOPS502 Manage Business Operational
Plans
Learner’s Guide | V 1.0 | March 2021

The Canberra Training School Pty Ltd t/a Canberra Business & Technology College
Provider Code: 40882 | CRICOS Code: 03465J
Assessment Task 4: Individual
Assessment Task Knowledge Test
Schedule TBA

Outcomes Assessed

Performance Criteria:
Underpinning Knowledge
Addresses some elements of required skills and knowledge
as shown in the Assessment Matrix

Description:
This is an open book test and could be undertaken at home. All the questions must be answered.
Duration: 2-3 Hour
Questions: Provide answers at the end, in answer section:
Q1. What is an Operational Plan? What information would an Operational Plan typically contain?
Q2. Explain the role of an operational plan in achieving the organisation’s objectives
Q3. In your opinion how would an Operational Plan of a Retail and Services firm will differ from that of a
Manufacturing firm?
Q4. Explain a typical budgeting process in an organisation.
Q5. What are Key Performance Indicators (KPIs)? Provide examples of financial and non-financial KPIs in
your own understanding.
Assessment criteria
The following criteria must be addressed for this task:
 All the questions are attempted and answered as per questions
 Answers are consistent with the subject/concepts and demonstrate the required depth of knowledge
for this unit of competency
 Use examples and detail where it is required
Submission Guidelines
Learner to submit.
 Ask trainer for more help

7. Academic Policies and Processes
Students with Special Needs
If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment,
they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all
possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some
examples of additional support could include:
 Language, literacy and numeracy (LLN)
 Assistive technology
 Additional materials or tutorials
 Assistance in using technology for online delivery components.
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification
requirements, training delivery or assessment method to help learners with a disability access and participate in
education and training on the same basis as those without disability (IBSA, 2015).
The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They
clarify the obligations of training providers to ensure that learners who have a disability are able to access and
participate in education and training on the same basis as those without disability.
Some examples of reasonable adjustments could include:
 Personal support services, e.g. a reader, Auslan interpreter, a scribe
 assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
 modifying the presentation method, e.g. visual, oral, print, electronic
 adjustments to timeframes, e.g. providing materials prior to class, extended time limits
 adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.
The determination of “reasonableness” requires judgement that must take into account the impact on the RTO
and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the
ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not
Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the
standards expected should be the same irrespective of the individual being assessed (Disability Standards for
Education 2005).
Recognition of Prior Learning (RPL) and Credit Transfers
Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required
skills and knowledge in the specific areas of competency through work/industry experience and/or completed
eligible assessments in equivalent or higher qualification.
Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to
successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit
transfer learners will finish the course in a shorter duration and are advised to consult appropriate
authorities/bodies for applicable criteria if planning further study or stay in Australia.
Applicants who have completed formal training or who have relevant and current work or life experience and
consider they are able to meet the unit purpose may seek recognition.
The college acknowledges skills and knowledge obtained through:
 Formal training (conducted by industry or educational institutions in Australia or overseas)
 Work experience
 Life experience
The main focus is on the learning outcomes of these experiences, not on how, when or where the learning
occurred.

To be granted RPL, applicants will be asked to:
1. Present evidence of their achievement;
and/or
2. Undertake a challenge test;
and/or
3. Attend an interview with specialist staff.
This evidence will be validated through either satisfactory supporting documentation of support from a
recognised industry or workplace representative or challenge testing
Academic Policies and Procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals and
complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the
college’s website.

ASSIGNMENT: (Answer Section)
Please provide answers of all tasks under following, using appropriate headings:
Task 1:
Analysis report on a sample operational plan (1200 words)
Introduction
The Fairfield Hospital is the local hospital and is placed in Prariewood, the western area of Sydney, New South
Wales, Australia. The hospital has approx. 200 beds. It mainly gives different services of health including
common surgical, common medical, obstetric, emergency, pediatric, drug and physiotherapy services and
amenities of health. For approx. 40 to 45 years, Fairfield Hospital is giving a safe, welcoming and clean
environment for maintaining health and also with good treatment facilities. The strategy of development of
Fairfield Hospital involves giving more accurate places for particular treatment and consultation of outpatient
(Rosenfield, 2013).
Stated objectives and goals
Fairfield Hospital is an established and well-maintained charity that mainly aims for improving the health and
standards of life by giving accurate and well standard efficient and better care to those people who use all their
health services. The main aim of the hospital is for improving the quality and standard of people’s health by
giving the best services and amenities of a health and also some realistic services to their clients and patients.
Their target is to mainly offer a better and more effective quality of health services of medical that support to
improve the health of patients through the growth of safe, affordable, professional and caring services
(Rosenfield, 2013).
Key Performance Areas
The key performance areas are given below:
1. Better quality of health services and facilities – Improving the quality and also performance in the healthcare
environment can be very helpful with trustworthy, sustained and cost-efficient procedures of hospitals and
also permits them to obtain their key goals of improving the complete delivery of health and care and also
enhancing outcomes of patients (Carliner, 2015).
2. Partnerships of society – It is a very efficient key performance area mainly from the viewpoint of health
facilities and services, societies particularly have very great inputs and intelligence on mainly what they need
from all health facilities and services and on what particularly works to improve the health of patients.
3. Innovation & Research – It is very essential key performance area for Fairfield Hospital because it mainly
obliges to use of innovative means for preventing, diagnosing and monitoring issues related to health and it is
also aware of various devices and many drug medicines for managing and curing various diseases.
4. Efficiency and sustainability – Sustainability and efficiency if maintained in the hospital then it can help to
decrease risks and costs and also encourage very positive viewpoints and feedback from people (Carliner,
2015).
Key Performance Indicators
The key performance indicators are given below:
1. Patient and client satisfaction – The overall satisfaction of clients and patients is the key performance
indicator of the hospital that attracts a very large number of clients and patients and if the level of satisfaction
is more, then the hospital is mainly in profitability.
2. Net profit margin – The accurate way to ensure a positive and perfect net profit margin is mainly by
decreasing some inappropriate costs and expenses and also by exploring many streams of sales.
3. Utilization of equipment and tools of equipment – Tracking of all used tools and equipment must be done to
mainly identify where there is any kind of place to improve such as the reorganization of all tools and
equipment to other surroundings where there is mainly major need of improvement (Goldratt & Cox, 2016).

Human resources, technology and process requirements
In Fairfield Hospital, managers of human resources are responsible to make sure that all services and facilities
are efficient for executives of clinicians, staff and patients also. They have to also address many areas of major
concern in all departments of the hospital including directing and managing records of financial resources,
encouraging staff retention and also ensuring that all legislation related to healthcare facilities and services are
accurately obtained.
Various technology needs are there in the Fairfield Hospital. As Electronic health records (HER) support in
sharing of information and data of various clients and patients, outcomes of tests and other information or
data between all healthcare departments in the hospital. Some innovative technologies like blockchain and
machine learning based on the cloud also can be very helpful in maintaining great amounts of data and also
make data easier in managing and regulating (Goldratt & Cox, 2016).
Physical and other resource requirements
The various physical and some other resource needs in Fairfield Hospital involve knowledge, financial
resources, amenities, equipment and supplies. Some of the physical amenities in Fairfield Hospital involve the
supporting system of the building, great equipment for operations and surgeries and also the internal
formation of the infrastructure of the hospital. Other kinds of physical resources in the hospital include
medicine stock, professionals and specialists, beds etc. (Holzer, 2019).
Action plan/items/task
Items of action Responsible Duration
Monitoring all the inaccurate
procedures happening in the
operation theatres that lead to
the death of the patient

Safety Manager November 20XX

Review all framework of policies
and procedures for making sure
of the placement with the
structure of LMD

Operational Manager September 20XX

Appoint the manager of the
project for mainly the project
“Patient Care Challenge”

Operational Manager October 20XX

Budget/Cost Expectations
The expectations of budget and cost particularly involve three kinds of budget for Fairfield Hospital and it
includes mainly equipment for surgeries and treatment, capital and staffing. Out of these kinds of budgets,
mainly the budgets and costs of nursing and other labours are also very high in all facilities in the hospital
(Holzer, 2019).
Key responsibilities
Fairfield Hospital particularly considers offering the best and most effective services of healthcare to all its
clients and patients for satisfying all patients and clients in each manner. So, the main responsibilities of the
hospital are to attain its stated objectives and goals which mainly involve enhancing the health and standard of
life by offering a better and more effective standard of health services and facilities (Pressley & Afflerbach,
2012).

