Student’s Name
Trainer
Date
Teacher Remarks:
BSBHRM512
Develop and Manage
Performance Management
Processes
Learner Workbook
, Page 2 of 44
Assessment Criteria for BSBHRM512
Develop and Manage Performance Management Processes
In this document, you will find the foundation of what is required to become competent in this unit. For
further information on each element, you can refer to the Assessment Matrix. Included in this document
are the elements for the unit, foundation skills, assessment requirements as well as an assessment tool
definition list and the crucial observation and third-party check lists. As well as all the areas covered
here, each student must also complete all workbook activities, case studies and major activities, where
stated, to become competent within this unit.
NOTE – Re-assessment:
Students will have maximum of two (2) reassessments attempts if competency is not achieved in the
first instance.
The final grade of ‘S’ for Satisfactory or ‘NYS’ for Not Yet Satisfactory is only given at the
completion of the unit of competency when all components or parts of the assessment are graded.
Elements for Competency Demonstration
Elements for Competency Assessment:
Develop integrated performance-management processes
Facilitate the implementation of performance-management processes
Coordinate individual or group learning and development
Performance Evidence:
Evidence of the ability to:
➢ Develop, implement, monitor and review an organisational performance management
process which supports business goals including analysing the organisational strategic
and operational plan
➢ Design methods for the development of key performance indicators and formal
performance management sessions by line managers
➢ Consult with stakeholders to gain support
➢ Design, develop, coordinate and implement individual and group learning and
development
➢ Train line managers and other relevant people to manage performance
➢ Provide support to line managers to effectively manage performance issues, including
dispute resolution and termination of employment
➢ Develop approaches to improve performance and address identified performance gaps
Foundation Skills:
BSBHRM512 Develop and Manage Performance Management Processes
, Page 3 of 44
Reading
➢ Interprets and critically analyses organisational strategic and operational plans to
identify relevant policies and objectives to be addressed
Writing
➢ Uses broad vocabulary, grammatical structure and conventions appropriate to text
when developing objectives, designing methods and processes and reporting
Oral communication
➢ Conveys information using language, format and style appropriate to a specific
audience
➢ Uses listening and questioning to extract main ideas from oral texts or to confirm and
clarify understanding
Numeracy
➢ Selects from, and applies, mathematical and problem-solving strategies when
reporting on success rates of activities
Navigate the world of work
➢ Understands and interprets organisational policies and procedures to formulate
processes relevant to own role requirements
➢ Monitors adherence to legal and regulatory rights and responsibilities for self and
possibly others
Interact with others
➢ Selects and implements appropriate communication protocols to liaise with personnel
in a range of work contexts
➢ Supports line managers to achieve goals, playing an active role in facilitating effective
group interaction, influencing direction and taking a leadership role on occasion
➢ Negotiates with others to achieve agreeable outcomes playing an active role in
facilitating consensus in contentious situations
Get the work done
➢ Takes responsibility for developing, implementing and monitoring processes and
strategies to manage performance
➢ Accepts responsibility for planning, scheduling and sequencing complex tasks to meet
organisational and legislative requirements
➢ Uses systematic, analytical processes in complex, non-routine situations, setting goals,
gathering relevant information, and identifying and evaluating options against agreed
criteria
➢ Uses digital systems and tools to store, access and organise digital information
BSBHRM512 Develop and Manage Performance Management Processes
, Page 4 of 44
Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
➢ List characteristics of a learning organisation
➢ Outline policies and legislation relevant to performance management
➢ Summarise grievance procedures
➢ Explain models for giving feedback and options for skill development
➢ Describe options in the design of performance management processes
➢ Outline role of performance management in relation to broader human resources and
business objectives
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent
performance of typical activities experienced in the workforce development – human resource
development field of work and include access to:
➢ Organisational strategic and operational plans
➢ Workplace policies and procedures
➢ Relevant legislation, regulations and codes of practice
➢ Case studies and, where possible, real situations
➢ Interaction with others
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes
Any observations and practical assessments must be recorded in the observation checklist. All practical
tasks should be demonstrated during the length of the course. As the instructor you must maintain a
record demonstrating the date of the practical activities and any comments relevant to the performance
of each student. Where a student is not able to demonstrate competence in a practical observation
activity, further questioning should be put in its place.
As the instructor, you could be assessing the student’s literacy, numeracy and language skills, as well
as the content and context of his/her answers.
In some cases, you will have to adjust and amend the assessment tools, using different and varied
methods (such as oral assessment), to allow students to be assessed according to their needs and
abilities.
Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Guide The Learner Guide links with the Learner Workbook as it
(To be used as an informational guide) provides the information given during sessions and more.
It can help students to further their knowledge and to also
complete the activities.
