Recruit, select, and induct written questions

STUDENT
KNOWLEDGE ASSESSMENT TASK
Student Version
Task Number AT 1 Task Name Recruit, select, and induct written questions
Section A - Assessment Information
Qualification
Unit(s) of competency
Pre/Co-requites
SIT60316 Advanced Diploma of Hospitality Management
SITXHRM004 - Recruit, Select and Induct staff
Nil.
Assessment duration and/or due
date
Assessor/Lecturer will provide students with the due dates and
hand in procedure at the commencement of this unit.
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email to
trainer/assessor
☐ Online submission via Learning
Management System (LMS)
SITXHRM004 Recruit select and induct staff
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STUDENT
Assessment Submission Method
Student Declaration
• I certify that the work submitted for this assessment is my own. I have clearly referenced any
sources used in my submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this assessment and all relevant notes, attachments, and reference
material that I used in the production of the assessment;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission
to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________
Task instructions provided to student
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STUDENT
Assessment task description:
 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The written question comprised of twenty-seven (27) written questions
 You must respond to all questions and submit them to your trainer/assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task
 You will receive your feedback within two weeks - you will be notified by your trainer/assessor
when results are available.
Applicable conditions
 All knowledge tests are untimed and are conducted as open book tests (this means you are able to
refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory (S) or Not Satisfactory (NS).
 As you complete this assessment task you are predominately demonstrating your written skills and
knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.
Resubmissions and reattempts
 Where a student’s answers are deemed not satisfactory after the first attempt a resubmission
attempt will be allowed.
 Student may speak to their trainer/assessor if student have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to LCBA assessment policy.
Location
 This assessment task may be completed in a classroom, learning management system - Engage,
workplace, or independent learning environment.
 Trainer/Assessor will provide student further information regarding the location for completing this
assessment task.
Instructions for answering written questions
 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read the
questions carefully and critically analyse them for a few seconds, this will help you to identify what
is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question and
do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,
religion, sexual preference or age. Gender inclusive language should be used.
SITXHRM004 Recruit select and induct staff
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STUDENT
 When you quote, paraphrase, summarise or copy information from the sources you are using to
write your answers/research your work, you must always acknowledge the source.
How trainer/assessor will assess the work
 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is
Not Competent (NC).
 Once all assessment tasks allocated to this unit of competency have been undertaken,
trainer/assessor will complete the assessment outcome in Engage. The outcome will be either
Competent (C) or Not Competent (NC).
Purpose of the assessment
This assessment task is designed to evaluate student’s knowledge essential to recruitment process in
a range of contexts and industry settings and knowledge regarding to the following:
 Knowledge to recognise the recruitment needs based on monitoring of service and efficiency levels
in the organisation.
 Knowledge to consult on staffing needs and job descriptions with colleagues.
 Knowledge to obtain approval for requirement according to organisational policies.
 Knowledge to develop clear and concise selection criteria using job description.
 Knowledge to ensure selection criteria incorporates customer service attitude and experience to
ensure a fit to the position.
 Knowledge to choose and organise selection processes and create and disseminate
advertisements for position.
 Knowledge to process the applications of applicants, review against the selection criteria and
choose applicants further for interview.
 Knowledge to inform unsuccessful applicants of decision and provide other recruitment information
using appropriate media within reasonable timeframes.
 Knowledge to identify any special needs and make necessary arrangement for those progressing.
 Knowledge to document and file records and decision for recruitment based on organisational
policy.
 Knowledge to use merit-based selection criteria adherence to equal employment opportunity
principles and law.
 Knowledge to participate in selection process and evaluate applicants for customer service attitude
and experience to ensure a fit to the position.
 Knowledge to select people based on their attitude, aptitude and fit to existing organisational
culture.
 Knowledge to communicate selection recommendations to appropriate colleagues.
 Knowledge to make employment offers according to procedures and suggest on employment
details to new employees.
 Knowledge to create and maintain accurate, clear and complete records of the selection process.
 Knowledge to plan content and format of induction programs with appropriate information to reflect
organisational objectives and policies.