Task 2:
Project: Develop an operational plan (Detailed Activity)
Operational Plan
Executive Summary
Fairfield Hospital is a charitable hospital in the western suburb of Sydney, Australia and is a very reputed
hospital in the state. The main target of the hospital is to improve the health and standard of life of patients by
offering them a better quality of services and facilities related to healthcare and those individuals who mainly
utilize all facilities and services of health care. They are offering healthcare services for further than approx. 40
to 45 years and till now also they are giving the best healthcare services (Pressley & Afflerbach, 2012).
Stakeholders, approvals and consultations
The relevant stakeholders of Fairfield Hospital are consumers, managers, staff members, stream directors and
clinicians. Fairfield Hospital is mainly concerned with developing a better relationship of work with all its
stakeholders for maximizing the margin of profit of the hospital and also to give the best quality of services and
facilities of healthcare. The hospital is also in regular consultation and communication with all administrative of
the state that mainly works on the plans for making and establishing the procedures to provide
accommodations for present and upcoming constraints for assisting in the service and facilities delivery.
Operational goals and expected outcomes
Fairfield Hospital is an established and well-maintained charity that mainly aims for improving the health and
standards of life by giving accurate and well standard efficient and better care to those people who use all their
health services. The main aim of the hospital is for improving the quality and standard of people’s health by
giving the best services and amenities of a health and also some realistic services to their clients and patients.
Their target is to mainly offer a better and more effective quality of health services of medical that support to
improve the health of patients through the growth of safe, affordable, professional and caring services (Griffin,
2021).
Action Plan
Items of action Responsible Duration
Monitoring all the inaccurate
procedures happening in the
operation theatres that lead to
the death of the patient

Safety Manager November 20XX

Review all framework of policies
and procedures for making sure
of the placement with the
structure of LMD

Operational Manager September 20XX

Appoint the manager of the
project for mainly the project
“Patient Care Challenge”

Operational Manager October 20XX

Key Performance Indicators (KPIs)

The key performance indicators are given below:
1. Patient and client satisfaction – The overall satisfaction of clients and patients is the key performance
indicator of the hospital that attracts a very large number of clients and patients and if the level of satisfaction
is more, then the hospital is mainly in profitability.
2. Net profit margin – The accurate way to ensure a positive and perfect net profit margin is mainly by
decreasing some inappropriate costs and expenses and also by exploring many streams of sales.
3. Utilization of equipment and tools of equipment – Tracking of all used tools and equipment must be done to
mainly identify where there is any kind of place to improve such as the reorganization of all tools and
equipment to other surroundings where there is mainly major need of improvement (Griffin, 2021).

Human Resource Requirements
In Fairfield Hospital, managers of human resources are responsible to make sure that all services and facilities
are efficient for executives of clinicians, staff and patients also. They have to also address many areas of major
concern in all departments of the hospital including directing and managing records of financial resources,
encouraging staff retention and also ensuring that all legislation related to healthcare facilities and services are
accurately obtained (Mainardes, et al., 2013).
Physical and other resource requirements
The various physical and some other resource needs in Fairfield Hospital involve knowledge, financial
resources, amenities, equipment and supplies. Some of the physical amenities in Fairfield Hospital involve the
supporting system of the building, great equipment for operations and surgeries and also the internal
formation of the infrastructure of the hospital. Other kinds of physical resources in the hospital include
medicine stock, professionals and specialists, beds etc.
Resource conservation/waste management tactics
There are some ways to decrease waste and for conserving all physical and other resources and these include
the following:
1. Irradiation of microwave
2. Disposal of land
3. Chemical sterilization
4. Arid and drizzly treatment of thermal energy (Mainardes, et al., 2013).
Budget/cost expectations
The expectations of budget and cost particularly involve three kinds of budget for Fairfield Hospital and it
includes mainly equipment for surgeries and treatment, capital and staffing. Out of these kinds of budgets,
mainly the budgets and costs of nursing and other labors are also very high in all facilities in the hospital.
Key responsibilities
Fairfield Hospital particularly considers offering the best and most effective services of healthcare to all its
clients and patients for satisfying all patients and clients in each manner. So, the main responsibility of the
hospital is to attain its stated objectives and goals which mainly involve enhancing the health and standard of
life by offering a better and more effective standard of health services and facilities.
Plan of communication
Fairfield needs to make a communication plan as it mainly helps in developing goals, describing particular
patients and customers, identifying key and accurate duties and accountabilities, outreach the specific plan in a
particular duration and also help in engaging with entire stakeholders and executives of Fairfield Hospital
(Frumkin, 2015).
Evaluating and Monitoring
For monitoring and evaluating the operational plan, Fairfield Hospital mainly assesses the whole performance
of its members of staff by determining the accurate direction and responsibilities of the hospital. It also assists
in documenting the activities and operations of the hospital and also evaluates the definite differences
between mainly planned and realistic performance.
Contingency plan

The main aim of making the contingency plan is for allowing the hospital to appropriately return mainly to its
all daily activities and tasks smoothly after coming across some unforeseen events. It also helps the hospital in
preventing the entire human and other physical resources and also reduces the issues of their patients and
clients (Frumkin, 2015).

