- BSBCMN302A - Organise personal work priorities and development
Assessor Resource
BSBCMN302A
Organise personal work priorities and development
Assessment tool
Version 1.0
Issue Date: April 2024
Not applicable.
This unit covers the skills and knowledge required to organise own work schedules, monitor and obtain feedback on work performance, and maintain required levels of competence.
This unit is related to BSBCMN202A Organise and complete daily work tasks and BSBCMN402A Develop work priorities.
This unit covers the skills and knowledge required to organise own work schedules, monitor and obtain feedback on work performance, and maintain required levels of competence.
This unit is related to BSBCMN202A Organise and complete daily work tasks and BSBCMN402A Develop work priorities.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
Not applicable.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Preparing work plans
Prioritising and scheduling work objectives and tasks
Seeking and acting on feedback from clients and colleagues
Reviewing own work performance against achievements through self assessment
Accessing learning opportunities to extend own personal work competencies
Underpinning Knowledge*
* At this level the learner must demonstrate some relevant theoretical knowledge.
The relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
Understanding the organisation's policies, plans and procedures
Knowledge of methods to elicit, analyse and interpret feedback
Understanding techniques to prepare personal plans and establish priorities
Knowledge of the principles and techniques of goal setting, measuring performance, time management and personal assessment
Understanding processes to interpret competency standards and apply them to self
Understanding methods to identify and prioritise personal learning needs
Underpinning Skills
Literacy skills for reading and understanding the organisation's procedures, own work goals and objectives
Proofreading and editing skills for checking own work
Planning skills to organise work priorities and arrangements
Problem solving skills to solve routine problems
Communication skills including giving and receiving constructive feedback on development needs
Technology skills including the ability to select and use technology appropriate to a task
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2) - to measure self-performance
Communicating ideas and information (Level 1)- with members of the work team
Planning and organising activities (Level 2) - for self
Working with teams and others (Level 2) - in completing scheduled tasks
Using mathematical ideas and techniques (Level 1) - as an aid to measure and schedule tasks
Solving problems (Level 2) - as an aid to self-development
Using technology (Level 2) - to manage scheduling and completion of tasks
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Preparing work plans
Prioritising and scheduling work objectives and tasks
Seeking and acting on feedback from clients and colleagues
Reviewing own work performance against achievements through self assessment
Accessing learning opportunities to extend own personal work competencies
Underpinning Knowledge*
* At this level the learner must demonstrate some relevant theoretical knowledge.
The relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
Understanding the organisation's policies, plans and procedures
Knowledge of methods to elicit, analyse and interpret feedback
Understanding techniques to prepare personal plans and establish priorities
Knowledge of the principles and techniques of goal setting, measuring performance, time management and personal assessment
Understanding processes to interpret competency standards and apply them to self
Understanding methods to identify and prioritise personal learning needs
Underpinning Skills
Literacy skills for reading and understanding the organisation's procedures, own work goals and objectives
Proofreading and editing skills for checking own work
Planning skills to organise work priorities and arrangements
Problem solving skills to solve routine problems
Communication skills including giving and receiving constructive feedback on development needs
Technology skills including the ability to select and use technology appropriate to a task
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2) - to measure self-performance
Communicating ideas and information (Level 1)- with members of the work team
Planning and organising activities (Level 2) - for self
Working with teams and others (Level 2) - in completing scheduled tasks
Using mathematical ideas and techniques (Level 1) - as an aid to measure and schedule tasks
Solving problems (Level 2) - as an aid to self-development
Using technology (Level 2) - to manage scheduling and completion of tasks
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Not applicable.
