BSBHRM513 Manage Workforce Planning Learner Workbook

This is a learner workbook for BSBHRM513 Manage Workforce Planning. It includes assessment instructions, requirements, observation/demonstration, third party guide, and activities. The workbook covers all the elements, performance criteria, skills, and knowledge required for the unit of competency. The assessment can be done through direct observation, product-based methods, portfolios, questioning, or third party evidence. The workbook also includes a declaration, candidate details, and a competency record to be completed by the assessor.

BSBHRM513
Manage workforce planning
Learner Workbook

Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – BSBHRM513: Manage workforce planning.............................................................7
Observation/Demonstration............................................................................................................8
Third Party Guide.............................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities.........................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 2A....................................................................................................................................16
Activity 2A checklist – for assessor..............................................................................................17
Activity 2B....................................................................................................................................18
Activity 2B checklist – for assessor..............................................................................................19
Activity 2C....................................................................................................................................20
Activity 2C checklist – for assessor..............................................................................................21
Activity 2D...................................................................................................................................22
Activity 2D checklist – for assessor..............................................................................................23
Activity 2E....................................................................................................................................24
Activity 2E checklist – for assessor...............................................................................................25
Activity 2F....................................................................................................................................26
Activity 2F checklist – for assessor...............................................................................................27
Activity 2G...................................................................................................................................28
Activity 2G checklist – for assessor..............................................................................................29

Activity 3A....................................................................................................................................30
Activity 3A checklist – for assessor..............................................................................................31
Activity 3B....................................................................................................................................32
Activity 3B checklist – for assessor..............................................................................................33
Activity 3C....................................................................................................................................34
Activity 3C checklist – for assessor..............................................................................................35
Activity 3D...................................................................................................................................36
Activity 3D checklist – for assessor..............................................................................................37
Activity 3E....................................................................................................................................38
Activity 3E checklist – for assessor...............................................................................................39
Activity 4A....................................................................................................................................40
Activity 4A checklist – for assessor..............................................................................................41
Activity 4B....................................................................................................................................42
Activity 4B checklist – for assessor..............................................................................................43
Activity 4C....................................................................................................................................44
Activity 4C checklist – for assessor..............................................................................................45
Activity 4D...................................................................................................................................46
Activity 4D checklist – for assessor..............................................................................................47
Activity 4E....................................................................................................................................48
Activity 4E checklist – for assessor...............................................................................................49
Summative Assessments................................................................................................................50
Section A: Skills Activity...............................................................................................................51
Summative Assessments: Section A checklist..............................................................................52
Section B: Knowledge Activity (Q & A).........................................................................................53
Summative Assessments: Section B checklist..............................................................................54
Section C: Performance Activity...................................................................................................55
Summative Assessments: Section C checklist..............................................................................56
Workplace Documentation – for learner........................................................................................57
Workplace documents checklist..................................................................................................57
Supplementary Oral Questions (optional) – for assessor................................................................58
Competency record to be completed by assessor...........................................................................61

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own.Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor.The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will 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.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal.You must first discuss the issue with your trainer/assessor.If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately .

Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration 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.

Candidate Details
Assessment – BSBHRM513:Manage workforce planning
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBHRM513:Manage workforce planning.
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: ____________________________________________________________

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 isoff-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.

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: ___________________

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 20 Minutes
Objective To provide you with an opportunity to review current data on staff turnover and
demographics.
1. Identify three types of information that may be considered in relation to
staff turnover.
The three types of employee turnovers that are required to be analyzed by the
organizational management board are:
 Retirement
 Internal transfers
 Voluntary turnover
The identification of the different turnovers of the organizational workforce helps
in maintaining the different key elements of change in the systems of the
recruitments and balance of payments of the business.
2. Identify five aspects of employee demographics which may be taken into
consideration.
The aspects of the employee demographics that might be considered by the
organization while undertaking the proper functioning of the processes of the
business are:
 Gender
 Ethnic and cultural backgrounds
 Age of the employees
 Employment sector
 The length of services of the employees to determine the seniority

