A8cec821817dd5cf2009475cf2841866 bsbwor501 unit assessment pack 2 by Oz Paper Help

Unit Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Contact number Email address Trainer/Assessor name

Course and Unit Details Course code

BSB51915

Course name

Diploma of Leadership and Management

Unit code

BSBWOR501

Unit name

Manage personal work priorities and professional development

Assessment Submission Method ☐

By hand to trainer/assessor

☐ By email to trainer/assessor

☐ Online submission via Learning Management System (LMS)

☐

By Australia Post to RTO

☐ Any other method _________________________________________________ (Please mention here)

Student Declaration •

I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;

•

I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;

•

For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: o

Reproduce this assessment and provide a copy to another member of staff; and

Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________ Page | 1

Document Type: Unit Assessment Pack (UAP) Version 8 – Compliance and Quality Assura nce Department Release Date: Feb 2016 Review Date: Dec 2017 Unit Name: BSBWOR501 – Manage personal work prioriti es and professional development

Date: ____/_____/______________

Page | 2

Document Type: Unit Assessment Pack (UAP) Version 8 â&#x20AC;&#x201C; Compliance and Quality Assura nce Department Release Date: Feb 2016 Review Date: Dec 2017 Unit Name: BSBWOR501 â&#x20AC;&#x201C; Manage personal work prioriti es and professional development

Assessment Plan To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded

Evidence Type/ Method of assessment

Sufficient evidence recorded/Outcome

Unit Assessment Task 1

Unit Knowledge Test (UKT)

S / NS (First Attempt) S / NS (Second Attempt)

Unit Assessment Task 2

Unit Project (UP)

S / NS (First Attempt) S / NS (Second Attempt)

Unit Assessment Task 3

Role Play/ Presentation

S / NS (First Attempt) S / NS (Second Attempt)

Unit Assessment Task 4

Development plan

S / NS (First Attempt) S / NS (Second Attempt)

Final result

C/NYC

Date assessed Trainer/Assessor Signature

Page | 3

Assessment Conditions Unit purpose/application

This unit describes the skills and knowledge required to create systems and process to organise information and prioritise tasks. It applies to individuals working in managerial positions who have excellent organisational skills. The work ethic of individuals in this role has a significant impact on the work culture and patterns of behaviour of others as managers at this level are role models in their work environment. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

What the student can expect to learn by studying this unit of competency

• • •

Establish personal work goals Set and meet own work priorities Develop and maintain professional competence

Training and assessment resources required for this unit of competency The student will have access to the following:

 Learner guide  PowerPoint presentation  Unit Assessment Pack (UAP)  Access to other learning materials such as textbooks The resources required for these assessment tasks also include:    

Access to a computer, the Internet and word-processing system such as MS Word. An operational business environment to implement the learning plan Computer technology and documentation as required Codes of practice and standards issued by government regulators or industry groups

Submission instructions Your trainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusion Academic Integrity Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to:

•

Undertake studies and research responsibly and with honesty and integrity.

•

Ensure that academic work is in no way falsified.

•

Seek permission to use the work of others, where required.

•

Acknowledge the work of others appropriately.

Page | 4

•

Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:

•

Paraphrasing and presenting work or ideas without a reference.

•

Copying work either in whole or in part.

•

Presenting designs, codes or images as your own work.

•

Using phrases and passages verbatim without quotation marks or referencing the author or web page.

•

Reproducing lecture notes without proper acknowledgement.

Collusion Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to:

•

Work with one or more people to prepare and produce work

•

Allow others to copy your work or share your answer to an assessment task

•

Allow someone else to write or edit your work (without rto approval)

•

Write or edit work for another student

• Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Other Important unit specific Information N/A Unit outcome • This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent. • Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT).

Page | 5

•

Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC).

Prerequisite/s Nil Co-requisite/s Nil Foundation Skills The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Relevant Legislation

            

Australian Human Rights Commission Act 1986 Age Discrimination Act 2004 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Sex Discrimination Act 1984 Code of ethics and codes of conduct Ethical Principles in the Workplace Codes of practice The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs) Occupational Health and Safety Act 2004 Work Health and Safety Act 2011 Workplace environmental and resource efficiency strategies including organisational policies, plans and procedures Workgroup member responsibilities and duties, and relationship to individual responsibilities and duties

Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic. AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ Page | 6

Further Information

For further information about this unit go to https://training.gov.au/Training/Details/BSBWOR501

Additional Information • • • • •

This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.) Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit. Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT). Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment. Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources.

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take. Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should: • Be provided for each Unit Assessment Task (UAT). • Guide students to adapt and adjust their learning strategies. • Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs. • Be a pivotal feature of learning and assessment design, not an add-on ritual. • Focus on course and unit learning outcomes. • Guide students to become independent and self-reflective learners and their own critics. • Acknowledge the developmental nature of learning. If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO. For more information, please refer to RTO Student Handbook.

Page | 7

Unit Pre-Assessment Checklist (UPAC) UAT 1 – Unit Knowledge Test (UKT) Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students • • • • • • • • • • •

Please make sure you have completed the necessary prior learning before attempting this assessment. Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. Please make sure you understand what evidence is required to be collected and how. Please make sure you know your rights and the Complaints and Appeal process. Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). Please make sure that you have access to a computer and the internet (if you prefer to type the answers). Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). Due date of this assessment task is according to your timetable. In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments • • • • •

Page | 8

Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.

