Candidate’s assessment kit
AHCBUS511
Manage enterprise staff requirements
Table of Contents
Section 1 – Introduction. 3
About your kit 3
The purpose of this assessment 3
Assessment Steps. 4
Before the Assessment 4
During the Assessment 5
Retention of Completed Assessments. 6
Recording the assessment outcomes. 6
Number of attempts. 6
Appeals. 7
Advice on applying reasonable adjustments. 7
Why so many signatures?. 8
Section 2 – Pre-assessment Checklist 9
Candidate’s declaration. 10
Section 3 – Knowledge Evidence – Answers. 11
Assessment Conditions. 11
Presenting the questions and model responses. 11
Section 3 – Knowledge Assessment – Outcomes. 37
Section 4 – Practical Tasks. 38
Task 1 – Work requirements, job descriptions. 39
Task 2 – Staff engagement 39
Task 3 – Personal development 40
Task 4 – Unacceptable behaviour / conflict 40
Task 5 -Safety. 40
Task 6 –Labour turnover 41
Task 7 – Labour productivity. 42
Task 8 – Performance management 42
Task 9 – Arrange an interview.. 42
Task 10 Workplace verification. 42
Task 10 Workplace confirmation. 43
Section 4 – Practical tasks – outcomesummary. 48
Section 5 – Competency Summary Record Sheet 51
Feedback from candidate. 52
Section 1 – Introduction
This is your assessment kit for the unit of competency AHCBUS511 Manage enterprise staff requirement.
The actual unit of competency is not repeated here but assessors should refer to AHCBUS511 for the details.
However, it is useful to reproduce the unit descriptor and to remind the assessor that this is AQF level 5 unit and as such the quality of the student’s responses should reflect that level of learning.
All assessment activities must be carried out to comply with organisational requirements, work health and safety legislation and codes, sustainability practices and in consultation with the management team.
This assessment kit provides all instructions you need to follow to confirm you can manage staff who work in both operational and strategic roles.
You are expected to be able to take personal responsibility and exercise autonomy in undertaking complex work. You must be able to analyse information and exercise judgement to complete a range of advanced skilled activities when managing all staffing requirements.
You are expected to confirm you skills in a working environment. This is explained later in the section on the practical tasks
About your kit
Your kit contains the assessment activities that you need to complete to establish your competency.
The kit has 5 sections
Section 1: Introduction
Section 2: Your rights and obligations to the assessment process
Section 3: Your knowledge of the water management systems and processes
Section 4: Your ability to plan, implement and monitor water management systems
Section 5 – Competency summary record and candidate’s feedback
The purpose of this assessment
The purpose of the assessment is to confirm that you can perform to the standard required in the workplace, as specified by the training package or a vocational education. The assessment process collects evidence and makes judgements on whether competency has been achieved.
The assessment process is the final stage in confirming if you have the skills and knowledge to perform tasks typical of the workplace.
The following is the performance evidence and knowledge evidence needed to confirm competency in this unit.
An individual demonstrating competency must satisfy all of the elements and performance criteria in this unit.
There must be evidence that you have managed enterprise staff requirements over a production cycle of at least six months, including:
prepared job/task descriptions
arranged employment of workforce members
developed and implemented strategies to manage workforce performance
implemented work health and safety policies, procedures and priorities
reviewed labour productivity
managed the performance of staff
implemented procedures for the administration of staff records
managed industrial relations.
You must also be able to demonstrate the knowledge required to perform the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:
purpose and principles of job/task descriptions
equal opportunity and equal employment opportunity legislation
work health and safety legislation
industrial awards relevant to enterprise activity
performance management approaches
personnel management strategies
employee induction programs
requirements for developing contracts of employment
unfair dismissal legislation
interviewing procedures.
Assessment Conditions
Assessment of skills must take place under the following conditions:
physical conditions:
skills must be demonstrated in a workplace setting or an environment that accurately represents workplace conditions
specifications:
access to legislation, regulations and guidelines for employment
relationships:
access to employees and/or contractors.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Assessment Steps
We have listed the steps to follow when conducting this assessment.
Before the Assessment
Your assessor must ensure that you have received your assessment kit prior to the commencement of the assessment.
If a simulation is used, then your assessor must brief you on the requirements of the simulation and the conditions of the simulation. (Activities 3 and 4 are simulations).
Your assessor must ensure they identify any special needs that you may have in relation to undertaking this assessment. For example, you may have LLN issues, or you may not have access to technology to complete and submit the assessment evidence. If you require assistance, then discuss this with your assessor as soon as possible so they are able to help you including providing reasonable adjustment for those requiring assistance. Adjustments include any changes to the assessment process or context. However, your assessor must not compromise the integrity of the competency.
You must fully understand of the assessment process. Your assessor will clarify the following information prior to the commencement of the assessment:
the purpose of the assessment
the conditions of the assessment, which includes:
the timeframes for each task
the due date for submitting their assessment
the location where the assessment tasks will be undertaken
the essential information required to carry out the assessment (e.g. templates, policy and procedures, etc.)
