Recent Question/Assignment

Name of Student: Due Date:
Name of Assessment: BSBHRM513 Manage workforce planning
Table of Contents
Instructions to Learner ........................................................................................... 4 Assessment instructions ............................................................................................ 4
Assessment requirements ......................................................................................... 7
Reasonable Adjustment .......................................................................................... 8 Assessment Task Coversheet .................................................................................. 9 Observation/Demonstration ................................................................................. 10
Third Party Guide .................................................................................................. 11
Activities checklist – for assessor ............................................................................. 12
Activities ................................................................................................................ 13 Activity 1A .............................................................................................................. 13
Activity 1B .............................................................................................................. 14
Activity 1C .............................................................................................................. 15
Activity 2A .............................................................................................................. 16
Activity 2B .............................................................................................................. 16
Activity 2C .............................................................................................................. 17 Activity 2D ............................................................................................................. 17 Activity 2E .............................................................................................................. 18
Activity 2F .............................................................................................................. 19 Activity 2G ............................................................................................................. 20 Activity 3A .............................................................................................................. 21
Activity 3B .............................................................................................................. 22
Activity 3C .............................................................................................................. 23 Activity 3D ............................................................................................................. 24 Activity 3E .............................................................................................................. 25
Activity 4A .............................................................................................................. 26
Activity 4B .............................................................................................................. 27
Activity 4C .............................................................................................................. 28 Activity 4D ............................................................................................................. 29
Activity 4E .............................................................................................................. 30
Summative Assessments ....................................................................................... 31 Section A: Skills Activity .......................................................................................... 32
Section B: Knowledge Activity (Q & A) ..................................................................... 35 Summative Assessments: Section B checklist ........................................................... 37
Workplace Documentation – for learner .............................................................. 38
Workplace documents checklist ............................................................................... 38 ? Case Study A ................................................................................................. 39
? Case Study B ................................................................................................. 39
? Case Study C ................................................................................................. 39
? Case Study D ................................................................................................ 39 ? Case Study E ................................................................................................. 39
? Case Study F ................................................................................................. 39 ? Case Study G ................................................................................................ 40
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed ? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
? Presenting any work by another individual as one's own unintentionally
? Handing in assessments markedly similar to or copied from another learner
? Presenting the work of another individual or group as their own work
? Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third-Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Reasonable Adjustment
As a learner, I have been advised of my rights and responsibilities regarding Reasonable Adjustment. I understand how it relates to measures or actions that can be taken by an education provider, to assist me to succeed in my training program where I have identified myself as having a disability or impairment that could prevent me from fulfilling the requirements of my chosen program.
I have indicated where necessary, on my enrolment form, those disabilities that may require a reasonable adjustment to my training schedule and I have ensured that my trainer is aware of any additional recognised issues that will require changes to the standard delivery of this program of study. Should any of these circumstances change during my study I will notify my trainer as soon as possible and my trainer will list these changes here with my signature.
I certify I have read and accept the above information as part of my responsibilities during my program of study.
Change in circumstance Date Trainer signature Student signature
Assessment Task Coversheet
Students must clearly and accurately complete an Assessment Task Coversheet for all assessment tasks and other types of evidence to be submitted for a unit(s) of competency. Original work will not be returned to students as ASMI is required to hold assessments for six months after completion for audit purposes. Students should retain a copy for their records, ASMI does not accept responsibility for work that goes missing in postage between the student and the organisation. Any students wishing to have their original work back after the six-month period should contact the administration office by email admin@asmitraining.edu.au.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work-based skill or task
? Interaction with colleagues and/or customers. Demonstration is off-the-job A demonstration will require:
? Performing a skill or task that is asked of you ? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves. The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation ? Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third-Party section in the Observations/Demonstrations document.
Activities checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activities been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Activities
Complete the following activities individually (as applicable to the specific activity and the assessment environment).
Activity 1A
Objective To provide you with an opportunity to review current data on staff turnover and demographics.
1. Identify three types of information that may be considered in relation to staff turnover.
2. Identify five aspects of employee demographics which may be taken into consideration.
Activity 1B
Objective To provide you with an opportunity to assess factors that may affect workforce supply.
Refer to Case Study A
1. Give four examples of questions that Sam might ask in relation to the introduction of new technology.
2. Outline the considerations in relation to competition for workers, industry changes, and unemployment rates which Sam might investigate.
Activity 1C
Objective To provide you with an opportunity to establish the organisation's requirements for a skilled and diverse workforce.
