BSBHRM513 Manage workforce planning

FIND A SOLUTION AT Academic Writers Bay

LEARNER WORKBOOK | VERSION 1.2 AUGUST 2018
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Name of Student:
Due Date:
Name of Assessment:
BSBHRM513 Manage workforce planning
LEARNER WORKBOOK
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Table of Contents
Instructions to Learner ………………………………………………………………………………. 4
Assessment instructions……………………………………………………………………………….. 4
Assessment requirements …………………………………………………………………………….. 7
Reasonable Adjustment ……………………………………………………………………………… 8
Assessment Task Coversheet………………………………………………………………………. 9
Observation/Demonstration……………………………………………………………………… 10
Third Party Guide …………………………………………………………………………………….. 11
Activities checklist – for assessor ………………………………………………………………….. 12
Activities…………………………………………………………………………………………………. 13
Activity 1A……………………………………………………………………………………………….. 13
Activity 1B……………………………………………………………………………………………….. 14
Activity 1C……………………………………………………………………………………………….. 15
Activity 2A……………………………………………………………………………………………….. 16
Activity 2B……………………………………………………………………………………………….. 16
Activity 2C……………………………………………………………………………………………….. 17
Activity 2D ………………………………………………………………………………………………. 17
Activity 2E……………………………………………………………………………………………….. 18
Activity 2F……………………………………………………………………………………………….. 19
Activity 2G ………………………………………………………………………………………………. 20
Activity 3A……………………………………………………………………………………………….. 21
Activity 3B……………………………………………………………………………………………….. 22
Activity 3C……………………………………………………………………………………………….. 23
Activity 3D ………………………………………………………………………………………………. 24
Activity 3E……………………………………………………………………………………………….. 25
Activity 4A……………………………………………………………………………………………….. 26
Activity 4B……………………………………………………………………………………………….. 27
Activity 4C……………………………………………………………………………………………….. 28
Activity 4D ………………………………………………………………………………………………. 29
Activity 4E……………………………………………………………………………………………….. 30
Summative Assessments…………………………………………………………………………… 31
Section A: Skills Activity ……………………………………………………………………………… 32
Section B: Knowledge Activity (Q & A) …………………………………………………………… 35
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Summative Assessments: Section B checklist ………………………………………………….. 37
Workplace Documentation – for learner …………………………………………………….. 38
Workplace documents checklist ……………………………………………………………………. 38
 Case Study A……………………………………………………………………………………. 39
 Case Study B……………………………………………………………………………………. 39
 Case Study C……………………………………………………………………………………. 39
 Case Study D …………………………………………………………………………………… 39
 Case Study E……………………………………………………………………………………. 39
 Case Study F……………………………………………………………………………………. 39
 Case Study G …………………………………………………………………………………… 40
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment
task and the terms and conditions relating to the submission of your assessment task.
Please consult with your trainer/assessor if you are unsure of any questions. It is important
that you understand and adhere to the terms and conditions, and address fully each
assessment task. If any assessment task is not fully addressed, then your assessment task
will be returned to you for resubmission. Your trainer/assessor will remain available to
support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and
knowledge of the overall unit of competency. When undertaking any written assessment
tasks, please ensure that you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active
participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and
representing them as your own. Plagiarism is a serious act and may result in a learner’s
exclusion from a course. When you have any doubts about including the work of other
authors in your assessment, please consult your trainer/assessor. The following list outlines
some of the activities for which a learner can be accused of plagiarism:
 Presenting any work by another individual as one’s own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used,
including assessments taken totally or in part from the internet.
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If it is identified that you have plagiarised within your assessment, then a meeting will be
organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the
result in whole or in part of unauthorised collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in plagiarism or other forms of
academic misconduct and, as such, both parties are subject to disciplinary action. Collusion
or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office.