You must be aware of the mandatory requirements you must perform to be deemed satisfactory for an assessment activity: i.e.
You meet all the requirements outlined in the Student Assessment Guide
Your responses to the questions and tasks must be accurate and relevant
The work you submit must be authentic and in your own words
You must provide reference to any external sources of information used
You must perform all the above points within the deadlines set the Assessor
Complete the assessment within prescribed number of resubmits allowed
Plus, you have the right to appeal all outcomes following the appeals process.
Once this is understood, you will be asked to sign the Pre-Assessment Checklist and declaration provided by your assessor. You will not be assessed until the signed checklist and declaration is held by the assessor or RTO office. .
During the Assessment
Knowledge evidence
You may contact your assessor for information regarding what to do and how to do it. Remember that this is an assessment; therefore, they cannot give you the solutions, answers or even suggestions on what to write. They are limited to clarifying what is required.
Performance evidence
Section 4 details 10 activities with each activity having tasks to complete.
When you submit your assessment, your assessor uses KPI’s and industry based guidelines to benchmark your answers and responses. These are provided in a separate marking guide to ensure consistency in the ‘marking’ of any assessment submitted by any candidate.
Your assessor will provide enough detail to allow you to gain a clear understanding of your performance. This is more relevant when you have not met the standard required
Their comments should be positive and focus on any gaps and strategies for further development.
Your marked assessments will be retained by the assessor
For those students who are deemed ‘Not Yet Competent’ (NYC), you will have the opportunity to be reassessed, but this is limited to one (1) occasion.
Once deemed competent, all assessments, including those did not demonstrate competency, are forwarded to the Administration for filing and the generation of the relevant student records.
For those students who do not wish to undergo reassessment, their NYC assessments are to be forwarded to the Administration for filing.
If the student decides to appeal the process, please instigate the appeals process in accordance with the policies and procedures manual.
Your competency status will be provided by the training company (not the assessor)
Retention of Completed Assessments
All completed assessments are retained for at least six months from the completion of the assessment.
Recording the assessment outcomes
Assessors are to record their observations, feedback and determinations in using the forms provided in the assessor’s checklists (booklet) with the exception of the knowledge questions which are contained in this kit.
Whenever the following panel appears in the assessor’s workbook or in the candidate’s kit, that page must be completed and then removed by to be returned to the RTO where it is kept with the student’s records.
Note, any issues or misunderstanding about the intent of any question or task described in this document, needs to be referred to the Principal as part of the continuous improvement and moderation practices adopted by the RTO again using the space provided in the candidate’s Marking guide.
Number of attempts
The candidate has two (2) opportunities to successfully complete each activity, the record sheets include space to record the number of attempts, for example 1st o, 2nd o. If the response or performance is successful then the appropriate square o
If the response is not successful then place a X in the appropriate square o.
Possible outcomes could be: –
1stü2nd–1stX2ndü1stX2ndX
In the last case the candidate has not successfully completed this assessment and would be deemed not yet competent.
Naturally if they are successful on the 1st attempt there is no need to repeat the assessment.
Candidates that are unsuccessful after the 2nd attempt are not permitted to re-sit the assessment without prior written approval from the Principal. They may continue training and assessment in other units providing this unit is not a pre-requisite for further studies.
Where the candidates’ responses are markedly different to the suggested answer, assessors must use professional judgement when marking these responses. For example, if a candidate provides a different answer to the Marking guide, but the answer is still satisfactory, then they should be marked as satisfactory. The assessor must indicate why that response is deemed satisfactory and subsequently refer that response for moderation.
Appeals
The candidate has the right to appeal any of the assessment outcomes and if they wish to do so should refer to their student handbook to determine how to lodge an appeal. Candidates and assessors should refer to the appeals policy, noting the following is a summary of the actions and responsibilities.
In the first instance an informal approach is to be made to the assessor with any new evidence or to clarify existing evidence. Where the participant is still dissatisfied with the decision then a formal request can be made to the RTO Manager who will refer the assessment to a facilitator who was not involved in the original decision, to review the decision.
If the participant is still dissatisfied with the decision, then a written notice of appeal may be lodged with the RTO requesting an independent review by an external appeal consultant.
Appeals should be lodged within 7 days of the assessment and usually responded to within 21 days however where the RTO considers more than 60 days are required to respond it will inform the appellant, explaining the delay and ensure it regularly updates the appellant on the progress of the appeal. Candidate’s will not be able to re-sit a third and subsequent assessment for this unit without prior written approval from the RTO Manager.
Advice on applying reasonable adjustments
In assessing the competence of individuals, assessors must provide for reasonable adjustments to ensure the assessment principles of fairness and flexibility are addressed. For example, they may respond to situations that reflect their life experiences and or cultural background and you should make adjustments for that.
