- BSBFLM501B - Manage personal work priorities and professional development
Assessor Resource
BSBFLM501B
Manage personal work priorities and professional development
Assessment tool
Version 1.0
Issue Date: April 2024
Not applicable.
This unit specifies the outcomes required to manage own performance and professional development. Particular emphasis is on setting and meeting priorities, analysing information and using strategies to develop further competence.
This unit replaces BSBFLM501A Manage personal work priorities and professional development.
Frontline managers are responsible for managing their own performance and professional development.
At this level, work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement using a range of problem solving and decision making strategies.
This unit builds on BSBCMN402A Develop work priorities. Consider co-assessment with BSBFLM506B Manage workplace information systems, BSBFLM511B Develop a workplace learning environment and BSBFLM512A Ensure team effectiveness.
This unit specifies the outcomes required to manage own performance and professional development. Particular emphasis is on setting and meeting priorities, analysing information and using strategies to develop further competence.
This unit replaces BSBFLM501A Manage personal work priorities and professional development.
Frontline managers are responsible for managing their own performance and professional development.
At this level, work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement using a range of problem solving and decision making strategies.
This unit builds on BSBCMN402A Develop work priorities. Consider co-assessment with BSBFLM506B Manage workplace information systems, BSBFLM511B Develop a workplace learning environment and BSBFLM512A Ensure team effectiveness.
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 provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.
Overview of Assessment Requirements
A person who demonstrates competence in this standard must be able to provide evidence that they have the competencies to prepare personal work plans and establish personal work priorities. They must be able to show evidence of the ability to assess their own performance and to identify and act on their own professional development needs.
Specific Evidence Requirements
Required knowledge and understanding include:
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
the principles and techniques involved in the management and organisation of:
- personal goal setting
- performance measurement
- time management
- personal behaviour, self-awareness and personality traits identification
- personal development plan
the organisation's policies, plans and procedures
the types of work methods and practices which can improve personal performance
the types of learning style(s) and how they relate to the individual
the management development opportunities and options for self
Required skills and attributes include:
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
functional literacy skills to interpret written and oral information about workplace requirements
communication skills, including receiving and analysing feedback and reporting
a range of skills to support work management and development:
- researching information to develop personal and work plans
- eliciting, analysing and interpreting feedback
- analysing culturally different viewpoints and taking them into account in personal and work plans
- monitoring workplace trends related to work role and responsibilities
- using information systems to assist establish work plans
- assessing the effectiveness of own management development
- developing and maintaining professional networks
Key competencies or generic skills relevant to this unit
The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.
Communicating ideas and information (3)
consulting with members of work team and professional networks to obtain feedback to identify and develop ways to improve competence
Collecting, analysing and organising information (3)
measuring self-performance and developing work plan
Planning and organising activities (3)
developing work plan and setting own priorities
Working in a team (3)
using professional networks to aid professional development and to obtain feedback
Using mathematical ideas and techniques (1)
using these as an aid to measure and plan personal goals
Solving problems (3)
addressing problems related to achievement of work and development plans
Using technology (3)
using technology to aid effective communication and aid development of plan
Innovation skills (3)
developing and using innovative approaches to the development of personal skill development and goal setting
Products that could be used as evidence include:
documentation produced in managing personal work priorities and professional development, such as:
- contribution to organisational policies and procedures
- procedures and policies for professional development, and related codes of conduct
- actions taken to address professional development, information collection and retrieval
- actions taken to address methods of analysing information and developing and/or maintaining a professional development information system
- learning and development plans for self
- actions taken to address internal and external information management issues
- reviews of people management
- advice and input into management decisions related to professional development
Processes that could be used as evidence include:
how personal work planning and allocation has been managed
examples of how individual initiative has been used and personal work goals have been extended
how personal performance has been measured
examples of how initiative has been taken to prioritise and facilitate competing demands to achieve goals and objectives
how technology has been used to manage work priorities
how personal knowledge and skills have been assessed
how feedback has been sought from employees, clients and colleagues and acted on to develop improved competence
how individual learning and development pathways have been developed
how new skills have been identified and developed to gain a competitive edge
Resource implications for assessment include:
access by the learner and trainer to appropriate documentation and resources normally used in the workplace
Validity and sufficiency of evidence requires:
that this unit can be assessed in the workplace or in a closely simulated work environment
that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment
that examples of actions taken by the candidate to manage personal work priorities and professional development are provided
Integrated competency assessment means:
that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team and as part of an integrated assessment activity
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.