Handwritten assessments will not be accepted (unless, prior written confirmation is provided
by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory
(requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of
competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your
assessor and will be given another chance to resubmit your assessment task(s). If you are
still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of
competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at
any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with
strict confidence, in accordance with the law. However, you are responsible for ensuring that
you do not provide us with anything regarding any third party including your employer,
colleagues and others, that they do not consent to the disclosure of. While we may ask you
to provide information or details about aspects of your employer and workplace, you are
responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.
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Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not
happy with your assessment and/or the outcome as a result of that treatment, you have the
right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you
would like to proceed further with the request after discussions with your trainer/assessor,
you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s)
for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on
request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the
identified needs immediately.
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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third-Party Observation/Demonstration document
must be completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining
competency.
The assessment activities in this workbook assess aspects of all the elements, performance
criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook
and have them deemed satisfactory by the assessor. If you do not answer some questions
or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your
trainer/assessor may ask you supplementary questions to determine your competence. Once
you have demonstrated the required level of performance, you will be deemed competent in
this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit
your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment
policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please
contact your assessor to discuss your options. You have the right to formally appeal any
outcome and, if you wish to do so, discuss this with your trainer/assessor.
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Reasonable Adjustment
As a learner, I have been advised of my rights and responsibilities regarding Reasonable
Adjustment. I understand how it relates to measures or actions that can be taken by an
education provider, to assist me to succeed in my training program where I have identified
myself as having a disability or impairment that could prevent me from fulfilling the
requirements of my chosen program.
I have indicated where necessary, on my enrolment form, those disabilities that may require
a reasonable adjustment to my training schedule and I have ensured that my trainer is aware
of any additional recognised issues that will require changes to the standard delivery of this
program of study. Should any of these circumstances change during my study I will notify
my trainer as soon as possible and my trainer will list these changes here with my signature.
I certify I have read and accept the above information as part of my responsibilities during
my program of study.
Name:
Date:
Change in circumstance
Date
Trainer signature
Student signature
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Assessment Task Coversheet
Students must clearly and accurately complete an Assessment Task Coversheet for all assessment tasks
and other types of evidence to be submitted for a unit(s) of competency. Original work will not be
returned to students as ASMI is required to hold assessments for six months after completion for audit
purposes. Students should retain a copy for their records, ASMI does not accept responsibility for work
that goes missing in postage between the student and the organisation. Any students wishing to have
their original work back after the six-month period should contact the administration office by email
admin@asmitraining.edu.au.
Assessment Task Details:
Assessment Task Name:
Unit Name:
Student Name:
Start Date:
Is this a resubmission?
No
Yes
Student Declaration:
I declare that the above-named Assessment Task is my own work. None of this work has been
completed by any other person and I have not cheated, plagiarised or colluded with any other
students. I have correctly referenced all resources and reference texts through the Assessment
Task. I have read and understood ASMI’s Student Code of Conduct and understand that if I am
found to be in breach of this code, disciplinary action may be taken against me/us by ASMI.
Name:
Signature:
Date:
Assessor Feedback:
Please complete this form and return a copy to the student and forward the original to the
administration office along with the Assessment Task.
The assessment task has been determined as:
Competent
Not Competent
Feedback for the student:
Name:
Signature:
Date:
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements
through observations or demonstrations. Your trainer/assessor will have a list of
demonstrations you must complete or tasks to be observed. The observations and
demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do.
The observation/demonstration will cover one of the unit’s elements.
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. Your trainer/assessor will ensure you are provided with the correct
equipment and/or materials to complete the task. They will also inform you of how long you
have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required
for competency in this unit, as seen in the Learner Guide.
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Third Party Guide
You should supply details of the third party to the assessor before you commence the
activities (see below), unless the assessor has already selected a third party themselves.
The assessor can then contact the third party in instances where they require more evidence
to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will
need to inform the assessor. They will be able to provide you with a simulated environment
in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not
possible, you and your third party should simulate the activity tasks and demonstrations that
you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in
your work role that relate to the unit of competency but are not a part of the formal
assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final
decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third-Party
section in the Observations/Demonstrations document.
