Assignment Cover SheetStudent IDStudent NameUnit BSBHRM524

Assignment Cover Sheet
Student ID
Student Name
Unit BSBHRM524 Coordinate Workforce Plan Implementation
Trainer/Assessor Solomon Gomez
Date Submitted February 14, 2022
Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism and Academic Misconduct Policy available in student handbook, college’s website, and student administration.
Declaration of Originality:
By submitting this assignment for assessment, I acknowledge and agree that:
? This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties attached to being found guilty of committing such offence
? No part of this assessment task/work has been copied from any other source without acknowledgement of the source
? No part of this assessment task/work has been written by any other person, except to the extent of team and/or group work as defined in the unit/assessment task
? A copy of the original assessment task/work is retained by me and that I may be required to submit the original assignment to the trainer/assessor upon request
? The trainer/assessor may, for the purpose of assessing this assessment task/work:
o Provide a copy of this assignment to another member of the faculty for review and feedback; and/or
o Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may then retain a copy of this assessment task/work on its database for the purpose of future plagiarism checking
Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and
may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.
I declare that this assessment is my own work.
Student signature: Date:

BSB50320 Diploma of Human Resource Management
Record of Assessment Outcome
Unit: BSBHRM524 Coordinate Workforce Plan Implementation
Name of Student:
Student No:
This tool is designed for use as an Assignment and/or a Project conducted over a series of training sessions, on an individual basis, to collate a range of competencies over a period of time
Tasks to be completed Completed & Satisfactory
Task 1: Case Study: Coates Australia: Strategic Human Resources to Achieve Company Goals YES No
Task 2: Essay: Meeting Workforce Planning Challenges in the Current Economic Climate YES No
Task 3: Project: Develop and Present a Workforce Plan YES No

Overall, the candidate was assessed as: Competent Not Yet Competent
Feedback to candidate:
The candidate has been provided with feedback and informed of the assessment result and the reasons for the decision. Name of Assessor: Solomon Gomez
Signature of Assessor: Solomon Gomez
Date: February 14, 2022
I have been provided with feedback on the evidence I have provided. I have been informed of the assessment result and the reasons for the decision. Name of Student:
Signature of Student:
Date:

LEARNER’S GUIDE
BSB50320 Diploma of Human Resource Management
BSBHRM524 Coordinate Workforce Plan Implementation
Mode | Classroom Delivery

BSBHRM524 Coordinate Workforce Plan Implementation
Supporting: BSB50320 Diploma of Human Resource Management; May also support other qualifications based on respective packaging rules
© Skillworks Australia Pty Ltd, 2021
Copyright:
Provided under license from Skillworks Australia Pty Ltd. All rights reserved.
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Validation History
Date & Place Validation Team Summary Outcomes Action Responsibility

A complete validation report is filed and available for reference.
Version History
Date Version Changes in this Version Implemented on Authority

Table of Contents
1. Introduction 4
2. Unit Overview 4
3. Competency Standards 5
AQF Descriptor 5
4. Delivery Plan 8
Delivery Arrangement 8
Delivery Conditions 8
Lesson Topics and Plan 8
Suggested Learner Resources 10
5. Assessment Plan 17
Assessment Method 17
Submission of Work 18
Assessment Tasks and Schedule 19
6. Assessment Tasks 20
Assessment Task 1 20
Assessment Task 2 26
Assessment Task 3 28
7. Academic Policies and Processes 31
Assignment Cover Sheet 33

Unit of Competency : BSBHRM524 Coordinate Workforce Plan Implementation
Total Delivery Hours : TBA
Schedule : TBA
Cluster/Term : TBA
1. Introduction
Welcome to the learner’s guide for this unit of competency for the qualification BSB50320 Diploma of Human Resource Management. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.
The purpose of this learner’s guide is to:
? Provide you with information on delivery schedule and plan of this unit
? Ensure that you understand how students will be assessed in this unit
? Provide information on assessment methods, strategies, and evidence requirements
? Provide information on learning activities and assessment tasks
? List resources which may assist in student learning and assessment tasks
2. Unit Overview
This unit describes the skills and knowledge required to coordinate the implementation of a workforce plan, including researching requirements, coordination of planning and implementing initiatives and monitoring trends.
The unit applies to individuals who are human resource practitioners or staff members with a role in a policy or planning unit that focuses on workforce planning.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
? Research workforce requirements
? Coordinate workforce objectives and strategies
? Coordinate implementation of initiatives
? Monitor and evaluate workforce trends
As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.
Prerequisite Requirements
This unit does not have a pre-requisite.
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.
3. Competency Standards
This unit is derived from the Business Service training package, BSB for the qualification BSB50320 Diploma of Human Resource Management.
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.
They can also be viewed at:
View Unit
The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.
AQF Descriptor
The Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and 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
? Interpret and transmit solutions to unpredictable and sometimes complex problems
? Transmit information and skills to others
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

