BSBMGT506A- Recruit, select and induct staff
(information sourced from NTIS website http://www.ntis.gov.au/)
Description
This unit covers all aspects of selection and recruitment relevant to managers who are not specialists in the area. It ensures that managers engage in appropriate planning and that selection and induction leads to the recruitment and retention of high quality staff. This unit is almost essential for those who now have (or are likely to have) an involvement in or responsibility for recruiting, selecting and/or inducting staff.
Unit Sector
Business Management Services
Performance criteria
| Element |
|
Performance criteria |
| 1. |
Determine future people needs |
|
| 1.1 |
Planning for future people requirements is consistent with strategic and operational plans |
| 1.2 |
Consultation occurs with all appropriate managers and sections |
| 1.3 |
Position descriptions, person specifications and criteria for selection are developed and approved |
| 1.4 |
Position descriptions and person specifications comply with all organisational and legal requirements |
|
| 2. |
Select appropriate people |
|
| 2.1 |
Persons involved in assessment/selection process are appropriate for the position |
| 2.2 |
Candidates are assessed against pre-agreed selection criteria |
| 2.3 |
Selection decisions are based on performance based selection techniques and direct evidence |
| 2.4 |
Candidates all receive feedback through the process |
| 2.5 |
Record-keeping complies with organisational and legal requirements |
|
| 3. |
Confirm employment arrangements |
|
| 3.1 |
Inform relevant people of the selection decision and prepare development plan based on selection process |
| 3.2 |
Conditions of employment as approved for the position are agreed with the successful candidate |
| 3.3 |
Induction arrangements are agreed with the candidate and other relevant managers |
| 3.4 |
Induction is undertaken in accordance with the induction plan and a training plan developed |
|
Key competencies
NB:These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
| Key Competency |
|
Example of Application |
|
Performance Level |
| Communicating ideas and information |
|
to ensure the candidates fit the organisation |
|
3 |
| Collecting analysing and organising information |
|
to prepare for the selection interviews/activities |
|
3 |
| Planning and organising activities |
|
to ensure the selection processes go smoothly |
|
3 |
| Working with others and in teams |
|
to take advice from Human Resource specialists where appropriate |
|
3 |
| Using mathematical ideas and techniques |
|
to calculate weightings/score an interview |
|
1 |
| Solving problems |
|
to determine short-listing of suitable candidates |
|
3 |
| Using technology |
|
to help select candidates on a competence/performance based assessment |
|
2 |
Range statement
The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
| |
|
|
| Legislation, codes and national standards relevant to the workplace which may include: |
|
- award and enterprise agreements and relevant industrial instruments
- relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
- relevant industry codes of practice
|
| Position description refers to: |
|
- a written statement of the duties, tasks and responsibilities for a particular job or position
|
| Person specification refers to: |
|
- a written statement of the skills, knowledge, attitude, aptitudes and experience required for a particular job or position
|
| Organisational and legal requirements means: |
|
- compliance with all relevant statutes, regulations and audit requirements of the organisation, along with the organisation’s policies and values
|
| Pre-agreed selection criteria may include: |
|
- educational qualifications
- statutory qualifications/certificates
- competencies required (including interpersonal skills)
- potential for growth
- essential experience
- desirable experience
- ability to work in the particular environment
|
| Performance based selection techniques may include: |
|
- in-basket
- case studies
- scenarios
- simulations
- actual performance
- skills/knowledge testing
- an assessment centre (with some or all of the above)
|
| Conditions of employment may include: |
|
- salary/wages
- penalty rates
- holidays and leave entitlements
- superannuation
- hours of work
- grievance procedures
|
Evidence guide
The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
| |
|
|
| Critical Aspects of Evidence |
|
- The evidence should clearly demonstrate that the required planning and preparatory processes have been undertaken
- It should also evidence actual interviewing and the use of performance based selection techniques
- Induction should be observed by the assessor to ensure the competence of the individual to follow an induction plan which is clearly established
|
| OHS considerations may include: |
|
- national, state/territory legislative requirements especially in regard to Occupational Health and Safety
- industry codes of practice
|
| Underpinning Knowledge |
|
- Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
- Consultation processes and methods
- Succession planning/HR planning
- Organisation policies and procedures
- Legal requirements
- Performance based selection techniques
- Organisational requirements for record-keeping and documentation
- Award agreements, contracts of employment (including conditions)
At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas. |
| Underpinning Skills |
|
- Communication/consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input
- Developing position descriptors/person specifications for positions for which they are responsible
- Developing selection criteria
- Designing an appropriate competency based and performance based selection plan
- Induction/training skills to prepare direct reports for the safe and efficient performance of their job
- Interviewing skills to participate in selection interviews as required
- Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
|
| Resource Implications |
|
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace |
| Consistency of Performance |
|
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations |
| Context/s of Assessment |
|
- Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
- Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
- Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
- Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competency Levels earlier in this unit
|
| The whole competency standard refers to: |
|
- all parts of the competency standard, including dimensions of competency
|