•

Page | 9

All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)  LLN  Speaking  Verbal assessment  Reading  Presentations  Writing  Demonstration of a skill  Confidence  Use of diagrams  Use of supporting documents such as wordlists  Non Speaking  Discuss with the student and supervisor (if applicable) English  Reading whether language, literacy and numeracy are likely to Speaking  Writing impact on the assessment process Background  Cultural  Use methods that do not require a higher level of background language or literacy than is required to perform the job  Confidence role  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs   Knowledge and  Culturally appropriate training Indigenous understanding  Explore understanding of concepts and practical  Flexibility application through oral assessment  Services  Flexible delivery  Inappropriate  Using group rather than individual assessments training and  Assessment through completion of practical tasks in the assessment field after demonstration of skills and knowledge.  Age  Educational  Make sure font size is not too small background  Trainer/Assessor should refer to the  Limited study student’s experience skills  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. Page | 10

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift   Reading  Discuss with the Student previous learning experience Educational  Writing  Ensure learning and assessment methods meet the background  Numeracy student’s individual need  Limited study skills and/or learning strategies  Disability  Speaking  Identify the issues  Reading  Create a climate of support  Writing  Ensure access to support that the student has agreed to  Numeracy  Appropriately structure the assessment  Limited study  Provide information or course materials in accessible skills and/or format, e.g. a textbook in braille learning strategies  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Page | 11

Unit Assessment Task (UAT) Assessment Task 1 - Unit Knowledge Test (UKT) Assessment type:  Written Questions Assessment task description:  This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.  The Unit Knowledge Test is comprised of twenty (20) written questions.  You must respond to all questions and submit them to your Trainer/Assessor.  You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.  You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available. Applicable conditions:  All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).  You must read and respond to all questions.  You may handwrite/use computers to answer the questions.  You must complete the task independently.  No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.  As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.  The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts:  Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.  You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment)  For more information, please refer to your RTO Student Handbook. Location:  This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.  Your trainer/assessor will provide you further information regarding the location for completing this assessment task. Instructions for answering written questions:  Complete a written assessment consisting of a series of questions.  You will be required to correctly answer all the questions.  Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed. Page | 12

   

Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills. Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality. Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used. When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.

How your trainer/assessor will assess your work?  This assessment task requires the student to answer all the questions.  Answers must demonstrate the student’s understanding and knowledge of the unit.  If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).  If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).  Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).  The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities:  Skill to establish personal work goals by serving as a role model and ensuring personal work goals and activities replicate organisation’s plan.  Skill to maintain personal performance during contingencies and varying work environment.  Skill to prioritise and facilitate competing demands, use technology efficiently and manage stress effectively to maintain work-life balance.  Skill to develop and maintain professional competence by assessing personal knowledge and skills against industry standards and taking feedbacks from stakeholders.  Skill to identify and evaluate personal learning opportunities, participate in networks to enhance knowledge and develop new skills to maintain a competitive edge.  Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources.  Written and oral/speech communication skills to organise and deliver information to effectively communicate personal priorities and professional development processes to a range of stakeholders/interested people.  Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information.  Skill to work independently/freely as well as collaboratively/together to make decisions about managing personal work priorities and professional development.  Skill to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties.  Ability/skill to sequence/in order and schedule/plan activities and manage communication.  Skill to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices.  Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

Page | 13

Assessment Task 1 - Unit Knowledge Test (UKT) Instructions:  This is an individual assessment.  The purpose of this assessment task is to assess the students’ knowledge essential to manage personal work priorities and professional development in a range of contexts and industry settings.  To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.  All questions must be answered in order to gain competency for this assessment.  

  

You may attach a separate sheet if required. You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers You must staple the loose sheets together along with the cover page. You must attach the loose sheets chronologically as per the page numbers. Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task: 

Computer



Internet



MS Word



Printer or e-printer



Adobe acrobat/reader



Learning management system

Question 1: Read the case study and answer following questions. Jacinta Darlo is known at Larotte World PR for being a natural people developer. As the vice president of the firm’s financial services practice, Jacinta manages several senior account executives, including Carlo Agerson. Jacinta has overseen Carlo’s work since Carlo started at Larotte World four and a half years ago. Since the beginning, they have set goals through a collaborative process: Carlo develops draft goals, Jacinta comes up with ones she believes Carlo needs to focus on, and then they identify the overlap between them. “I want to make sure they are manageable but stretched too,” says Jacinta. The two regularly check in on these goals. Jacinta takes a hands-on approach, providing Carlo with regular input. They also sit down together at least four times a year to have a more formal discussion about Carlo’s ambitions.

Page | 14

One of Carlo’s goals is to become more of a thought leader on one of their largest financial services accounts. She has mastered the day-to-day work of managing the client and now needs to focus on the bigger picture. Carlo has been working on this goal for several months now by speaking up more in client meetings and providing more input into the content, not just the process, of their work. “We don’t need a goal review session. I give her constant feedback in the context of the work,” says Jacinta. Jacinta also knows that ultimately Carlo is responsible for her own achievements. “I’m fully invested in making it work but I realized the limitations I have as a manager to make it happen,” she says. It hasn’t been necessary to talk about the consequences if Carlo fails to meet the goal — there are natural consequences in Larotte World’s high-performing culture. If you don’t succeed, you don’t get the better assignments. The real test of Jacinta's leadership skills happened when company lost it's one of the client to Narlo PR, a competitor. Jacinta and Carlo worked as a team and got the client back in a record 2 weeks’ time, and gave Larotte World PR company it's next project of US $2713 billion. 1.1. Describe in 50-150 words, how Jacinta served as a positive role model in the workplace, by relating it with qualities of a role model in a professional environment?

Page | 15

1.2. Explain how Carol ensures personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities? (50-100 Words)

1.3. Provide an example where Jacinta and Carol worked as a team to measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur? (50100 Words)

Question 2: As a frontline manager, you will need to establish clear personal work goals, so that you remain organised, focussed and skilled. Support the statement in 150-200 words.

Page | 16

Question 3: List the four (4) basic functions which organizational goals serve, as per Barney and Griffin theory?

Question 4: List any three (3) skills you will need to work as a frontline manager.

Question 5: Coaching and mentoring are two techniques that can be used to develop individual workers or teams. How these techniques can help measuring and maintaining personal performance in varying work conditions, work contexts and when contingencies occur? Explain each of these in 100-150 words.

Page | 17

Question 6: Read the case study and answer following questions in your own words. Sylbanna is a technical customer service officer working in a team of six people to assist customers with any issues regarding their gas and electricity bills. She uses the company policies and procedures relating to complaints and disputes as part of her daily work practices. The company encourages regular communication between workers and management through formal and informal channels. Her organisation has a specific goal: to deliver excellent customer service over the telephone. Sylbanna needs to focus her actions on this goal, and ensure she follows company procedure in dealing with customers. Think about team and individual goals that might reflect this organisational goal and write down: a)

Three goals for Sylbanna’s team

Three individual goals for Sylbanna.