However, assessors must be confident that reasonable adjustments do not compromise the outcomes of the unit and the integrity of the qualifications and Statements of Attainment issued as certification of achievement.
Where a candidate requires reasonable adjustments, assessors must decide what types of adjustments are needed and then make a judgment about whether these are ‘reasonable’ given the unit content requirements and specifications.
The test of reasonableness is subjective but must be guided by the principles of assessment and the balance between them, as well as the rules of evidence.
Reasonable adjustments may take the form of additional support during the assessment process for example in the provision of particular equipment or software, or changes to the physical environment, or provision of support persons for physical disability or additional time.
An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package.
The use of interpreters would not be a reasonable adjustment for assessment of units in this Training Package as English language is essential.
Similarly, a focus on oral responses in place of documentary evidence would not be reasonable if the unit clearly requires evidence of literacy skills to write, document and record material. Given the focus on cognitive skills in these cases that relate to planning, research, analysis, thinking techniques and evaluation, achieving the competency outcomes may be difficult for people with some learning disabilities or intellectual disabilities.
Where reasonable adjustments have been applied, assessors should ensure the type of adjustments is recorded to guide any further assessments of the candidate and for validation purposes. This can include provisions for the person’s culture, mores and life experiences.
Expected levels of performance.
This unit of competency is related to a Diploma and as such there is an expectation that you can demonstrate technical and theoretical knowledge in a specific area or broad field of work and learning. You are expected to show judgement and defined responsibility in a known or changing context and within broad and defined parameters.
Assessors must be conscious that you can demonstrate the ability to: –
analyse information to complete a range of activities
provide and transmit solutions to sometimes complex problems
transmit information and skills to others
You need to be aware of the expected literacy and numeracy requirements which are consistent with this level of skill and knowledge as you will be expected to be able to read and interpret complex information and development financial and mathematical relationships. you should also be able to articulate complex ideas to a wide group of people.
If there is a concern about your LLN proficiency, you will be contacted by the RTO Manager and they will be able to offer you help and guidance.
Why so many signatures?
BCH is required to comply with Australian Standards for the delivery of training and assessment services. Part of these standards is to demonstrate it has always treated you fairly and that includes when you undertake an assessment.
In many cases the assessor is required to provide you feedback as you progress through your assessment and BCH is required to provide evidence to confirm your assessor has informed you of the outcome of your assessment and make suggestions for improvement or record the steps you can take to continue your learning and or assessment.
With that in mind we ask that you co-operate with us by signing any reports or statements that confirm your assessment. You do not need to sign if you feel uncomfortable in doing so. Let us know if you have any concerns with signing anything.
As always you have the right to appeal any outcome and we ask you to do so in writing according to our procedures.
Section 2 – Pre-assessment Checklist
Candidate’s name: Units of competency:AHCBUS511 Manage enterprise staff requirementTrainer/Assessor: Date:ChecklistComments¨ Discussed the purpose of the assessment. ¨ Discussed the assessment environment and the process covering when the assessment will occur, where the assessment will occur, who will assess the candidate, and the feedback process. ¨ Explained the unit of competency including each element, performance criteria, foundation skill, performance evidence, and knowledge evidence that the candidate will be assessed on. ¨ Discussed the various methods of assessment, assessment instruments, submission requirements and the due date for this unit of competency ¨ Discussed the resources provided by the RTO for the candidate; to undertake this assessment. ¨ Discussed the performance level required for each assessment task. ¨ Discussed the assessment conditions essential for the candidate to carry out each assessment task. ¨ Ensured that the candidate acknowledged they have read and understood the Candidate Assessment Handbook involving following concepts: authenticity of candidate’s workre-submission, re-assessment policy/proceduresappeals processregulatory informationconfidentiality procedures ¨ Discussed the need for the candidate’s signatures throughout the assessment ¨ Discussed any special needs of the candidate and made the necessary arrangements. ¨ Summarised information and allowed candidate to ask questions.
Candidate’s declaration
I, __________________________________________, acknowledge receipt of my assessment kit for the unit of competency AHCBUS511 Manage enterprise staff requirement, which I understand contains all of the assessment activities I will need to complete this unit of competency.
I understand that my assessor will use my assessment kit to ‘mark’ and record the outcomes of my assessment and will extract documents from this kit which are to be kept with my records.
I understand I should always read the assessment activities and the supporting instructions in full before undertaking any of the tasks required therein and if I have any issues with the assessment activity I can discuss it with my trainer and or assessor providing I give reasonable notice.
I am aware that my assessor has been told that should they observe or if I raise issues or express any misunderstanding about the intent of any question or task described in this document, then that will be referred to the RTO Manager as part of the continuous improvement and moderation practices adopted by the RTO. I also acknowledge the RTO will provide reasonable adjustments to facilitate the assessment process without compromising the integrity of the unit. These adjustments may include equipment or software, or changes to the physical environment, or provision of support persons for physical disability or additional time. It does not include the use of interpreters
Recognizing there may-be times when my answer may be expressed differently (reflecting for example my life experiences, culture, literacy and language proficiency, I understand that my assessor is instructed to consider my response and if it is deemed correct my response will be subsequently included in the guide adding to the overall consistency in the process.
