BSBHRM501 Manage Human Resource Services Learner Workbook

This learner workbook provides a comprehensive guide to the BSBHRM501 Manage Human Resource Services unit of competency. It includes a range of activities designed to assess your skills, knowledge, and performance in managing human resource services. The workbook covers topics such as legal and compliance requirements, human resource strategies and planning, performance and contract management, feedback and service delivery, and ethical behaviour. By completing the activities in this workbook, you will gain a thorough understanding of the key principles and practices involved in managing human resource services.

Business Services Unit
LEARNER WORKBOOK – BSBHRM501
Manage human resource services

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Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................4
Assessment instructions................................................................................................................4
Assessment requirements.............................................................................................................7
Candidate Details.............................................................................................................................8
Assessment – BSBHRM501: Manage human resource services.....................................................8
Observation/Demonstration............................................................................................................9
Third Party Guide...........................................................................................................................10
Third party details (required information from the learner).......................................................10
Activities.........................................................................................................................................11
Activity 1A....................................................................................................................................11
Activity 1A checklist – for assessor..............................................................................................12
Activity 1B....................................................................................................................................13
Activity 1B checklist – for assessor..............................................................................................14
Activity 1C....................................................................................................................................15
Activity 1C checklist – for assessor..............................................................................................16
Activity 1D...................................................................................................................................17
Activity 1D checklist – for assessor..............................................................................................18
Activity 1E....................................................................................................................................19
Activity 1E checklist – for assessor...............................................................................................20
Activity 1F....................................................................................................................................21
Activity 1F checklist – for assessor...............................................................................................22
Activity 1G...................................................................................................................................23
Activity 1G checklist – for assessor..............................................................................................24
Activity 2A....................................................................................................................................25
Activity 2A checklist – for assessor..............................................................................................26
Activity 2B....................................................................................................................................27
Activity 2B checklist – for assessor..............................................................................................28
Activity 2C....................................................................................................................................29
Activity 2C checklist – for assessor..............................................................................................30
Activity 2D...................................................................................................................................31
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Activity 2D checklist – for assessor..............................................................................................32
Activity 2E....................................................................................................................................33
Activity 2E checklist – for assessor...............................................................................................34
Activity 2F....................................................................................................................................35
Activity 2F checklist – for assessor...............................................................................................36
Activity 2G...................................................................................................................................37
Activity 2G checklist – for assessor..............................................................................................38
Activity 2H...................................................................................................................................39
Activity 2H checklist – for assessor..............................................................................................40
Activity 3A....................................................................................................................................41
Activity 3A checklist – for assessor..............................................................................................42
Activity 3B....................................................................................................................................43
Activity 3B checklist – for assessor..............................................................................................44
Activity 3C....................................................................................................................................45
Activity 3C checklist – for assessor..............................................................................................46
Activity 3D...................................................................................................................................47
Activity 3D checklist – for assessor..............................................................................................48
Activity 3E....................................................................................................................................49
Activity 3E checklist – for assessor...............................................................................................50
Activity 3F....................................................................................................................................51
Activity 3F checklist – for assessor...............................................................................................52
Activity 4A....................................................................................................................................53
Activity 4A checklist – for assessor..............................................................................................54
Activity 4B....................................................................................................................................55
Activity 4B checklist – for assessor..............................................................................................56
Activity 4C....................................................................................................................................57
Activity 4C checklist – for assessor..............................................................................................58
Activity 4D...................................................................................................................................59
Activity 4D checklist – for assessor..............................................................................................60
Activity 4E....................................................................................................................................61
Activity 4E checklist – for assessor...............................................................................................62
Summative Assessments................................................................................................................63
Section A: Skills Activity...............................................................................................................64
Summative Assessments: Section A checklist..............................................................................66
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Section B: Knowledge Activity (Q & A).........................................................................................67
Summative Assessments: Section B checklist..............................................................................68
Section C: Performance Activity...................................................................................................69
Summative Assessments: Section C checklist..............................................................................70
Workplace Documentation – for learner........................................................................................71
Workplace documents checklist..................................................................................................71
Supplementary Oral Questions (optional) – for assessor................................................................72
Competency record to be completed by assessor...........................................................................75
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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.
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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 notbe 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 thedisclosure 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.
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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 .
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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 documentmust 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.
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Candidate Details
Assessment – BSBHRM501:Manage human resource services
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBHRM501:Manage human resource services.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed.We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
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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 demonstrationwill require:
 Performing a skill or task that is asked of you
 Undertakinga 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 demonstratethe skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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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 evidenceare included in the Third Party section in the
Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
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Activities
Complete the following activities individually or in a group (as applicable to the specific
activity and the assessment environment).
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.
Activity 1A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to analyse business strategy and
operational plans to determine human resource requirements
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List three human resource services that are provided in your
organisation.