Your answer must include: • • •

Page | 18

Taking initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives Using technology efficiently and effectively to manage work priorities and commitments Maintaining appropriate work-life balance, and ensure stress is effectively managed and health is attended to

Question 7: Read the case study and answer following questions in your own words. Amy Werner took a job at the New York City-based search firm On-Ramps just over three years ago. Amy joined at an integral time in the firm’s growth and quickly became a key asset to the small firm. Sarah Grayson, one of the firm’s founding partners, manages Amy and explains, “Amy has a lot of institutional knowledge and is a high performer.” When she first began, she was working toward a degree in social work but taking classes at nights and on the weekends. A year and a half into the job, Amy’s school schedule became more complicated. Her internship requirements made working a traditional, full-time schedule difficult. Because of her star performance, Sarah and her fellow partners were keen to keep her on board while encouraging her to complete her degree. Amy remained full time but now works two days a week in the office, completing the rest of her hours on nights and weekends. As Amy says, “They have been nothing but supportive.” The firm has a semi-annual review process where goals are set and discussed; they also do more frequent check-ins on goals during weekly meetings. Amy and Sarah have talked a lot about how OnRamps can support Amy not only by providing a flexible schedule but by thinking about the intersection of her studies and her work. They’ve found that there are lots of transferable skills between her job as a search associate and her work as a social worker, such as interviewing and client management. In explaining why they are so supportive of Amy’s educational activities, Sarah says, “We wouldn’t have done this for a low performer. We have to ask ourselves, ‘What would it take to hire another Amy?'” Amy will be finishing her master’s degree in May and she and Sarah have begun to discuss what’s next for her. Both hope that there is a way to combine her skills in search and her interest in social work to create a job that is ideal for both her and On-Ramps. 7.1. How Amy has taken initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives? (150-200 words)

Page | 19

7.2. How could Amy have used technology efficiently and effectively to manage work priorities and commitments? (100-150 Words)

7.3. What must Amy and Sarah consider to maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to at the same time? (150-200 Words)

Page | 20

Question 8: Use the internet to research other companies that promote unconventional approaches to job-design and workplace culture. Write a summary in 100-150 words what you discover.

Question 9: Arrange the mentioned below tasks in urgent, not urgent, reject and explain and resist and cease categories: • Trivial requests from others • 'Comfort' activities, computer games, net surfing, excessive cigarette breaks • Emergencies, complaints and crisis issues • Planning, preparation, scheduling TASKS: Page | 21

                        

Accumulated unresolved trivia Ad-hoc interruptions and distractions Anticipation and prevention. Apparent emergencies Boss's whims or tantrums Chat, gossip, social communications 'Comfort' activities, computer games, net surfing, excessive cigarette breaks Daydreaming, doodling, over-long breaks Demands from superiors or customers Embellishment and over- production. Emergencies, complaints and crisis issues Meetings and appointments Misunderstandings appearing as complaints Networking relationship building Planned tasks or project work now due Planning, preparation, scheduling Pointless routines or activities Problem resolution, fire- fighting, fixes. Reading nonsense or irrelevant material Reports and other submissions Research, investigation, designing, testing Staff issues or needs Systems and process development Thinking, creating, modelling, designing Trivial requests from others

Question 10: Read the case study and describe in 150-200 words how Roche Pharmaceuticals has ensured: • Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans • Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence Page | 22

• • •

Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence Participate in networks to enhance personal knowledge, skills and work relationships Identify and develop new skills to achieve and maintain a competitive edge

Each year Roche Pharmaceuticals conducts Voice Engagement Surveys to determine the key drivers of high engagement for their employees. In recent years, they have invested a lot of time into Leadership as it is one of the two top drives of engagement at Roche. Despite significant organisational change, Roche continued to achieve high levels of trust in leaders with 90% of staff rating Roche as a well-managed company. These great leadership results are “due to four leadership practices”, says Director of Prescription Medicines, Kirsten O'Doherty. Firstly, Roche leaders involved employees in organisational change decision-making. They ran focus groups and surveyed all employees asking them what changes they would make to the organisation. Employee recommendations were made available on their website, including the outcomes. O'Doherty says, at Roche the “transparency and involvement in decision making is not lip service, it? real”. Secondly, clarity of direction is important. Regular town hall meetings enable the business plan to be understood by their employees. This allows employees to effectively be involved in the change process. Thirdly, Roche recognise and reward high performance. Roche “value everybody that contributes but particularly value high performance”. Recently, they have created detailed descriptions of high performance to clarify Roche's expectations and promote fairness when allocating rewards. Lastly, Roche invest in their leaders by providing ongoing leadership skills training for managers in local and global programs. Organisational change and leading that change is important at Roche. Skills developed include, for example, how to be a leader in the change process, and the guidance of career development as a manager.

Question 11: Explain how a manager should assess his/her personal knowledge and skills against competency standards to determine development needs, priorities and plans? (250-300 Words)

Page | 23

Question 12: All professionals should develop and maintain personal development plans (PDPs) to help them manage and plan their short-, medium- and long-term employment. What are the steps involved/ methods that can help in enhancing personal knowledge and skills against competency standards to determine development needs, priorities and plans? Answer in 150-300 words.

Question 13: Feedback from employees, clients and colleagues should be sought to help you to plan appropriate professional development to improve competence. Justify the statement in 100-200 words.

Question 14: How can a Personal development planning (PDP) help identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence? (150200 Words)

Question 15: Participation in networks can enhance personal knowledge, skills and work relationships? Justify the statement and provide examples of any three (3) networks.

Page | 24

Question 16: Conduct some online research on the future direction of an industry of your choice. How do you see the industry’s work, worker and workplace developing over the next ten (10) years? (50-100 Words)

Question 17: Describe any four (4) ways that you can employ to gather feedback on your performance.

Question 18: Explain advantages of conducting behavioural assessments/appraisals in 100-150 words.

Question 19: List and briefly describe any five (5) learning styles for professional development.