I acknowledge I have two (2) opportunities to complete each assessment task without penalty.
If I do not succeed on the second (2nd) attempt I will not be able to undertake any subsequent assessment for this unit without the prior written consent of the Principle.
If I am not satisfied with the assessment outcome I acknowledge I can appeal the result providing I follow the procedures outlined in my handbook.
I acknowledge that if I feel I am not ready to be assessed or believe this assessment is unfair I will contact my assessor to discuss options.
Please tick this box if you understand the assessment instructions outlined above
Please tick this box to consent to being assessed.
Please tick this box to acknowledge that all work submitted by you will be your own work.
Please tick this box to acknowledge that you can appeal the result of the outcome and the process for making an appeal is detailed in your handbook,
Signature: ——————————————————————–Date: ————————
Section 3 – Knowledge Evidence – Answers
Assessment Conditions
In this assessment event candidates could answer these short answer questions in either of two ways:
as a supervised test (they will complete their answers in front of you at a designated time and place)
as a takeaway assignment (they will complete their answers in their own time and submit at a designated time)
In a supervised test the assessment is an open book (they are allowed to use their resources to answer the questions)
In a takeaway assignment, though they have the freedom to complete self-paced, you may put restrictions on the use of resources such as:
it must be their work
it must be in their own words
they must indicate the source of any resource material.
In this Assessor Guide and in the Candidate Assessment kit we have chosen a take-away approach where the candidates can use resources, but they must indicate this and not plagiarise.
Presenting the questions and model responses.
Each question is identified by the following
Question 1 – (KE 2) 1st q 2nd q
Instructions to the candidate
You are to answer each question.
You may write your response in the space provided or you may use a separate piece of paper. If you choose to write your response on another piece of paper, you must include the exact wording of the question. All writing must be legible and properly formatted. If handwriting, PRINT your response in either black or blue pen ONLY.
You will only have two (2) attempts for each question.
After each question, you will see letters and number e.g. (PC 1.1; KE 2.1; PE 3.1). These refer to the performance criteria, knowledge evidence and performance evidence for the unit.
You may use the space provided in this kit but this does not indicate the length of your answer. In most cases you are told to limit your responses to a maximum number of words.
The questions are over the page.
KE 1, ) 1st 0 2nd 0
In 100 words or less explain why you would include the relevant statutory / minimum conditions of employment in a job description?
(KE 1) 1st 0 2nd 0
Identify at least eight (8) elements reflecting the typical structure of a job description. (dot point only)
1 2 3 4 5 6 7 8
(KE 1) 1st 0 2nd 0
List at least 4 (four) attributes that makes a good job title. Limit response to a maximum 15 words per attribute.
1 2 3 4
KE 1 PC 1.1 PE 1, 2,8 1st 0 2nd 0
In 50 words or less, explain the value in having task descriptions for the nursery’s work activities?
(KE 2, PC 1.3 PE 1) 1st 0 2nd 0
Why do most HR specialists recommend the company’s employment arrangements reflect the respective rights and responsibilities of both employer and employee? (Limit response to a maximum 75 words)
(KE 2, PC 1.2) 1st 0 2nd 0
In 75 words or less outline the nature of the equal employment opportunity legislation. Include an outline on how it relates to equity and diversity principles.
KE 3, PC 3.2; PE 5 1st 0 2nd 0
Why would the human resource manager recommend the inclusion of WHS provisions as part of its management responsibilities? Your response is to include four (4) examples showing where the HR requirement overlap with WHS. (Limit your response to a max 100 words
KE 10 PC 3.1, 3.2, 3.3; PE 5 1st 0 2nd 0
Describe (in 75 words or less) how would you integrate the employer’s legal obligations for safety into the nursery’s work practices?
KE 3; PC 3.1, 3.2, PE 5 1st 0 2nd 0
Describe how you would implement work health and safety policies procedures and priorities for a small work group (no more than 15 workers).(Limit response to a max 50 words).
(KE 4 PC 1.2 1st 0 2nd 0
In 75 words (or less) describe why a job description should reflect current industrial relations legislation, relevant codes of practice and employment standards?
(KE 4, PC 1.2, PE 9) 1st 0 2nd 0
Using dot points only, outline the content of the Nursery Federal Award 2020. Cite your source.
KE 5 PC 2.5 PE 6 ) 1st 0 2nd 0
Using the following list describe the differences between any two (2) approaches to the following performance management. (PM) practices: – (i.e.. Total PM, Skills/ competency based PM; Team Driven PM: Continuous learning and coaching PM.) Include in your response a brief review of the impact of formal roles and reporting lines on the approaches selected
Limit your response to 50 words maximum for each approach
KE 5, PC 2.5 PE 6 1st 0 2nd 0
In 50 words or less briefly describe how a performance management strategy can influence labour productivity?