Performance Criteria
The following performance criteria specify the required level of performance for each of the elements of competency:
Element Performance Criteria
1. Research workforce requirements
1.1 Review current data on staff turnover and demographics
1.2 Assess factors impacting workforce supply
1.3 Establish organisation’s requirements for a skilled and
diverse workforce
2. Coordinate workforce objectives and strategies
2.1 Consult relevant stakeholders on organisational strategy and establish aligned objectives for modification or retention of the workforce
2.2 Confirm objectives for workforce diversity and cross-cultural management with relevant stakeholders
2.3 Assist determination of strategies to address high staff turnover
2.4 Assist determination of objectives to retain relevant skilled labour
2.5 Assist determination of strategies to source skilled labour
2.6 Communicate plan objectives to relevant stakeholders
2.7 Obtain agreement and endorsement for objectives and establish targets
3. Coordinate implementation of initiatives
3.1 Support implementation of agreed objectives for recruitment, training, redeployment, and redundancy
3.2 Identify strategies to assist workforce to deal with organisational change and coordinate implementation
3.3 Identify strategies to assist in meeting the organisation’s
workforce diversity goals and coordinate implementation
3.4 Coordinate implementation of succession planning system and ensure workers are developed and retained
4. Monitor and evaluate workforce trends
4.1 Review workforce plan against patterns in existing employee and workforce changes
4.2 Monitor labour supply trends for areas of over and under supply in the external environment
4.3 Monitor effects of labour trends on the demand for labour within own organisation
4.4 Coordinate survey of organisational climate and collect worker satisfaction results
4.5 Consult with relevant stakeholders and refine objectives and strategies in response to internal and external changes
4.6 Monitor government policy on labour demand and supply
4.7 Evaluate effectiveness of change processes against agreed objectives

Performance Evidence
Evidence of the ability to:
? Coordinate the implementation of a workforce plan in at least one work area. In the course of the above, the candidate must:
? Review relevant trends and supply and demand factors that will impact on organisation’s workforce
? Review and interpret information from a range of internal and external sources, in order 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.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
? Key features of external labour supply relevant to the specific industry or skill requirements of the organisation
? Key features of industrial relations relevant to the specific industry
? Labour force analysis and forecasting techniques
? Common programs that ensure workplace is an employer of choice
? Key aspects of:
o Staff turnover and demographics factors
o Sources of skilled labour
o Contingency plans
o Strategies for recruitment, training, redeployment, and redundancy
o Strategies to assist in meeting the organisation’s workforce diversity goals
? Format and content of workforce plan according to organisational procedures.

4. Delivery Plan
Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning and/or project sessions. Within the classroom environment, delivery is supported by classroom-based activities, tasks, lectures, and structured lessons. Strategies for classroom-based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.
Delivery Arrangement
The unit will be delivered over a prescribed period (term/semester) in a classroom training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and classroom-based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.
It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment, and workplace practices.
Delivery Conditions
? Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in-class activities and tasks are planned
? On commencement, the learners should review and understand all the course related information including course structure, prerequisites, and competency requirements for each unit of competency
? This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners
? The learners have the responsibility to maintain the required attendance and participate in all the in- class activities and assessment/project tasks to be able to develop the required skills and knowledge.
? The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas
? On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.
Lesson Topics and Plan
The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.
The following topics are covered in the classroom training sessions. The topics for this unit include.

