Develop and Manage Performance Management Processes Learner

Name: __________________________
BSBHRM512
Develop and Manage
Performance
Management
Processes
Learner Workbook

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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 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

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 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
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

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 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
 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

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 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.
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 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.

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Observation/Demonstration
Throughout this unit, the learner will be expected to show their competency of
the elements through observations or demonstrations. The observations and
demonstrations will be completed as well as the formative and summative
assessments found in the Learner Workbook. An explanation of demonstrations
and observations:
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking simulation exercise
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers
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. Each task must be observed. You will need to
ensure you provide the learner with the correct equipment and/or materials to
complete the task. You will also need to inform the learner of the time they have
to complete the task; this will once again vary, depending on the task.
Learner should be able to demonstrate they can:
1. Develop integrated performance-management processes
2. Facilitate the implementation of performance-management
processes
3. Coordinate individual or group learning and development
Learners should also demonstrate the following skills:
 Reading
 Writing
 Oral communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done

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Observation Checklist
Candidate’s Name
Assessor or Observer’s
Name Solomon Gomez
Unit of Competence
(Code and Title) BSBHRM512 Develop and Manage Performance
Management Processes
Date of Assessment March 3, 2019
Location 75 Gozzard Street, Gungahlin, 2912 ACT
Demonstration Tasks
Materials and
Equipment
Tasks to be observed, demonstrated
or simulated if appropriate
Yes No Comment
1. Develop integrated performance-
management processes:
Did the learner demonstrate that
they could analyse organisational
strategic and operational plans to
identify relevant policies and
objectives to be addressed in
integrated performance-management
processes?
2. Develop integrated performance-
management processes:
Did the learner demonstrate that
they could develop objectives for
performance-management processes
to support organizational strategy
and goals and to build organizational
capability?
3. Develop integrated performance-
management processes:
Did the learner demonstrate that
they could design methods and
processes for line managers to
develop key performance indicators
for those reporting to them?
4. Develop integrated performance-
management processes:
Did the learner demonstrate that
they could develop organizational
timeframes and processes for formal
performance-management sessions?
5. Develop integrated performance-
management processes:
Did the learner demonstrate that
they could ensure performance-
management processes are flexible
enough to cover the range of the