KE 6, PC 2.5 PE 4, 7 1st 0 2nd 0
In 50 words or less outline, how personnel management strategies align with human resource management strategies?
KE 6, PE 4, 7 1st 0 2nd 0
Briefly describe the difference between the strategic, tactical and operational strategies used to manage personnel. Include 2 examples for each strategy. Limit your response to 100 words maximum.
KE 7, PC 2.1 3.2, 3.5 PE 4 1st 0 2nd 0
In dot point form list the structure and key content of an employee induction program? (Be sure to include at least 5 items of content relevant to both the organisational overview and the specific task element.
(KE 7, PC 2.1 3.5 PE 4) 1st 0 2nd 0
In 25 words or less describe why an induction programs should be tailored to each employee?
PK 7 PC 2.1 5.2; PE 8 ) 1st 0 2nd 0
In 50 words or less outline why HR needs the new inductee to acknowledge they have completed and understood their induction.
KE 8; PC 1.4, 2.2, 2.3, 3.3 PE 4 1st 0 2nd 0
There are at least six (6) essential items that comprise an employment contract. List at least five (5) of these. (use dot points only)
1 2 3 4 5
KE 8; PC 1.4; 2.2, 2.3, 3.3 PE 4 1st 0 2nd 0
Your employer wants your advice on the type of contract to use for a contractor. They are uncertain about using the standard employment contract as they are aware of the way the State Revenue regards contractors in terms of payroll tax.
In 50 words or less, explain why you would recommend a separate contract type for contractors.
KE 8 PC 1.4 ,2.2, 2.3; 3.3 PE 4 1st 0 2nd 0
You are asked to draft a contract for a contractor. Apart from the agreement to provide services what other terms would you include. List at least eight (8) terms you would include. (use dot points only)
1 2 3 4 5 6 7 8
KE 8 PC 1.4; 2.2, 2.3, 3.3, PE 4, 9; 1st 0 2nd 0
In 100 words or less briefly explain why the content of the EA is different to a Common Law contract of employment. Include reference to the negotiation processes. Ensure you refer to the procedures described in the Fair Work Act.
(KE 5, 9, PC2.7; PE 7) 1st 0 2nd 0
In dot form only, identify the five (5) key legislative provisions that will impact on the employers options, regarding the lawful dismissal of an employee?
1 2 3 4 5
(KE 5, 6, 9, PC 2.7) 1st 0 2nd 0
In 50 words or less outline what is described as ‘constructive dismissal’. Ensure you include at least one example.
KE 9 PC 2.7, PE 7 1st 0 2nd 0
In 100 words or less outline the three (3) stages in terminating non-performing staff.
KE 11 CA 2 1st 0 2nd 0
In dot form only, outline at least 5 elements you would instruct a supervisor to do as they plan to interview a prospective employee.
1 2 3 4 5
PC 2,4 1st 0 2nd 0
Why would HR specialists recommend that the most appropriate employment arrangements are those based on the needs of both employer and employee and their respective responsibilities and rights? How might this help avoid conflict in the future. Limit response to a max 100 words
PC 2.6 PE 8 1st 0 2nd 0
In 50 words or less outline why an organisation should have policies and procedures relating to disputes and conflict resolution processes?
; PC4.1 ; PE 6 1st 0 2nd 0
Using the table below identify three (3) formal and three (3) informal ways you could identify gaps in the skill and knowledge gaps of your workers. (max 60 words for all 6 ) ways.
.
Formal ways to identify gapsInformal ways to identify gaps
PC 4.2 4.3 PE 6 1st 0 2nd 0
Staff members will be undertaking formal training to achieve a recognized qualification in horticulture and need to attend the local training college once a month. Explain how you would minimise the impact of fewer workers and optimise the use of the college? (Limit to a max 75 words).
PC 5.1, PE 8 1st 0 2nd 0
Compliance is an increasingly complex issue with the variety of Awards, Acts and other legislation that governs how our business operates today. Provide examples for the administrative procedures and processes needed to ensure the organisation meets its legislated HR requirements. Response should include reference to legislation and codes of practice and be limited to dot points.
PC 5.2 PE 8 1st 0 2nd 0
Identify and describe four (4) types of information that can be sourced from staff records and organised to assist with HR decision making? Include in your response the legal obligations associated with managing this information. Dot points only
<<<< End of Questions >>>>
Question numberOutcomeComment why you have determined a NYS outcomeSNYS1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Now record the final outcome on the next sheet over
Section 3 – Knowledge Assessment – Outcomes
Assessors Instructions: Print and complete one of these forms for each candidate. Ensure you inform the candidate of the outcome and highlight the outcome.
Candidate’s Name: Date:
I confirm the above nominated candidate has
Satisfied / Not yet satisfied
the knowledge evidence requirements for the unit of competency AHCBUS511 Manage enterprise staff requirement.