Question 20: Outline any five (5) professional development opportunities during working?

Page | 25

Page | 26

Unit Assessment Result Sheet (UARS) Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details Unit code Unit name Outcome of Unit Assessment Task (UAT)

BSBWOR501 Manage personal work priorities and professional development First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

First attempt:



Student Declaration

  



Second attempt:

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. I have kept a copy of all relevant notes and reference material that I used as part of my submission. I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. All appeal options have been explained to me.

Student Signature Page | 27

Date Trainer/Assessor Name Trainer/Assessor Declaration

Trainer/Assessor Signature Date Office Use Only

I hold:  Vocational competencies at least to the level being delivered  Current relevant industry skills  Current knowledge and skills in VET, and undertake  Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate.

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC) UAT 2 – Unit Project Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students • • • • • • • •

Page | 28

• • •

In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments • • • • • •

Page | 29

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) assessment, while meeting enterprise requirements, takes account of the student’s needs   Knowledge and  Culturally appropriate training Indigenous understanding  Explore understanding of concepts and practical  Flexibility application through oral assessment  Services  Flexible delivery  Inappropriate  Using group rather than individual assessments training and  Assessment through completion of practical tasks in the assessment field after demonstration of skills and knowledge.  Age  Educational  Make sure font size is not too small background  Trainer/Assessor should refer to the  Limited study student’s experience skills  Ensure that the time available to complete the assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift   Reading  Discuss with the Student previous learning experience Educational  Writing  Ensure learning and assessment methods meet the background  Numeracy student’s individual need  Limited study skills and/or learning strategies  Disability  Speaking  Identify the issues  Reading  Create a climate of support  Writing  Ensure access to support that the student has agreed to  Numeracy  Appropriately structure the assessment  Limited study  Provide information or course materials in accessible skills and/or format, e.g. a text book in braille learning strategies  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. Page | 30

Unit Assessment Task (UAT) Assessment Task 2 – Unit Project Assessment type  Unit Project Assessment task description  This is the second (2) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.  This assessment task is comprised of a Unit Skills Test (UST).  You are required to prepare a work plan in this assessment task.  You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task.  You must prepare your work plan by following all given instructions, for your trainer/assessor to assess your competency in this assessment task.  You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available. Applicable conditions  This skill test is untimed and conducted as an open book test (this means you are able to refer to your textbook or other learner materials during the test).  Word-limit for this assessment task is 650 - 750 words.  You will be assessed independently on this assessment task.  No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. Page | 31

 

As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts  Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.  You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).  For more information, please refer to your RTO Student Handbook. Location  This assessment task may be completed in a learning management system (i.e. Moodle etc.) or independent learning environment.  Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the skills test:  You will be required to correctly attempt all activities of this assessment task.   

You will be developing a work plan, based on a managerial level job role of your choice in this assessment task. You will be expanding the knowledge and skills acquired during the previous assessment task. Instructions to complete the work plan are provided within the assessment task.

How your trainer/assessor will assess your work?  This assessment task requires the student to complete a work plan in the provided template.  Answers must demonstrate the student’s understanding and skills of the unit.  Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.  If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).  If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).  Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).  The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities:     Page | 32

Skill to establish personal work goals by serving as a role model in the workplace through personal work planning Skill to ensure personal work goals, plans and activities replicate organisation’s plan, own responsibilities and accountabilities. Skill to prioritise and facilitate competing demands to achieve personal and organisational goals. Skill to maintain work-life balance by effectively managing stress and attending health needs

         

Page | 33

Skill to assess personal knowledge and skills against competency standards to determine development needs and required skills. Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources. Written and oral/speech communication skills to organise and deliver information to effectively communicate personal priorities and professional development processes to a range of stakeholders/interested people. Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information. Skill to work independently/freely as well as collaboratively/together to make decisions about managing personal work priorities and professional development. Skill to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties. Ability/skill to sequence/in order and schedule/plan activities and manage communication. Skill to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders. .

Assessment Task 2 – Unit Project Assessment Instructions  You are required to prepare a work plan as per the provided template.  Your assessor will assess your work according to the given performance criteria/ performance checklist.  

  

Resources required to complete the assessment task: 

Computer



Internet



MS Word



Printer or e-printer



Adobe acrobat/reader



Learning management system

Complete the Work plan Assessment guidelines for the project work In this assessment, you are required to complete the provided work plan template based on a managerial level job role of your choice. Project Task Instructions to student This assessment task requires you to complete the work-plan based on a job role of your choice. You should choose a company that you would be interested in working for, as well as a job role within that company. The role you choose should be at a managerial level i.e. Manager. You will also need to be able to access information relating to the company, including the company’s web site and its Strategic Plan, as well as a position for the role that you are interested in within the Page | 34

company. Your assessor can provide you with assistance in identifying this information if you are having difficulty accessing such information. Once you have accessed all the information you need, you should review the position description and information about the company and consider what your work goals for 12 months would be if you were in that position. List at least five personal work goals for the job role. Your goals must be SMART goals. When you have completed this task, you will be required to meet with your assessor to discuss the assessment task as part of assessment 3. Your assessor will advise you of the date of the meeting at least one week prior so you will have plenty of time to do your research and preparation. Work Plan Template Activity (Daily Duties) EXAMPLE Retail Manager Managing all customer interactions

Description

Goal/s

KPIs

Timeframe

As the manager, you are to manage any customer related correspondence that occurs within the business including complaints, issues, product or service issues, employee concerns etc.

