BSBWOR501 Manage Personal Work Priorities :
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Assessment cover sheet
| Unit Code / Title | BSBWOR501 Manage personal work priorities and professional development |
| Qualification Code / Title: | |
| Due Date : |
| Student Must Fill this Section | ||||
| Student Name: | ||||
| Student ID: | Term: | Year: | ||
| Privacy Release Clause: | “I give my permission for my assessment material to be used in the auditing, assessment validation & moderation Process”. | |||
| Authenticity Declaration: | “I declare that: The material I have submitted is my own work;I have given references for all sources of information that are not my own, including the words, ideas and images of others”. | |||
| Student Signature: | Date: | |||
| Assessment Outcome | ||||||||||
| Assessor Name: | ||||||||||
| Attempt and Tasks | Satisfactory | Not Yet Satisfactory | Date | Assessor Signature | ||||||
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| Re- attempt/Re-assessment | | | ||||||||
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| Task 5 | | | ||||||||
Assessor Feedback to Students
| Assessment Outcome: | Competent | Not yet Competent | ||
| Assessor Name: | ||||
| Assessor Signature: | ||||
| Information for Student: |
| This assessment is to be completed according to the instructions given below in this document.Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. Please refer to the College re-submission and re-sit policy for more information. If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.This is Individual Assessments. Once you have completed the assessment, please upload the softcopy of the Assessment into TKL Moodle. |
| Re-assessment of Result & Academic Appeal procedures: |
| If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Chief Executive Officer. This should be submitted after completion of the subject and within fourteen days of commencement of the new term. Re-assessment Process: An appeal in writing is made to the Academic Manager providing reasons for re-assessment /appeal. Academic Manager will delegate another member to review the assessment. The student will be advised of the review result done by another assessor. If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Academic Manager or if need be an external assessor. The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final. If the student is still not satisfied with the result, he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency. Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject. The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid. Academic Appeals: If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol. To appeal a decision, the person is required to complete the TKL- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details: Student Support Officer, TKL College Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 , Email: [email protected] The notice of appeal should be in writing addressed to the Chief Executive Officer and submitted within seven days of notification of the outcome of the re-evaluation process. If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit. In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate. The decision of Chief Executive Officer will be final. Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy. |
| 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 referenceCopying work either in whole or in partPresenting designs, codes or images as your own workUsing phrases and passages verbatim without quotation marks or referencing the author or web pageReproducing 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 student’s 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 workAllow others to copy your work or share your answer to an assessment taskAllow someone else to write or edit your work (without rto approval)Write or edit work for another studentOffer 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 |
Assessment Requirements
You are required to complete and pass every task in the assessment in order to be deemed competent.
Assessment Schedule
| Task | Due Date | Student Signature | Trainer Signature | Comments |
| Task 1- 5 | Week 2 |
The assessment tasks for BSBWOR501 Manage personal work priorities and professional development are included in this Student Assessment Tasks booklet and outlined in the assessment plan below.
- To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.
Assessment plan
| Assessment Task | Overview |
| Written questions | You must correctly answer all questions. |
| Personal work goals project | You must plan personal work goals for a chosen job role. |
| Work priorities project | You must establish work priorities and create a weekly schedule. |
| Professional development presentation | You must identify your professional development priorities and present these. |
| Professional development report | You must participate in and report on a professional development opportunity. |
Assessment preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions.
When you have read and understood this unit’s assessment tasks, print out the Student Assessment Agreement. Fill it out, sign it and hand it to your assessor, who will countersign it and keep it on file.
Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.
Assessment appeals
If you do not agree with an assessment decision, you can make an assessment appeal as per your RTO’s assessment appeals process.
You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal.
Each assessment task in this booklet consists of the following:
Assessment task information
This gives you:
- a summary of the assessment task
- information on the resources to be used
- submission requirements
- resubmission opportunities if required.
Assessment task instructions
This includes questions you will need to answer or tasks that you need to complete.
Your answers must be typed using software as indicated in the assessment task Instructions.
Copy and paste each task’s instructions into a new document and use this as the basis for your assessment task submission. Include this document’s header and footer.
If you are submitting electronically, give the document a file name that includes the information as indicated in the section called ‘Naming electronic documents’ (see below).
Additional resources
You will be provided with the following resources before you begin each assessment task.