I have advised the candidate of the outcome and if applicable discussed options for re-assessment or the undertaking of further training.
Assessor’s name Assessor’s signatureDate
Candidate to complete the following section
Do not sign this section until the assessment has been marked and you are satisfied with the result.
You also have the right to appeal the outcome. Please first discuss with your assessor.
If you are not satisfied with the outcome, refer to the RTO’s appeals process to lodge a formal appeal.
Your signature below confirms you are satisfied with the outcome of your assessment
Candidate’s signatureDate
Candidate can use this space to tell us how we can improve this assessment activity
*** END OF SECTION 3 – WRITTEN QUESTIONS ***
Assessor
Attach this and the previous page to Section 3 – Assessment Outcome
Section 4 – Practical Tasks
Candidate’s instructions
This is an AQF level 5 unit and as such the quality of your responses and actions should reflect that level of learning. Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:
analyse information to complete a range of activities
provide and transmit solutions to sometimes complex problems
transmit information and skills to others
They will be able to demonstrate autonomy, judgement and defined responsibility in known or changing contexts and within broad but established parameters
The following range of skills that relate to this unit need to be confirmed i.e. the candidate is able to
Prepared job / task descriptions (Task 1)
arrange employment of workforce members (Task 2 & 9)
developed & implemented strategies to manage workforce performance (Task 3, 8)
implemented work health and safety policies, procedures and priorities (Task 5)
reviewed labour productivity (Task 6 & 7)
managed the performance of staff (Task 3)
implemented procedures for the administration of staff records (Task 4 & 9)
managed industrial relations. (Task 4)
In addition to the above, you are required to provide evidence of managing staff, in the workplace. This does not necessarily mean they have to be an employee; it can be based on the nurseries where training is taking place.
To ensure the requirements of the unit are met the candidate needs to prepare and present evidence confirming the application of the following topics
Note
There must be evidence that the individual has managed enterprise staff requirements over a production cycle of at least six months
This is confirmed by the completion of a 3rd party report provided by the workplace and verified by the assessor (TASK 10)
The instructions for each task follow over.
Make sure you read and understand each task before undertaking the activity. If you have any doubts discuss first with your trainer / assessor. Then are permitted to clarify what is required but they can not give you the answers.
Task 1 – Work requirements, job descriptions
The owners of the nursery are looking to expand and feel they need to add 3 positions new to the nursery. The positions are (1) nursery manager, (2) general hand and (3) production planner (P/T).
The details of the nursery are:
Business Name: Smarts Nursery Pty Ltd
ABN 72 587 245 12
Location2795 Logan Rd Beenleigh QLD
Proprietor: Brian & Chris Wild
Trading name: Smart Flowers
Your task is to develop job descriptions and person specifications for each of the three positions and submit them to the owners for endorsement. You will need to research each of the job types to help determine the respective tasks.
Task 2 – Staff engagement
Background
A new employee, Sarah Hastings, is starting on Monday next week. Sarah is 18 years old and undertaking a traineeship (Certificate III in Horticulture). Sarah lives at 1/12 Beenleigh Road Beenleigh and her TFN is 13 345 -678. Her trainee records show her birthdate as 31/03/1996
Sarah will be starting as a fulltime general hand in the nursery working 37.5 hours per 5 day week over a 7 day week roster including the immediate coming Saturday, (Friday is her first day off).
Sarah has previously worked full time in another well-known and reputable local nursery and completed 2 years of her 3 year traineeship. She will continue with her traineeship with you. Her referees spoke highly of her, including her former employer.
She is a grade 2 employee according to the Nursery Award 2020
Her main duties include
Propagation, production and maintenance of plants for sale to retail nurseries, supermarkets, garden centres, landscapers
monitoring plant health
operating and maintaining specialised and advanced machinery
establishing and maintaining planted areas
providing information on plants, products and treatments
installing and operating irrigation systems
Maintaining and propagating plants
Receiving and dispatching plants
Planning and maintaining plant displays
Controlling pests diseases and weeds
Marketing and promotion of plant products and services
Prepare a job description and person specification for the supervisor and include instructions to the supervisor regarding what to include in the Sarah’s induction.
You are also required to set up the Sarah’s staff records that include her employment record, weekly pay, entitlements and award conditions, roster, timesheet and pay slip. (Assume Sarah’s tax is 20% of her gross earnings)
Model templates are provided in the appendix but you are at liberty to use others.
Task 3 – Personal development
During the 6 months since Sarah started, her performance has been exceptional and she has just completed her Certificate III in Horticulture. Her supervisor and work colleagues think highly of her.
During a management meeting with the owners they commented that Sarah has shown maturity and could take on more responsibilities. They also felt she could benefit from gaining independence in making cultural decisions and also develop her talents in planning and coordinating the nursery’s machinery and equipment maintenance programs.