The following topics are covered in the classroom training sessions. The topics for this unit include;
Lesson Topics Activities
1-2
Unit overview, assessment process, assessment conditions, resources Key definitions and concepts
How organisations identify specific labour requirements: Relevance to Strategic Planning
The concept of industrial relations
Industrial Relations: Manufacturing, aviation, services industries Relevant laws, legislations, and guidelines
Research recent changes in Australia IR laws: Discuss in your group
3-4
An overview of the labour market in Australia
Labour force analysis techniques: Job Outlook, Skill Shortages; Small area labour markets; vacancy Reports, market survey,
Manpower/labour forecasting techniques: Qualitative and quantitative techniques
Qualitative techniques: Overview: Nominal group, Delphi technique, Replacement planning, allocation planning, trend analysis
Quantitative techniques: Overview: Regression model, Time-Series model, economic model, Linear programming model, Markov model, scatter plot
Underlying factors in forecasting: Organisational environment, Size/capacity
Perceived uncertainty in labour markets and economy Competition
Examples and discussion
Practical examples of each technique: Real-life case examples and class discussion
Identify potential solutions to workforce planning issues
5-7
Assessing supply and demand:
Understanding strategic and business plans
Identifying human resources requirements from strategic and business plans Reviewing organisational capacities and current workforce
The concept of process re-engineering Planning for aging workforce
Planning for staff utilisation
Identifying the addressing skill shortages Environmental scanning
Supply forecasting Demand forecasting Gap analysis
Examples and discussion
Generate as many barriers as you can think of to effective workforce planning
In your group, take five minutes to develop a quick ‘pitch’ that will provide a compelling reason for the business unit manager to meet with you to discuss workforce planning
8-9
Development of a workforce plan
Potential solutions to workforce planning issues
Developing workforce objectives and strategies: Recruitment, training, redeployment, succession planning and redundancy
Communicating objectives and rationale to relevant stakeholders Developing contingency plans to cope with extreme situations
Implementing workforce plans Translating strategies into actions
Concepts of organisational change
Preparing the workforce/organisations for a change
Case study – Chris’s Dilemma: Discussion: Answer the questions in the case study

10
Monitoring and evaluating workforce plans Monitoring and evaluating workforce trends
Monitoring effects of labour trends on demand for labour Keeping abreast of governmental policy and industry changes Maintaining worker satisfaction
Review and revision
Assessment follow up and feedback
Student Q&A
Note: When developing their session plans, the trainers/assessors are advised to incorporate assessment tasks that need to be, or are scheduled to be, conducted during the sessions. Provisions should also be made for classroom activities and practice.
This is a suggested lesson plan and trainers may modify or improve the plan to enhance unit outcomes and classroom learning. Trainers are encouraged to develop hands-on activities and use a variety of delivery tools including audio-visual resources.
Trainers/assessors should also take note of major assessments that need to be handed out or commenced early in the term.
Suggested Learner Resources
Sloan J., 2008, An Introduction to Workforce Planning, East Street Publications, Australia Stone J. R., 2010, Human Resource Management, John Wiley & Sons, Australia
Bratton J., Gold J., 2007, Human Resource Management: Theory and Practice (4th Ed.), Palgrave Macmillan, Hampshire
United States Government Accountability, 2011, Human Capital: Key Principles for Effective Strategic Workforce Planning, USA
Other Resources
Workforce Planning Australia: http://www.workforceplanning.com.au/index.htm CEO Online: Workforce Planning Articles:
http://www.ceoonline.com.au/expert_talk/strategic_business_plans/workforce_plan.aspx
Referencing Guide
Harvard Referencing Generator:
http://www.harvardgenerator.com/
http://www.citethisforme.com/au/referencing-generator/harvard

Misc. Videos and Online Educational Channels (General ref)
List of some of the online educational channels. Search for the relevant topics and concepts.
Khan Academy Channel https://www.youtube.com/user/khanacademy
#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks https://www.youtube.com/user/TEDtalksDirector/channels
TED ED https://www.youtube.com/user/TEDEducation
Massachusetts Institute of Technology (MIT)
Channel https://www.youtube.com/user/MIT
Google for Education https://www.youtube.com/user/eduatgoogle
Big Think https://www.youtube.com/user/bigthink/videos
Crash Course https://www.youtube.com/user/crashcourse/videos
Microsoft Education https://www.youtube.com/user/Microsoftedu
Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos
Management Skills Courses https://www.youtube.com/channel/UChA8eZO-
WYhdLsv8HlBrJcg/videos
Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos

Assessment Plan
Assessments for this unit have been developed by considering assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands, and can do in order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
? To collect evidence that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge, and employability skills requirements
? To provide feedback to the learners/trainees indicating the areas of improvement and professional development
? To measure the effectiveness of the delivery plan and evaluate the learning outcomes The required assessment criteria are provided in each assessment task for learner’s information. Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.
These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as evidence of participation or example of work completed as part of their learning.
Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;
? Written Assessment Tasks
? Practical/Analytical Tasks
? Test/Examinations
? Projects
? Observation
? Integrated Assessment
The Written Assessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in-class assessments, enabling the trainers to observe the work being undertaken and completed (i.e., demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.
The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.
The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.
Observation forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments, i.e., to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.
Optional/Supplementary Assessments
In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.
? Workplace Verification through RPL application
? Competency Conversation at completion of the unit
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.
Submission of Work
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.
Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager, or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment, or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g., zip or rar.
Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule
The following assessments are planned for this unit;
# Assessment Task/Activity Type Assessment Method
1 Case Study: Coates Australia: Strategic Human Resources to
Achieve Company Goals Individual Written
2 Essay: Meeting Workforce Planning Challenges in the Current
Economic Climate Individual Written
3 Project: Develop and Present a Workforce Plan Individual Written and Observation
These assessment tasks/activities have been described in detail in the following section. Task schedule to be advised by trainer/assessor based on the lesson and session plans.

5. Assessment Tasks
Assessment Task 1:
Assessment Task Case Study: Coates Australia: Strategic Human
Resources to Achieve Company Goals
Schedule TBA
Outcomes Assessed
Performance Criteria:
1.2, 1.3, 2.5, 4.5, 4.7
Addresses some elements of required skills and knowledge as shown in the Assessment Matrix
Description:
Workforce planning is an essential aspect of human resource strategy in organisations. The Human Resource Management (HRM) deals with all aspects of employee and staff management including recruitment, remuneration, market trend analysis, future planning, and employee development. Bartton and Gold (2007) defines strategic human resource management as a process of linking the human resource function with the strategic objectives of the organization in order to improve performance.
Coates is Australia’s leading general hire company, providing a full range of industrial equipment, including the portable power generators and road control signage used at the 2006 Commonwealth Games in Melbourne. Coates has 120 years’ experience in the market, uses a comprehensive branch network (180 in all) and employs over 2000 people. This case study discusses how Coates go about achieving their vision of becoming the $1 billion hire company of first choice for customers, employees, shareholders, and suppliers.
Read the case study (Coates: Strategic Human Resources to Achieve Company Goals) and answer the following questions.
Reference: https://www.afrbiz.com.au/case-studies/coates-the-coates-way/Page-5.html
? Explain the nature and structure of the Coates Hire business. You may elect to visit the website to further explore the businesses listed as part of Coates Hire www.coates.com.au
? Discuss how Coates’s strategic intent and vision may influence its workforce planning taking into
consideration its strengths and weaknesses (Diagram 2)
? Discuss how Coates’s strategic intent and vision may influence its workforce planning
? Comment on how the four outcomes of HR support the strategic intent
? Evaluate the level of employee engagement at Coates Hire based on the data provided Write your answers below.
Q1. Explain the nature and structure of the Coates Hire business. You may elect to visit the website to further explore the businesses listed as part of Coates Hire www.coates.com.au
The nature and structure of the Coates Hire business is very important for everyone because it helps to provide knowledge of various accepts. Some of them are engineering, building construction and maintenance, mining and resources, manufacturing, governments, and various events. If people have their own vision and likes to do something new, then Coates hire is for them. Moreover, Coates are planning to build a better future for all. It has its own business plan, policies and practices which helps to bring people together. People who ever work for this business need to enjoy and move forward to achieve success.
Q2. Identify the various aspects related to the Coates Way – explain the relationship between each of these aspects.
The various aspects of the Coates way are
-Purpose
-Vision
-Critical Success factors
-Values
As every people have their own purpose of life so when they have certain purpose then they start to follow the company vision which later changes into reality. Likewise, employee must value the products of company in us to get better result. As the company has developed four critical success factors to measure accomplishments and establish the success of the company and of its individual.
Q3. Discuss how Coates’s strategic intent and vision may influence its workforce planning taking into
consideration its strengths and weaknesses (Diagram 2)
Q4. Comment on how the four outcomes of HR support the strategic intent
Q5. Evaluate the level of employee engagement at Coates Hire based on the data provided