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

Assessor’s signature
Activity 1B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to assess factors that may affect workforce
supply.
Identify five factors that may have an impact upon workforce supply.
The different factors that helps in the identification of the supply of the labor
force in the different operational markets are:
 Economic condition of the nation, which is identified through the GDP
 The availability of skilled workforce in the international markets
 The alignment of the processes that are planned by6 the organization
with the experience of the labour forces available in the markets
 Remuneration systems that are adhered by the organization while
operating in the international markets
 The employability conditions faced by the nation

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:
Learner’s signature

Assessor’s signature
Activity 1C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to establish the organisation's requirements
for a skilled and diverse workforce.
1. What are the four main categories of labour needs?
The categories of labour needs of the organization are:
 Unskilled labour force
 Semi- skilled labour force
 Skilled labour force
 Specialist labour force
2. Identify five forms of difference, which relate to requirements for a diverse
workforce.
The needs of the organization for bringing in a diverse workforce are based on the
identification of the different factors that are being enumerated in this section:
 Innovation in the systems of the business
 Undertaking international trade systems
 Proper formulation of policies
 Negating the discrimination between the different caste, creed and
gender differences
 Smooth functioning of the systems and thereby establish a diverse culture
in the workforce

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
(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
Activity 2A
Estimated Time 10 Minutes
Objective To provide you with an opportunity to review organisational strategy and
establish aligned objectives for modification or retention of the workforce.
Give five examples of objectives which may be set for modification or retention
of the workforce.
Objectives of the organization for retaining the workforce are based on the
following factors:
 Retention of the skilled labour force while operating in the international
markets
 Smooth functioning of the processes
 Undertaking continuous innovation in the processes that are planned by
the business
 Expansion of the business through the smooth performance of the
workforce
 Generating the productivity through a fixed remuneration

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

Assessor’s signature
Activity 2B
Estimated Time 25 Minutes
Objective To provide you with an opportunity to consider strategies to address
unacceptable staff turnover, if required.
1. Identify five possible reasons for unacceptable staff turnover.
The different factors that leads to unacceptable staff turnover are:
 Sudden change in the policies of the organization creating a cause of
inconvenience among the workforce
 Implementation of the different change systems in the processes that are
planned by the business
 Change in the remuneration streams that affects the functioning of the
business while operating in the international markets
 Appointment of employees as expatriates
 Change in the workplace environment
2. Suggest four strategies which may be implemented to address unacceptable
staff turnover.
Strategies that might be undertaken by the organization while considering the
unacceptable staff turnover are:
 Formulation of favourable policies
 Undertaking negotiation with the employees
 Establishing the inter- trust factor between the management of the
organization and the employees
 Formulating proper remuneration and rewards and recognition systems
of the business

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:
Learner’s signature

Assessor’s signature
Activity 2C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to define objectives to retain required
skilled labour.
Identify five steps that may be taken for the retention of skilled employees.
The steps that might be undertaken by the organization to retain the skilled
workforce are:
 Establishing proper interactive session with the employees to identify the
issues that are faced by the same
 Formulating proper remuneration systems
 Creating rewards and recognition systems to keep the employees
motivated and focused
 Undertaking proper training and development projects top empower the
employees
 identifying the issues that are faced by the w3orkforce and thereby bring
in changes in the systems of the business as mitigation steps

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:
Learner’s signature

Assessor’s signature
Activity 2D
Estimated Time 25 Minutes
Objective To provide you with an opportunity to define objectives for workforce diversity
and cross-cultural management.
1. Identify five aspects of diversity which may be applied to your workforce.
The aspects of diversity are :
 Language
 Geographic background
 Gender
 Ethnicity/National origin
 Age
2. Give five examples of diversity objectives.
Examples of the diversity objectives are:
 Fostering the bonding between the diversified people working in the
same working environment
 Understanding and identifying the issues that are faced by the people and
thereby mitigation of the same to undertake smooth performance
 Innovating and excelling in the practices that are undertaken by the
business through the formulation of the proper diversity plans
 Creation of a positive workforce environment
 Boosting the productivity of the organization while operating in the
international markets