Your task is to present a training plan for Sarah showing how these additional skills will be developed over time. Include in your plan the use of external agencies, performance measures which may be linked to financial incentives such as her pay and entitlements, bonuses etc. and any skills gap training.
Award conditions and entitlements must be included.
Task 4 – Unacceptable behaviour / conflict
Sarah has been an exceptional worker and is well regarded and respected by her colleagues. Today Sarah approached you about a problem she was having with a new employee. The new employee is older and less qualified than Sarah. He is also from a different culture. Sarah has observed the new employee has been not responding positively to her leadership and support lately and is now feeling threatened as the new employee becomes aggressive. Today he openly abused her, telling her she had no right to tell him what to do since she was just a girl.
Describe in detail how you would deal with this situation? Include in your response the approach to performance management criteria that would be linked to the potential termination?
Task 5 -Safety
Sarah continues to be an outstanding employee, taking on tasks and roles with gusto during the past 2 years.
She is particular keen on safety having completed her Certificate IV in WHS and has come to you with a proposal to lift the level of safety consciousness at work. The owners are supportive but want to know how these new safety measures can become part of ‘the way things are done around here’.
Working with Sarah, develop guidelines to assist the development of safety consciousness. This must include safety policies, practices, communication planning consultation training and implementation
Task 6 –Labour turnover
The owners have asked you to provide the cost of staff turnover using last year’s figures using the costs provided in the worksheet
You are to calculate the cost of labour turnover using the cost figures provided.
Separation costs
Exit interview (ex-employee and supervisor) = $70
Administration and record keeping = $100
Replacement Cost
Advertising for full time jobs =$2500
Advertising casual jobs = $500
Employment tests = $250
Management review = $350
Interviews (full time) = $250
Interviews Part time = $125
Induction & Training Cost
Full time (including supervisor) = $120
Training Casuals ) = $500
Employees manual = $30
Supervision full time = $500
Supervision casuals =$1000
Time it takes for a full time to be up to par 1 month
Time it takes for a casual to be at par 5 days
“Average earnings Full time staff $48000
Average earnings casual staff $18000.
What is the total cost of turnover for the all 6 employees and express this as a % of the total cost of turnover.
Task 7 – Labour productivity
Management needs to review the productivity levels of the propagation area but are uncertain as to what needs to be measured. What would you recommend?
Task 8 – Performance management
The nursery has experienced considerable growth over the past 12 months supplying a further 25 retail customers which is a 15% increase in the number of clients and a 28% increase in volume.
One of the strategies to address the risk of failing levels of service is the introduction of a performance management system and you are charged with designing a system. What are some of the challenges you would expect with implementing performance management and what strategies could you use to facilitate its seamless introduction.
Task 9 – Arrange an interview
Whenever someone applies for a job or seeks a promotion that person should be assessed for their suitability, suggesting a carefully conducted selection process should be in place to help select the best candidate.
Your task is to develop a flow diagram that traces the steps from the point at which it is recognized that a ‘position is vacant through to acceptance. The nursery policies include medical and reference checks
Describe the different screening & interview techniques that could be used
Task 10 Workplace verification
The unit requirements specify evidence must be collected from the workplace confirming the individual has managed enterprise staff requirements over a production cycle of at least six months.
This does not mean the candidate must engage exclusively in the management of staff continuously throughout this six-month period, but there must evidence showing engagement over the six months. For example, it is not expected that the candidate will be writing job descriptions for the entire 6 months but would be expected to have contributed to or written or updated or reviewed several job descriptions during this period.
A template is provided for the candidate’s supervisor / manager / employer to complete which is to be used to verify the activities required by this unit of competency are being carried out in the workplace by the candidate.
Task 10 Workplace confirmation
The following is a 3rd party template which is to be completed by the candidate’s employer / supervisor / manager.
The purpose of the template is to confirm the candidate has engaged in the nominated activities over a period of 6 months. It is not necessary that all activities are carried out daily, they just need to be part of their normal activities during this time. For example it is not necessary for the candidate to write job descriptions every day must there must be confirmation they have developed, reviewed or updated job descriptions during this period.
Third‑party evidence report
AHCBUS511 Manage enterprise staff requirement
This template is to be used by the candidate’s employer / supervisor to confirm they have managed enterprise staff requirements over a production cycle of at least six months, including:
prepared job/task descriptions
arranged employment of workforce members
developed and implemented strategies to manage workforce performance
implemented work health and safety policies, procedures and priorities
reviewed labour productivity
managed the performance of staff
implemented procedures for the administration of staff records
managed industrial relations.