Assessment Task 2:
- Personal Work Goals Report Template
Assessment Task 3:
- Work Priorities Planning Report Template
- Communications Manager Tasks
Assessment Task 4:
- Interview Response Form
- Professional Development Plan Template
- Self-Assessment Template
Assessment Task 5:
- Professional Development Report Template
Checklist
This will be used by your assessor to mark your assessment. Read through this checklist as part of your preparation before beginning the assessment task. It will give you a good idea of what your assessor will be looking for when marking your responses or observing your performance.
Assessment Task 1: Written questions
Task summary
You need to answer all of the written questions correctly.
Required
- Access to textbooks and other learning materials.
- Computer with Microsoft Office and internet access.
Timing
Your assessor will advise you of the due date of this assessment.
Submit
- Answers to all questions.
Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.
Note that the following guidance is the minimum level of response required.
| Analyse: when a question asks you to analyse something, you should do so in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long. Compare: when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long. Contrast: when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long. Describe: when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long. Discuss: when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long. Evaluate: when a question asks you to evaluate something, you should put forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long. Examine: when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long. Explain: when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long. Identify: when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long. List: when a question asks you to list something, this means that you are asked to briefly state information in a list format. Outline: when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long. Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long. |
Provide answers to all of the questions below:
- Explain the concept of self-appraisal and how can it contribute to a performance review.
= A self-appraisal entails asking an employee to reflect on and assess their job performance over a period a time. The overall purpose of a self-appraisal is to put an employee in charge of their own professional development.
- Explain the concept of peer appraisal and outline one benefit of peer appraisal.
= Peer appraisal refers to an employee performance assessment provided by the employee’s colleagues in the immediate working environment who have observed the employee’s job performance and are able to give constructive feedback. The one benefit of peer appraisal is 1. Promotes accountability of tasks.
- Outline three benefits for an individual of planning work.
= The three benefits for an individual of planning work are:
- Planning is related to performance
- Plans focus attention on objectives
- Plans helps eliminate uncertainties and anticipate problems.
- Outline each of the letters in the acronym SMART in relation to goals.
= The SMART goals stands for
S- Specific
M- Measurable
- Achievable
R- Relevant
T- Time bound
- Discuss the concept of the Pareto Principle in relation to time management.
= The Pareto principle in tine management states that 80% of results will come from 20% of your effort.
- Explain the concept of work-life balance.
= The work life balance is the state of equilibrium where a person equally prioritizes the demands of one’s career and the demands of one’s personal life.
- Outline five strategies that can be used to manage stress and achieve a healthy work-life balance.
- Eat a well-balanced, healthy diet
- Set small, manageable and achievable goals
- Limit your intake of alcohol, caffeine and other drugs.
- Get enough sleep
- Choose to have a positive attitude.
- Discuss the negative effect of technology on work-life balance.
=
- Discuss three strategies that a business can use to ensure their workers maintain a healthy work-life balance.
= The three strategies that a business can use to ensure their workers maintain a healthy work-life balance are listed below:
- Offer health cash plans
= Provide health cash plans providing reassurance to employees knowing that they have insurance if they or their family become unwell.
- Offer flexible and remote working
= Workers value employees who empower them to manage their own time. Employees feel valued at companies where they know they can finish earlier get their boiler fixed or see a physician when needed.
- Give employees time to volunteer
= Having the opportunity to do good is not just confined to millennials, though and if workers are allowed the freedom to give back while working.
- Outline five ways to develop new work skills.
- On the job training
- Online courses or E- learning
- Webinars and podcasts
- Network
- Work with a mentor and be a mentor
- Outline two ways to more effectively manage time at work.
- Set reasonable time limits
- Prioritize
- Discuss the concept of personal development planning.
= Personal development planning is the process of creating an action plan based on awareness, values, reflection, goal-setting and planning for personal development within the context of a career, education relationship or for self-improvement.
- Outline at least five crucial components of a personal development plan.
- Measure your progress
- Use your support network
- Set yourself goal
- Develop your skills and increase your knowledge
- Prioritise those goals
- Explain the concept of behavioural assessment in a workplace context.
= In the context, behavioural assessment refer to new-age tools to measure behaviour competencies in a simulated work environment.
- Discuss, in about a paragraph, the advantages of conducting behavioural assessments and appraisals.
=The behavioural assessment helps us to learn the approach of an individual to do their work and to achieve their objectives. The behavioural assessments tools are developed by experts and are designed in such a way that they figure out the personality of a candidate accurately. Its method along with other assessment method can be used to choose the right candidate for the organization.