Vodafone is one of the leading telecom organisations of the United
Kingdom. This organisation provides the services as well as the products of
the superior quality possessing the higher standards in the marketplace. It
provides a high competition for the other telecom companies of the United
Kingdom. The three human resources of the Vodafone services are
described below:
Recruitment and Selection
Vodafone has set the strategy for recruiting the individual for the provision
of services to the customers. This strategy is set according to the profile
being recruited. For an example, soft skills as well as the empathic skills are
needed for the profile of customer service. Analytical skills are needed for
the profile of manager.
Training and Development
The training and development is being provided by the Vodafone
organization for the purpose of adding values in the resources. Training is
done of building the soft skills as well as the hard skills. The department of
the Vodafone identifies the needs for the training. The training calendar is
also build after analysing the needs of the training.
Career Building
Vodafone has set the clear path for its employees based on the policy. This
policy is beneficial for the employees in designing their future or the
career. The performance of the employee also plays a key role in building
the career of the employee as well as motivating them to work harder.
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Activity 1A 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Activity 1B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to review external business environment
and likely impact on organisation's human resource requirements
Name three aspects of the external business environment that you may
need to consider when planning human resource requirements.
The three aspects of the external business environment while planning the
human resource requirements are described below:
Economic Conditions
The Vodafone organization can encounter the problems which will affect
the profit as well as the revenue of the organization with respect to the
sales. This resulted in because of the crisis economically. The economic
turbulence will affect the strategies of the organization.
Unemployment Rates
According to an estimate nearly about 50% of the people are unemployed.
This rate has been increased drastically leading the more number of people
unemployed.
Changes in Technology
The changes in the technology in the world created a impact on the
Vodafone organization by increasing the high competition in the market
leading to the occurrences of the different strategy needs to be
implemented. In order to combat with the technology factor, the Vodafone
organization is using the decentralized approach in making the decisions of
the organization.
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Activity 1B 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 1C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to consult line and senior managers to
identify human resource needs in their areas
How can you consult with managers and what should you inform them?
As the Vodafone is a big organization, the methods can be used for
consulting with the managers regarding the needs of the human resources
which are described below:
Telephone or Video Conferencing
This is the most efficient tool for discussing the needs of the human
resources from the Vodafone organization. Queries can be answered easily
on the telephone and the video conferring helps in understanding and
explaining the problems clearly.
I will inform them that the customers want the services based on their
needs as well as the experiences which include the feedback of the
customer. They also want the HR team to be responsive. Further, the
employees need the training in order to work efficiently.
Activity 1C 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
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(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Activity 1D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to review organisation's requirements for
diversity in the workforce
Research what metrics your organisation uses to measure diversity.
Vodafone believes that the diversity helps in bringing the growth of the
organization. It includes the inclusive strategy which helps in bringing the
respect as well as the values for the people of Vodafone.
Valuing diversity is being used by the Vodafone which focuses on creating a
balance on the gender within the business of the organization. The prime
focus of Vodafone is to understand as well as increase the talent possessed
by the females. Also, a dashboard has been maintained of the talent of the
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male as well as the female members of the organization including the
hiring and the leaving proportions of the employees. Further, Vodafone
encourages the managers of the organization for getting the experience by
working in different countries worldwide.
The concept of equality is also maintained in the organization of treating
the each employee as well as the customers with the respect and no
discrimination is done on the basis of age, gender, caste, etc. An open
culture has been established in the Vodafone organization so that people
can freely ask any queries with respect to the organization.
Activity 1D 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
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Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Activity 1E
Estimated Time 25 Minutes
Objective To provide you with an opportunity to develop options for delivery of human
resource services that comply with legislative requirements, organisational
policies and business goals
Choose a method of delivering human resource services and list the pros
and cons of it.
Outsourcing is used for delivering the services of the human resources.
Outsourcing refers to the group of individual are assigned a job for taking
care of the human resources of the organization. The pros of outsourcing
are described below:
The customer base as well as the productivity of the organization gets
increased.
The outsourcing helps in managing the managers as well as the employees
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to do focus on the paperwork as less as possible.
It helps in reducing the cost of non revenue as well as the taxes of the
organization.
The outsourcing helps in preventing the organization for doing further
investment with respect to the human resources.
Implementation of the effective strategy based on the project can be done
by the outsourcing.
Outsourcing helps in the quality improvement so that the employees can
be motivated within the organization.
The cons of the outsourcing are described below:
Sometimes the outsourcing results in the pay cuts, loss of the job of the
employees which lower down the morale of the employees which create
an impact on the productivity of the organization.
Sometimes the employees share the confidential information of the
organization with the others.
There is no interaction of the employees via the face to face as they mostly
talks on the phones.
Activity 1E 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Activity 1F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to develop and agree on strategies and
action plans for delivery of human resource services
What are the benefits of having action plans?
The benefits of having action plans are described below:
The action plan will help in developing a healthy and the safe atmosphere
for the employees working in the organization.
Equal opportunity will be given to the each employee of the organization
for achieving the target.