Assessment Criteria
The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.
? Answered all the case study questions in presence of an assessor
? The answers are within the context of the case situation and reflect understanding of the concepts of HRM and workforce planning
? Described business structure and activities of the company based on online research (added information on the company to the given information within the case)
? Outlined Coates’ key cultural change program, Coates Way, and described its key aspects in relations
to its strategic planning and direction
? As part of Coates Way, described key critical success factors that o measure achievements and determine the success of the company and of individuals
? Outlined Coates’ strategic intent and the expected outcome from the HR strategy
? Described the measures Coates employs to realise its aims and expected outcomes
? Discussed how the company’s vision, business activities and HE strategy might drive its workplace planning processes
? Analysed company’s strengths that impinge upon its ability to attract best and skilled employees
? Analysed company’s weaknesses that impinge upon its susceptibility to organisational changes
? Provided an overview of company’s positive performance spiral and explained how it contribute towards achievement of the Coates Way vision and company’s performance
? Described the key drivers of employee engagement at the company
? Described two key areas of employee developed and the guiding principles that help accomplish its strategic goals
Submission Guidelines
Submit:
? Completed answer sheets
This assessment task must be completed in a designated session in presence of a trainer/assessor.

Assessment Task 2:
Assessment Task Essay: Meeting Workforce Planning Challenges in
the Current Economic Climate
Schedule TBA
Outcomes Assessed Performance Criteria:
1.2, 4.2, 4.3 & Required Knowledge
Addresses some elements of required skills and knowledge as shown in the Assessment Matrix
Description:
One of the biggest challenges organisations faces in workforce planning is to match the supply of staff to the need for them. The task is made more complex by labour market factors, changing supply and demand trends, workplace diversity issues, complexity of specific industries and skill requirements. Some of the challenges identified by Watson Wyatt, a global HR consulting firm, include;
? Attracting critical-skill and top-performing employees
? Scarcity of critical talent as a leading cause
? Retaining skilled and older workers
? Mismatch between organisations’ measurement tools with their priorities
? Resource constraints
In this essay, you will be required to research the workforce planning concepts within the Australian public or private sectors and build a comprehensive argument around key challenges faced by organisations. You may narrow your focus to a specific industry or service sector (e.g., Not-for-Profit, Public Services etc.) to develop the required context and build an emphasis around issues relevant to the industry or the sector. The essay must have a central argument and contain your point of view on the issues, supported by a range of academic evidence (sources).
The essay must be written in your own words and appropriate referencing and citation must be used in all external references (preferred: Harvard referencing system: Your trainer/assessor will provide you with referencing guidelines). There is no specific structure of essay, but it will be expected that you will present your essay with at least three identifiable sections; Introduction, body (main headings) and conclusion.
The essay must contain sources/references from a wide range of publications including books, magazines, journals, and online resources. Only online references will not be accepted. In an event where a book or a publication is accessed online or an electronic format, it should be appropriate referenced using the referencing guide. The essay must contain your own views on the topic and not just the review of the literature. The contents must be coherent and presented in a logical sequence (not just copy and paste from various sources) leading to a conclusion.
You essay should cover, among other issues;
? Issues around labour demand and supply relevant to the specific industry/sector (e.g., Labour supply trends in past few years)
? Techniques used by organisations in forecasting supply and demand
? Economic or other external environmental factors that influence workforce planning
? Issues related to workforce diversity
? Issues related to employee satisfaction and organisational change
Essay should be built around the main topic and present your point of view in a logical flow supported by evidence/arguments/discussion from academic sources. Your trainer would guide you in planning and writing an effective essay. A well written essay would reflect new knowledge and a range of skills in in the subject area.
Word Limit: 1500 words
Assessment Criteria
The following assessment criteria will be used for marking this assessment task;
? Structure and presentation of the essay
? Coherence and logical flow of essay contents
? An overview of the economic climate specific to the industry/sector
? Issues around labour demand and supply
? Supply and demand forecasting techniques and problems/challenges
? Critical workforce planning issues and challenges include skill shortage, diversity, and employee satisfaction
? Originality and uniqueness in writing
? Concise analysis of literature/theory in own words
? Own take on the topic and opinions on issues
? Strength of the issues identified, discussed
? Relevance of the issues identified and discussed to the topic
? Conclusion and closing remarks
? Range of references used to support the arguments
? Appropriate referencing Submission Guidelines Submit:
? An electronic copy of the essay
You essay should cover
1. Issues around labour demand and supply relevant to the specific industry/sector (e.g., Labour supply trends in past few years)
2. Techniques used by organisations in forecasting supply and demand
3. Economic or other external environmental factors that influence workforce planning
4. Issues related to workforce diversity
5. Issues related to employee satisfaction and organisational change

