JO Bsbwor 501 Student Assessment v1 PM 1 PDF

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Student Assessment BSBWOR501 Manage personal work priorities and professional development

BSBWOR501 Manage personal work priorities and professional development

UNIT OVERVIEW BSBWOR501 Manage personal work priorities and professional development 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.

Elements To achieve competency in this unit students must demonstrate their ability to: 1. Establish personal work goals 2. Set and meet own work priorities 3. Develop and maintain professional competence

Performance Evidence Evidence of the ability to:  use business technology to create and use systems and processes to organise and prioritise tasks and commitments  measure and maintain personal work performance including assessing competency against competency standards and seeking feedback  maintain an appropriate work-life balance to manage personal health and stress  participate in networks  develop a personal development plan which includes career objectives and an action plan  develop new skills. Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence To complete the unit requirements safely and effectively, the individual must: explain principles and techniques involved in the management and organisation of:

         

performance measurement personal behaviour, self-awareness and personality traits identification a personal development plan personal goal setting time discuss management development opportunities and options for self describe methods for achieving a healthy work-life balance outline organisation’s policies, plans and procedures explain types of learning style/s and how they relate to the individual

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BSBWOR501 Manage personal work priorities and professional development 

describe types of work methods and practices that can improve personal performance.

The assessment activities and information in this booklet are based on and customised from the BSBWOR501 Manage personal work priorities and professional development assessment resources provided by VET Fair. VET Fair owns all copyright to this information and the intellectual property of this resource remains with VET Fair.

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INFORMATION FOR STUDENTS General Assessment Information This information is designed to provide you with a full overview of the tasks you need to successfully complete to be deemed competent in this unit. You must achieve a satisfactory performance in each of the assessment tasks in order to be deemed competent in the relevant unit.Where necessary, the assessment tasks are divided into parts or steps. These are designed to take you through a step by step approach to completing the activities.

Instructions First and foremost, please contact your assessor to discuss any necessary adjustments that may need to be made prior to completing these tasks. The instructions for each of the assessment tasks are logically sequenced. If you have any questions, contact your assessor immediately. If there is a practical component to your assessment, you will need to discuss the arrangements for its completion with your assessor in advance.

Assessment Cover Sheet Once you have completed all of the tasks, complete the Assessment Cover Sheet, sign the declaration and forward along with your documentation to your assessor, or upload on the student portal as directed by the assessor.

Submitting Assessment Tasks All written assessment tasks must be typed and submitted with the provided cover sheet. Your trainer/assessor will tell you when assessments are due. It is your responsibility to ensure that assessment tasks are submitted on or before their due date. Extensions for individual assessment tasks may be negotiated with your trainer in specific circumstances. You must request this prior to the due date, and extensions due to illness will require a medical certificate. Extensions will be confirmed by your trainer/assessor. Where assessment tasks are submitted following the conclusion of the term without a medical certificate or extension, a late submission fee for each assessment task will be charged.

Assessment Outcomes There are two outcomes of assessment tasks: S = Satisfactory and NS = Not Satisfactory (requires more training and experience). You will be awarded C = Competent on completion of the unit when you have achieved S for all completed assessment tasks and by meeting all the performance criteria. If you fail to meet this requirement, you will receive the result NC = Not Competent and will be eligible to be re-assessed according to Australian Vocational Training Institute (AVTI)‘s policy. If you are deemed Not Competent by your assessor and require re-assessment, you will be informed of the process. A fee may be charged according to AVTI policy. If all assessment tasks are not completed for a qualification, a certificate will not be awarded. A Statement of Attainment for completed units of competency will be provided.

Your Results Your assessor is committed to providing you with detailed feedback on the outcomes of the assessment and will provide guidance on areas for improvement. In most instances, you should only need to complete the sections of the assessment that were deemed not satisfactory. However, it is important to remember that depending on the task, it may be necessary to repeat the whole task (for example presentations or the delivery of a training session). Student Assessment v1 July 2020

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You are entitled to view your results at any time by viewing them once they are uploaded on RTOManager.

Reasonable Adjustment AVTI supports individual differences in the learning environment and provides ‘reasonable adjustment’ in training and assessment activities to support every learner. If you have any special needs that make it difficult for you to complete your learning or assessments, you should discuss this with your assessor beforehand and will be provided with reasonable alternatives to assist you to complete the required tasks such as completing tests verbally or using an interpreter.

What happens if you do not agree with the assessment result? If you do not think the assessment process is valid, or disagree with the decision once it is made, or believe that you have been treated unfairly, you can appeal. The first step is to discuss the matter with your trainer. If you still do not agree with the results, refer to the AVTI Complaints and Appeals Policy and speak to the Student Services team.

Support While we may not be in a position to assist you with language training or specific LLN training, our assessors will work with you to ensure that you are supported throughout your qualification. If you require individual tutoring this may attract an additional fee (see Student Handbook). Support may be offered by your assessor, or for more specialist support you may need to contact AVTI administration.

Plagiarism and Referencing Plagiarism is a form of theft where the work, ideas, inventions etc. of other people are presented as your own. Information, ideas etc. quoted or paraphrased from another source, must be cited using the Harvard referencing system. Direct quotes must be acknowledged with quotation marks around the relevant words/ sentences or ideas. You must also list the sources at the end of your assessment. It is advisable to never copy another person’s work. Should it appear that your work has been copied or does not appear to be authentic, you will be asked to speak to your Course Coordinator and required to re-submit it. A fee may be charged according to AVTI policy.If it occurs on more than one occasion, your enrolment may be cancelled.

Contacting the RTO If you should need further support or assistance please do not hesitate to contact the Student Services team.

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ASSESSMENT BSBWOR501 Manage personal work priorities and professional development There are twoassessments for this unit:

1.Assessment Event 1 – Knowledge Questions You are to read the questions and respond in writing with the most suitable answer. There are eightquestions, all of which must be completed. The questions require short answers and you may respond in bullet points as appropriate. You may use various sources of information including workbooks, internet and other documents, but must correctly reference your sources.

2. Assessment Event 2 – Simulation: My Study Unlimited For this assessment you are to complete a number of tasks related to working with others. It is based on a simulated business. You will complete a number of tasks that will provide us with evidence of your skills with your planning and implementation of a work plan and professional development with a unit from your course of study. To complete the Simulation, you will need to refer to the following resources: Work Plan Template This is an Excel template to be used in Task 2.1 to produce a work plan. College Student Plan This plan provides information on how the College is intending to support students and is used in Task 1.2 Competing Demands You will use this template when prioritising between competing tasks in Prioritisation Template Task 2.3 Please note that your responses for both assessment events can (where appropriate) use dot point format. See below an example of a dot point response and a full sentence response. Dot point format Presentation Plan includes the following:  outcomes  needs of the audience  context. When you are preparing for a presentation, there are a number of tasks that Full sentence must be carried out. These are listing the outcomes that you want to format achieve, followed by the identification of the needs of your audience. When you have completed these two tasks you then check on the room that you will be conducting the presentation in. To Achieve Competence To be deemed competent for this unit, you will need to meet the following requirements:      

complete all the questions and tasks listed in the Student Assessment Workbook meet all the requirements listed in this Student Assessment Guide your responses to the questions and tasks must be relevant, accurate and specific submit your completed Student Assessment Workbook to your Assessor within the set timeframes your work must be in your own words where you use an external source of information, you must provide citation.

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You will be marked against the criteria in the attached marking guides. Your assessor will advise you when each part of this project is due.

Assessment Schedule Assessment 1. Assessment Event 1 – Knowledge Questions 2. Assessment Event 2 – Simulation: My Study Unlimited  Task 1  Task 2  Task 3

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Due Date

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ASSESSMENT COVER SHEET Student Name: Student ID: Contact Number: Email: Trainer / Assessor Name: Qualification: Unit of Competency:

Assessment:

BSB51415 - Diploma of Project Management BSBWOR501 Manage personal work priorities and professional development ☐ Assessment Event 1 – Knowledge Questions ☐Assessment Event 2 – Simulation: My Study Unlimited  Task 1  Task 2  Task 3

Due Date:

Date Submitted:

Ifyour assessment is being submitted after the due date, please attach a copy of the written confirmation of extension received from yourassessor. Declaration: I have read and understood the following information at the beginning of this assessment guide (please tick): ☐ Assessment information ☐ Submitting assessments ☐ Plagiarism and referencing I declare this assessment is my own work and where the work is of others, I have fully referenced that material.

Name (please print)

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Signature

Date

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ASSESSMENT 1: WRITTEN QUESTIONS Read the questions below and respond in writing with the most suitable answer. There are eightquestions. You must complete them all. Most questions require short answers and you may also use bullet points. You may use various sources of information including your workbook, internet and other documents;however, you must reference your sources for each question. Your assessor will advise when this is due.

Question 1 Describe methods that could be used for achieving a healthy work-life balance. R 1. describe three strategies to maintain a healthy work life balance R 2. word count is approximately 50 words. Insert your response here:

1. Setting up work schedule and complete them every day. By this way, I don’t need to think about what I haven’t done after work, and I can have a complete rest. 2. As I finish my work, I’ll spend an hour to watch the TV serious. It’s a kind of phycological hint to tell myself I’ve finish today work and can be relax. 3. Every weekend, I’ll play indoor volleyball with my friends for 2 hours. Exercise not only can be health, playing volleyball with my friends can also improve our relationships. It’s my way to achieve the health work-life balance.

Question 2 Describe types of work strategies that can improve individual performance. R 1. describe five types of work strategies that will improve performance R 2. word count is approximately 50 words in total. Insert your response here: 1. Complete all the mission on time, report it as we finish. 2. As with working experience, trying to raise some idea to improve current disadvantage during the work. 3. Trying to identify the problems, discuss with manager and provide personal opinions. 4. Do the work log book properly, then can review it and identify the problems. 5. Trying to solve the problems first before to ask for the help.

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Question 3 Using the table below, describe the principles and techniques for each of the listed work planning principles. R 1. provide an explanation of the principle R 2. word count is approximately 25 words per explanation R 3. provide two techniques for each principle R 4. word count is approximately 25 words per technique. Insert your response in the table: Explain the following principles: Personal goal setting

Explain the techniques:

1.Set clear and specific goals

1.”The more specific or explicit the goal, the more precisely performance is regulated.” – Edwin

2.Build rational and emotional commitment

Locke 2.”The goal-performance relationship is stongest when people are committed to their goals.” – Edwin Locke and Gary Latham

Performance measurement 1.Expose Weaknesses

1. The performance measures must expose the

2.Balance lagging and leading indicators

weaknesses so we can improve them. 2.Performance measures must have the right balance of the things we do and the result we get.

Time management 1.Have a hierarchy of needs

1. We put things into a hierarchy with the most important first and work our way up from

2.It’s about effectiveness first, then efficiency

there. 2. It’s better to complete one very important task than 100 unimportant tasks.

Personal behaviour 1.Emothinal stability, to remain stable and balanced

1.adjust our perspective, feeling negative is because we rarely expect things to go wrong in any

given moment, but they sometimes do. 2.openness to experience, active imagination, 2.to be an open minded person, willingness to try aesthetic sensitivity, attentiveness to inner

new things or to hear and consider new ideas.

feeling, preference for variety, and intellectual curiosity. Personal development plan 1.Define the goals

1.The first step is to define goals that are really

2.set a deadline

important to you. 2.Even with a goal but don’t know when you want

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to achieve it, chances are it will never happen.

Question 4 Explain a learning styles model and how it relates to behaviour. R 1. provide an explanation of one model R 2. word count is approximately 30 words R 3. provide an explanation on how style leads to behavior R 4. word count is approximately 50 words. Insert your response here: Fleming’s VARK model Fleming’s VARK (Visual-Auditory-Read/Write-Kinesthetic) model is one of the most common and widely-used learning style. Fleming and Mills propose that the learning style can be categories in four types: visual, auditory, read/write, and kinesthetic. People have their own preferred learning styles, that could be single or multimodal. Single type preference is VARK type I. The kind of people prefer to learn by one of the categories and usually they are learning fast. For example the visual type people are leaning by seeing, they think in picture. Multi type preference is VARK type II. The kind of people are not satisfied with one learning type, prefer to learn by two or more categories. They take longer time to learn but usually have deeper and broader understanding. For example, the people prefer to learn by visual and auditory, when they see the graph, they also think of it in sound. When they saw a picture, there could be a music coming into their mind. They remember things by the linkage, as there’s more linkage, the impression will be deeper and clear.

Question 5 Explain management development opportunities that an individual could undertake. R 1. explain three management development opportunities R 2. word count for each development opportunities is approximately 30 words. Insert your response here:

1. Job Rotation It’s a technique that to rotate employees’ assigned jobs throughout their employment. It’s designed to promote flexibility of employees and to keep employees interested into staying with the organization. 2. Mentoring It’s a relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or knowledgeable person. 3. Professional development Student Assessment v1 July 2020

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It’s leaning to maintain professional credential such as academic degrees to formal coursework, attending conferences, and informal leaning opportunities.

Question 6 In the table below, explain the concepts and techniques with self-awareness, personality trait identification and concept of p...