- Explain five learning styles and why it is important to identify learning styles.
= The five learning styles are:
- Visual learning – visual learning style is that some people learn more through visual or spatial representations such as graphic design, charts, diagrams, images, and anything that illustrates ideas.
- Auditory learning – it is a learning where employees learn best when hearing information rather than seeing them.
- Logical learning – logical learning is not really common compared to other learning styles. This type of learning involves the use of logical reasoning when processing data and solving problems.
- Verbal learning – it is the process of learning about linguistic cues and response. Compared to other types of learning styles, verbal learners recall details better through reading, speaking, and writing.
- Interpersonal learning – social or interpersonal learners are designed to functions best when they engage in group study activities like quizzing one another or forming study groups.
| Student’s name: | |||
| Did the student provide a sufficient and clear answer that addresses the suggested answer for the following? | Completed successfully? | Comments | |
| Yes | No | ||
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| Question 16 | |||
| Trainers Feedback: | |||
| Trainers Name: | Signature and date: | ||
Assessment Task 2: Plan personal work goals project
Task summary
This assessment task requires you to plan personal work goals based on a job role of your choice, and to discuss these personal work goals at a meeting with your assessor.
This assessment is to be completed in the simulated work environment in the RTO.
Required
- Access to textbooks and other learning materials
- Computer with Microsoft Office and internet access
- Space for a meeting
- Personal Work Goals Report Template.
Timing
Your assessor will advise you of the due date of these submissions.
Submit
- Email with personal work goals report attached.
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.
Complete the following activities:
- Prepare for a meeting with your assessor.
| Using the Internet, research and 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, such as a Marketing Manager or Human Resources Manager. You will need to be able to access a position description and the company’s web site. Your assessor can provide you with assistance in identifying this information if you are having difficulty accessing such information. Review the company’s web site and position descriptions. Consider what your work goals for 12 months would be if you were in that position. One of the work goals should be in relation to your own professional development. Identify at least five personal work goals for the job role. Your goals must be SMART goals, so that your achievement of the goals can be measured. Develop notes for your meeting based on your review and research that includes: The name of the company and a short description of the companyA summary of the job roleA list of five personal work goals (SMART goals) for 12 months if you were in that position. |
- Meet with your assessor to discuss your personal work goals.
| At the meeting (and using the notes you have prepared), 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. Review the company web site with your assessor. Discuss the company’s goals or objectives as evidenced by your review of their web site and position description. 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 and plans, as well as to the job role and how these are suitable goals for a 12-month period. During the meeting, demonstrate effective communication skills including: Speaking clearly and concisely Using non-verbal communication to assist with understanding Asking questions to identify required information Responding to questions as required Using active listening techniques to confirm understanding |
- Write a report on your personal work goals.
| Your assessor will have provided you with feedback on your personal work goals at the meeting, and you will need to ensure that this is incorporated into your report. Use Personal Work Goals Report Template to guide you. Your report should be about one page, and should include the following: An overview of the business that you have chosen, including the purpose of the business and where it is located. Discuss the company’s goals or objectives. Discuss the position description for the job role you are interested in. Explain why you are interested in the job roleDescribe 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 and plans and the job role Discuss how these are suitable goals for a 12-month period. Submit your Personal Work Goals Report to your assessor. |
| Student’s name: | |||
| Did the student: | Completed successfully? | Comments | |
| Yes | No | ||
| In the meeting, identify and discuss at least five relevant personal work goals that are: Relevant to the key responsibilities of the selected job role as per the position description?Relevant to the selected company’s goals and objectives as per their web site? | |||
| In the meeting, identify and discuss at least five relevant personal work goals in a SMART format? | |||
| During the meeting, demonstrate effective communication skills including: Speaking clearly and concisely Using non-verbal communication to assist with understanding Asking questions to identify required information Responding to questions as required Using active listening techniques to confirm understanding | |||
| Develop a personal work goals report that includes personal work goals relevant to the role, work plans and activities that reflect the organisation’s objectives and own responsibilities and accountabilities? | |||
| Trainers Feedback: | |
| Trainers Name: | Signature and date: |
Assessment Task 3: Plan work priorities project
Task summary
You are required to research technology and tools that Managers can use to manage your work priorities. You will then create a weekly schedule for a Communications Manager using a technology or tool that you have researched.