Assessment Task 3:
Assessment Task Project: Develop and Present a Workforce Plan
Schedule TBA
Outcomes Assessed Performance Criteria:
1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2,
3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7
Addresses some elements of required skills and knowledge as shown in the Assessment Matrix
Description:
Workforce planning is an essential part of strategic planning, enabling organisations to have the right skills and capabilities in place to take advantage of improving market conditions. Workforce planning helps identify future workforce needs, optimise the use of the current workforce, and determine the required competencies and skills that help realise organisational goals. An effective workforce plan provides the strategic basis for making human resource decisions.
An important aspect of workforce planning is availability of reliable data on the current workforce. It helps identify trends over time that may prove useful for predictive modelling. As a workforce plan leads to an expected change, organisations should also systematically address the issues driving change as part of the plan.
For the purpose of this assessment plan, you will be provided with a sample business plan. Your task would be to understand the business activities and structure of the organisation to develop the necessary context for your workforce plan (visit organisation’s website for more information, if needed). A workforce planning model suggested by international consulting firm, KPMG, includes the following planning and implementation steps/components.
? Review organisation strategy/value chain
? Research labour market and forces
? Assess existing internal resource pool: quantify its dynamics and characteristics
? Identify future skills demands/needs and gaps: focus on critical and pivotal roles in the value chain
? Define workforce requirements
? Define objectives to retain required skilled as well as for workforce diversity and cross-cultural management
? Build workforce system and model
? Develop resourcing strategy with line managers
? Develop resourcing plan and engage with managers
? Implement and measure
? Integrate with other planning and HR processes
? Monitor and use feedback for improvement
This is provided only as a guide to help you structure your plan and you may not necessarily need to cover all of the above areas. A simplified structure is suggested below. You will need to work with some assumptions based on the given business plan, especially in analyse the current workforce and its capabilities. You may rely on organisational information, published reports and news items to frame your assumptions.
A simplified workforce plan structure will typically include.
? Business Brief (context, current situation)
? Purpose and objectives (focus, expectations, scope, stakeholders)
? Strategic fit (integration with other plans, policies, and procedures)
? Environmental scan (e.g., PEST, SPELT)
? Current labour market, supply, and forces
? Current demand for staffing resources (business plan related)
? Future demand for staffing resources (scenario-based planning)
? Demand/supply analysis (identifying gaps between supply and demand)
? Situation analysis (potential workforce issues and challenges)
? HR strategies including workforce retention, diversity, and cross-cultural management
? Expected costs (budget estimates)
? Action plan (to implement strategies and the workforce plan)
? Monitoring and evaluating strategies and action plan, including employee satisfaction surveys
The above structure is only provided as a suggestion, and you may develop your own structure and headings depending on your specific context of the plan and business situation. However, the plan should be written as a formal business document that can be used in a real-life situation. The focus should be on quality and coherence of the components of the plan. The emphasis should be on originality of the work and extent of research, which should be demonstrated in writing style, plan structure and references. The plan must be word processed and structured with appropriate headings and sub-headings as needed. Where possible, sample tools and techniques for demand and supply analysis and forecast should be suggested to support respective analyses.
When completed, present the plan to the class, assuming the class audience as your target audience. Explain what makes your organisation an employer of choice.
Assessment Criteria
The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.
? The plan is appropriately structured and presented as a formal document reflecting a real-life example
? Appropriate headings and sub-headings are used to structure the contents
? The content flow covers all the required elements of the plan and contains a logical sequence of the topics
? The executive summary is included and provides an overview of the plan
? Business brief demonstrates an understanding of organisation’s business activities and structure
? Plan’s scope outlines the extent of change and implementation of the plan with the organisations
? Plan objectives are specific, measurable, achievable, realistic and time bound
? Objective address the strategic priority areas (business plan) and reflect the expected achievements from the plan
? Strategic integration outlines how the plan would fit into organisation’s business planning and
governance frameworks and the relevant HP policies and processes
