Workforce Planning: BSBHRM513 Learner Workbook Assessment Guide

This document outlines the assessment criteria for BSBHRM513 Manage Workforce Planning, including elements of competency, performance evidence, and foundation skills. It details the requirements for demonstrating competency through various assessment tools like learner workbook activities, observations, major activities, skills and knowledge activities, and case studies. The assessment covers researching workforce requirements, developing workforce objectives and strategies, implementing initiatives, and monitoring workforce trends. It also provides a checklist for observation/demonstration tasks, ensuring learners can review data, assess factors affecting supply, establish organizational requirements, define objectives, implement strategies, and monitor trends. Students are expected to demonstrate skills in reading, writing, communication, numeracy, and workplace navigation. The document emphasizes the importance of a safe environment and access to relevant documentation and resources for assessment.

Name: __________________________________
BSBHRM513
Manage Workforce
Planning
Learner Workbook

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Assessment criteria forBSBHRM513
Manage Workforce Planning
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 amaximum 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. Research workforce requirements
2. Develop workforce objectives and strategies
3. Implement initiatives to support workforce planning objectives
4. Monitor and evaluate workforce trends.
Performance Evidence:
Evidence of the ability to:
 Review and interpret information from a range of internal and external
sources to identify:
o current staff turnover and demographics
o labour supply trends factors that may affect workforce supply
o organisation's workforce requirements objectives and strategies
 Manage workforce planning including developing, implementing, monitoring
and reviewing strategies to meet workforce needs
 Review relevant trends and supply and demand factors that will impact on an
organisation's workforce
 Develop a workforce plan that includes relevant research and specific
strategies to ensure access to a skilled and diverse workforce

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Foundation Skills:
Reading
 Interprets and critically analyses organisational strategy and data on staff
turnover and demographics
Writing
 Uses broad vocabulary, grammatical structure and conventions appropriate to
audience and context to develop strategies, plans or reports
Oral communication
 Conveys information using language, format and style appropriate to a
specific audience
Numeracy
 Extracts and evaluates the mathematical information and applies
mathematical and problem-solving strategies when monitoring labour trends
and surveying organisational climate
Navigate the world of work
 Understands and interprets organisational goals to develop processes,
objectives or strategies relevant to own role requirements
Interact with others
 Selects and implements appropriate communication protocols to liaise with
personnel in a range of work contexts
Get the work done
 Sequences and schedules complex activities, monitors implementation and
manages relevant communication when researching requirements and
developing workforce objectives and strategies
 Makes a range of critical and non-critical decisions in relatively complex
situations, taking a range of constraints into account when assessing factors
affecting workforce supply
 Anticipates potential problems and uses analytical or lateral thinking
processes to formulate contingency plans

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 Uses a range of digital tools to collect data, and to extract, organise and share
information
Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
 Explain current information about external labour supply relevant to the
specific industry or skill requirements of the organisation
 Outline industrial relations relevant to the specific industry
 Describe labour force analysis and forecasting techniques
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:
 An appropriate range of documentation and resources normally used in the
workplace
 Organisational strategic and operational plans
 Organisational policies and procedures
 Business technology
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website:
http://www.ibsa.org.au/companion_volumes

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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 several
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.

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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 several 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:
 Research workforce requirements
 Develop workforce objectives and strategies
 Implement initiatives to support workforce planning objectives
 Monitor and evaluate workforce trends
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/Demonstration Checklist
Unit of Competence
(Code and Title) BSBHRM513 Manage Workforce Planning
Demonstration Tasks
Materials and Equipment
Tasks to be observed, demonstrated or
simulated if appropriate
Yes No Comment
1. Research workforce requirements: Did
the learner demonstrate that they could
review current data on staff turnover and
demographics?
2. Research workforce requirements: Did
the learner demonstrate that they could
assess factors that may affect workforce
supply?
3. Research workforce requirements: Did
the learner demonstrate that they could
establish the organisation's requirements
for a skilled and diverse workforce?
4. Develop workforce objectives and
strategies: Did the learner demonstrate
that they could review organisational
strategy and establish aligned objectives
for modification or retention of the
workforce?
5. Develop workforce objectives and
strategies: Did the learner demonstrate
that they could consider strategies to
address unacceptable staff turnover, if
required?
6. Develop workforce objectives and
strategies: Did the learner demonstrate
that they could define objectives to retain
required skilled labour?
7. Develop workforce objectives and
strategies: Did the learner demonstrate
that they could define objectives for
workforce diversity and cross-cultural
management?

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8. Develop workforce objectives and
strategies: Did the learner demonstrate
that they could define strategies to source
skilled labour?
9. Develop workforce objectives and
strategies: Did the learner demonstrate
that they could communicate objectives
and rationale to relevant stakeholders?
10. Develop workforce objectives and
strategies: Did the learner demonstrate
that they could obtain agreement and
endorsement for objectives and establish
targets?
11. Develop workforce objectives and
strategies: Did the learner demonstrate
that they could develop contingency
plans to cope with extreme situations?
12. Implement initiatives to support
workforce planning objectives: Did the
learner demonstrate that they could
implement action to support agreed
objectives for recruitment, training,
redeployment and redundancy?
13. Implement initiatives to support
workforce planning objectives: Did the
learner demonstrate that they could
develop and implement strategies to
assist workforce to deal with
organisational change?
14. Implement initiatives to support
workforce planning objectives: Did the
learner demonstrate that they could
develop and implement strategies to
assist in meeting the organisation's
workforce diversity goals?
15. Implement initiatives to support
workforce planning objectives: Did the
learner demonstrate that they could
implement succession planning system to
ensure desirable workers are developed
and retained?
16. Implement initiatives to support
workforce planning objectives: Did the
learner demonstrate that they could
implement programs to ensure workplace
is an employer of choice?

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17. Monitor and evaluate workforce
trends: Did the learner demonstrate that
they could review workforce plan against
patterns in exiting employee and
workforce changes?
18. Monitor and evaluate workforce
trends: Did the learner demonstrate that
they could monitor labour supply trends
for areas of over- or under-supply in the
external environment?
19. Monitor and evaluate workforce
trends: Did the learner demonstrate that
they could monitor effects of labour
trends on demand for labour?
20. Monitor and evaluate workforce
trends: Did the learner demonstrate that
they could survey organisational climate
to gauge worker satisfaction?
21. Monitor and evaluate workforce
trends: Did the learner demonstrate that
they could refine objectives and strategies
in response to internal and external
changes and make recommendations in
response to global trends and incidents?
22. Monitor and evaluate workforce
trends: Did the learner demonstrate that
they could regularly review government
policy on labour demand and supply?
23. Monitor and evaluate workforce
trends: Did the learner demonstrate that
they could evaluate effectiveness of
change processes against agreed
objectives?
The candidate’s
performance was:
Not Satisfactory Satisfactory
Further Comments:

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Support Questions for observation checklist
Candidate’s Name
Assessor or Observer’s
Name
Unit of Competence
(Code and Title)
Date of Assessment
Location
The candidate’s performance was: Not Satisfactory Satisfactory
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