The decisions will be made effective with the help of the providing the
information about the employees so that the systems can be updated.
The different technologies can be used by the employees of the
organization for learning the methods and the strategy of the organization.
The industrial relations will be removed by identifying the root cause of it
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in the formal as well as in informal way.
The analysis of the job of the employees would be done in an effective way
so that they can measure their responsibilities as well as the roles.
The performance of the employees can be easily monitored and evaluated
of the employees and can be improved further.
The employees can be developed professionally in order to achieve the
goals as well as the objectives of the organization.
The employees can be rewarded the perks or the promotion based ion
their performance in the organization.
Activity 1F 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
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The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Activity 1G
Estimated Time 20 Minutes
Objective To provide you with an opportunity to agree and document roles and
responsibilities of human resource team, line managers, and external
contractors
List your roles and responsibilities in your organisation. (Or those of
another HR personnel, if you don’t have any.)
The roles and responsibilities of Vodafone organization are described
below:
Recruitment and Selection of Candidates
The recruitment and the selection of the candidates is done on the basis of
the identification of the skills as well as the knowledge possessed by the
employees so that these skills can be utilized in obtaining the proper
human resources for the organization.
Monitoring employee-employer relations
Vodafone has recognized the employees of the organization as its prime
assets so the organization builds the policy for maintaining the
relationships of the employee as well as the employer.
Identifying Training Needs
The training needs consist of the soft skills as well as the hard skills which
are needed for the development so they manage the calendar accordingly
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with respect to the training.
Providing Required Training
Training is provided to the employees with the help of doing the mentoring
as well as the coaching of the different employees of the organization. This
training is being provided by the manager to its team members in the
working environment.
Activity 1G 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 2A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to develop and communicate information
about human resource strategies and services to internal and external
stakeholders
Choose an internal or external stakeholder and how you would
communicate effectively with them.
The external stakeholders are the clients or the consumers for the
Vodafone organization. The communication with the client is built on the
basis of the business operations such as doing the research of the
customer, preparing the outlets of the retails, through the centres
available for contacting. They help in understanding the nature of the
consumers which will affect the sustainable nature. The external
communication can be done through the telephonic calls, using the social
media platforms, as well as through mails.
The internal stakeholder consists of the employees of the Vodafone
organization. The communication with the employees of the organization
is build by taking the feedback from them which is conducted annually.
Internal communication is also built for engaging with them as well as
organizing the meetings with the managers. The internal communication
can be done through the websites, newsletters, reports, as well as through
the meetings of the employees. Supplier communication is build through
the organization of the workshop for conducting the assessment of the
suppliers for the purpose of improving the efficiency of the operations.
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Activity 2A 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Activity 2B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to develop and negotiate service
agreements between the human resource team, service providers and client
groups
What details should service agreements include?
Service agreements are the contracts which comprise the one party’s
express statements about the services they will provide and their charges
for it. These may include HR services if outsourced other functions. Service
agreement for Vodafone should consist details as follows:
 Services offered: The services include:
• The platform
• The connectivity services
• The support services available on SIMs
 Terms and conditions: Ascharges for the services provided by
Vodafone, client groups agree to pay the applicable service charges. All
charges are non-refundable unless it is expressly agreed. Applicable late
payment charges or fees will attract 18% p.a.
 Payment: Clients should pay Vodafone all invoiced charges and fees
within the due date of bill or invoice in consideration of Vodafone services.
 Time period: this agreement shall be effective from the effective
date and shall continue for the term set out in the commercial terms.
 Performance requirements: The services offered by Vodafone are
provisioned by third parties and to avail these services their certain terms
to use. Therefore, the client groups must ensure proper compliance which
is in agreement with the terms stated therein.
 Confidentiality clauses: The terms of this agreement is confidential
and shall not be disclosed to the third party without the prior written
consent.The client’s personal information is governed by Vodafone privacy
policy, which is part of this service agreement.
 Ownership of intellectual and other property used or created:
Vodafone and its licensors hole all proprietary rights in the services.
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Vodafone, Vodafone logo and other Vodafone service marks, logos,
graphics and trademarks used in connection with the services are the
registered trademarks of Vodafone. Other service marks, trademarks, logos
and graphics which are used in connection with services are the
trademarks of the third party licensors.
Activity 2B 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 2C
Estimated Time 10 Minutes
Objective To provide you with an opportunity to document and communicate service
specifications, performance standards and timeframes
How can you communicate relevant information about service
specifications, performance standards and timeframes?
The human resources services need to document all relevant information
required and make sure that they are properly communicated to the
service provider via. Face-to-face speaking, E-mail, telephonic
conversations or in writing. The communication should be very clear and of
a time frame in which ambiguities could be clear up by the service
provider. The information needs to be documented for future referencing
and dispute redresses.
Our communication includes following:
SERVICE SPECIFICATION
The services are for the customer groups. To assess these services they
need a device which meets the system and compatibility requirement for
the relevant services, which could change from time to time.
