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Student Assessment Assessment Resource Summary Unit Details BSBHRM405 Support the recruitment, selection and induction of staff Assessment Methods Assignment Assessment Task 1 Project Assessment Task 2 Written Questions Assessment Task 3 Unit Summary This unit describes the skills and knowledge required to execute tasks associated with the recruitment cycle and apply in-depth knowledge of the work of the organisation, and how recruitment and selection practices fit with other human resources functions. This unit applies to individuals who support recruitment, selection and induction functions under the direction of a human resource manager. No licensing, legislative, or certification requirements apply to this unit at the time of publication. Prerequisite Units There are no mandatory pre-requisite units for this competency. Co-requisite Units There are no recommended co-requisite units for this competency. All products purchased remain the intellectual property of St Peter Institute. All rights reserved; no part of any publication provided by St Peter Institute may be reproduced by any means for use outside the purchasing organisation, without the prior written permission of St Peter Institute. Summative Assessment - Assessor Instructions It is important that in conducting assessment, the assessor undertakes the following: Prior to conducting the assessment · Read the assessment tasks as detailed throughout this document · Contextualise the task (and checklist) to ensure it reflects the students simulated working environment. (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements) · Read the assessor instructions and checklist prior to commencing the assessment · Ensure the assessment environment is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills · Make suitable modifications to the assessment environment (if required), to allow all tasks to be observed · Ensure the student is allocated the appropriate time and resources for the task · Advise the student prior to conducting the assessment of: · what will occur throughout the assessment process · when the assessment will occur · the level of competency expected (review the checklist or the criteria for the task to ensure the student understands the assessment process and the expectations) · the RTO reasonable adjustment process and offer adjustment for any students needing assistance · the RTO re-assessment and appeals process · You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid. The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment. · Do not give the student a copy of the Assessor Checklist or Sample Answers prior to the assessment. The student instructions provide appropriate detail for the student on the expected level of competency for each task. For this assessment, St Peter Institute (SPI) ensures that students will have access to: · Simulated workplace which is located at: · Level 2, 271 – 281 Bourke Street, Melbourne, Victoria – 3000 · Office equipment and resources within the SPI campus. · Examples of documentation relating to this unit. · Supplier “RTO Materials” Support Material for student learning relating to this unit (https://www.rtomaterials.com.au) The supplier support material has been contextualised in SPI’s Student Assessment and Assessor Guide to meet the students learning requirements and reflect the students simulated working environment in accordance with the performance criteria, foundation skills, performance evidence, knowledge evidence and assessment conditions specified in the unit of competency. Conducting the assessment · Establish and oversee the evidence gathering process to ensure it remains valid, reliable, fair and flexible · Advise the student when to commence the assessment · Observe the student undertake the tasks as outlined · Record your observations in the assessor checklist · Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task · Where a checklist point is not appropriate, write "N/A" in the space provided · Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment. Be sure to make appropriate notations on the assessment checklist to explain any variances to the assessment process (such as probing questions, alterations to assessment environment, etc) to ensure the assessment process is transparent (and the assessment remains Valid) · Gather supporting documentation where available and appropriate (as evidence) · Do not interfere with the assessment unless the students’ actions impose a risk to themselves or anyone else. In the event that the actions of the student impact on the safety of any person - you are to immediately cease the assessment and take actions to reduce the identified risk. · If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to see. · Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided. Making and recording the decision · The student needs to be deemed satisfactory in all assessments to gain competency. · You are to provide feedback* to the student on their performance and/or the outcome from their assessment (whether satisfactory or not yet satisfactory) · If a student has been assessed as "Not Yet Satisfactory" on their performance in an assessment they should be offered information about the appeal process and/or a reassessment opportunity. · Using the evidence gathered and the rules of evidence (validity, reliability, sufficiency, currency and authenticity) determine the final outcome for the student. If you are in doubt, gather further evidence to help guide your decision. · Assess the students on what you observe during the assessment period, not on their actions before or after the assessment. · If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment; or if the re-assessment opportunities have lapsed, provide advice on appeals and or re-enrolment. · Record the assessment results onto the Assessment Summary / Cover Sheet, ensuring each section is complete · Attach all evidence (projects / checklists / tests, etc.) to this form. · Submit the completed Assessment Summary/ Cover sheet and associated evidence for processing as per your RTO procedures Providing feedback · Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period. · Provide the student with: · Their assessment result · Clear and constructive feedback based on the assessment decision · The reasons underpinning your assessment decision · Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes. · An opportunity for reassessment if appropriate or requested by the candidate Student Instructions Assignment Project · This is an individual assessment, but you are to research and can use notes to assist. · The assignment is designed to assess your understanding of the unit as well as your underpinning knowledge. · To be deemed Satisfactory in this assessment you need to answer correctly ALL parts and in your own words, clearly printed, word formatted and typed in English · Your answers will form part of the evidence gathered for this unit. · This activity will provide you with an opportunity to demonstrate your knowledge of required skills, knowledge and critical aspects of assessment you have obtained through the completion of this unit. · Time allocated: 180 min · The Project is designed to assess your understanding of the unit as well as your underpinning knowledge. · To be deemed Satisfactory in this assessment you need to answer correctly ALL parts of Project in your own words, clearly printed, word formatted and typed in English · Your answers will form part of the evidence gathered for this unit. · This activity will provide you with an opportunity to demonstrate your knowledge of required skills, knowledge and critical aspects of assessment you have obtained through the completion of this unit. · Time allocated: 120 min Written Questions · Candidates are required to complete the following written assessment task. This is an individual assessment, but you can use notes to assist. · All questions will need to be answered correctly to be deemed satisfactory in this task. · Your answers will form part of the evidence gathered for this unit. Time allocated: 120 min · Submit your assessment by the date set by your assessor · The length of your answers will be guided by the description in each assessment: Short answers: 4 typed lines or 50 words Long answers: 8 typed lines or 100 words Brief report: 1 typed page or 500 words Mid Report: 2- 4 typed pages or 1000 words Long Report: 4 – 6 typed pages or 2000 words · Do not plagiarise. Plagiarism is considered cheating. Please refer below for our policy in regards to cheating · Any answers that seem to have been directly quoted from an external source, would require the student to verbally explain to their assessor, as to what knowledge they were able to gather from the source and if they understood what they have written. · Do not cheat during this assessment. Anyone caught cheating will automatically be excluded under the Disciplinary Rules and their opportunity for assessment will be subject to the outcome of an Appeal Process or Disciplinary Hearing · Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you · Reasonable adjustment: If you require any adjustments to accommodate a need in order to complete this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and flexible approach is undertaken for this assessment. Please note that the range or nature of the adjustment will ensure that the outcomes of the unit are not compromised. · Accommodation for LLN and appeals process is available. Please alert your assessor if you feel this applies to you. · RPL - Recognition of prior learning is available. Please alert your assessor if you feel this applies to you · Re-assessment: If you do not achieve the required standard, you will be given the opportunity to be re-assessed by our Assessor. Arrangements will be made on an individual basis. · Feedback: Your assessor will provide written feedback to students after the completion of the assessment. The trainer/assessor will explain the appeals process. · References: Any material/content sourced from the internet, ‘open book’ sources, journals, news articles, websites, etc., must be clearly and precisely referenced, giving credit where it is due to the original work. If no such reference is provided, the student’s attempt would be considered as cheating and fall under the category of ‘Plagiarism’. Assignment Assessment Task 1 This task will provide you with an