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:
Learner’s signature

Assessor’s signature
Activity 2E
Estimated Time 20 Minutes
Objective To provide you with an opportunity to define strategies to source skilled labour.
Give five examples of strategies that may be implemented in order to source
skilled labour.
Strategies that might be implemented by the organization while undertaking the
sourcing of the skilled workforce are:
 Creating advertisements in the different fields to make the candidates
aware of the recruitments
 Updates on the job portals
 Screening the different candidates with the information of the selection
criteria
 Creating a job interface that is employee friendly

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

Assessor’s signature
Activity 2F
Estimated Time 25 Minutes
Objective To provide you with an opportunity to communicate objectives and rationale to
relevant stakeholders and obtain agreement and endorsement for objectives
and establish targets.
1. Identify five stakeholders who should be informed of workplace planning
objectives and rationale.
The stakeholders that might be informed while undertaking workplace planning
objectives and rationale are:
 Managers of the respective departments
 The different units that are concerned with the recruitment procedure
 The HR department of the organization
 The candidates
 The director of the organization
2. Specify five ways of communicating with stakeholders.
Communication with the stakeholders can be established in the five different
ways:
 Emails
 Updates on the job portals
 Newsletters of the organization
 The traditional advertising media
 Social media integration
3. What measures should be taken in order to increase the chances of
stakeholders agreeing and endorsing workplace planning objectives?
Measures that might be utilized while considering the agreement of the
stakeholders to the different procedures are:
 Discussion on the benefits of the different procedures that are
undertaken for recruitments and the manner in which the recruitments
will be helping the organization in maximizing the productivity.

 The identification of the different systems that might be boosted through
the proper functioning of the processes of the recruitments has helped in
maintaining the different levels of changes as per the objectives of the
business.

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)
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
Activity 2G
Estimated Time 20 Minutes
Objective To provide you with an opportunity to develop contingency plans to cope with
extreme situations.
1. Specify three scenarios which contingency plans may be developed for.
The three situations that requires the organization to create contingency
plans are:
 Undertaking an expansion of the enterprises
 Making financial investments
 Creating a positive workforce
2. Identify three details which should be included in business contingency
plans.
Details that are required to be included in a contingency plan are:
 Relevancy of the events as per the likelihood of the contingency
 Time frame for the actions
 Mitigation strategies

Activity 2Gchecklist – 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
Activity 3A
Estimated Time 40 Minutes
Objective To provide you with an opportunity to implement action to support agreed
objectives for recruitment, training, redeployment and redundancy.
1. Identify three actions, which may be taken for the successful employment of
skilled and diverse employees.
Actions taken by the management for the successful employment of skilled and
diverse employees are:
 Formulation of policies for negating discrimination
 Undertaking frequent training and interactive sessions
 Brainstorming mitigation strategies for avoiding the different issues that
might be faced by the workforce
2. Specify four methods of training new recruits.
Methods of training the new recruits are:
 Making the new candidates aware of the policies and the processes of the
organization
 Undertaking a detailed technical training session
 Undertaking interactive session with the employees to identify the issues
that are faced by the same
3. Which factors should you consider in relation to the redeployment of
established staff members?
The redeployment of the existing staff members are based on the following
factors:
 Examining the required skills of the employees on the respective job role
 The identification of the capabilities and the competencies of the same
while operating as per the objectives of the business
 The identification of the needs of the job role

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
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

Assessor’s signature
Activity 3B
Estimated Time 25 Minutes
Objective To provide you with an opportunity to develop and implement strategies to
assist workforce to deal with organisational change.
1. Identify five possible barriers to organisational change.
The barriers to organizational change are:
 Financial barriers
 Human resource barriers
 Plant and infrastructural barriers
 Barriers due to time frame
 Legal barriers
2. Detail four strategies that may be implemented to assist the workforce in
dealing with organisational change.
The organization might make use of the different strategies to enable the
employees to agree to the change. The strategies are:
 Interactive session with the employees
 Fair remuneration policies
 Proper training programs
 Maintaining an approachable management structure