PERFORMANCE STANDARDS
Responsibility for the application of performance test plans, test scripts in
the billing, online, mediation, CRM, or middleware domains in a telecom
environment. Recording the problems and issues in line with the project’s
problem and then issue management plans. Identify and raise defects
using agreed tools and methodologies.
TIMEFRAME
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The preliminary response to general inquiries will be provided within 2-3
working days of the request. A response would be given within an agreed
timeframe with the relevant senior manager.
Activity 2C 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 2D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify and arrange training support if
required
List three types of training support that are available in your
organisation.
Training support and opportunities could provide the employees with the
extra ways to refresh and implant their learning. These could provide them
with professional growth as well as career development.
Vodafone provides their employees with the "opportunities to develop" is
a central part of their people experience. Vodafone trains over 17000
people across the UK last year in our training centres by covering various
topics from the leadership development to customer service skills as well
as advanced sales.
The following three types of training support are available at Vodafone:
LITERACY BASED TRAINING:
We provide people with literacy-based training by combing both our
classroom training with the high-quality virtual training through the blend
of various learning resources.
TECHNICAL TRAINING:
Vodafone also provides their staff members with technical training along
with different learning resources to develop their chosen career. Vodafone
gives access to eight online functional and leadership academics along with
thousands of various learning opportunities.
PROBLEM-SOLVING SKILLS:
Vodafone provides training to develop the problem-solving techniques and
skills of the people at their company. The various learning resources could
be accessed by the employees with the convince of time through their PC
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or mobile phones in form of podcasts, videos, simulations, books, online
learning modules and support guides.
Activity 2D 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 2E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to agree on, and arrange monitoring of
quality assurance processes
Choose a human resource service and list three metrics you could use to
measure its quality.
Quality assurance processes:
These processes are designed to make sure that the human resources
services are of an acceptable level and quality. The processes are designed
in the way to give assurance about the quality human resource services as
different human resource services require the different level of quality
assurance.
For Vodafone, we are choosing the recruitment service of human resource
which might have various conditions relating to disciplinary problems.
To measure the quality recruitment at Vodafone we could use following
tree metrics in the quality assurance processes:
1. The human resources department must have a good and
transparent understanding of the knowledge and skill requirement at each
level or role along with the quality of approaching adequate candidates
and competent employees.
2. The department must be well organised while conducting
interviews and must relevant and applicable questions.
3. They must make sound decisions along with other senior officials
and experts and give the response to every candidate on the timely basis.
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Activity 2E 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Activity 2F
Estimated Time 10 Minutes
Objective To provide you with an opportunity to ensure that services are delivered by
appropriate providers, according to service agreements and operational plans
What may you need to monitor to ensure services are being delivered?
Vodafone needs to ensure that services are delivered by appropriate
providers, as per the service agreements and operational plans while
planning human resource service. The monitoring of service agreements
includes
• The expected outcomes
• Processes utilized
• Details of the operational plans
• Service agreement details
• Complaints
• Key Performance Indicators
• Code of conducts and ethics
• Other details of both operational plans and service agreements.
Be clear with the organisational terms usage and their interpretations. It is
helpful to make sure that human resource providers are familiar with the
company's processes and about the company also.
Activity 2F 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 theactivity 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 circle)
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Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Activity 2G
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify and rectify underperformance of
human resource team or service providers
Define key performance indicators.
The key performance indicator of human resource team at Vodafone:
• The Vodafone is creating high-performance customer-oriented
services, which is clearly a people focused high-performing company
dependent on motivated people connected with company's strategies and
values by delivering high-performance.
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• The global process of Vodafone creating a common style as well as
the feel of management culture of Vodafone reflecting Vodafone's brand
and values.
• Delivering high-performance with Vodafone's team capability over
time. This promotes skill development to managing people effectively and
becoming a tool for feedback and continuous improvement.
• Managing and bringing in people at Vodafone is easy with the
global talent pooling process in comparison to other OpCos.
• One of the Vodafone’s key strategic goals is to build the “best
global Vodafone team”.
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Activity 2G 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 theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
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Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Activity 2H
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify appropriate return on
investment of providing human resource services
What returns on investment may human resource services produce?
The human resource is a "soft industry" doesn't provide quantifiable
financial information or data. Human resource investments could make
people tense or worried as the programs and projects investments by them
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have no tangible outcomes – the improved employee morale and higher
employee satisfaction could be converted into increased revenues or
higher productivity is questionable. But computing return on investment
HR executives could demonstrate their professional worth.
Following are the ROIs produce by human resources at Vodafone:
IMPROVED MORALE:
At Vodafone, employees are treated very well as the central part of the
company. This enhances employees morale and their happiness dealt with
the performance betterment and ultimately in the achievement of
company's goals.
GREATER EMPLOYEE RETENTION OR LESS EMPLOYEE TURNOVER:
People at Vodafone are happy with the values, work culture and code of
ethics which will tend to stay longer in the company and lead to lower
employee turnover rate.