You are also required to discuss the impact of workplace stress, and strategies to address this that you have applied to your weekly schedule.
This assessment is to be completed in the simulated work environment in the RTO.
Required
- Access to textbooks and other learning materials
- Computer with Microsoft Office and internet access
- Work Priorities Planning Report Template
- Communications Manager Tasks
- Workspace for a meeting
Timing
Your assessor will advise you of the due date of these submissions.
Submit
- Email with the following attached:
- Work/life balance report
- Work priorities planning report
- Weekly schedule screen shot
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.
Complete the following activities:
- Research technology and tools that managers can use to manage their work priorities.
| You should research at least three of these. Describe each and demonstrate how it assists in planning and prioritising work. |
- Research the impact of workplace stress, as well as strategies to address this.
| Make notes on at least 5 impacts of workplace stress and five strategies to address them. |
- Write a report on your current work-life balance.
| Think about your current work/life balance and your health. Take notes on how you currently maintain these and whether you want to make changes to the way you manage them. Write a short (about one page) report on your work/life balance over your last two days. For each day, start with the time you woke up, how long you took over breakfast and your morning routine, how you spent the morning, your lunch break, the afternoon and your evening. Describe what you did in your free time and what stress-reduction techniques you used while working. Calculate how much time you spent working and how long you spent doing activities that benefit your health and well-being. Save this document as Work/life Balance Report. |
- Write a work priorities planning report.
| Using the notes that you made from the previous two activities, write a short report on personal and work planning. Use the Work Priorities Planning Report Template to guide your work. |
- Write a weekly schedule.
| Using one of the tools you have researched, take the list of typical tasks set out in Communications Manager Tasks, and prepare a schedule for a typical week incorporating all of tasks included in the list. Factor in at least 30 minutes a day for relaxation to ensure a work-life balance. This can be any activity you choose. Take a screen shot of the weekly plan. |
- Draft an email to your assessor.
| The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachments and ask for a time and date of their meeting. Attach the following to your email: Work/life balance reportWork priorities planning report Weekly schedule screen shot |
- Meet with your assessor.
| This meeting will be held at your workstation. Ensure that your workstation has been set up ergonomically. Before the meeting begins, ensure that the weekly schedule that you have prepared is ready to show to your assessor. At the meeting, you will be required to: Discuss the research you conducted and technologies you have identified to assist managers in planning and prioritizing work tasks. Describe each of the technologies and their usefulness.Discuss the 5 impacts of workplace stress and five strategies to address them that you have researchedUse your Work/life Balance Report to demonstrate to your assessor that are maintaining a healthy work-life balance, ensuring that your stress is effectively managed, and your health is attended to on a daily basis.Discuss the impacts of workplace stress and the strategies to address these that you recorded in your work priorities planning report.Provide a weekly schedule using one of the technologies that you have researched and that incorporates all of the tasks in the list provided by your assessor and show how you have organized the week to reflect the priority of each job.Show how at least 30 minutes of relaxation time has been included in each day During the meeting, your assessor will ask you to respond to some unexpected information that will mean you need to adjust your weekly schedule. This work will involve you prioritising the urgent tasks but showing how you will still be able to achieve all of the tasks included in your weekly schedule, noting that some may need to be carried forward to the following week. When you have completed re-scheduling, discuss your revised schedule with your assessor. Tell your assessor how you have prioritized and rescheduled tasks to ensure that you can still complete all required tasks. You will be assessed on your skills in prioritizing, as well as rescheduling tasks. During the meeting, your assessor will also be assessing you on your ability to be a positive role model to others through the development of an organised and clear schedule, and your ability to make changes to it effectively. During the meeting, demonstrate effective communication skills including: Speaking clearly and concisely Using non-verbal communication to assist with understanding Asking questions to identify required information Responding to questions as required Using active listening techniques to confirm understanding |
| Student’s name: | |||||
| Did the student: | Completed successfully? | Comments | |||
| Yes | No | ||||
| Provide a schedule that shows: Appropriate scheduling of required activities to meet own and organisation’s goals and objectives?Appropriate prioritising of activities to meet own and organisation’s goals and objectives? | |||||
| Identify suitable technology that can be used for scheduling and managing work responsibilities? | |||||
| Use suitable technology to schedule and manage work responsibilities? | |||||
| Provide a schedule that shows that adequate time has been factored in to ensure sufficient work-life balance and that own personal welfare is attended to? | |||||
| Provide a schedule that shows that contingencies are allowed for within work schedule? | |||||
| Provide an adjusted work schedule to allow for the unexpected event and to show that required tasks can be still be achieved? | |||||
| In the meeting, discuss at least five impacts of workplace stress and five strategies to address these? | |||||
| Demonstrate the ability to be a positive role model? | |||||
| During the meeting, demonstrate effective communication skills including: Speaking clearly and concisely Using non-verbal communication to assist with understanding Asking questions to identify required information Responding to questions as required Using active listening techniques to confirm understanding | |||||
| Trainers Feedback: | |||||
| Trainers Name: | Signature and date: | ||||
Assessment Task 4: Professional development presentation
Task summary
This assessment task requires you to complete a number of activities in relation to professional competence. You will then provide a presentation to your assessor and fellow students.
This assessment is to be completed in the simulated work environment in the RTO.
Required
- Access to textbooks and other learning materials
- Computer with Microsoft Office and internet access
- Space for a meeting with a projector
- Interview Response Form
- Professional Development Plan Template
- Self-Assessment Template
Timing
Your assessor will advise you of the due date of these submissions.
Submit
- Email with the following attached:
- Self-assessment report
- Scans of interview responses
- Professional development plan
- PowerPoint presentation
- Presentation evaluation
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.
Assessment Task 4
Complete the following activities:
- Complete a self-assessment report.
| During your course, you will have gained some skills in management. Imagine that you are now seeking to gain advanced management skills. To do this, you need to conduct a self-assessment against two units of competency from the Advanced Diploma of Leadership and Management. Use the following website to choose two appropriate units: https://training.gov.au/Training/Details/BSB61015 Then use the search feature in the following website to find the Unit of Competency for each unit that you have selected. https://training.gov.au/Home/Tga Ideally the units should involve a higher level of skill to those you are completing as part of the Diploma. For example, if you are completing the unit BSBMGT516 Facilitate continuous improvement, the obvious choice of higher-level unit would be BSBMGT608 Manage innovation and continuous improvement. Read through the Units’ Unit of Competency and complete the Self-Assessment Template for each unit. Provide at least four examples of how you rank yourself relevant to each unit of competency. |
- Professional competence research.
| Interview at least two of the following people; a fellow student, a family member, friend or colleague who currently works as a manager, or your assessor. Use the Interview Response Form to document their responses. Ask the interviewees to identify the skills and knowledge that they consider most important for a manager, as well as any skills that they consider may be important to develop based on industry trends. In addition, ask them to discuss one example of a professional development activity they have undertaken recently and how this was beneficial to them. Ask them whether they would recommend this activity to others. Scan and save completed responses to provide as part of your assessment evidence. |
- Write a career review.
| Prepare your response to the following questions and present your response as part of your presentation. Your response to each question needs only be a few dot points on a slide, which you can then explain verbally. Discuss your career aspirations. Discuss the possible career options that you have following completion of your course |
- Write a networking review.
| Identify and describe at least two formal networks that a Manager could participate in. Your response to each question needs only be a few dot points to include in your presentation which you can then explain verbally. For the two formal networks identify: Organisation name and contact details including telephone and email. The services offered by the networking organisation.The costs involved in joining the networking organisation. The benefits you believe joining the network brings to you. Any other relevant information.Details of an upcoming event provided by the organisation that you are interested in and why you are interested in the event. You will be including the results of your review in your presentation. |
- Write a Professional Development Plan.
| Your professional development plan will be based on the activities you have already completed in this Assessment Task. Use the Professional Development Plan Template to guide your work. Begin by defining your personal and professional development goals for the near future. Based on areas you have identified as needing improvement and/or gaps in your competence, prioritise the professional development that you intend to undertake. Describe at least three professional development opportunities that would benefit you based on the areas of improvement and/or gaps you have identified. These competence development opportunities should be suitable to your personal learning style(s), and at least one of them should be free, and only take about an hour, as you will be undertaking it in Assessment Task 5. |
- Create a PowerPoint presentation.