Task 3:
Performance review report (1200 words)
Action plan stages
The stages of the action plan assist in determining the timeframe and goals of Fairfield Hospital. These all
actions assist to evaluate the duration for the specific task in which that particular task is accomplished and all
actions were accurately implemented by the Hospital for similarly accomplishing those tasks this also assists in
evaluating the objectives of the hospital. The action plan stages are given below:

1. Key objectives of the hospital – The evaluation will involve mainly how the objectives of Fairfield Hospital
and the entire performance of all action that is mainly taken for making the definite goals and all these
objectives will mainly enhance the efficiency of the hospital.

2. Process – Process that will be particularly considered for implementing the action plan in a specific manner
that will mainly be very productive to achieve the particular key objectives.

3. Indicators – These are the various little process that is mainly taken by the hospital such as the services of
health, department of emergency etc. in the hospital activities, the physical resources like equipment of
medical and various machines will be purchased (Jesmin & Hui, 2012).
Key Stakeholders and consultation in the implementation

The relevant stakeholders of Fairfield Hospital are consumers, managers, staff members, stream directors and
clinicians. Fairfield Hospital is mainly concerned with developing a better relationship of work with all its
stakeholders for maximizing the margin of profit of the hospital and also to give the best quality of services and
facilities of healthcare. The hospital is also in regular consultation and communication with all administrative of
the state that mainly works on the plans for making and establishing the procedures to provide
accommodations for present and upcoming constraints for assisting in the service and facilities delivery
(Jesmin & Hui, 2012).

Articulating KPIs for the measurement of success
The key performance indicators assist to determine the performance report of Fairfield Hospital that is mainly
measured accurately by every department related to business activities of the hospital and by monitoring the
performance report of the whole hospital. These performance indicators are mainly recognized from the
stated goals of the hospital. For some better and more effective services of health which mainly have
performance indicators are required for identifying the performance of various departments of the hospital.
Key performance indicators are very essential as these mainly highlight the development of the hospital and
examine the objectives accurately (Broadbent, 2013).

Actual Performance vs. Key Performance Indicators
The variances between the definite performance and the key performance indicators that are mainly set for
the hospital have a great difference in their viewpoints. The key performance indicators are the goals and
objectives which are mainly set by the hospital but in actuality, these are not taken seriously as per the
situations sometimes by the departments of the hospital which is the major issue.
Some services of health were there of the staff of nursing and also some key indicators were there such as the
efficient manner of the treatment of health of the patient which is mainly offered by the hospital. The key
performance indicators for the department of health are mainly the management of cost and time in the
treatment of patients with some better facilities of health in the hospital (Broadbent, 2013).
Analyzing and seeking feedback and adjustment

The constructive feedback was mainly taken by all the executives and stakeholders of the hospital and also
from some patients feedback related to treatment and facilities of health were taken. Some of the executives
and stakeholders were also asked to give feedback on the action plan and operational plan that is made for
monitoring and evaluating the performance of the overall departments of the hospital (Laffan & Lindner,
2014).
KPIs management procedure and protocols
The protocols and procedures that are linked to the key performance indicators are set for measuring the work
performance of the hospital. These also measure the performance of facilities and services of health care
provided by the hospital.
To achieve the objectives the following protocols and procedures must be followed. These are given below:
1. The key performance indicators must be established in a way that is accurately aligned and controlled with
the goals that were mainly set by the hospital.
2. The requirements of the hospital must be considered and fulfilled and the facilities and services of health
care must be accurately maintained and controlled by the stakeholders and executives.
3. Surety must be there that all key performance indicators are reachable with productivity (Laffan & Lindner,
2014).
Requirements for analyzing and improvement
Some aspects are there that the departments of the hospital must consider requires some enhancement for
the development of the objectives. These objectives could be achieved by the given process:
1. The hospital is required to recruit some staff for each department so that it could increase its rate of
productivity (Mathis, et al., 2016).
2. The hospital must give more knowledge by conducting training and consultation sessions with some
specialists.
3. The hospital is required to be more sustainable so that all patients are treated in a clean and safe
environment (Mathis, et al., 2016).