The store keeping their customer satisfaction rating 85% for the next 6 months

Adhere to all customer concerns within 24 hours

Ongoing (monitored over the next 6 months)

Person responsible Store Manager and reported to Regional Manager at the end of a quarter (3 month period)

Personal Work Goal 1: Personal Work Goal 2: Team / Organisation Goal 1: Team / Organisation Goal 2:

Page | 35

Your assessor will be looking for evidence of the following skills while reviewing your work plan:             

Page | 36

Ability to establish personal work goals by serving as a role model in the workplace through personal work planning Ability to ensure personal work goals, plans and activities replicate organisation’s plan, own responsibilities and accountabilities. Ability to prioritise and facilitate competing demands to achieve personal and organisational goals. Ability to maintain work-life balance by effectively managing stress and attending health needs Ability to assess personal knowledge and skills against competency standards to determine development needs and required skills. Reading ability to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources. Written and oral/speech communication ability to organise and deliver information to effectively communicate personal priorities and professional development processes to a range of stakeholders/interested people. Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information. Ability to work independently/freely as well as collaboratively/together to make decisions about managing personal work priorities and professional development. Skill to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties. Ability/skill to sequence/in order and schedule/plan activities and manage communication. Skill to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

Your draft must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence

N/S

Trainer/Assessor to complete (Comment and feedback to students)

a) Successfully established personal work goals  by serving as a role model in the workplace through personal work planning.

b) Displayed ability to ensure personal work goals, plans and activities replicate organisation’s plan, own responsibilities and accountabilities



c) Adequately prioritised and facilitated competing demands to achieve personal and organisational goals



d) Displayed ability to maintain work-life balance by effectively managing stress and attending health needs.



e) Successfully assessed personal knowledge and skills against competency standards to determine development needs and required skills



Page | 37

Unit Assessment Result Sheet (UARS) Assessment Task 2 – Unit Project Student and Trainer/Assessor Details Unit code Unit name Outcome of Unit Assessment Task (UAT)

Feedback to Student

First attempt:



Student Declaration

  



Second attempt:

Student Signature Page | 38

Date Trainer/Assessor Name Trainer/Assessor Declaration

Trainer/Assessor Signature Date Office Use Only

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC) UAT 3 – Role Play/ Presentation Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students • • • • • • • • •

Page | 39

• •

Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments • • • • • •

Page | 40

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift   Reading  Discuss with the Student previous learning experience Educational  Writing  Ensure learning and assessment methods meet the background  Numeracy student’s individual need  Limited study skills and/or learning strategies  Disability  Speaking  Identify the issues  Reading  Create a climate of support  Writing  Ensure access to support that the student has agreed to  Numeracy  Appropriately structure the assessment  Limited study  provision of information or course materials in skills and/or accessible format, e.g. a text book in braille learning strategies  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required)

Page | 42

Unit Assessment Task (UAT) Assessment Task 3 – Role Play/ Presentation Assessment type:  Role Play/ Presentation Assessment task description:  This is the third (3) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.  This assessment task is comprised of a role play to be completed in front of your trainer/assessor.  The premise of the role play must be closely related to the previous assessment task.  You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available. Applicable conditions:  This skill test is timed.  Time allowed to deliver the presentation is 10-20 minutes.  Time allowed to develop required resources for presentation is 3 weeks prior to the presentation.  You are expected to make 10-20 slides of PowerPoint presentation.  Electronic devices are allowed during this assessment task.  You must complete the task independently.  No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.  As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.  Trainer/Assessor may ask you relevant questions during this assessment task. Resubmissions and reattempts:  Where your answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.  You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).  For more information, please refer to your RTO Student Handbook. Location:  This assessment task may be completed in an independent learning environment or learning management system.  Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the role play:  You must not cut and paste chunk of text on the presentation slides however you are advised to write down the keywords and important phrases to help you to deliver the presentation.  You must not read the presentation word-by-word and should use the presentation for reference purpose only. Page | 43

  

You must explain the topics appropriately. Your tone, gestures, body language has to be according to the role you are portraying. You will be required to correctly discuss all topics appropriately in easy-to-understand, slang and abbreviation free language, friendly yet professional manner for this assessment task.

Information about role play:  Please note that the task includes participation in the role play.  The aim of the task is to present on managing work priorities and professional development for the job role you have selected in Assessment task 2.  This type of learning provides a controlled environment in which role players can practice skills, roles and processes.  In addition to preparing your own role play, learning is reinforced by observing other team members and offering comments and constructive feedback.  This role play focuses on the elements and performance criteria for the unit of competence, which is available on the training package website http://training.gov.au.  You have to present your role play to your trainer/assessor on the due date.  Reasonable adjustment will be allowed for those candidates who are eligible to receive it.  Please read through the instructions and assessment information carefully, prior to commencing the tasks. How your trainer/assessor will assess your work?  This assessment task requires the student to participate in a role play and present on managing work priorities and professional development.  Presentation must demonstrate the student’s understanding and skills of the unit.  Student need to be briefed on the role play a minimum of 3 weeks prior to the due date as set out in the delivery and assessment guide for this unit.  A copy of the observation checklist (found in the Assessment Guide) in relation to this unit must be made available to students a minimum of three weeks prior to the assessment.  Your assessor will provide you with initial oral feedback in class, after the presentations by yourself and others. This may take the form of individual feedback, if time allows, or it may be incorporated in observations of a general nature in the debriefing exercise following the role play. Written feedback incorporating the feedback on your individual presentation, role play and preparatory work will be provided within two weeks from the due date of your assessment.  Your assessor will use an observation checklist/observation guide and provide written feedback indicating whether your role play and related preparatory work is satisfactory or not satisfactory.  A copy of the observation checklist will be made available to students with this role play task, a minimum of three weeks prior to the assessment.  If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).  If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).  Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).  The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities: Page | 44

              

Skill to discuss on managing work priorities and professional development and its content with the audience/trainer and assessor. Skill to effectively deliver the presentation with good body language. Skill to conduct an interactive and creative presentation/ role play. Skill to establish personal work goals by serving as a role model and ensuring personal work goals and activities replicate organisation’s plan. Skill to maintain personal performance during contingencies and varying work environment. Skill to prioritise and facilitate competing demands, use technology efficiently and manage stress effectively to maintain work-life balance. Skill to develop and maintain professional competence by assessing personal knowledge and skills against industry standards and taking feedbacks from stakeholders. Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources. Written and oral/speech communication skills to organise and deliver information to effectively communicate personal priorities and professional development processes to a range of stakeholders/interested people. Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information. Skill to work independently/freely as well as collaboratively/together to make decisions about managing personal work priorities and professional development. Skill to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties. Ability/skill to sequence/in order and schedule/plan activities and manage communication. Skill to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