 Knowledge to liaise with operational colleagues to ensure induction programs are implemented in
a manner that minimises operational disruption.
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STUDENT
 Reading skills to collect, review, interpret/understand and analyse/review text-based business
information from a range/number of sources.
 Written and oral/speech communication knowledge to organise and deliver information to
effectively communicate recruitment processes to a range of stakeholders/interested people.
 Numeracy/numbers- mathematical knowledge to interpret/understand mathematical data.
 Problem solving knowledge to identify deficiencies in the workplace and resolve by appropriate
means.
 Knowledge of teamwork to coordinate, consult with team members about needs and solutions.
 Knowledge to analyse relevant/appropriate information to identify scope/range of work, goals and
objectives and to evaluate/review options/other choices.
 Knowledge to use familiar/known digital technology to access/get to information, document
findings/results and communicate them to stakeholders.
Conditions for assessment
Unit purpose
This unit describes the performance outcomes, skills and knowledge required to coordinate the
recruitment, selection and induction of new staff members within the framework of existing human
resource policies and procedures. It requires the ability to identify recruitment needs, develop selection
criteria, process and evaluate applications, select people according to their attitude, aptitude and fit to
the position and coordinate induction programs.
The unit applies to senior personnel who operate independently or with limited guidance from others,
including dedicated specialist staff or operational or senior managers.
It applies to all tourism, travel, hospitality and event sectors.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time
of publication. What the student can expect to learn by studying this unit of competency:
• Identify recruitment needs
• Administer recruitment
• Select staff
• Plan and organise induction programs
Submission instruction
Trainer/assessor must confirm the assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
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STUDENT
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, LCBA staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which
includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or
web page
• Reproducing lecture notes without proper acknowledgement
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another LCBA student or with individuals or students external to the LCBA. This
applies to work assessed by any educational and training body in Australia.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without LCBA’s approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the LCBA’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in LCBA’s policy. Proven involvement in plagiarism or
collusion may be recorded on the student’s academic file and could lead to disciplinary action.
Unit outcome
• This unit is not graded, and the student must complete and submit all requirements for the
assessment task for this unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not satisfactorily completed (NS) result
for each individual assessment task.
• Final unit result will be recorded as competency achieved/competent (C) or not competency
achieved (NC).
Foundation skills
The foundation skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation
skills essential to performance are explicit in the performance criteria of this unit of competency.
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STUDENT
Relevant legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• Code of ethics and codes of conduct
• Ethical Principles in the Workplace
• Codes of practice
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004
• Work Health and Safety Act 2011
Principles of assessment
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and
consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
For further information about this unit go to https://training.gov.au/Training/Details/SITXHRM004
Additional Information
 This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.
 Students are required to satisfactorily complete and submit all assessment tasks that contribute to
the assessment for this unit.
 Student will be provided with one more attempt to complete this unit assessment, if
trainer/assessor deemed them not satisfactorily completed (NS) in any unit assessment tasks.
 Unit Pre-assessment checks will be reviewed by the trainer/assessor to ensure the student is
ready for the assessment.
 Feedback regarding this assessment can be emailed or forwarded to LCBA for continuously
improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At
its best, feedback should:
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STUDENT
• Be provided for each assessment task
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.
Check with your trainer/assessor if you have any questions about feedback.
Unit pre-assessment check
Purpose of pre-assessment of check.
The pre-assessment check helps students determine if they are ready for assessment. The list of
checks below should be reviewed before the student attempts the assessment. If any items in the pre
assessment checks are incomplete or not clear to the student, the trainer/assessor must provide
relevant information to the student to ensure they understand the requirements of the assessment
task. The student must ensure they are ready for the assessment task before undertaking it.
Information for students:
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to be
completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the complaints and appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these
with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the
answers).
• Please make sure that you have all the required resources needed to complete this assessment
task.
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with your
request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date.
Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs
of any student, but there is a requirement to be flexible about the way in which it is delivered or
assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the
student with a disability to participate in education on the same basis as a student without a
disability.
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