| The presentation should address all of the following: Your personal and professional goals for the next 12 months, and for the next five years.Your perceived strengths in your skills and knowledge. Also identify areas that you would like to improve or gaps you would like to fill. These will have been identified through your self-assessment, interviews, or in response to new industry trends. Three professional development priorities based on your areas for improvement and/or gaps you have identified. For each of the priorities identified you will also need to provide the reasons why you have identified this as a priority and by when you would like to address the priority. Three professional development activities that you feel would meet your desired areas for improvement or gaps and that you intend to participate in over the next 12 months. The professional development activities could also include the networks that you have identified. At least one of the professional development activities you identified should be in response to the feedback provided during the professional development research you conducted. For your presentation, you should provide examples of how you have ranked your skills and knowledge in the self-assessment ranking. Give at least four for each unit of competency. You should also discuss how useful you found the self-assessment process, as well as how it has informed your professional development plan. Discuss each interview, including who you interviewed and their job role. Describe the feedback provided regarding important skills and knowledge and professional development activity and how this informed your professional development plan. |
- Conduct presentation.
| Conduct your presentation to your assessor and at least two other students selected by your assessor using the PowerPoint slides that you have developed. During the presentation, demonstrate effective communication skills including: Speaking clearly and concisely Using non-verbal communication to assist with understanding Asking questions to identify required information Responding to questions as required Using active listening techniques to confirm understanding Your assessor will also be assessing you on your ability to be a role model for others through your ability to provide a clear and organised presentation. At the end of the presentation, you will need to obtain feedback from your assessor and fellow students. Ask if they have any suggestions for any additional professional development activities you could complete, or if they have general comments on your professional goals and objectives. Document the feedback you receive, as you will use it to revise your professional development plan. |
- Evaluate your presentation.
| Assess your own performance by reflecting on your presentation abilities (for example, clarity of information presented, your communication skills, ability to meet timelines). The evaluation should be about half a page. |
- Update your professional development plan.
| Incorporate the feedback you received at the end of your presentation into your professional development plan. |
- Draft an email to your assessor.
| The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachments. The email text should also note the changes that you made to your professional development plan after your presentation. Attach the following to the email: Self-assessment reportScans of interview responsesProfessional development planPowerPoint presentationPresentation evaluation |
| Student’s name: | |||||
| Did the student: | Completed successfully? | Comments | |||
| Yes | No | ||||
| Demonstrate the ability to be a positive role model through conducting an organised and clear presentation? | |||||
| In the presentation, provide an assessment of own personal knowledge and skills to determine development needs, priorities and plans? | |||||
| In the presentation, provide an evaluation of professional development opportunities identified and how these are relevant to own learning style? | |||||
| In the presentation, provide an outline of feedback received through interviews and how this was used to identify ways to improve competence? | |||||
| During the meeting, demonstrate effective communication skills including: Speaking clearly and concisely Using non-verbal communication to assist with understanding Asking questions to identify required information Responding to questions as required Using active listening techniques to confirm understanding | |||||
| In the presentation, outline strengths in skills and knowledge, as well as areas of improvement identified through the self-assessment, interviews or in response to new industry trends? | |||||
| Use feedback from assessor and students to inform professional development plan? | |||||
| Submit updated professional development plan following presentation based on feedback from attendees? | |||||
| Discuss assessment of own performance by reflecting on presentation abilities? | |||||
| Trainers Feedback: | |||||
| Trainers Name: | Signature and date: | ||||
Assessment Task 5: Professional development report
Task summary
This assessment task requires you to participate in a professional development opportunity that you identified in Assessment Task 4 and write a short report on it.
This assessment is to be completed in the simulated work environment in the RTO.
Required
Timing
Your assessor will advise you of the due date of these submissions.
Submit
Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.
Complete the following activities:
| Participate in one of the professional development activities that you identified in your professional development plan. In the next activity, you will be asked to write a short report on your participation, so while you are completing the development activity, take notes on the following: |
| After you have participated in one of the professional development activities that you identified in your professional development plan. Use the Professional Development Report Template to guide your work. You should answer each question in around a paragraph. |
| The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment. Attach your professional development report to the email. |
| Student’s name: | |||||
| Did the student: | Completed successfully? | Comments | |||
| Yes | No | ||||
| Demonstrate that they identified networks and activities through the professional development report? | |||||
| In the professional development report, describe the free professional development activity they undertook and describe whether it was suitable for their personal learning style(s)? | |||||
| Complete the professional development report in the format required in a clear and concise manner, a paragraph for each answer? | |||||
| Trainers Feedback: | |||||
| Trainers Name: | Signature and date: | ||||
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