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Activities checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activities been answered and performed fully, as required to
assess the competency of the learner?
Yes No
(Please tic box)
Has sufficient evidence and information been provided by the learner
for the activity?
Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s
performance
was:
Not yet satisfactory
Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s
signature
Assessor’s
signature
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Activities
Complete the following activities individually (as applicable to the specific
activity and the assessment environment).
Activity 1A
Objective
To provide you with an opportunity to review current data on staff
turnover and demographics.
1. Identify three types of information that may be considered in
relation to staff turnover.
2. Identify five aspects of employee demographics which may be
taken into consideration.
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Activity 1B
Objective
To provide you with an opportunity to assess factors that may
affect workforce supply.
Refer to Case Study A
1. Give four examples of questions that Sam might ask in relation
to the introduction of new technology.
2. Outline the considerations in relation to competition for
workers, industry changes, and unemployment rates which
Sam might investigate.
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Activity 1C
Objective
To provide you with an opportunity to establish the organisation’s
requirements for a skilled and diverse workforce.
1. What are the four main categories of labour needs?
2. Identify five forms of difference which relate to requirements
for a diverse workforce.
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Activity 2A
Objective
To provide you with an opportunity to review organisational
strategy and establish aligned objectives for modification or
retention of the workforce.
Refer to Case Study B
Give five examples of objectives which Bill might set in
association with his strategies of differentiation and cost
leadership.
Activity 2B
Objective
To provide you with an opportunity to consider strategies to
address unacceptable staff turnover, if required.
Refer to Case Study C
Specify five strategies which Alex could adopt for the purpose of
reducing the levels of staff turnover.
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Activity 2C
Objective
To provide you with an opportunity to define objectives to
retain required skilled labour.
Refer to Case Study D
Specify five methods which Alex might employ for the purpose
of keeping skilled employees who have been working for Poms
bar and grill for some time.
Activity 2D
Objective
To provide you with an opportunity to define objectives for
workforce diversity and cross-cultural management.
1. Identify five aspects of diversity which may be applied to
your workforce.
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2. Give five examples of diversity objectives.
Activity 2E
Objective
To provide you with an opportunity to define strategies to
source skilled labor.
Refer to Case Study D
1. Identify three strategies which Deborah could adopt for the
recruitment and selection of suitable employees for her hair
and beauty business.
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2. Describe four techniques which Deborah could use to
forecast the requirements in relation to future staffing levels
for the Divine hair and Beauty Company
Activity 2F
Objective
To provide you with an opportunity to communicate objectives
and rationale to relevant stakeholders and obtain agreement
and endorsement for objectives and establish targets.
1. Identify five stakeholders who should be informed of
workplace planning objectives and rationale.
2. Specify five ways of communicating with stakeholders.
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3. What measures should be taken in order to increase the
chances of stakeholders agreeing and endorsing workplace
planning objectives?
Activity 2G
Objective
To provide you with an opportunity to develop contingency
plans to cope with extreme situations.
1. Specify three scenarios which contingency plans may be
developed for.
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2. Identify three details which should be included in business
contingency plans.
Activity 3A
Objective
To provide you with an opportunity to implement action to
support agreed objectives for recruitment, training,
redeployment and redundancy.
1. Identify three actions which may be taken for the successful
employment of skilled and diverse employees.
2. Specify four methods of training new recruits.
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3. Which factors should you consider in relation to the
redeployment of established staff members?
Activity 3B
Objective
To provide you with an opportunity to develop and implement
strategies to assist workforce to deal with organisational
change.
Refer to Case Study E
1. Identify five possible barriers to organisational change which
should be accounted for in relation to the workforce plan.
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2. Detail four strategies which John might suggest for the
purpose of assisting the workforce in dealing with
organisational change.
Activity 3C
Objective
To provide you with an opportunity to develop and implement
strategies to assist in meeting the organisation’s workforce
diversity goals.