Activity 3B 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
Activity 3C
Estimated Time 25 Minutes
Objective To provide you with an opportunity to develop and implement strategies to
assist in meeting the organisation's workforce diversity goals.
Detail five strategies that may be implemented for the purpose of meeting
workforce diversity goals.
The strategies that are required by the organization while managing the diversity
of the workforce for attaining the goals of the same are:
 Creation of policies for avoiding discrimination in the workforce
 Interacting with the employees to identify the issues and thereby mitigate
the same
 Creating equal employment policies for the organization
 Creation of a proper working environment
 Preventing the clash of mentality through integration of the workforce

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:
Learner’s signature

Assessor’s signature
Activity 3D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to implement succession planning system to
ensure desirable workers are developed and retained.
1. Write a paragraph which defines and explains the purpose of succession
planning.
Contingency plans may be developed by the organization while operating in the
international markets in the following situations:
 When the organization is planning to make an expansion of the processes
and the activities that are undertaken by the same
 Whenever the organization is planning to make a financial investment on
the different processes and the manner in which the systems can be
facilitated
 The change in the organizational policies and the assessment of their
applicability ion the culture of the organization while operating in the
international markets
2. Give five examples of succession processes.
The examples of the different succession processes are based on the identification
of the different systems of the business are:
 Identification of the succession management strategies
 Identification of the competencies
 Documentation and implementation of the succession process plans
 Identification of the critical positions for which the succession process is
undertaken
 Evaluation of the effectiveness of the plans

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:
Learner’s signature

Assessor’s signature
Activity 3E
Estimated Time 30 Minutes
Objective To provide you with an opportunity to implement programs to ensure
workplace is an employer of choice.
1. Identify five general qualities which may be applied to an employer of
choice.
The different qualities that are required in an employer of choice are:
 Empathetic nature
 Clear understanding of the goals of the organization
 Creation of proper solutions to the issues that are faced by the
organization
 Can envision the different prospects of the organization
 Possess clear capabilities of negotiating and convincing the subordinates
2. Detail five measures that may be taken in order to achieve the status of
employer of choice.
The measures that might be undertaken by the employer to achieve the status of
employer of choice are:
 Undertaking proper negotiation with the employees for the
implementation of change in the processes of the business
 Envisioning the different prospects of the vision
 Identifying the goals of the organization to bring in changes in the systems
 Identifying the issues that are faced by the subordinates and mitigates the
same for the smooth performance of the business
 Is approachable by the subordinates

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

Assessor’s signature

Activity 4A

Estimated
Time
30 Minutes
Objective To provide you with an opportunity to review
workforce plan against patterns in exiting
employee and workforce changes, monitor
labour supply trends for areas of over- or
under-supply in the external environment, and
monitor effects of labour trends on demand for
labour.
1. Identify five methods that may be used when
establishing the need for workforce planning
adjustments.
2. Identify four sources of information which
might be referred to when monitoring labour
supply trends in the Australian business
market.
3. Specify five factors that should be considered
when monitoring labour supply trends.

1. The major five methods that may be used in
determining the need for the workforce
planning adjustments are examining the existing
job profiles. This will help the upper level
management to have the idea about the need of
the labour in the organization. The next method
is determining the skill sets for the employees.
The next method is determining the need for
changes in workforce trend. The next method is
gathering feedback from the side of the
employees. The last method is gathering
information about the industry trend.
2. Reserve bank of Australia, Department of job
and small business of Australia, Department of
human resources of Australian government,
third party job portals.
3. Gender gap in the workforce, average age of
the workplace, average skill set of the
employees, sector wise trend of labour supply.

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:
Learner’s
signature
Assessor’s
signature

Activity 4B

Estimated
Time
25 Minutes
Objective To provide you with an opportunity to survey
organisational climate to gauge worker
satisfaction.
1. Identify five aspects of worker satisfaction.
2. Give five examples of questions that may be
asked to gauge the levels of worker
satisfaction.
1. The five aspects of worker satisfaction are: job
security, payment and compensation, effective
communication, skill training and career
development.
2. Will you want to continue with this
organization?
How much will you will rate out of 10 regarding

workplace environment?
Are you satisfied with your payment structure?
Will you recommend your organization to
others?
Are you happy with your promotion and growth
structure?