GREATER EMPLOYEE SATISFACTION:
Vodafone’s policy is to help people build their career with development
programs and other professional growth opportunities keep people at
Vodafone satisfied.
ORGANISATIONAL IMPROVEMENT:
Human resource professional in various instances helps to determine the
weak and trouble creating issues in the company's plans and strategy and
make relevant suggestions to make improvements in the organisation.
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Activity 2H 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 3A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to establish systems for gathering and
storing information needed to provide human resource services
Research your organisation’s systems for storing human resources
information.
Vodafone is equipped with the six component Human Resource
Information system which will help in information gathering and storing
human resources information. Our HRIS comprises the following main
components:
DATABASE
It comprises a database to store employee information. Human resource
executives' offer could store all professional data which is accessible at any
time and from anywhere. HR managers collect data regarding employee
compensation details, employee emergency contacts details, and
performance appraisals and reviews. This database could be used to
review to have an online backup in form of paper files.
TIME AND LABOUR MANAGEMENT
Employees could enter their number of hours worked and let managers
verify the vacation applications and data directly inserted in the payroll.
This will enhance the human resource department's facility to get
knowledge about the attendance and punctuality.
PAYROLL FUNCTION
This will help to directly upload and unload the employee hours, salary
payments, and cheques issued and other payroll deposits to staff
members. This will reduce the risk of errors in salary payments.
BENEFITS
Our system facilitates retirement investment as well as medical benefits
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deductions for payroll.
EMPLOYEE OR STAFF INTERFACE
With the limited access to the database employees could update own
personal information, assess pay scales, alter retirement or medical benefit
plans, update or download other relevant and accessible information.
EMPLOYEE RECRUITMENT AND RETENTION
This will enable to find new talent, acquire them, engaged them and finally
retain them. For their retention, it is necessary to provide them with
adequate training, remuneration and benefits from the company.
Activity 3A 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s Not yet satisfactory Satisfactory
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performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Activity 3B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to survey clients to determine level of
satisfaction
What are factors of satisfaction that you can survey?
Client’s satisfaction:
Client satisfaction is the core for a service industry. Their satisfaction is
interlinked with the behaviour and performance of the employees of the
service company. Positive satisfaction keeps employees committed and
engaged in their work. But conflicts could create dissatisfaction and
discouragement. To avoid such dissatisfaction it is needed to conduct
surveys considering the following factors:
• Professional growth prospects
• Continuous job security
• Terms with colleagues
• Pay scales and other monetary benefits
• Company’s transparency and communication
• Organisational advancements
By considering above mentioned factors we could design a survey to check
the level of satisfaction:
1. Survey must include question addressing employee satisfaction.
2. Testing surveys along with questionnaires on the sample group.
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3. Questions should be in easily understandable so that employee’s
shows interest to answer them in depth.
Activity 3Bchecklist – 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 3C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to capture ongoing client feedback for the
review processes
Give three examples of questions you can use to capture client feedback.
The HR department of the Vodafone company ensures that its clients are
satisfied with the services provided by the HR professionals. The Hr
services in Vodafone include telephone systems, computer access for
employees, break facilities etc. The feedback from the clients was collected
regarding the HR services and they gave some suggestions for improving
the Human Resource processes in the Vodafone Company (Stone and
Stone 2013).
The clients believed that the selection process of the Vodafone company
must be improved and proper training must be given to the employees so
that firm’s performance can be improved. The HR department must also
give employees of the company some remuneration for their achievements
and they must also be rewarded for their good work. Money being the
prime motivator it is essential that employees are given salaries as per
their skills and competence level(Stone and Stone 2013). It is the
responsibility of the HR professionals to ensure good employee relations
within the company and with the clients for the long-term growth of the
organization. Some examples of Questions for collecting client’s feedback
for the Vodafone company which were asked as mentioned below.
Q 1. Do you think that the HR department of the Vodafone company is has
effective recruitment and selection process?
Q 2. What according to you should be the prime duties and responsibilities
of an HR manager in the Vodafone company?
Q 3. Is the HR department of Vodafone company using new technologies
for training their employees?
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Activity 3C 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 3D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to analyse feedback and surveys and
recommend changes to service delivery
What changes may you have to human resources?
INTERNAL CHANGESIntroduction of new technologies
It is recommended to the HR department of the Vodafone company to
make use of technological tools and application for training the newly hired
employees in order to gain competitive edge in the business. For example
use of projectors, computer applications, digital training etc. (Boons et al.
2013).Development of training
It is essential that the employees of the company acquire new skills and
techniques for their development needs. Training and continuous
development will ensure that company can deliver performance across all
segments.Identification of employee skills and knowledge
The HR department should identify the skill gap and knowledge of the
employees and should assign the tasks to the employees accordingly.
Employees having low skills and knowledge should be given training for
improving their skills (Kompaso and Sridevi, 2010).Development of business strategy
It is essential that the HR department identify the strengths and
weaknesses of the employees so that new strategies can be formed for
operational excellence. Employees should be motivated for developing
innovative products as a growth strategy (Teece, 2010).
EXTERNAL CHANGES
The extent of competition affects the HR department for hiring qualified
candidates for the company. The HR department should make changes in
recruitment processes like an advertisement, social media, branding etc.,
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in order to attract potential customers for its vacant job position (Teece,
2010).
Activity 3D 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 3E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to obtain approvals to variations in service
delivery from appropriate managers
How can you obtain approval from managers?
In order to implement and make changes it is essential for the HR
managers to take approval from the higher management. Various ways
through which the approval of the appropriate managers can be taken is
described below.
The HR managers should work with the senior managers in order to
address their concerns regarding the need for changing the HR policies,
practices and procedures as per the organization’s goals and objectives
(Daley, 2012). They can urge the senior managers that change is required
in order to gain greater efficiency for employees and growth for the
organization. For example if a change is required in employee training
methods then it can be justified that through technology employees can
perform better in the workplace environment that will reduce the
turnaround time for completion of activities.
Vodafone Company being a telecommunications company require its
employees to be guided by the policies and procedures for seamless and
smooth operations across all departments (Daley, 2012). Hence the HR
department can ask for approval for approval for redefining the company's
policies, change in training and development methods and changes in HR
planning. The HR managers can mail a written document to the senior
managers for getting their approval. The document will list down the need
for change and its advantages with relevant facts and figures.
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Activity 3E 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Activity 3F
Estimated Time 15 Minutes
Objective To provide you with an opportunity to support agreed change processes across
the organisation
What support may you have to provide to human resource services?
The support that needs to be provided to the human resource services is
described below.
• Support needed for Employees, technological support and Financial
support
The senior managers of the Vodafone company need to give support in
order to improve the skills of employees so that their efficiency gets
improved, training will also ensure that employees are learning new things
quickly. Moreover, if the employees of the company are technically trained
then it may result in higher revenues for the company. Training requires
huge cost investments and it is important that managers provide sufficient
funds to the HR department for training and development (Stone and
Stone, 2013).
• Support needed for organizing special events, seminars and workshops
Support is needed to organize seminars and events as individual training
will require a lot of time and money. It is one of the effective ways of
imparting training and learning programs for employees.
• Support for Information Technology in the business activities
The senior managers must give support for implementing business
intelligence and incorporation of communication technologies in the
business. Business intelligence will ensure that data is readily available to
all and is managed properly by the company. Training is also needed for
the communication technologies like the Internet use, video conferencing,
email etc. It is important to train employees with all these technologies in
order to gain a competitive position in the business (Van, et al. 2016).
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Activity 3F 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 4A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to ensure personal behaviour is consistently
ethical and reflects values of the organisation
Where can you find details of required ethical behaviour?
Ethical behaviour
Ethical behaviour means acting in a consistent way to which the society,
member of the organization or communities think are good values. It is
essential for the employees of the Vodafone company to exhibit ethical
behaviour in the organization. The details of ethical behaviour can be
found from many ways like legislation, mission and vision statements of
the company, code of conduct and contracts (Barraquier, 2011).Employees
can exhibit ethical behaviour by being good to other employees of the
organisation, being truthful and loyal to the company, executing their
duties and responsibilities with high integrity and honesty.
Vision Statement
The vision statement of an organization clearly states what the
organization wants to achieve, how it will be achieved and what ethical
practices to follow for achieving mission and goals of the organization
(Kantabutra and Avery, 2010).
Code of Conduct
Ethical behaviour in the organization must be adhered as the rules and
regulations listed under the code of conduct. If employees are found not
adhering to these rules then they are punishable and strict action can be
taken against them by the management of the Vodafone company
(Council, 2012).
Honouring the Proprietary Information
Employees are required to sign contract for not sharing the intellectual
property to others that they have to be loyal and must not give company’s
secrets away (Andersen, et al. 2015).
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Activity 4A 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Learner’s signature
Activity 4B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to ensure code of conduct is observed
across the organisation, and its expectations are incorporated in human
resource policies and practices
How should you investigate complaints about unethical conduct?
Code of Conduct
Code of conduct basically refers to a written document that outlines the
rules and regulations for performing business activities. This document
illustrates the ethical values that one should possess while working in the
organization (Council, 2012).
Ways for Investigating complaints regarding unethical conduct
Complaints
In case of any misconduct in the workplace environment the first step is to
complain about the action to the relevant authorities. The breach in the
code of conduct will be investigated by the members of the HR department
for example if an employee of the organization misbehaves with other
employees then it will be treated as unethical behaviour and disobedience
to the code of conduct. If any employees discloses company’s confidential
information to other then serious action can be taken against that
person(Council, 2012).