1. What are the four main categories of labour needs?
2. Identify five forms of difference which relate to requirements for a diverse workforce.
Activity 2A
Objective To provide you with an opportunity to review organisational strategy and establish aligned objectives for modification or retention of the workforce.
Refer to Case Study B
Give five examples of objectives which Bill might set in association with his strategies of differentiation and cost leadership.
Activity 2B
Objective To provide you with an opportunity to consider strategies to address unacceptable staff turnover, if required.
Refer to Case Study C
Specify five strategies which Alex could adopt for the purpose of reducing the levels of staff turnover.
Activity 2C
Objective To provide you with an opportunity to define objectives to retain required skilled labour.
Refer to Case Study D
Specify five methods which Alex might employ for the purpose of keeping skilled employees who have been working for Poms bar and grill for some time.
Activity 2D
Objective To provide you with an opportunity to define objectives for workforce diversity and cross-cultural management.
1. Identify five aspects of diversity which may be applied to your workforce.
2. Give five examples of diversity objectives.
Activity 2E
Objective To provide you with an opportunity to define strategies to source skilled labor.
Refer to Case Study D
1. Identify three strategies which Deborah could adopt for the recruitment and selection of suitable employees for her hair and beauty business.
2. Describe four techniques which Deborah could use to forecast the requirements in relation to future staffing levels for the Divine hair and Beauty Company
Activity 2F
Objective To provide you with an opportunity to communicate objectives and rationale to relevant stakeholders and obtain agreement and endorsement for objectives and establish targets.
1. Identify five stakeholders who should be informed of workplace planning objectives and rationale.
2. Specify five ways of communicating with stakeholders.
3. What measures should be taken in order to increase the chances of stakeholders agreeing and endorsing workplace planning objectives?
Activity 2G
Objective To provide you with an opportunity to develop contingency plans to cope with extreme situations.
1. Specify three scenarios which contingency plans may be developed for.
2. Identify three details which should be included in business contingency plans.
Activity 3A
Objective To provide you with an opportunity to implement action to support agreed objectives for recruitment, training, redeployment and redundancy.
1. Identify three actions which may be taken for the successful employment of skilled and diverse employees.
2. Specify four methods of training new recruits.
3. Which factors should you consider in relation to the redeployment of established staff members?
Activity 3B
Objective To provide you with an opportunity to develop and implement strategies to assist workforce to deal with organisational change.
Refer to Case Study E
1. Identify five possible barriers to organisational change which should be accounted for in relation to the workforce plan.
2. Detail four strategies which John might suggest for the purpose of assisting the workforce in dealing with organisational change.
Activity 3C
Objective To provide you with an opportunity to develop and implement strategies to assist in meeting the organisation's workforce diversity goals.
Refer to Case Study F
1. Detail five strategies which Fraser could implement for the purpose of increasing the diversity of staff at the Westway gym and fitness centre.
2. Specify three strategies which Fraser could adopt for the purpose of ensuring that employees of different cultural and ethnic backgrounds are able to successfully adjust to the organisation.
Activity 3D
Objective To provide you with an opportunity to implement succession planning system to ensure desirable workers are developed and retained.
1. Write a paragraph which defines and explains the purpose of succession planning.
2. Give five examples of succession processes.
Activity 3E
Objective To provide you with an opportunity to implement programs to ensure workplace is an employer of choice.
Refer to Case Study G
1. Identify five qualities which Matt should establish to ensure that the employer is an employer of choice.
2. Detail five measures which Matt could take in order to achieve the restaurant’s status as an employer of choice.
Activity 4A
Objective To provide you with an opportunity to review workforce plan against patterns in exiting employee and workforce changes, monitor labour supply trends for areas of over- or under-supply in the external environment, and monitor effects of labour trends on demand for labour.
1. Identify five methods that may be used when establishing the need for workforce planning adjustments.
2. Identify four sources of information which might be referred to when monitoring labour supply trends in the Australian business market.
3. Specify five factors that should be considered when monitoring labour supply trends.
Activity 4B
Objective To provide you with an opportunity to survey organisational climate to gauge worker satisfaction.
1. Identify five aspects of worker satisfaction.
2. Give five examples of questions that may be asked to gauge the levels of worker satisfaction.
Activity 4C
Objective To provide you with an opportunity to refine objectives and strategies in response to internal and external changes and make recommendations in response to global trends and incidents.
1. Give four examples of internal changes and four examples of external changes which may prompt you to adjust your workforce plans.
