Assessment Criteria for BSBHRM602 Manage Human Resources Strategic Planning

BSBHRM602
Manage human resources
strategic planning
Student’s Name:
Teacher Remarks:
Teacher’s Name: Syed Saqib Hussain Shah
Date:

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Assessment criteria for BSBHRM602
Manage human resources strategic planning
In this document, you will find the foundation of what is required to become competent in this unit.
For further information on each element, you can refer to the Assessment Matrix. Included in this
document are the elements for the unit, foundation skills, assessment requirements as well as an
assessment tool definition list and the crucial observation and third party check lists. As well as all of
the areas covered here, each student must also complete all workbook activities, case studies and
major activities, where stated, to become competent within this unit.
NOTE – Re-assessment:
Students will have a maximum of two (2) reassessments attempts if competency is not achieved in
the first instance.
The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of
the unit of competency when all components or parts of the assessment are graded as ‘S’ for
Satisfactory. Unsatisfactory results are marked as NS.
Elements for Competency Demonstration
Elements for Competency Assessment:
1. Research planning requirements
2. Develop human resource strategic plan
3. Implement human resource strategic plan
Performance Evidence:
Evidence of the ability to:
 Analyse information from a range of internal and external sources to determine:
o human resource strategic direction, objectives and targets
o trends and emerging practices that may have an impact on human resource
management
o relevant technology
o recent and potential changes to industrial and legal requirements
o future labour needs and skills requirements
o options for sourcing labour
o organisation’s preferences regarding human resources
 Consult and communicate effectively with relevant stakeholders to develop,
implement, monitor and review a strategic human resource plan including:

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o budget
o priorities
o agreed objectives, targets, programs and practices based on cost-benefit
analysis
o timeframes
o risk management
o evaluation against objectives.
Foundation Skills:
Reading
 Organises, evaluates and applies content from a range of structurally complex texts
relating to human resource strategic planning
Writing
 Communicates complex ideas relating to strategic objectives, matching style of
writing to purpose and audience
Oral communication
 Establishes and maintains complex and effective spoken communications in a broad
range of contexts with relevant managers to determine resources preferences,
philosophies and values
Numeracy
 Selects and interprets mathematical information that may be embedded in a range
of tasks and texts to analyse costs and benefits as well as dealing with budgets and
risk management plans
Navigate the world of work
 Ensures knowledge of legislative requirements and products is kept up to date in
order to provide accurate information
 Develops and implements strategies that ensure organisational policies, procedures
and regulatory requirements are being met

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Interact with others
 Selects and uses appropriate conventions and protocols when communicating with
managers at various levels
 Participates in conversations relevant to role responding, explaining, negotiating
and persuading as required
Get the work done
 Sequences and schedules complex activities, monitors implementation and
manages relevant communication when developing the strategic plan
 Makes a range of critical and non-critical decisions in relatively complex situations,
analysing data and taking a range of factors into account when researching planning
requirements and developing the plan
 Gathers and analyses data and seeks feedback to improve plans and processes
 Uses digital technologies to manage business operations and actively investigates
new technologies for strategic and operational purposes
Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
 Describe human resource practices and functions
 Explain the relevant legislative, regulatory and industrial requirements for the
business
 Outline common options for sourcing labour including:
o recruitment options
o casual labour
o new graduates or trainees
o off shore workers
o outsourcing
o contractors
o consultants
 Explain the impact of technology on job roles
 Outline labour market options for sourcing labour supply
 Describe the requirements of a strategic plan.

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Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the workforce development – human
resource development field of work and include access to:
 Relevant legislation, regulations and codes of practice
 The business strategic and operational plan
 Workplace policies and procedures
 Interaction with others.
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes
Any observations and practical assessments must be recorded in the observation checklist. All
practical tasks should be demonstrated during the length of the course. As the instructor, you must
maintain a record demonstrating the date of the practical activities and any comments relevant to
the performance of each student. Where a student is not able to demonstrate competence in a
practical observation activity, further questioning should be put in its place.
As the instructor, you could be assessing the student’s literacy, numeracy and language skills, as well
as the content and context of his/her answers.
In some cases, you will have to adjust and amend the assessment tools, using different and varied
methods (such as oral assessment), to allow students to be assessed according to their needs and
abilities.

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Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Workbook Activities
(Entire completion is required)
Each student should be given a Learner Workbook which
will hold a number of activities, both formative and
summative, that all need to be completed in conjunction
with the appropriate sessions. The PowerPoint, Learner
Guide and instructor should provide further information to
help with the activities.
Observation/Demonstration
(To be completed for each numbered point as
stated on the checklist)
An observation should be completed for each of the
students by the instructor. If the tasks aren’t everyday
actions, a simulated environment is acceptable or a
demonstration can be set up. An observation checklist can
be found at the end of this document.
Major Activity
(Entire completion is required)
A Major Activity is a summative assessment and can be
found in the Learner Workbook, after all of the activities
are completed. This is an extended piece of summative
assessment which should take anywhere between 1-2
hours and every student should complete this work. It is a
requirement for each unit to check knowledge and
understanding.
Skills and Knowledge Activity
(Entire completion is required)
A Skills and Knowledge Activity is a summative assessment
and is found before the Major Activity in the Learner
Workbook. This should take between 1-2 hours and every
student should complete this work. It is a requirement for
each unit to check knowledge and understanding of the
foundation skills and knowledge evidence.
Third Party
(To be completed for each numbered point as
stated on the checklist)
A Third Party checklist is very similar to an Observation
Checklist in its format, but it can be completed by someone
who works with the learner and has witnessed them
completing tasks which coincide with the elements of the
unit. The checklist can be found at the end of this
document.
Case Study
(Entire completion is required)
Not all units will have Case Studies but those that do will be
clearly stated within the PowerPoint and the Learner
Workbook. It will appear as any other activity but it will be
named ‘Case Study’ and will provide an example of a
possible real life situation for the learner to read, interpret
and then answer questions on.
Learner Guide
(To be used as an informational guide)
The Learner Guide links with the Learner Workbook as it
provides the information given during sessions and more. It
can help students to further their knowledge and to also
complete the activities.
Evidence Document
(Not a necessity for completion of unit but can be
used as an aid or to collect further evidence)
The Evidence Document lists all of the Elements and
Performance Criteria with an area for written reports etc,
to add evidence to the student’s portfolio. It can be used
for any of the performance criteria, especially those which
may not have been covered by any other assessment tool.
The student can circle a number of the criteria that they
may feel they need further evidence of or it can be used as
a guide for completing further Observations and Third
Party reports.