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
Assessor’s
signature

Activity 4C

Estimated
Time
25 Minutes
Objective To provide you with an opportunity to refine
objectives and strategies in response to internal
and external changes and make
recommendations in response to global trends
and incidents.
1. Give four examples of internal changes and
four examples of external changes which may
prompt you to adjust your workforce plans.
2. Identify five examples of global workforce
trends which may prompt you to make
workforce planning recommendations.
1. Examples of internal changes are: change in
the managerial levels, change in organizational
structure, change in the business operation,
change in the organizational practices and
policies.

Examples of external changes are: Change in the
political scenario, change in social scenario,
change in the market trend and preferences,
changes in business economy.
2. Increase in the gender gap in the workforce,
increase in unskilled labour in the workforce,
reduction in the workforce supply, gap in
workforce supply between different sectors,
increase in labour supply with a particular skill.

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
Assessor’s
signature

Activity 4D

Estimated
Time
20 Minutes
Objective To provide you with an opportunity to regularly
review government policy on labour demand
and supply.
1. Identify four sources of information relating
to government policy on labour demand and
supply.
2. Specify four factors that may influence labour
demand and supply.
1. Reserve bank of Australia, department of
human resources and skill development of
government of Australia, employment board of
Australia and department of corporate affairs of
Australia.
2. Availability of training and development
facilities, availability of job opportunities,

growth of young population and transportation
facilities.

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
Assessor’s
signature

Activity 4E

Estimated
Time
15 Minutes
Objective To provide you with an opportunity to evaluate
effectiveness of change processes against agreed
objectives.
Identify five methods which may be used for the
evaluation of change processes.
 Gathering feedback from the involved
stakeholders. This will help in determining
and identifying the shortcomings in the
implementation process of the change
management.
 Gathering feedback from the employees is
also important due to the reason that
employees are the one who will have the
major experience in the change process.
 Determining the end result of the change
management will also help in comparing
the difference between the organizational

performance before and after change
process.
 Comparing the actual result with that of the
desired outcome will also help to evaluate
the effectiveness of the change processes.
 Benchmarking will also help to evaluate the
change process against the industry
standards.

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

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 attached completed written answers, portfolios or any
evidence of competency to this workbook.

Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
This activity will enable you to demonstrate the following skills:
 Reading
 Writing
 Oral communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done
Answer the activity in as much detail as possible, considering your organisational requirements.
1. This practical activity will require you to research and analyse organisational data relating to
staff turnover and demographics. You should identify whether the levels of turnover and
workforce diversity are in alignment with organisational objectives. It will also be necessary to
consult relevant stakeholders regarding changes, which should be made for achievement of
the organisational objectives. You should outline a variety of strategies for the purpose of
addressing staff turnover and managing diversity within your workforce.
Strategies that will be helping the organization to manage the diversity and staff turnover are:
 Formulation of proper policies that will be helping the organization to manage the
diversity
 Undertaking proper interactions with the employees to bring in changes in the systems
of the business
2. This practical activity will require you to develop a survey for the purpose of establishing your
organisational climate. You should include a variety of open and closed questions which
address different aspects of staff satisfaction. It will then be necessary to trial the survey on a
representative sample of workers. You should use appropriate methods to extract and
evaluate the mathematical information and identify potential organisational changes.
The identification of the changes that are required to be undertaken by the organization is based
on understanding the method of research that is employed by the business. The quantitative
research and the research questionnaire help in understanding the different aspects of the
change that is considered by the business.
3. It will now be necessary to develop contingency plans in order to address any problems and
issues associated with the potential organisational changes identified during the previous
activity. You should use analytical and thinking processes in order to identify strategies, which
will reduce the level of organisational risk. Appropriate digital tools should be used in the
development of your contingency plans.

The contingency plans that will be undertaken by the organization will be based on the
understanding of the issues that are faced by the same while operating in the international
markets.
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
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

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

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

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

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)

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