Awareness
When an employee signs a contract for working in the organization the
person goes through all the necessary information listed in the contract for
example code of conduct, ethical practices to be followed etc. Moreover
employees are also given training regarding the ethical behaviour and it is
being held in the campus of the organization. Despite that if someone is
found guilty then strict action is taken against that person (Hansen, 2010).
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Activity 4B 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Activity 4C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to observe confidentiality requirements in
dealing with all human resource information
What information may you have to keep confidential?
In dealing with Human resources practices the HR manager of the
Vodafone company has to deal with lot of confidential information that
needs to be protected. Some of these confidential information is explained
below.
Employee Address
The HR managers are responsible to not to disclose the address details of
the employees under any circumstances (McCarthy and Milner, 2013).
Medical Records
The Medical record contains the details about the employee’s past medical
history that should also be protected.
Performance Reviews and Payment details
Performance reviews describes the key components of employee
development. It is a balanced assessment written in a formal document
describing the employee performance in the organization, goals for
professional development, their accomplishments, achievements etc.
(McCarthy and Milner, 2013).
Bank details
Bank details refers to information pertaining to candidates account
number, passport details, address details, nationality, age, gender etc.
It is important that the HR managers of the Vodafone company protect
these confidential information of employees in order to avoid any legal
constraints in the business. In case of breach of confidentiality the
employee of the organization can sue the HR manager in case of breach of
confidentiality. The HR managers can also get terminated from the
organization if they are not able to protect the confidential information of
employees.
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Activity 4C 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Activity 4D
Estimated Time 25 Minutes
Objective To provide you with an opportunity to deal promptly with unethical behaviour
How can you deal with unethical behaviour?
There are many ways of dealing with unethical behaviour. For example if
the employee of an organization misbehaves then the situation must be
handled promptly. The best approach would be to conduct a meeting with
the higher authorities for analysing the cause of unethical behaviour
(Boddy, 2014). Employees can exhibit unethical behaviour because of
several reasons for example they must have some issues with
organizations policies, practices, laws or unethical behaviour arising due to
conflicts among employees etc. It becomes the responsibility of the HR
managers to deal with the situation promptly and find ways to control the
situation by resolving the conflicts.
When investigating an unethical behaviour it is essential that all evidence
both verbal and written is documented and collected in order to study
these evidences for deriving conclusions or solving the problem. The
accused person and the management must discuss the cause of unethical
behaviour and the person accused must be given the chance to defend
his/her case. In case the person is not found guilty then no action needs to
be taken and if there are issues with the management policies then
company takes charge of improving the conditions(Boddy, 2014). It is also
important for the HR managers to consider the severity of the ethical
behaviour and then make give the punishment to the accused person. They
can also consider giving warning to employees for low degree of unethical
behaviour, put them in mediation etc. But in case of high degree of
unethical behaviour employees need to be suspended from work or
immediate termination can also be given.
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Activity 4D 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Activity 4E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to ensure all persons responsible for human
resource functions understand requirements regarding their ethical behaviour
How can you ensure all persons responsible for human resource
functions understand requirements regarding their ethical behaviour?
There are many ways through which the HR managers of the Vodafone
company can ensure that the employees of the company must be
responsible regarding ethical behaviour in the workplace environment.
Some of these effective ways are described below.
Instructions
When an HR manager of the Vodafone company joins the organization it is
essential that the management of the organization provides appropriate
information to the HR managers regarding the code of conduct and
practices to be followed by each member of the organization. The code of
conducted is a written document usually documented by the CEO’s of the
Organization in which various rules, laws and ethical code of conduct is
written for smooth functioning of the organization (Cascio, 2018).
Training Programs
It is important that the HR managers organise some training programs for
making employees understand about the importance of ethical behaviour
in the workplace environment (Cascio, 2018). They should be reminded
about their duties and responsibilities towards the organization by means
of following ethical code of practices.
Coaching and Mentoring
Even the members from the top management of the Vodafone company or
senior HR managers can impart training to employees regarding the
importance of ethical behaviour in the organization. When senior members
take the initiative of coaching and mentoring the employees of an
organization then it has high impact on employees as they understand the
important issues for effectively and responsibly (MacLennan, 2017).
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Activity 4E 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 theactivity 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
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REFERENCES
1. MacLennan, N., 2017. Coaching and mentoring. Taylor & Francis.
2. Cascio, W., 2018. Managing human resources. McGraw-Hill Education.
3. Boddy, C.R., 2014. Corporate psychopaths, conflict, employee affective well-being
and counterproductive work behaviour. Journal of Business Ethics, 121(1), pp.107-121.
4. McCarthy, G. and Milner, J., 2013. Managerial coaching: challenges, opportunities
and training. Journal of Management Development, 32(7), pp.768-779.
5. Council, S.B., 2012. Code of Conduct. London: GOC.
6. Hansen, H., 2010. Code of conduct. Work wear) Retrieved November, 11, p.2010.
7. Andersen, M.K., Svegaard, S. and Ankerstjerne, P., 2015. Linking Customer
Experience with Service Employee Engagement. ISS.