2. Identify five examples of global workforce trends which may prompt you to make workforce planning recommendations.
Activity 4D
Objective To provide you with an opportunity to regularly review government policy on labour demand and supply.
1. Identify four sources of information relating to government policy on labour demand and supply.
2. Specify four factors that may influence labour demand and supply.
Activity 4E
Objective To provide you with an opportunity to evaluate effectiveness of change processes against agreed objectives.
Identify five methods which may be used for the evaluation of change processes.
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
This activity will enable you to demonstrate the following skills:
? Reading
? Writing
? Oral communication
? Numeracy
? Navigate the world of work ? Interact with others ? Get the work done.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. This practical activity will require you to research and analyse organisational data relating to staff turnover and demographics. You should identify whether the levels of turnover and workforce diversity are in alignment with organisational objectives. It will also be necessary to consult relevant stakeholders regarding changes which should be made for achievement of the organisational objectives. You should outline a variety of strategies for the purpose of addressing staff turnover and managing diversity within your workforce.
This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
2. This practical activity will require you to develop a survey for the purpose of establishing your organisational climate. You should include a variety of open and closed questions which address different aspects of staff satisfaction. It will then be necessary to trial the survey on a representative sample of workers. You should use appropriate methods to extract and evaluate the mathematical information and identify potential organisational changes.
This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks.
3. It will now be necessary to develop contingency plans in order to address any problems and issues associated with the potential organisational changes identified during the previous activity. You should use analytical and thinking processes in order to identify strategies which will reduce the level of organisational risk. Appropriate digital tools should be used in the development of your contingency plans.
This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your answer. It should detail what was done, when it was done, the time it was completed
in, the completed actions and the overall outcome of the tasks.
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
? Explain current information about external labour supply relevant to the specific industry or skill requirements of the organisation
? Outline industrial relations relevant to the specific industry ? Describe labour force analysis and forecasting techniques.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1. How may the level of competition in your industry affect the supply of workers?
2. How many levels of unemployment in your industry affect the supply of workers?
3. Can you identify five employee rights that are addressed by the Australian fair work act of 2009?
4. Can you identify three functions of the Australian Fair Work Ombudsman and Fair Work Commission?
5. Can you provide four examples of labour forecasting techniques?
Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description Document attached
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No
If not originals, have the originals been validated or checked? Yes No
Learner’s signature
Assessor’s signature
? Case Study A
Sam works within the human resources department of Smart Choice financial management company. He has been given responsibility for assessing factors which will have an effect upon workforce supply. The specific factors that Sam is expected to research and focus upon include the introduction of technology, competition for workers, industry changes, and unemployment rates.
? Case Study B
Bill has just opened a bicycle shop in the Australian city of Mackay. He will be selling a wide range of hybrids, mountain bikes, and touring bikes. He will also be providing a repair and maintenance service. Bill is aware that there are a number of wellknown bike retailers in the city. However, he has set the strategies of differentiation and cost leadership (offering different types of bikes at affordable prices).
? Case Study C
Alex is the manager of Poms bar and grill. He has been happy with the level of success in previous years. The bar and grill has earned a good reputation, especially among English tourists. However, Alex has grown increasingly concerned about the levels of staff turnover in recent times. He thinks that the causes include the pressure of working at a busy bar and the opening of other local businesses which have been offering jobs.
? Case Study D
Deborah is the manager of the Divine hair and beauty company. She has been happy with the success and progress of her company over the last few years. They have won a number of awards and been featured in some of the most popular Australian magazines. Deborah is keen to build on the success by opening new stores in different areas of Australia. She recognises the need to employ additional staff members with exceptional skills and experience in the hair and beauty market.
? Case Study E
John is a worker within the human resources department of the Proceed legal company. He has recently completed a workforce plan which outlines future needs in relation to the employment of lawyers and other legal experts for expansion of the company. John has also included details of expected changes in working practices and methods of customer engagement. He is aware that there is likely to be some resistance to such change.
? Case Study F
Fraser is the manager of the Westway gym and fitness centre. He is generally happy with the business and particularly with the quality of the instructors and customer service staff that he has managed to recruit. However, Fraser would like to increase the diversity of employees within the organisation to reflect the local community.
? Case Study G
Matt is the manager of the Sunshine Mediterranean restaurant. He is happy with the level of success which has been achieved since opening the restaurant. The customer reviews have been very positive, and the restaurant was recently featured as one of the Top ten in the Australian state of Queensland. However, Matt is keen to maintain and build upon the success; establishing the restaurant as an employer of choice.