BSBHRM602 Manage Human Resources Strategic Planning (pdf)

Teacher Remarks:
BSBHRM602

Manage Human
Resources Strategic
Planning

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Learner Workbook
1. Assessment criteria for BSBHRM602
Manage Human Resources Strategic Planning
In this document, you will find the foundation of what is required to become
satisfactory 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 satisfactory within this unit.
NOTE – Re-assessment:
Students will have maximum of two (2) reassessments attempts if competency is
not achieved in the first instance.
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:
1. human resource strategic direction, objectives and targets
2. trends and emerging practices that may have an impact on human
resource management
3. relevant technology
4. recent and potential changes to industrial and legal requirements

5. future labour needs and skills requirements
6. options for sourcing labour
7. 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:
8. budget
9. priorities
10. agreed objectives, targets, programs and practices based on cost-benefit
analysis
11. timeframes
12. risk management
13. 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 to
provide accurate information
Develops and implements strategies that ensure organisational policies, procedures
and regulatory requirements are being met
Interact with others

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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:
14. recruitment options
15. casual labour
16. new graduates or trainees
17. off shore workers
18. outsourcing
19. contractors
20. consultants
Explain the impact of technology on job roles
Outline labour market options for sourcing labour supply
Describe the requirements of a strategic plan.

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 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.
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.
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.
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.