Refer to Case Study F
1. Detail five strategies which Fraser could implement for the
purpose of increasing the diversity of staff at the Westway
gym and fitness centre.
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2. Specify three strategies which Fraser could adopt for the
purpose of ensuring that employees of different cultural and
ethnic backgrounds are able to successfully adjust to the
organisation.
Activity 3D
Objective
To provide you with an opportunity to implement succession
planning system to ensure desirable workers are developed and
retained.
1. Write a paragraph which defines and explains the purpose of
succession planning.
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2. Give five examples of succession processes.
Activity 3E
Objective
To provide you with an opportunity to implement programs to
ensure workplace is an employer of choice.
Refer to Case Study G
1. Identify five qualities which Matt should establish to ensure
that the employer is an employer of choice.
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2. Detail five measures which Matt could take in order to
achieve the restaurant’s status as an employer of choice.
Activity 4A
Objective
To provide you with an opportunity to review workforce plan
against patterns in exiting employee and workforce changes,
monitor labour supply trends for areas of over- or under-supply
in the external environment, and monitor effects of labour
trends on demand for labour.
1. Identify five methods that may be used when establishing
the need for workforce planning adjustments.
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2. Identify four sources of information which might be referred
to when monitoring labour supply trends in the Australian
business market.
3. Specify five factors that should be considered when
monitoring labour supply trends.
Activity 4B
Objective
To provide you with an opportunity to survey organisational
climate to gauge worker satisfaction.
1. Identify five aspects of worker satisfaction.
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2. Give five examples of questions that may be asked to gauge
the levels of worker satisfaction.
Activity 4C
Objective
To provide you with an opportunity to refine objectives and
strategies in response to internal and external changes and
make recommendations in response to global trends and
incidents.
1. Give four examples of internal changes and four examples of
external changes which may prompt you to adjust your
workforce plans.
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2. Identify five examples of global workforce trends which may
prompt you to make workforce planning recommendations.
Activity 4D
Objective
To provide you with an opportunity to regularly review
government policy on labour demand and supply.
1. Identify four sources of information relating to government
policy on labour demand and supply.
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2. Specify four factors that may influence labour demand and
supply.
Activity 4E
Objective
To provide you with an opportunity to evaluate effectiveness of
change processes against agreed objectives.
Identify five methods which may be used for the evaluation of
change processes.
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Summative Assessments
The summative assessments are the major activities designed to assess your skills,
knowledge and performance, as required to show competency in this unit. These activities
should be completed after finishing the Learner Guide. You should complete these as stated
below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed
by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will
provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks
you a series of questions to confirm your competency for all of the required knowledge in
the unit of competency.
If necessary for the activities, you should attached completed written answers, portfolios or
any evidence of competency to this workbook.
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Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required
skills for this unit.
Where applicable, a signed observation by either an approved third party or the
assessor will need to be included in these activities as proof of completion.
This activity will enable you to demonstrate the following skills:
 Reading
 Writing
 Oral communication
 Numeracy
 Navigate the world of work
 Interact with others
 Get the work done.
Answer the activity in as much detail as possible, considering your organisational
requirements.
1. This practical activity will require you to research and analyse organisational
data relating to staff turnover and demographics. You should identify whether
the levels of turnover and workforce diversity are in alignment with
organisational objectives. It will also be necessary to consult relevant
stakeholders regarding changes which should be made for achievement of the
organisational objectives. You should outline a variety of strategies for the
purpose of addressing staff turnover and managing diversity within your
workforce.
This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your answer.
It should detail what was done, when it was done, the time it was completed
in, the completed actions and the overall outcome of the tasks.
2. This practical activity will require you to develop a survey for the purpose of
establishing your organisational climate. You should include a variety of open
and closed questions which address different aspects of staff satisfaction. It
will then be necessary to trial the survey on a representative sample of
workers. You should use appropriate methods to extract and evaluate the
mathematical information and identify potential organisational changes.
This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your answer.
It should detail what was done, when it was done, the time it was completed
in, the completed actions and the overall outcome of the tasks.