Assessment Task 3 – Role Play/ Presentation Instructions to complete this assessment task:

Page | 45

     



This task requires you to develop and deliver a presentation on the managing work priorities and professional development skills that you have developed as part of assessment tasks 2. You must use PowerPoint to develop your presentation. You may use models, aids, equipment’s to deliver your presentation effectively. Presentation may include diagrams, infographics, and pictures to be interactive and interesting. Role plays provide students with the opportunity to take part in activities which mirror real life career-related scenarios. During the role play, the assessor will be looking for: o Appropriate interaction, body language and communication skills o The student’s ability to establish rapport and defuse potentially difficult situations o The ability to understand, interpret and answer the questions appropriately. o Suitably documenting and presenting the topics to audience. o The student meet the requirements of the unit of competency or performance criteria mentioned in the assessment task. The presentation should be consistent, well organised and must cover all the criteria mentioned in the observation guide.

Resources required to complete the assessment task: 

Computer



Internet



MS Powerpoint



Printer or e-printer



Adobe acrobat/reader



Learning management system

Presentation to your trainer You have to complete a presentation to your trainer as part of this assessment task. Presentation should be based upon the job-role you have selected as part of your assessment 2. At the meeting, you will need to: 

Provide an overview of the business that you have chosen, including the purpose of the business and where it is located.



Discuss and provide summary of the review of the company web site with your assessor.



Discuss the strategic goals of the company as shown in its Strategic Plan.



Discuss the position description for the job role you are interested in. Explain why you are interested in the job role and describe the key responsibilities of the job role.



Discuss the five personal work goals that you have identified for the position, including why these goals are relevant to the company’s strategic goals/plans, as well as to the job role and

Page | 46

how these are suitable goals for a 12-month period. To be assessed as completing this task satisfactory, you will need to demonstrate that you have thoroughly researched the company and job role and developed at least 5 relevant personal work goals. You will also need to demonstrate effective communication skills including speaking clearly, responding to questions and active listening. You must perform the following as part of this assessment task:  Develop 10-20 pages of Power-point slides containing relevant information.  Presentation delivery time is 10 to 20 minutes.  You are required to submit preparatory work before presenting your assessment task.  Information regarding completing the preparatory work is provided in the relevant assessment instructions section. Preparatory Work In order to participate meaningfully in the roleplay, you are required to prepare the following work in advance of the due date and hand it in to your assessor on the due date. 1. A copy of the presentation including the key items in a slide format, with a maximum of 1020 slides 2. Explanation of any terms you may use as part of your presentation. 3. Power-point presentation can be submitted as soft-copy or printed copy. 4. Must discuss any models, aids, equipment’s you may use to deliver the presentation. Your presentation: 1. You are delivering this presentation on managing personal work priorities and professional development at the organisation of your choice. 2. Ensure that you use clear culturally appropriate language and take care to define legal or technical terms. (Explain these terms in a way that a businessperson, without a legal or compliance background, could understand). 3. You must cover all the topics approproautely according to the timelimit and observation guide. Your assessor will be looking for evidence of the following skills while reviewing your presentation:  Ability to discuss on managing work priorities and professional development and its content with the audience/trainer and assessor.  Ability to effectively deliver the presentation with good body language.  Ability to conduct an interactive and creative presentation/ role play.  Ability to establish personal work goals by serving as a role model and ensuring personal work goals and activities replicate organisation’s plan.  Ability to maintain personal performance during contingencies and varying work environment.  Ability to prioritise and facilitate competing demands, use technology efficiently and manage stress effectively to maintain work-life balance.  Ability to develop and maintain professional competence by assessing personal knowledge and skills against industry standards and taking feedbacks from stakeholders.

Page | 47

       

Page | 48

Reading ability to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources. Written and oral/speech communication skills to organise and deliver information to effectively communicate personal priorities and professional development processes to a range of stakeholders/interested people. Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information. Ability to work independently/freely as well as collaboratively/together to make decisions about managing personal work priorities and professional development. Ability to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties. Ability/skill to sequence/in order and schedule/plan activities and manage communication. Ability to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. Ability to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

Your presentation will be assessed by your assessor and must cover the following “Observation guide”: S

N/S

a) Appropriate and professional body language, gestures and tone



b) Effectiveness of the PowerPoint presentation, overall (Interesting, informative and interactive)



c) Successfully establishes personal work goals by serving as a role model and ensuring personal work goals and activities replicate organisation’s plan.



d) Displayed ability to maintain personal performance during contingencies and varying work environment.



e) Adequately prioritised and facilitated competing demands, used technology efficiently and managed stress effectively to maintain work-life balance



f) Displayed ability to develop and maintain professional competence by assessing personal knowledge and skills against industry standards



To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence

Page | 49

Comments and feedback to student

Unit Assessment Result Sheet (UARS) Assessment Task 3 – Role Play/ Presentation Student and Trainer/Assessor Details Unit code Unit name Outcome of Unit Assessment Task (UAT)

Feedback to Student

First attempt:



Student Declaration

  



Second attempt:

Student Signature Page | 50

Date Trainer/Assessor Name Trainer/Assessor Declaration

Trainer/Assessor Signature Date Office Use Only

Page | 51

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC) UAT 4 – Development Plan Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students • • • • • • • • • • •

Section 2: Reasonable adjustments • • • • •

Page | 52

•

Page | 53

All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Possible Issue Reasonable Adjustment Strategy (select as applicable)  LLN  Speaking  Verbal assessment  Reading  Presentations  Writing  Demonstration of a skill  Confidence  Use of diagrams  Use of supporting documents such as wordlists  Non Speaking  Discuss with the student and supervisor (if applicable) English  Reading whether language, literacy and numeracy are likely to Speaking  Writing impact on the assessment process Background  Cultural  Use methods that do not require a higher level of background language or literacy than is required to perform the job role  Confidence  Use short sentences that do not contain large amounts of information  Clarify information by rephrasing, confirm understanding  Read any printed information to the student  Use graphics, pictures and colour coding instead of, or to support, text  Offer to write down, or have someone else write, oral responses given by the student  Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs   Knowledge and  Culturally appropriate training Indigenous understanding  Explore understanding of concepts and practical  Flexibility application through oral assessment  Services  Flexible delivery  Inappropriate  Using group rather than individual assessments training and  Assessment through completion of practical tasks in the assessment field after demonstration of skills and knowledge.  Age  Educational  Make sure font size is not too small background  Trainer/Assessor should refer to the student’s experience  Limited study  Ensure that the time available to complete the skills assessment takes account of the student’s needs  Provision of information or course materials in accessible format.  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task Category