8. Barraquier, A., 2011. Ethical behaviour in practice: Decision outcomes and strategic
implications. British Journal of Management, 22(s1).
9. Kantabutra, S. and Avery, G.C., 2010. The power of vision: statements that resonate.
Journal of Business Strategy, 31(1), pp.37-45.
10. Van Der Aalst, W.M., La Rosa, M. and Santoro, F.M., 2016. Business process
management.
11. Stone, R.J. and Stone, R.J., 2013. Managing human resources. John Wiley and Sons.
12. Daley, D.M., 2012. Strategic human resources management. Public Personnel
Management, pp.120-125.
13. Teece, D.J., 2010. Business models, business strategy and innovation. Long range
planning, 43(2-3), pp.172-194.
14. Kompaso, S.M. and Sridevi, M.S., 2010. Employee engagement: The key to improving
performance. International journal of business and management, 5(12), p.89.
15. Boons, F., Montalvo, C., Quist, J. and Wagner, M., 2013. Sustainable innovation,
business models and economic performance: an overview. Journal of Cleaner Production,
45, pp.1-8.
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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
 Performance – evidence requirements, critical aspects of assessment,performance
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.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios or any
evidence of competency to this workbook.
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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for
this unit.
A signed observation by either an approved third party or the assessor will need to be
included in this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
 Reading:
o critically evaluates and applies content from a range of structurally complex texts
 Writing:
o develops a range of documentation using tone, structure and language suited to context
and audience
 Oral Communication:
o asks questions to gather information and listens carefully to evaluate information
o uses appropriate vocabulary and tone in negotiations
 Numeracy:
o makes basic calculations to ensure work output meets predetermined timeframes
o selects from an expanding range of mathematical strategies when analysing investment
policies
 Navigate the world of work:
o considers and adheres to organisational policies and procedures when developing plans
and strategies
o monitors adherence to legislative and organisational requirements
o appreciates the implications of ethical, legal and regulatory responsibilities related to
own work
o considers own role in terms of its contribution to broader goals of the work environment
 Interacts with others:
o recognises the importance of taking audience, purpose and contextual factors into
account when making decisions about what to communicate to whom, why and how
o collaborates with others to achieve joint outcomes, playing an active role in facilitating
effective group interaction
 Get the work done:
o develops plans for complex, high-impact activities with organisational implications
o uses systematic, analytical processes to solve problems in complex, non-routine
situations
o uses analytical processes to decide on a course of action, establishing criteria for
deciding between options, and seeking input and advice from others
o uses digital technologies and systems safely, legally and ethically when gathering, storing
and accessing information.
Answer the activity in as much detail as possible, considering your organisational
requirements.
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learner should be able to demonstrate their competency in the unit requirements.
1. Read and critically evaluate a document related to human resource services. Identify
three improvements you would make to it.
2. Write a summary of the document in the previous question for a manager. Use
appropriate tone and language.
3. Communicate with one person in the workplace to identify their human resource
needs.
4. For a future project or task, calculate a schedule that will allow you to complete it by
the deadline.
5. Research the organisation requirements and procedures for an area of human
resources, and apply them when developing a related policy.
6. Organise a meeting to discuss a human resources policy. Work collaboratively to
develop proposals on how to improve it.
7. For a decision related to human resources, gather advice and establish criteria to use
when making it.
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Summative Assessments: Section A 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Assessor’s signature
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:
 Identify the key provisions of legal and compliance requirements that apply to managing
human resources
 Summarise the organisation's code of conduct
 Explain human resource strategies and planning processes and their relationship to business
and operational plans
 Describe performance and contract management
 Explain how feedback is used to modify the delivery of human resources.
Answer each question in as much detail as possible, considering your organisational
requirements for each one.
1. Identify the key provisions of legal and compliance requirements that apply to
managing human resources.
2. Research your organisation's code of conduct.
3. How can operational plans inform human resource services?
4. How can you manage human resource service performance?
5. How is feedback used to modify the delivery of human resources?
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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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
A signed observation by either an approved third party or the assessor will need to be
included in this activity as proof of completion.
This activity will enable you to demonstrate the followingperformanceevidence:
 Plan and manage human resource delivery within legislative, organisational and business
ethics frameworks
 Communicate effectively with a range of senior personnel
 Identify and arrange training support where appropriate
 Calculate human resource return on investment within the organisation.
Answer the activity in as much detail as possible, considering your organisational
requirements.
1. In a workplace environment, plan and manage a human resource service delivery.
Ensure that you:
 Follow legislative, organisational and business ethics frameworks
 Communicate effectively with a range of senior personnel
 Identify and arrange training support where appropriate
 Calculate human resource return on investment within the organisation.
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Summative Assessments:Section C 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 circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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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 (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature
Assessor’s signature
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SupplementaryOral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
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Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature
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Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for theunit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learnercompleted all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove
their competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)
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Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature
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