BSBHRM501 Manage Human Resource Service

Name: ________________________________

1. Assessment criteria for BSBHRM501
2. Manage Human Resource Service
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. Determine strategies for delivery of human resource services
2. Manage the delivery of human resource services
3. Evaluate human resource service delivery
4. Manage integration of business ethics in human resource
practices
Performance Evidence:
Evidence of the ability to:
 Plan and manage human resource
delivery within legislative,
organisational and business ethics
frameworks
 Communicate effectively with a range
of senior personnel
 Identify and arrange training support
where appropriate
 Calculate human resource return on investment within the organisation
Foundation Skills:

P a g e | 3
Reading
 Critically evaluates and applies content from a range of structurally
complex texts
Writing
 Develops a range of documentation using tone, structure and
language suited to context and audience
Oral Communication
 Asks questions to gather information and listens carefully to evaluate
information
 Uses appropriate vocabulary and tone in negotiations
Numeracy
 Makes basic calculations to ensure work output meets predetermined
timeframes
 Selects from an expanding range of mathematical strategies when
analysing investment policies
Navigate the world of work
 Considers and adheres to organisational policies and procedures
when developing plans and strategies
 Monitors adherence to legislative and organisational requirements
 Appreciates the implications of ethical, legal and regulatory
responsibilities related to own work
 Considers own role in terms of its contribution to broader goals of the
work environment
Interact with others
 Recognises the importance of taking audience, purpose and
contextual factors into account when making decisions about what to
communicate to whom, why and how
 Collaborates with others to achieve joint outcomes, playing an active
role in facilitating effective group interaction
Get the work done

 Develops plans for complex, high-impact activities with organisational
implications
 Uses systematic, analytical processes to solve problems in complex,
non-routine situations
 Uses analytical processes to decide on a course of action, establishing
criteria for deciding between options, and seeking input and advice
from others
 Uses digital technologies and systems safely, legally and ethically
when gathering, storing and accessing information
Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
 Identify the key provisions of legal and compliance requirements that
apply to managing human resources
 Summarise the organisation's code of conduct
 Explain human resource strategies and planning processes and their
relationship to business and operational plans
 Describe performance and contract management
 Explain how feedback is used to modify the delivery of human
resources
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:
 Business strategy and operation plans
 Business technology
 Legislation, regulations and codes of practice relevant to staff
recruitment, selection and induction
 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

P a g e | 5
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.

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.

P a g e | 7
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 a 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:
 Determine strategies for delivery of human resource services
 Manage the delivery of human resource services
 Evaluate human resource service delivery
 Manage integration of business ethics in human resource practices
Learners should also demonstrate the following skills:
 Reading
 Writing
 Oral Communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done

Observation/Demonstration Checklist
Unit of Competence
(Code and Title)
BSBHRM501
Manage
Human
Resource
Services
Demonstration Tasks
Materials and Equipment
Tasks to be observed, demonstrated or simulated if
appropriate
Yes No
1. Determine strategies for delivery of human
resource services:
Did the learner demonstrate that they could analyze
business strategy and operational plans to determine
human resource requirements?
2. Determine strategies for delivery of human
resource services:
Did the learner demonstrate that they could review
external business environment and likely impact
on organisation's human resource requirements?
3. Determine strategies for delivery of human
resource services:
Did the learner demonstrate that they could consult
line and senior managers to identify human resource
needs in their areas?
4. Determine strategies for delivery of human
resource services:
Did the learner demonstrate that they could review
organisation's requirements for diversity in the
workforce?
5. Determine strategies for delivery of human
resource services:
Did the learner demonstrate that they could develop
options for delivery of human resource services that
comply with legislative requirements,
organisational policies and business goals?