Task 4:
Knowledge Test (Open Book)
Q1. What is an Operational Plan? What information would an Operational Plan typically contain?
Operational plan is a practical kind of the document used to do the solution of the issues and do
the identification and outline to the given activities and set the target regarding the organization
and set the target during the particular time period it is the usually for the year. It is the kind of the
thing to take the different and undertaking things during the particular time period. I is the link and
the funding agreement of the things. It is the kind of the link and it is do the involvement to the
organization and the organization strategic plan.
It is the organizational target and plan which will the organization carry. It is achieving the work and
the objectives in the strategic plan (Towbin, et al., 2018).
Q2. Explain the role of an operational plan in achieving the organisation’s objectives
It is the operational plan and the organizational activities it is used to the development
and outline the work management and activity. It targets the organizational work and
carry out the organizational solution and the organizational development. It is the
normal kind of work situation and work agreement it is helpful to achieving the goals
and the aims to set out the goals and the goals adjectives. It is the framework and the
organizational activity plan it is the work to do the achievement of the plan and the
adjectives (Shobaki, et al., 2016).
Q3. In your opinion how would an Operational Plan of a Retail and Services firm will differ from
that of a Manufacturing firm?

While you are doing the manufacturing of the operational plan and work for it then the producing
of the goods and it is the thing do the storing them at the warehouse them they are doing the
delivery to the customers. There is the effective services provided by the operational facilities and
the simulation of the work produced. It is known as the consumption of the work and the services.
It is known as the objective regarding the objective and the plan (Towbin, et al., 2018).
Q4. Explain a typical budgeting process in an organisation.
The budgeting process is the land of the organization and it is prepared by the budget n the time
limit and the plan limitation. They had the involvement in the past budget and they are doing the
forecasting and do the work implement and operations. It is the final evaluation of the work budget
and the work procedure. It is the essential budget of the work and the work management. It is the
monitoring and the controlling system to do the work monitoring and the controlling for the final
evaluations of the work and the work services.
Q5. What are Key Performance Indicators (KPIs)? Provide examples of financial and
non-financial KPIs in your own understanding.
It is the performance indicator for the management regarding the specific indicator
and the objectives. It is measured by the work management and the work objectives.
It is the thing provides the target and they gives the work and the measurement of the
objectives and the work. They gives the milestones and the gauge progress (Shobaki, et
al., 2016).

Assignment/Assessment Declaration Sheet
Student ID
Student Name
Unit
Assessment Task – Title/Number
Trainer/Assessor
Date Submitted
Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of
suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism
and Academic Misconduct Policy available in student handbook, college’s website and student administration.
Declaration of Originality: (Compulsory to sign)
By submitting this assignment for assessment, I acknowledge and agree that:
 This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct
Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties
attached to being found guilty of committing such offence
 No part of this assessment task/work has been copied from any other source without acknowledgement of the
source
 No part of this assessment task/work has been written by any other person, except to the extent of team and/or
group work as defined in the unit/assessment task
 A copy of the original assessment task/work is retained by me and that I may be required to submit the original
assignment to the trainer/assessor upon request
 The trainer/assessor may, for the purpose of assessing this assessment task/work:

Trainer’s
Comments
o Provide a copy of this assignment to another member of the faculty for review and feedback; and/or
o Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism
checking service provider may then retain a copy of this assessment task/work on its database for the
purpose of future plagiarism checking

Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and
may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.
I declare that this assessment is my own work.
Student
signature: Date:

Admin Use Only

References
Al Shobaki, M. J., Abu Amuna, Y. M., & Abu-Naser, S. S. (2016). Strategic and Operational Planning As
Approach for Crises Management Field Study on UNRWA.
Broadbent, D. E. (2013). Perception and communication. Elsevier.
Carliner, S. (2015). Training design basics. Association for Talent Development.
Frumkin, N. (2015). Guide to economic indicators. Routledge.
Goldratt, E. M., & Cox, J. (2016). The goal: a process of ongoing improvement. Routledge.
Griffin, R. W. (2021). Management. Cengage Learning.
Holzer, M. (2019). Public productivity handbook. CRC Press.
Jesmin, I., & Hui, H. (2012). A review of literature on contingency theory in managerial accounting. African
journal of business management, 6(15), 5159-5164.
Laffan, B., & Lindner, J. (2014). The budget: who gets what, when, and how?. Oxford University Press.
Mainardes, E., Alves, H., & Raposo, M. (2013). Identifying stakeholders in a Portuguese university: a case
study: La identificación de los stakeholders en una universidad portuguesa. Ministerio de Educación.
Mathis, R. L., Jackson, J. H., Valentine, S. R., & Meglich, P. (2016). Human resource management. Cengage
Learning.

Pressley, M., & Afflerbach, P. (2012). Verbal protocols of reading: The nature of constructively responsive
reading. Routledge.
Rosenfield, S. (2013). Instructional consultation. Routledge.
Towbin, A. J., Perry, L. A., Moskovitz, J. A., & OConnor, T. J. (2018). Building and implementing an operational
plan. Radiographics, 38(6), 1694-1704.