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Evidence Guide: SRXHRM001B - Manage volunteers

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

SRXHRM001B - Manage volunteers

What evidence can you provide to prove your understanding of each of the following citeria?

Research and document needs for volunteer involvement

  1. Identify requirements of the organisation's human resource plan and financial plan to ensure consistency
  2. Assess and document benefits to the organisation and volunteers deriving from their involvement in the human resource plan
Identify requirements of the organisation's human resource plan and financial plan to ensure consistency

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess and document benefits to the organisation and volunteers deriving from their involvement in the human resource plan

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Undertake volunteer recruitment

  1. Define the purpose and role of volunteers in an appropriate position description
  2. Identify and incorporate volunteer rewards into the recruitment program
  3. Communicate/delegate responsibility for volunteer coordination to relevant parties in the workplace environment
  4. Identify target areas from which volunteers might be recruited
  5. Provide opportunities for potential volunteers to experience work roles in sport and recreation industry sectors prior to commitment
Define the purpose and role of volunteers in an appropriate position description

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and incorporate volunteer rewards into the recruitment program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate/delegate responsibility for volunteer coordination to relevant parties in the workplace environment

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify target areas from which volunteers might be recruited

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide opportunities for potential volunteers to experience work roles in sport and recreation industry sectors prior to commitment

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maximise volunteer retention

  1. Ensure the human resource plan reflects the organisation's policy of developing a climate of recognition and support for volunteers
  2. Identify and incorporate individual requirements of volunteers into work role design
  3. Arrange suitable induction and training for volunteers on an ongoing basis to ensure work roles, volunteer activities, responsibilities and rights are clearly understood
Ensure the human resource plan reflects the organisation's policy of developing a climate of recognition and support for volunteers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and incorporate individual requirements of volunteers into work role design

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Arrange suitable induction and training for volunteers on an ongoing basis to ensure work roles, volunteer activities, responsibilities and rights are clearly understood

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure a positive experience for volunteers

  1. Hold Counselling and reviews of work roles regularly with volunteers and areas of concern identified for further action
  2. Identify and incorporate social and other motivations of volunteers in work design programs
Hold Counselling and reviews of work roles regularly with volunteers and areas of concern identified for further action

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and incorporate social and other motivations of volunteers in work design programs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 Statements

Critical aspects of evidence to be considered

Assessment must confirm sufficient knowledge of managing volunteers in the work environment

Assessment of performance should be over a period of time covering one category from the industry sector and all other categories of all the Range Statements that are applicable in the learner's environment

Assessment must confirm the ability to apply this knowledge and appropriate techniques to

ensure the organisation's human resources plan and financial plan incorporate the requirements of the organisation's volunteers

ensure sufficient volunteers are recruited and maintained to fulfil all functions identified as a volunteer function

ensure appropriate training is provided to volunteers to maximise their contribution to the organisation

undertake periodical counselling and reviews with volunteers and incorporate identified areas of concern in future planning processes

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

BSBMGT605A Provide leadership across the organisation

This unit must be assessed in conjunction with the following unit(s)

Nil

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

BSBHR402A Recruit and select personnel

Required knowledge and skills

Required knowledge

Recruitment methods and training processes

Organisation's policy and procedures for developing job descriptions

Organisation's strategic planning processes

Work supervision

Team facilitation

Insurance and relevant policies

Organisational systems, policy and procedures for industrial awards and agreements

Equal Employment Opportunity legislation

Occupational Health and Safety legislation

Required skills

Communication - written and verbal

Team and human resource management

Counselling/mentoring

Resource implications

Physical resources - Assessment of this unit of competency requires access to

A real work environment in which volunteers play a vital role

Associated resources and information relevant to the work environment

Human resources - Assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) should

be competent in this unit but preferably be competent in the unit at the level above

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the National Competency Standards for Assessment: BSZ 401A, BSZ 402A and BSZ 403A

Consistency in performance

Due to issues such as variations in contextual issues, this unit of competency must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the learner'swork environment

Context of assessment

This unit of competency must be assessed in the context of a sport or recreation activity with the participation of volunteers. For valid and reliable assessment the sport or recreation activity should closely replicate the work environment. The environment should be safe with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competency should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Key competencies

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

2

2

2

2

-

2

-

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information - Collecting and evaluating information on organisational needs and matching volunteers to meet needs

Communicating ideas and information - Communicating information both shared and in a confidential context with colleagues and volunteers

Planning and organising activities - Planning and organising the recruitment and training of volunteers

Working with teams and others - Managing the training of volunteers and collaborating with others as to progress

Using mathematical ideas and techniques - Not applicable

Solving problems - Resolving difficulties experienced by volunteers

Using technology - Not applicable

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

Required Skills and Knowledge

Not applicable.

Range Statement

RANGE STATEMENTS

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Industry sector

[one category]

sport

fitness

outdoor recreation

community recreation

Position description

[all categories]

elements, including

required knowledge

skills and attributes

responsibilities

accountability

commitment

rewards

reimbursement of costs

uniform

Relevant legislation and industry codes

[all categories]

may include but are not limited to

Occupational Health and Safety

consumer affairs

equal opportunity

company code

organisation articles of association

professional association regulations

codes and guidelines

Role of volunteers

[all categories]

identify roles, including

coach

fundraiser

instructor

judge

umpire

referee

administrator

organiser

leader

catering

team support

management of events

projects

finance

administration of facilities

administration of equipment/uniforms

assist with marketing/promotions

technical assistance

maintenance

run events

supervision of children

activity leaders

transport

Social and other motivations

[all categories]

factors impacting on motivation, including:

socialisation

enjoyment

loyalty

desire to do something different

support of family members and/or friends

meet new people

break from routine

sense of involvement

learn new skills

increased self esteem

pathway to employment

travel

acknowledgment

status

Target areas

[all categories]

may include but are not limited to

past and present membership

family

friends

local community and community groups

volunteer agencies

unemployed people

service organisations

Volunteer activities

[all categories]

types, including

events

fixtures

supporting

classes

training

administration

controlling

coaching

officiating

safety

mentoring

Volunteer rewards

[all categories]

outcomes in terms of rewards, including

free admittance to games/competitions/events

free/discounted merchandise

meet new people

break from routine

sense of involvement

learn new skills

increased self esteem

pathway to employment

Work environment

[all categories]

varies with respect to

size of organisation

type of organisation

location

complexity

product/service range