Instructions: As part of the process of gathering evidence of competence, reports are sought from the supervisor and other people who work closely with the candidate. In this capacity can you verify if each of the following points apply to the candidate please.Candidate’s name Third-party evidence provided by Relationship to candidate Period of observation Preferred method for contact
For each of the following elements in this table, can you confirm the candidate has engaged in these activities for at least 6 months?YesNo3rd Party’s signature Assessor’s signature Prepared and or reviewed job descriptions for various staff members. This may include revisions to the JD’s to reflect changes in the workplace or in preparation for interviewing new employees. They would need to have Identified tasks and conditions under which work performance occurs Identified industrial relations requirements to ensure adherence to relevant award conditions Determined the most appropriate employment arrangements based on employer and employee needs, responsibilities and rights Reviewed any relevant enterprise agreements and or contracts of employment relating to the JD’sqq Arranged for the employment of workforce members. This would include identifying needs for new / replacement staff, engaging in the advertising / selection processes including preparing for interviews and advising the applicants of the outcomes as well as arranging the induction and records for the new employee.qq Developed and implemented strategies to manage workplace performance. This does not necessarily mean replacing any existing performance management strategy but it can apply to an individual; staff review or team review or recommending improvements to the existing system.qq Implemented WHS policies and procedures / priorities. This can be developing and communicating an SWMS, engaging in site inspections, updating records within the WHSMS, consulting others on safe practices, implementing a code of practice e.g. chemical handling, conducting tool box talks, inducting new employees on safety mattersqq Reviewed labour productivity. This can include activities designed to learn more about achieving better rates of production or utilisation of labour including skill development or redeployment of staff. It may include analysing future HR requirements including numbers, skills governance etc.qq Managed the performance of staff. Theis can include developing and engaging in staff inductions, clarifying employment agreements with employees and contractors, developing and communicating with staff e.g., bulletins. Alerts updates on key projects etc It can also include engaging in or coordinating any performance review, attending to potential conflict or disputes and engaging in termination processesqq Implemented procedures for the administration of staff records. This includes checking the records to ensure any legislative requirement is met updating staff records as they occur e.g. adding training certificates, reports qq Managed industrial relations. This does not mean engaging with unions re enterprise agreements but more to do with ensuring award conditions are met satisfying rights and responsibilities of employers / employees, interpreting conditions pay rates working hours etc.qq Engaging in skill development activities including self and staff. This can be PD programs, formal training, contacting training providers to facilitate WHS licencing needs, ensuring any trainees / apprentices programs are current and maintaining reasonable progress etc.qq Other comments that are applicable Assessor needs to verify the above with the candidate’s supervisor
Section 4 – Practical tasks – outcome summary
Assessors Instructions: Print and complete one of these forms for each candidate. Ensure you inform the candidate of the outcome and highlight the outcome.
Candidate’s Name: Date:________________
Task NumberTask titleSatisfactory?YesNo1Job Descriptions /Person Specificationsqq2Staff engagementqq3Personal Developmentqq4Unacceptable behaviourqq5Safetyqq6Labour turnover / numeracyqq7Labour productivityqq8Performance managementqq9Interview proceduresqq10Workplace confirmationqq
I confirm the above nominated candidate has
Satisfied / Not yet satisfied
the knowledge evidence requirements for the unit of competency AHCBUS511 Manage enterprise staff requirement.
I have advised the candidate of the outcome and if applicable discussed options for re-assessment or the undertaking of further training.
Assessor’s name Assessor’s signatureDate
For the candidate ‘s use
Do not sign this section until the assessment has been marked and you are satisfied with the result.
Candidate’s Signature
Feedback to the candidate
Reviewed with the candidate Yes / No Assessor to sign:Candidates signature Date
Section 5 – Competency Summary Record Sheet
Student ‘s Name:
AssessmentS / NSDateTheory exam Tasks 1- 10 inclusive
Overall Result (circle one)
Competent / Not Yet Competent
Candidate to read and then complete the following section
Do not sign this section until the assessment has been marked and you are satisfied with the result.
You also have the right to appeal the outcome. Please first discuss with your assessor.
If you are not satisfied with the outcome, refer to the RTO’s appeals process to lodge a formal appeal.
Your signature below confirms you are satisfied with the outcome of your assessment
Candidate’s signatureDate
Candidate can use this space to tell us how we can improve this assessment activity
Assessor’s Name:Assessor’s signature Date
Feedback from candidate
Please tell us about your assessment experience. Your feedback plays an important role in developing the quality of your education. In this questionnaire, the term ‘assessment is referring the questions and practical tasks you completed to demonstrate your competency. The term ‘assessor’ refers to person who marked your theory questions and or observed you at work.
Provide one response to each item on the form. Complete using a black or blue pen. Print neatly in CAPITAL letters. Place a clear ‘✗’ inside each box. Leave the box blank if the statement does not apply.
Strongly disagreeDisagreeAgreeStrongly agreeAssessments were based on realistic activities I usually had a clear idea of what was expected of me I felt I could approach my trainer / assessor if I needed help. The assessment resources were available to me when I needed them. The assessor made it clear right from the start what they expected from me. The amount of work I had for the assessment tasks was reasonable. I received useful feedback on my assessments The practical assessments were based on realistic activities The theory questions were challenging, but just about right The instructions were clear
You are at liberty to tell us who you are: –
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