Page | 54

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable)  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift  Educational background

 Disability

 Reading  Writing  Numeracy  Limited study skills and/or learning strategies  Speaking  Reading  Writing  Numeracy  Limited study skills and/or learning strategies

 Discuss with the Student previous learning experience  Ensure learning and assessment methods meet the student’s individual need

 Identify the issues  Create a climate of support  Ensure access to support that the student has agreed to  Appropriately structure the assessment  Provision of information or course materials in accessible format, e.g. a text book in braille  Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures  Supply of specialised equipment or services, e.g. a note taker for a student who cannot write  Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue  Changes to course design, e.g. substituting an assessment task  Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT) Assessment Task 4 – Development Plan Assessment type: Page | 55



Unit Skills Test - Development Plan

Assessment task description: • This is the fourth (4) task you have to successfully complete to be deemed competent in this unit of competency. • This task is in continuation to the previous assessment task. • This assessment task is comprised of a Unit Skills Test (UST). • Student is required to complete a development plan in this assessment task. • You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance checklist to be deemed satisfactory in this task • You must prepare your development plan by following all given instructions, for your trainer/assessor to assess your competency in this assessment task. • You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available. Applicable conditions: • This skill test is untimed and is conducted as open book test (t • This means you are able to refer to your textbook or other learner materials during the test). • The development plan should be made according to the given template. • You will be assessed independently on this assessment task. • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. • As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. • Trainer/Assessor may ask you relevant questions during this assessment task. Resubmissions and reattempts: • Where your answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. • You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment). • For more information, please refer to your RTO Student Handbook. Location: • This assessment task may be completed in a learning management system (i.e. Moodle etc.) or independent learning environment. • Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for completing the report: • This assessment task requires you to complete a personal development plan. • Development plan should be made as per the given template. • Report must highlight the key areas of improvement and suggest corrective actions. • You will be required to correctly attempt all activities of this assessment task. How your trainer/assessor will assess your work? • This assessment task requires the student to complete a personal development plan as per the given template. • Answers must demonstrate the student’s understanding and skills of the unit.

Page | 56

• • • • •

Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task. If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities:             

Page | 57

Skill to establish personal work goals by serving as a role model and ensuring personal work goals and activities replicate organisation’s plan. Skill to maintain personal performance during contingencies and varying work environment. Skill to prioritise and facilitate competing demands, use technology efficiently and manage stress effectively to maintain work-life balance. Skill to develop and maintain professional competence by assessing personal knowledge and skills against industry standards and taking feedbacks from stakeholders. Skill to identify and evaluate personal learning opportunities, participate in networks to enhance knowledge and develop new skills to maintain a competitive edge. Reading skills to collect, review, interpret/understand and analyse/review text-based business information from a range/number of sources. Written and oral/speech communication skills to organise and deliver information to effectively communicate personal priorities and professional development processes to a range of stakeholders/interested people. Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and analysing scenario/setting-situation business information. Skill to work independently/freely as well as collaboratively/together to make decisions about managing personal work priorities and professional development. Skill to interact/cooperate with others using appropriate conventions/systems when communicating to, and consulting/discussing with stakeholders/interested parties. Ability/skill to sequence/in order and schedule/plan activities and manage communication. Skill to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and to evaluate/review options/other choices. Skill to use familiar/known digital technology to access/get to information, document findings/results and communicate them to stakeholders.

Assessment Task 4 - Development Plan Instructions to complete this assessment task:  Please write your responses in the template provided.  You may attach a separate sheet if required.  You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers  You must staple the loose sheets together along with the cover page.  You must attach the loose sheets chronologically as per the page numbers.  Correction fluid and tape are not permitted.  Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.  The premise of the project report must be closely related to the previous assessment tasks.  This submission must be well presented and follow the guidelines and instructions provided.  Please follow the format as indicated in the template section below.  One of the most important steps that you can take: proofread your project report.  Development plan must be made using 11-point font, double-spaced, and must be made as per given template.  Appropriate citations are required.  All RTO policies are in effect, including the plagiarism policy. Resources required to complete the assessment task: 

Computer



Internet



MS Word



Printer or e-printer



Adobe acrobat/reader



Learning management system

Project task: Developing a personal development plan Continuing from assessment 2 and assessment 3, student must now develop a personal development plan. Student must complete the personal development plan in the provided template. What is a Personal Development Plan? The aim of creating a personal development plan is to document a process of self-analysis, personal reflection and honest appraisal of your strengths and weaknesses. This should enable you to evaluate the value of the leadership and management training you have received, and to consider your future leadership development. Page | 58

What do I need to do? An example of a PDP included later in this GUIDE, and should be read in conjunction with the requirements outlined below. This task is relatively short, succinct and designed to be helpful in evaluating your leadership development. It enables you to reflect upon your recent experience and to focus on the next stage of your training and development. Creating your PDP has three stages as follows: Stage 1 – Personal Analysis. The first stage is designed to analyse your strengths and weaknesses. You will be able to draw heavily upon your career and the outcomes of courses that you may have attended. These should be supplemented by the perceived opportunities that will have been derived from your experience and any threats to your continued success. Stage 2 – Setting Goals. This involves setting new and clearly definable goals for yourself which are measurable. The example PDP provides clear guidance on identifying these. You will need to consult your immediate superior (your first reporting officer/line manager) Stage 3 – Personal Objectives. This stage involves setting out your personal objectives. These can also be set in context within your civilian employment as shown in the example, which will be helpful in reinforcing its value. Example of a Personal Development Plan Mr A is a 25 year old graduate working for a well-known mobile telecommunications company. He is 2 years into their graduate recruitment programme. He joined the organisation while at university and transferred to his current department following graduation. After a year he was encouraged to enter a managerial leadership and management development programme. He re-joined his department as a junior manager. His employer is supportive and has been reasonably flexible and supportive in making allowances for the additional time off work to complete all the training modules. Once properly qualified and with more experience, he is keen to take on more responsibility and be seconded to another part of the company. Please find example PDP in Appendix 1