BSBHRM512 Develop and Manage Performance Management Processes
Trainer
Date
Teacher Remarks:
BSBHRM512
Develop and Manage
Performance Management
Processes
Learner Workbook
, Page 2 of 44
Assessment Criteria for BSBHRM512
Develop and Manage Performance Management Processes
In this document, you will find the foundation of what is required to become competent in this unit. For
further information on each element, you can refer to the Assessment Matrix. Included in this document
are the elements for the unit, foundation skills, assessment requirements as well as an assessment tool
definition list and the crucial observation and third-party check lists. As well as all the areas covered
here, each student must also complete all workbook activities, case studies and major activities, where
stated, to become competent within this unit.
NOTE – Re-assessment:
Students will have maximum of two (2) reassessments attempts if competency is not achieved in the
first instance.
The final grade of ‘S’ for Satisfactory or ‘NYS’ for Not Yet Satisfactory is only given at the
completion of the unit of competency when all components or parts of the assessment are graded.
Elements for Competency Demonstration
Elements for Competency Assessment:
Develop integrated performance-management processes
Facilitate the implementation of performance-management processes
Coordinate individual or group learning and development
Performance Evidence:
Evidence of the ability to:
➢ Develop, implement, monitor and review an organisational performance management
process which supports business goals including analysing the organisational strategic
and operational plan
➢ Design methods for the development of key performance indicators and formal
performance management sessions by line managers
➢ Consult with stakeholders to gain support
➢ Design, develop, coordinate and implement individual and group learning and
development
➢ Train line managers and other relevant people to manage performance
➢ Provide support to line managers to effectively manage performance issues, including
dispute resolution and termination of employment
➢ Develop approaches to improve performance and address identified performance gaps
Foundation Skills:
BSBHRM512 Develop and Manage Performance Management Processes
, Page 3 of 44
Reading
➢ Interprets and critically analyses organisational strategic and operational plans to
identify relevant policies and objectives to be addressed
Writing
➢ Uses broad vocabulary, grammatical structure and conventions appropriate to text
when developing objectives, designing methods and processes and reporting
Oral communication
➢ Conveys information using language, format and style appropriate to a specific
audience
➢ Uses listening and questioning to extract main ideas from oral texts or to confirm and
clarify understanding
Numeracy
➢ Selects from, and applies, mathematical and problem-solving strategies when
reporting on success rates of activities
Navigate the world of work
➢ Understands and interprets organisational policies and procedures to formulate
processes relevant to own role requirements
➢ Monitors adherence to legal and regulatory rights and responsibilities for self and
possibly others
Interact with others
➢ Selects and implements appropriate communication protocols to liaise with personnel
in a range of work contexts
➢ Supports line managers to achieve goals, playing an active role in facilitating effective
group interaction, influencing direction and taking a leadership role on occasion
➢ Negotiates with others to achieve agreeable outcomes playing an active role in
facilitating consensus in contentious situations
Get the work done
➢ Takes responsibility for developing, implementing and monitoring processes and
strategies to manage performance
➢ Accepts responsibility for planning, scheduling and sequencing complex tasks to meet
organisational and legislative requirements
➢ Uses systematic, analytical processes in complex, non-routine situations, setting goals,
gathering relevant information, and identifying and evaluating options against agreed
criteria
➢ Uses digital systems and tools to store, access and organise digital information
BSBHRM512 Develop and Manage Performance Management Processes
, Page 4 of 44
Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:
➢ List characteristics of a learning organisation
➢ Outline policies and legislation relevant to performance management
➢ Summarise grievance procedures
➢ Explain models for giving feedback and options for skill development
➢ Describe options in the design of performance management processes
➢ Outline role of performance management in relation to broader human resources and
business objectives
Assessment Conditions:
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent
performance of typical activities experienced in the workforce development – human resource
development field of work and include access to:
➢ Organisational strategic and operational plans
➢ Workplace policies and procedures
➢ Relevant legislation, regulations and codes of practice
➢ Case studies and, where possible, real situations
➢ Interaction with others
Assessors must satisfy NVR/AQTF assessor requirements.
Links:
Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes
Any observations and practical assessments must be recorded in the observation checklist. All practical
tasks should be demonstrated during the length of the course. As the instructor you must maintain a
record demonstrating the date of the practical activities and any comments relevant to the performance
of each student. Where a student is not able to demonstrate competence in a practical observation
activity, further questioning should be put in its place.
As the instructor, you could be assessing the student’s literacy, numeracy and language skills, as well
as the content and context of his/her answers.
In some cases, you will have to adjust and amend the assessment tools, using different and varied
methods (such as oral assessment), to allow students to be assessed according to their needs and
abilities.
Assessment Tool Definitions
Assessment Tool How is it used? What is it?
Learner Guide The Learner Guide links with the Learner Workbook as it
(To be used as an informational guide) provides the information given during sessions and more.
It can help students to further their knowledge and to also
complete the activities.
BSBHRM512 Develop and Manage Performance Management Processes