3. It will now be necessary to develop contingency plans in order to address any
problems and issues associated with the potential organisational changes
identified during the previous activity. You should use analytical and thinking
processes in order to identify strategies which will reduce the level of
organisational risk. Appropriate digital tools should be used in the
development of your contingency plans.
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This activity will need to be observed, and a signed record of this observation
(completed by the assessor or third party) should be uploaded in your answer.
It should detail what was done, when it was done, the time it was completed
in, the completed actions and the overall outcome of the tasks.
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Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required
knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 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.
Answer each question in as much detail as possible, considering your
organisational requirements for each one.
1. How may the level of competition in your industry affect the supply of
workers?
2. How many levels of unemployment in your industry affect the supply of
workers?
3. Can you identify five employee rights that are addressed by the Australian fair
work act of 2009?
4. Can you identify three functions of the Australian Fair Work Ombudsman and
Fair Work Commission?
5. Can you provide four examples of labour forecasting techniques?
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Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the
learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment
is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to
assess the competency of the learner?
Yes No
(Please tic box)
Has sufficient evidence and information been provided by the
learner for the activity?
Yes No
(Please tic box)
Comments
Provide your comments here:
The learner’s
performance
was:
Not yet satisfactory
Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s
signature
Assessor’s
signature
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Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted
to the assessor or third party. Indicate in the table below the documents that have been
provided. Please refer to your trainer/assessor if clarification is required or if you have any
further questions on what you are able to provide or use.
Document name/description
Document
attached
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
For RTO use only
Have originals or digital copies been supplied for the workplace
documents?
Yes No
If not originals, have the originals been validated or checked?
Yes No
Learner’s
signature
Assessor’s
signature
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 Case Study A
Sam works within the human resources department of Smart Choice financial
management company. He has been given responsibility for assessing factors which
will have an effect upon workforce supply. The specific factors that Sam is expected
to research and focus upon include the introduction of technology, competition for
workers, industry changes, and unemployment rates.
 Case Study B
Bill has just opened a bicycle shop in the Australian city of Mackay. He will be selling
a wide range of hybrids, mountain bikes, and touring bikes. He will also be providing
a repair and maintenance service. Bill is aware that there are a number of wellknown bike retailers in the city. However, he has set the strategies of differentiation
and cost leadership (offering different types of bikes at affordable prices).
 Case Study C
Alex is the manager of Poms bar and grill. He has been happy with the level of
success in previous years. The bar and grill has earned a good reputation, especially
among English tourists. However, Alex has grown increasingly concerned about the
levels of staff turnover in recent times. He thinks that the causes include the
pressure of working at a busy bar and the opening of other local businesses which
have been offering jobs.
 Case Study D
Deborah is the manager of the Divine hair and beauty company. She has been happy
with the success and progress of her company over the last few years. They have
won a number of awards and been featured in some of the most popular Australian
magazines. Deborah is keen to build on the success by opening new stores in
different areas of Australia. She recognises the need to employ additional staff
members with exceptional skills and experience in the hair and beauty market.
 Case Study E
John is a worker within the human resources department of the Proceed legal
company. He has recently completed a workforce plan which outlines future needs in
relation to the employment of lawyers and other legal experts for expansion of the
company. John has also included details of expected changes in working practices
and methods of customer engagement. He is aware that there is likely to be some
resistance to such change.
 Case Study F
Fraser is the manager of the Westway gym and fitness centre. He is generally happy
with the business and particularly with the quality of the instructors and customer
service staff that he has managed to recruit. However, Fraser would like to increase
the diversity of employees within the organisation to reflect the local community.
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 Case Study G
Matt is the manager of the Sunshine Mediterranean restaurant. He is happy with the
level of success which has been achieved since opening the restaurant. The
customer reviews have been very positive, and the restaurant was recently featured
as one of the Top ten in the Australian state of Queensland. However, Matt is keen
to maintain and build upon the success; establishing the restaurant as an employer
of choice.

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