Page | 59

Appendix 1 PERSONAL DEVELOPMENT PLAN (EXAMPLE) Name: Mr A

Department:

Organisation: Date Personal Development Plan Completed: Part 1 â&#x20AC;&#x201C; Personal Analysis Before setting your short medium and long term personal development plans, you should conduct a personal analysis: E.g. - What are my strengths and weaknesses? What external opportunities or threats might affect any plans I might make? Strengths My personal administration in the company and basic skills are good and my detailed knowledge is generally sound for my level of training. I gained confidence from proving that I could cope with the pressures of the L and M course, even with sleep depravation. I was assessed to be composed during practical work and provided clear direction. Having the opportunity to lead a team over an extended period of time, I demonstrated that I have the ability to provide clear direction and manage people to achieve specific tasks whilst under pressure. Opportunity

Page | 60

Areas for further development It was difficult to maintain the work/life balance and maintain my physical fitness standards during academic studies. As a result I have lost some physical fitness. I need to take more time in planning a task thoroughly before briefing my subordinates. Ie provide the solution not present the problem. My understanding of the estimate planning process is still superficial in places and requires more detail. In order to build my confidence in command I need more experience of team management in different scenarios THREATS

Demonstrate to my employer that I have had both structured management and leadership training and experience of leading teams to achieve specific tasks. Also to highlight that I have been exposed to a more structured approach to analysing problems which will assist me in providing clear solutions will be of value to the quality of my work for the company I work for. This activity provides a space for renewal in a hectic business environment to achieve a better work life balance allowing me to be refreshed and more focused at work. I can call on the support of my line manager to give me guidance on personal development.

Balance work and personal commitments

Part 2 – Setting Goals What do I want to learn?

What do I have to do?

Greater depth of knowledge of leading in the business external activities

Complete M and L Course (4 weekends) Training and the company Young Managers (YM) development programme

Get to know my department team and build their confidence and trust in me. Identify key training opportunities in the Business Page | 61

What support and resources will I need? 1. Regional Training Centre and YM Course Directing Staff. 2. Finding 2 weeks for the YM could be difficult.

Advice from my Line Manager and team feedback I will need to discuss and agree my priorities with my Line Manager.

How will I measure success?

Target date for review?

1. Courses Assessment. 2. YM Course Assessment report. 3. Line managers Appraisal Report (LMAP) including midyear appraisal will assess performance and potential. 1. Formal and informal appraisal. Self-appraisal.

Post 31 Mar report

1. Prioritisation of goals forms part of my appraisal

Post 31 Mar report

Widen my understanding of leadership.

Improve my personal fitness.

Achieve core business skills.

Build confidence in as a leader management.

Improve planning/ decisionmaking skills.

Forecast of Events and de- conflict with work and social life. Because of YMs course I may not be able to engage in all business activities Learn from the more by observing experienced managers. Gain their friendship and trust. Allocate specific evenings during the week for fitness training and allocate time at weekends. Develop personal fitness programme to improve fitness and stamina Complete mandatory organisation update training i.e. CPD Volunteer to lead ad-hoc cross functional projects to build credibility and experience as a leader Gain further experience of business analysis processes.

process. Ensure that I have attended all the agreed high priority training.

Senior colleagues.

Mentoring and performance appraisal. During development programmes.

Post 31 Mar report

Advice from Gym Fitness Instr

Improved fitness levels will be selfevident. Improved Personal Fitness test score

Quarterly

Secure bonus benefits as appropriate Line manager

Feedback from the team and the project sponsor.

Use training opportunities and revision.

Good YMs course report.

Bi-annually Annually

31 Mar annually

End of the project

Use this in a working environment to Page | 62

speed up and improve complex decision making Part 3 – Personal Objectives Short Term Goals (next 12 months) Complete Young Managers Course in order to become eligible for engagement in complex business project activities. (I accept that some of these goals may slip into year 2 but no further). Have accountability for a significant cross-functional project at work. Medium Term Goals (next 2 – 3 years) Be given responsibility for leading and managing a small team of in support of a challenging business project. Engage in supporting some functions of a cross-functional project team which gives me significant business exposure. Longer Term Goals (beyond 3 years) Gain promotion to middle management and gain a support of work colleagues and senior managers. Be given responsibility for managing a large team of direct reports/ a number of teams (Work towards becoming a Head of Department).

Page | 63

Your draft must address the following performance criteria/ performance checklist.

To be assessed as satisfactory (S) in this assessment task the participant needs to demonstrate competency in the following critical aspects of evidence

N/S

a) Successfully establishes personal work goals by serving as a role model and ensuring personal work goals and activities replicate organisation’s plan.



b) Displayed ability to maintain personal performance during contingencies and varying work environment.



c) Adequately prioritised and facilitated competing demands, used technology efficiently and managed stress effectively to maintain work-life balance



d) Displayed ability to develop and maintain professional competence by assessing personal knowledge and skills against industry standards and taking feedbacks from stakeholders.



e) Successfully displayed ability to identify and evaluate personal learning opportunities, participate in networks to enhance knowledge and develop new skills to maintain a competitive edge



Page | 64

Trainer/Assessor to complete (Comment and feedback to students)

Unit Assessment Result Sheet (UARS) Assessment Task 4 –Development Plan Student and Trainer/Assessor Details Unit code Unit name Outcome of Unit Assessment Task (UAT)

BSBWOR501 Manage personal priorities and professional development First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student

First attempt:



Student Declaration

  



Second attempt:

Student Signature Date Page | 65

Trainer/Assessor Name Trainer/Assessor Declaration

Trainer/Assessor Signature Date Office Use Only

Page | 66

Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________