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
They may use legislation, codes and national standards relevant to the workplace including:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
Work goals and objectives may include:
sales targets
reporting deadlines
production targets
budgetary targets
team participation
team and individual learning goals
Organisational requirements may be included in:
quality assurance and/or procedures manuals
goals, objectives, plans, systems and processes
legal and organisational policy/guidelines and requirements
business and performance plans
access and equity principles and practice
ethical standards
Occupational Health and Safety policies, procedures and programs
quality and continuous improvement processes and standards
defined resource parameters
Factors affecting the achievement of work objectives may include:
competing work demands
technology/equipment breakdowns
unforeseen incidents
workplace hazards, risks and controls
environmental factors such as time, weather, etc
resource and materials availability
budget constraints
Business technology may include:
computers
computer applications
modems
personal schedulers
internet/extranet/intranet
photocopiers
scanners
facsimile machines
printers
Feedback on performance may include:
formal/informal performance appraisals
obtaining feedback from supervisors and colleagues
obtaining feedback from clients
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
Competency standards are standards which measure:
all those personal and technical knowledge, skills and attitudinal aspects (competencies) required to effectively and efficiently undertake the day to day tasks and duties of the practitioner's work function
Opportunities for improvement may include:
coaching, mentoring and/or supervision
formal/informal learning programs
internal/external training provision
work experience/exchange/opportunities
personal study
career planning/development
performance appraisals
workplace skills assessment
quality assurance assessments and recommendations
Recognition of Prior Learning
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
They may use legislation, codes and national standards relevant to the workplace including:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
Work goals and objectives may include:
sales targets
reporting deadlines
production targets
budgetary targets
team participation
team and individual learning goals
Organisational requirements may be included in:
quality assurance and/or procedures manuals
goals, objectives, plans, systems and processes
legal and organisational policy/guidelines and requirements
business and performance plans
access and equity principles and practice
ethical standards
Occupational Health and Safety policies, procedures and programs
quality and continuous improvement processes and standards
defined resource parameters
Factors affecting the achievement of work objectives may include:
competing work demands
technology/equipment breakdowns
unforeseen incidents
workplace hazards, risks and controls
environmental factors such as time, weather, etc
resource and materials availability
budget constraints
Business technology may include:
computers
computer applications
modems
personal schedulers
internet/extranet/intranet
photocopiers
scanners
facsimile machines
printers
Feedback on performance may include:
formal/informal performance appraisals
obtaining feedback from supervisors and colleagues
obtaining feedback from clients
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
Competency standards are standards which measure:
all those personal and technical knowledge, skills and attitudinal aspects (competencies) required to effectively and efficiently undertake the day to day tasks and duties of the practitioner's work function
Opportunities for improvement may include:
coaching, mentoring and/or supervision
formal/informal learning programs
internal/external training provision
work experience/exchange/opportunities
personal study
career planning/development
performance appraisals
workplace skills assessment
quality assurance assessments and recommendations
Recognition of Prior Learning
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Work goals and objectives are understood, negotiated and agreed in accordance with organisational requirements | |||
| Workload is assessed and prioritised to ensure completion within identified timeframes | |||
| Factors affecting the achievement of work objectives are identified and incorporated into work plans | |||
| Business technology is used efficiently and effectively to manage and monitor scheduling and completion of tasks | |||
| Personal work performance is accurately monitored and adjusted to ensure maintenance of job quality and customer service | |||
| Feedback on performance is actively sought from colleagues and clients and evaluated in the context of individual and group requirements | |||
| Variations in the quality of service and products are routinely identified and reported in accordance with organisational requirements | |||
| Personal knowledge and skills are assessed against competency standards performance descriptions to determine development needs and priorities | |||
| Opportunities for improvement are identified and planned in liaison with colleagues | |||
| Feedback is used to identify and develop ways to improve competence within available opportunities | |||
| New skills and opportunities to develop them are identified to achieve and maintain continuous learning | |||
| Records and documents relating to achievements and assessments are stored and maintained in accordance with own requirements |
Forms
Assessment Cover Sheet
BSBCMN302A - Organise personal work priorities and development
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBCMN302A - Organise personal work priorities and development
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: