Assessment Criteria for BSBHRM512

Name: __________________________
Assessment Criteria forBSBHRM512
Develop and Manage Performance Management Processes
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

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requirements as well as an assessment tool definition list and the crucial observation and
third-party check lists. As well as all 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 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:
Develop integrated performance-management processes.
Facilitate the implementation of performance-management processes.
Coordinate individual or group learning and development.
Performance Evidence:
Evidence of the ability to:
Develop, implement, monitor and review an organisational performance
management process which supports business goals including analysing the
organisational strategic and operational plan
Design methods for the development of key performance indicators and
formal performance management sessions by line managers
Consult with stakeholders to gain support.
Design, develop, coordinate and implement individual and group learning and
development.
Train line managers and other relevant people to manage performance.
Provide support to line managers to effectively manage performance issues,
including dispute resolution and termination of employment.
Develop approaches to improve performance and address identified
performance gaps.
Foundation Skills:
Reading
Interprets and critically analyses organisational strategic and operational plans
to identify relevant policies and objectives to be addressed.
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Writing
Uses broad vocabulary, grammatical structure and conventions appropriate to
text when developing objectives, designing methods and processes and
reporting.
Oral communication
Conveys information using language, format and style appropriate to a
specific audience.
Uses listening and questioning to extract main ideas from oral texts or to
confirm and clarify understanding.
Numeracy
Selects from, and applies, mathematical and problem-solving strategies when
reporting on success rates of activities.
Navigate the world of work.
Understands and interprets organisational policies and procedures to
formulate processes relevant to own role requirements.
Monitors adherence to legal and regulatory rights and responsibilities for self
and possibly others.
Interact with others
Selects and implements appropriate communication protocols to liaise with
personnel in a range of work contexts
Supports line managers to achieve goals, playing an active role in facilitating
effective group interaction, influencing direction and taking a leadership role
on occasion
Negotiates with others to achieve agreeable outcomes playing an active role
in facilitating consensus in contentious situations
Get the work done
Takes responsibility for developing, implementing and monitoring processes
and strategies to manage performance
Accepts responsibility for planning, scheduling and sequencing complex tasks
to meet organisational and legislative requirements
Uses systematic, analytical processes in complex, non-routine situations,
setting goals, gathering relevant information, and identifying and evaluating
options against agreed criteria
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Uses digital systems and tools to store, access and organise digital
information
Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
List characteristics of a learning organisation
Outline policies and legislation relevant to performance management
Summarise grievance procedures
Explain models for giving feedback and options for skill development
Describe options in the design of performance management processes
Outline role of performance management in relation to broader human
resources and business objectives
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:
Organisational strategic and operational plans
Workplace policies and procedures
Relevant legislation, regulations and codes of practice
Case studies and, where possible, real situations
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 many 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 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.
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 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 many 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.
Develop and Manage Performance Management Processes
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