Assessor Resource

Plan and resource operational activities

Assessment tool

Version 1.0
Issue Date: August 2022

This unit applies to individuals in a range of regulatory roles who undertake strategic rostering of staff and other resource allocation and planning for multiple and competing operational demands. Requirements of working conditions, agency budgets and staff numbers are constraints that impact planning and rostering at this level.

This unit describes the performance outcomes, skills and knowledge required to plan and strategically resource operational activities.

No licensing, legislative, regulatory or certification requirements are applicable to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Not applicable.

Employability Skills

This unit contains employability skills.

Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms consistency of performance in planning and resourcing operations.

This will include evidence of:

planning and resourcing at least three actual or simulated operational assignments on three separate occasions or for different situations/contexts.

at least one roster that needs to be changed to cope with contingencies

adhering to legal, ethical and organisational requirements relating to planning and resourcing operations

Context of and specific resources for assessment

Assessment must ensure access to a real or simulated workplace environment that closely resembles normal work practice and replicates the range of conditions likely to be encountered while planning and resourcing operations, including coping with difficulties, irregularities and breakdowns in routine.

Access is required to resources such as:

applicable legislation, policies and procedures

case studies and workplace scenarios to capture the range of requirements for situations likely to be encountered

technology for planning and scheduling resources and personnel

Method of assessment

Assessment methods suitable for valid and reliable assessment of this unit of competency may include, but are not limited to, a combination of 2 or more of:

case studies



written or oral questions


simulation or role plays

authenticated evidence from the workplace and/or training courses

Guidance information for assessment

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people


young people

older people

people in rural and remote locations

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This section describes the essential skills and knowledge and their level, required for this unit.

Skill requirements

communication skills to:

consult staff about rostering

relate to persons from diverse backgrounds

planning and organising skills to:

determine priorities and monitor resource allocation and usage

deploy staff and resources

monitor situations and make decisions that will affect the progress of operations.

literacy and numeracy skills to:

read legislation and interpret operational requirements

work with dates, times and staff ratios

modify plans and rosters

maintain documents and records

self-management skills to:

respond to changing circumstances

manage resources

apply problem solving and decision making to direct or re-direct the focus of operations

technical skills to use:

scheduling tools

information management systems

Knowledge requirements

legislation, policy, procedures and codes of practice related to strategic rostering and resource allocation

provisions of awards or workplace agreements that may impact on rostering decisions

rostering principles

rostering tools

factors to be considered in allocating resources and rostering staff for operational activities

operational knowledge

documentation and reporting requirements

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Operations may be conducted:

in a range of environments

by day or by night

in shifts

24 hours a day, 7 days a week

Support activities may include:

preparation time


inspection and maintenance of equipment

workflow processing

administrative duties

Resources may include:


equipment including personal protective equipment



Operational safety and efficiency may be affected by:

available resources

staff numbers

staff classifications/levels

balance of skills required

demands of different operations

Rosters may cover:

on road and static/fixed enforcement

overt, covert and targeted operations

inspection services


access function

industry liaison or education

Staff may include:

authorised person(s)

administrative staff



Contingencies may include:

changes in demand

additional services

shortage or non-availability of personnel or equipment

responses to emergencies

responses to intelligence

changes in strategic direction/planning

real time issues

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Current operations and exercises are identified and their resource requirements determined and recorded in accordance with organisational requirements. 
Contingency requirements are identified for possible operational problems and included in the planning cycle. 
Support activities are identified and included. 
Available resources are identified and prioritised in relation to the importance of operational tasks, risk management and workplace health and safety requirements. 
Resource allocation is undertaken that takes account of available resources, priorities and legislative requirements. 
Resources are allocated to maximise operational safety and efficiency while minimising costs, wastage and duplication of effort. 
Rosters are devised to cover operational requirements while accounting for planned leave, possible absences and agreed working conditions. 
Rosters are developed to make best use of the available skill base to meet operational requirements and constraints and any strategic imperatives. 
Personal and cultural circumstances of staff as well as organisational requirements are taken into account where possible in the development of rosters. 
Rosters are developed that provide sufficient flexibility to allow for contingencies to be addressed if required. 
Rostering takes account of occupational health, safety and other legislative requirements. 
Resource plans and rosters are circulated for review by those concerned to allow for input and enable unforeseen circumstances to be incorporated. 
Rosters are presented in the required format and within designated timelines so staff are aware of their responsibilities with sufficient lead time to organise personal arrangements if needed. 
Resources are deployed and operations continually monitored to ensure that objectives are achievable within resource and legal constraints. 
Operations are assessed at regular intervals against competing demands, to confirm priorities and monitor or adjust resource allocation and staff deployment. 
Resource allocation and staff rostering is reviewed at the completion of operations to identify areas for improvement and lessons learned. 
Records are completed in accordance with legislation, policy and procedures. 
Resource usage is documented against planned allocations to determine its effectiveness. 
Time sheets and other staff records are maintained according to organisational requirements. 


Assessment Cover Sheet

PSPTRAN503 - Plan and resource operational activities
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student









Assessor name:



Assessment Record Sheet

PSPTRAN503 - Plan and resource operational activities

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:









Overall assessment result: Competent Not yet competent

Assessor name:



Student signature: