BSBWOR501 Manage Personal Work Priorities and Professional Development Assignment Help

Introduction
This Assessment Booklet provides you with information and your assessment tasks for this unit. A requirement of your qualification, from which the unit of competence is taken, is the application of the concepts you have been learning.
The assessment activities are an important part of your course as they provide an opportunity to apply what you have been learning and they give both you and your trainer feedback on your progress.
Please read this section carefully before commencing the assessment tasks. RECOGNITION OF PRIOR LEARNING
If you can demonstrate that you have the skills and knowledge within this unit, you should speak to a trainer/assessor about this and apply for recognition of prior learning. COMPLETING YOUR ASSESSMENTS
Prior to Assessment
You must be advised of your rights before and after the assessments including the right to appeal.
Assessors must provide you with all relevant information relating to the assessments prior to commencement and of the appeals procedure that can be utilised if you wish to appeal against the assessment outcome or make a complaint.
Submitting Assessments
Each part of this assessment booklet needs to be carefully completed and you are required to attain a ‘satisfactory’ mark for each of the assessment activities. Full details of what is required have been detailed in instructions before each assessment task.
You must submit assessment tasks with the cover sheet provided at the end of this Booklet. You must attach one cover sheet per assessment upon submission, ticking the relevant assessment box. Ensure you sign the form after completion.
Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions will be confirmed to you in writing.
Plagiarism and Referencing
You are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc. must be provided in alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc. and year and place of publishing) or may be included in brackets in the text.
ASSESSMENT OUTCOMES
The evidence you submit will be assessed and you will be given written feedback. Each assessment task will be marked as either Satisfactory or Unsatisfactory and once all assessments have been marked you will be given an outcome of Competent or Not Competent for the unit of competence. Upon demonstrating competence, you will be awarded this unit. If you are assessed as Not Competent, you will be given some suggestions for improvement and asked to redo your assessment.
Re-assessment
In the event you are deemed Unsatisfactory, you will be allowed two (2) further attempts at an assessment within the timeframe of this course.
As part of the assessment process, you must abide by any relevant assessment policies as provided to you. If you feel you are not yet ready to be assessed or this assessment is unfair, you should be offered the opportunity to discuss all options that are available to you to complete the assessment.
Reasonable Adjustment
RTOs and Trainers/Assessors are obliged by law to make reasonable adjustment to ensure maximum participation of students with disability in teaching, learning and assessment activities. This includes:
• ensuring that course activities are sufficiently flexible;
• providing additional support where necessary; and
• offering a reasonable substitute within the context of the course where a student cannot participate.
Reasonable adjustment is defined in section 4(1) of the Employment and the Disability Discrimination Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the adjustment would impose an unjustifiable hardship on the person’. Reasonable adjustment as it applies to participation in learning and assessment activities may include:
• customising resources or activities within a training package or accredited course;
• modifying a presentation medium;
• providing additional support;
• providing assistive or adaptive technologies;
• making additional information accessible both before enrolment and during the course; and
• monitoring these adjustments to ensure that the student’s needs continue to be met.
An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. Reasonable adjustments can be made to ensure equity in assessment for people with
disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes.
The assessment process must:
• Provide for valid, reliable, flexible and fair assessment
• Provide for judgement to be made on the basis of sufficient evidence
• Offer valid, authentic and current evidence. COMPETENCY ASSESSMENT
Within this qualification are units of competency that form the basis of your assessments. These can be located in your Unit Outline Booklet. ASSESSMENTS FOR THIS UNIT
There are four (4) forms of assessment or evidence gathering methods for this unit of competency. You are required to complete and submit all the assessments.
Assessment 1. Written / Short Answer Questions
This assessment consists of eighteen (18) short answer questions to assess your knowledge of this unit. You must answer all questions. Most questions require short answers although some questions require a more detailed response. You should provide typed responses. You may use various sources of information including: text books, learning workbooks, other documents and the internet and must list your sources.
Assessment 2. Project on Personal Work Plan
You are required to undertake a range of tasks as a project that relate to developing, identifying and planning personal work priorities and professional development.
Assessment 3. Project on PDP
This project is in continuation of the previous project. In this assessment students are required to develop, based on their learning styles, adjustments to their professional development plan. Students have to review their Personal Professional Development Plan, developed in Project 1, and taking into consideration their preferred personal learning style, need to identify the professional development activities they wish to undertake. Areas like networking and training are also assessed in this assessment.
ASSESSMENTS SUBMISSION DEADLINE
Assessment 1, Short Answer Question, will begin in Week 1 and is due in Week 4 (First week of the new unit)
Assessments 2, Project on PWP, due in Week 4 (First week of the new unit)
Assessment 3, PD Project, due in Week 4 (First week of the new unit)
Assessment 1: Assessment 1: Assessment 1: Assessment 1: Short Answer Questions Questions Questions
This assessment consists of seventeen (17) short answer questions to assess the student’s knowledge of BSBWOR501 Manage personal work priorities and professional development.
Instructions for Students
Students must answer all questions. Most questions require short answers although some require a more detailed response. Students may use various sources of information including: Text books, learning workbooks, other documents and the internet and they must list their sources.
In order to make a learner competent, assessor needs to consider a variety of evidences and outcomes from the assessment tasks. Competency is given to a learner based on assessor’s judgement of work submitted by learner to meet assessment specification as well as the assessor’s judgement/observation of learners’ class participation & underpinning knowledge demonstrated. Assessor may wish to keep following criteria in mind while assessing a student.
Assessment description
This Assessment has got two parts. Part A is based on both theoretical and applied questions whereas Part B is based on a small case study based questions. PART A.
1. What ethical behaviours should a leader demonstrate if they want to be positive role model? (Max. word: 300)
2. What is a personal development plan (PDP)? Outline the key elements of a PDP. (Max. word: 200)
3. Provide two examples of your own personal goals. Explain how you ensure continued progress towards these goals.
4. How do you apply technology to managing your work priorities? Give at least two different examples.
5. Explain what work/life balance means to you and how you manage your work priorities to help achieve work/life balance.
6. What are competency standards? Give five examples of competency standards relevant to your job role.
7. Using the competency standards identified in question 6, describe the process you would follow to prioritise development in these areas.
8. List three types of on-the-job training and describe how they might be used in your workplace.
9. Explain what having a competitive edge means to you.
10. Briefly describe the principles and techniques involved in performance measurement. (Max. word: 250)
11. Name any two-common personality type testing process used as a technique to identify an individual’s behaviour type and his/her personality traits.
BSBWOR501 Manage Personal Work Priorities and Professional Development
BSBWOR501_Learner Assessment Guide V2.0 (12sept18)
Richmond School of Business. CRICOS Code: 03717E |RTO Code: 45432.
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12. What learning style do you have. Briefly explain. (Max. word: 200)
13. List any three principles of time management.
14. Outline briefly the functions of: a. Organizational policies; b. Organizational procedures. (Max. word: 250)
15. Briefly explain the difference between formal and informal self-development opportunities. (Max. word: 250)
16. List down any three benefits of participating in business networks.
PART B.
Read the case study then prepare a plan according to the instructions that follow. Case study You are the manager of an administrative team. The performance of one of your best employees begins to decline. This employee has performed well in the same position for a long time, but now they are missing deadlines, arriving late and taking more sick days than they have taken in previous periods. You prepare a summary of their recent performance and schedule a meeting to discuss what may be causing the poor performance. During the discussion the employee reveals they are increasingly stressed by their role, and feel there is more work to do than they can handle.
Q.17.
Prepare a plan to help the employee through this period. List the key actions you will take, and describe how you think each of these steps will benefit the employee and the organisation. Write a paragraph explaining why you think it is important to support your employee in this way.
THE END
ASSESSMENT 2: Project on Personal Work Plan
Task 1 – Project activity – Personal Work Plan
In order to be a role model to others it is important for a manger to be organised and have a personal work plan which identifies their goals, the processes to achieve those goals as well as the mechanisms to monitor and make adjustments to the plan. INSTRUCTIONS:
The following tasks could be completed by choosing any one of the following scenarios:
Scenario 1:
Use your workplace as an example organization. Locate your position description (role statement, or performance plan) and the organization’s plan on the company’s goals and objectives. If you do not have a position description create your own based on your position requirement. If you do not have access to your organization’s plan, goals and objectives, speak with the owner/manager to discuss what goals and objectives the organization has for the next 5 years.
Scenario 2:
Use any organization that you are familiar with. A meeting with the company’s manager can be arranged and the Trainer should help the students in getting this stage through. Trainer can obviously use his networking with the current businesses to put the students on this practical task. Based on the meeting with the concerned manager, you are required to develop a position description for job of your choice (role statement, or performance plan) and the details the organization’s plan on the company’s goals and objectives. Speak with the owner/manager to discuss what goals and objectives the organization has for the next 5 years.
Scenario 3:
Develop a position description for Max, based on a case scenario provided below on Max’s seafood restaurant.
Case Scenario: Max’s Seafood Restaurant
Source: IBSA’s SWB on BSBWOR501
ASSESSMENT TASKS: Task 1
Using your position description and the organisational plan, develop a Personal Work Plan. Your personal work plan needs to:
a. Identify your personal work goals, plans, activities and career objectives
b. Reflect your responsibilities and accountabilities
c. Reflect the goals and objectives in the organisation’s plan
d. Take into account any legislative requirements.
e. Develop KPIs to measure performance related to your above personal work goals
f. Consider a range of activities to advance work goals. Prioritise possible activities.
Choose 2 work goals to develop work plans for.
In your personal work plan, describe the process you undertook to prioritise activities.
You must provide:
You are required to provide your assessor with the following document:
• A Personal Work Plan detailing your goals and actions to achieve them.
Task 2 Project activity – Professional Development Plan
In Australian workplaces, managers are expected to hold national qualifications or enterprise-specific units of competency which are relevant to their role and responsibilities.
Consider the Personal Work Plan you developed in Task 1 above and identify the gaps in your qualifications, skills and abilities to achieve your career goals.
a. Make a list of the qualifications and competency gaps you identified to determine your development needs.
b. Gather feedback from team members, clients and colleagues on options that you may wish to consider for professional development. If you are in a simulated assessment, then you may use fellow students to represent team members, clients and colleagues.
c. Analyse the feedback you received and make adjustments, additions or deletions to your list of qualifications and competencies to achieve your career goals.
You must provide:
You are required to provide your assessor with the following document:
• A Personal Professional Development Plan to cover the next 6 or 12-month period.
ASSESSMENT 3: PROJECT ON PROFESSIONAL DEVELOPMENT PLAN
Task 1
Project activity – PDP adjustment for personal learning styles
A manager’s Personal Professional Development Plan is a guide only until it is implemented. INSTRUCTION:
Imagine you are working as a Manager in a company of your choice. After providing the details on your chosen company and your roles and responsibilities, you are required to provide brief details on your personal professional development plan. Based on this scenario, please answer the following questions:
Questions:
Taking into consideration your preferred personal learning style, identify the professional development activities you would like to undertake for your personal professional development plan. You are most welcome to briefly explain your professional development plan.
The professional development activities in your PDP must cover the following items:
a. Development opportunities such as training. Include opportunities to undertake within 1 year and within 5 years.
b. New skills you aim to acquire to achieve or maintain a competitive edge
c. Planned participation in networks or professional associations to enhance professional development
d. Timeframes in which to achieve development opportunities, new skills, participation in
networks.