? An appropriate tool is used for environmental scan
? An external environment scan provides an analysis of economic, political, social, technological and/or
legal factors that influence organisation’s business situation
? Key assumptions of the plan reflect anticipated changes, current workforce capabilities, and predicted
demand for company’s products or services
? Analysis of the current labour market is supported by demographic and economic data and workforce trends through published (annexed or referenced) sources
? Current demand is based on service, organisational and HR considerations including key result areas based on the business plan
? Current workforce profile (assumed or researched) is used as a baseline against which future changes
in the organisation’s workforce can be analysed
? Future demand for labour is analysed by developing scenarios, identifying key business drivers and future demand for products or services
? A demand/supply analysis is provided as a “gap analysis” that identifies skill gaps, shortages, and oversupply
? Gap analysis helps identify opportunities for particular areas of the workforce and associated management issues
? Potential workforce issues and challenges are identified and discussed in relation to the business situation and climate, including workplace diversity, employee satisfaction, critical skills, and retention
? Appropriate strategies are developed to address the objectives and expected outcomes of the plan
? Plan outlines provisions for strategy implementation including stakeholder communication, feedback, and approvals
? Strategies include mechanisms to deal with organisational change and succession planning
? Action plan includes measurable goals and critical milestones for each action item
? Specific responsibilities and time frames are assigned to each action item
? A communicate plan is included to disseminate the plan to all the stakeholders and obtain their feedback
? Action plan clearly outline the steps to be taken towards implementation of the plan
? Plan allows for easy and clear assessment of the successes and/or failures of implementation
? Tools been developed to monitor and report on the implementation of workforce planning
? Initiatives
? Strategies for evaluating progress against timelines and milestones have been devised
? Workforce planning recognised as an ongoing process and have resources been allocated for the continual updating and amending of the plan
? Presented the plan summary to the class
? Presentation was structured, concise and covered all critical aspects of the project
? Allowed for audience questions and feedback
Submission Guidelines
Submit:
? An electronic copy of the plan with appropriate assessment cover sheet
The Plan must include the following:
1. Business Brief (context, current situation)
2. Purpose and objectives (focus, expectations, scope, stakeholders)
3. Strategic fit (integration with other plans, policies, and procedures)
4. Environmental scan (e.g., PEST, SPELT)
5. Current labour market, supply, and forces
6. Current demand for staffing resources (business plan related)
7. Future demand for staffing resources (scenario-based planning)
8. Demand/supply analysis (identifying gaps between supply and demand)
9. Situation analysis (potential workforce issues and challenges)
10. HR strategies including workforce retention, diversity, and cross-cultural management
11. Expected costs (budget estimates)
12. Action plan (to implement strategies and the workforce plan)
13. Monitoring and evaluating strategies and action plan, including employee satisfaction surveys
Appendix : Relevant attachments of market data, trends and forecasting tools/techniques

6. Academic Policies and Processes
Students with Special Needs
If leaners/learners have any special needs (e.g., physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:
? Language, literacy, and numeracy (LLN)
? Assistive technology
? Additional materials or tutorials
? Assistance in using technology for online delivery components.
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).
The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.
Some examples of reasonable adjustments could include:
? Personal support services, e.g., a reader, Auslan interpreter, a scribe
? assistive technology or special equipment, e.g., screen readers, magnifiers, alternative keyboards
? modifying the presentation method, e.g., visual, oral, print, electronic
? adjustments to timeframes, e.g., providing materials prior to class, extended time limits
? adjustment of the physical environment, e.g., specific furniture, arrangement of classroom.
The determination of “reasonableness” requires judgement that must consider the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).
Recognition of Prior Learning (RPL) and Credit Transfers
Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.
Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.
The college acknowledges skills and knowledge obtained through:
? Formal training (conducted by industry or educational institutions in Australia or overseas)
? Work experience
? Life experience
The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.
To be granted RPL, applicants will be asked to:
1. Present evidence of their achievement; and/or
2. Undertake a challenge test; and/or
3. Attend an interview with specialist staff.
This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing
Academic Policies and Procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website