Overview of Assessment Requirements
A person who demonstrates competence in this standard must be able to provide evidence that they have the competencies to prepare personal work plans and establish personal work priorities. They must be able to show evidence of the ability to assess their own performance and to identify and act on their own professional development needs.
Specific Evidence Requirements
Required knowledge and understanding include:
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
the principles and techniques involved in the management and organisation of:
- personal goal setting
- performance measurement
- time management
- personal behaviour, self-awareness and personality traits identification
- personal development plan
the organisation's policies, plans and procedures
the types of work methods and practices which can improve personal performance
the types of learning style(s) and how they relate to the individual
the management development opportunities and options for self
Required skills and attributes include:
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
functional literacy skills to interpret written and oral information about workplace requirements
communication skills, including receiving and analysing feedback and reporting
a range of skills to support work management and development:
- researching information to develop personal and work plans
- eliciting, analysing and interpreting feedback
- analysing culturally different viewpoints and taking them into account in personal and work plans
- monitoring workplace trends related to work role and responsibilities
- using information systems to assist establish work plans
- assessing the effectiveness of own management development
- developing and maintaining professional networks
Key competencies or generic skills relevant to this unit
The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.
Communicating ideas and information (3)
consulting with members of work team and professional networks to obtain feedback to identify and develop ways to improve competence
Collecting, analysing and organising information (3)
measuring self-performance and developing work plan
Planning and organising activities (3)
developing work plan and setting own priorities
Working in a team (3)
using professional networks to aid professional development and to obtain feedback
Using mathematical ideas and techniques (1)
using these as an aid to measure and plan personal goals
Solving problems (3)
addressing problems related to achievement of work and development plans
Using technology (3)
using technology to aid effective communication and aid development of plan
Innovation skills (3)
developing and using innovative approaches to the development of personal skill development and goal setting
Products that could be used as evidence include:
documentation produced in managing personal work priorities and professional development, such as:
- contribution to organisational policies and procedures
- procedures and policies for professional development, and related codes of conduct
- actions taken to address professional development, information collection and retrieval
- actions taken to address methods of analysing information and developing and/or maintaining a professional development information system
- learning and development plans for self
- actions taken to address internal and external information management issues
- reviews of people management
- advice and input into management decisions related to professional development
Processes that could be used as evidence include:
how personal work planning and allocation has been managed
examples of how individual initiative has been used and personal work goals have been extended
how personal performance has been measured
examples of how initiative has been taken to prioritise and facilitate competing demands to achieve goals and objectives
how technology has been used to manage work priorities
how personal knowledge and skills have been assessed
how feedback has been sought from employees, clients and colleagues and acted on to develop improved competence
how individual learning and development pathways have been developed
how new skills have been identified and developed to gain a competitive edge
Resource implications for assessment include:
access by the learner and trainer to appropriate documentation and resources normally used in the workplace
Validity and sufficiency of evidence requires:
that this unit can be assessed in the workplace or in a closely simulated work environment
that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment
that examples of actions taken by the candidate to manage personal work priorities and professional development are provided
Integrated competency assessment means:
that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team and as part of an integrated assessment activity
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 adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Legislation, codes and national standards relevant to the workplace may include:
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 (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
OHS considerations may include:
knowledge of OHS legislation, principles and practice within the context of the organisation's operations and plans
OHS practice as an ethical standard and legislative requirement
training of all employees in health and safety procedures, and updating of records
inclusion of OHS in personal work priorities within the context of the organisation
adjustment of communication and OHS approach to cater for social and cultural diversity and special needs
Own responsibilities and accountabilities may include:
a statement of conduct outlining an individual's responsibilities/actions/performance
outputs as expressed in position descriptions or duty statements
expectations of workplace performance as expressed in a performance plan
Technology may include:
computerised systems and software such as databases, project management and word-processing
telecommunications devices
any other technology used to carry out work roles and responsibilities
Competency standards may include:
nationally endorsed units of competency consistent with work requirements of the diploma
enterprise-specific units of competency consistent with work requirements of the diploma
Clients and colleagues may be:
internal or external customers
team members
colleagues at the same level and more senior managers
people from a wide range of social, cultural and ethnic backgrounds and physical and mental abilities
Development opportunities may include:
induction
mentoring
action learning
coaching
shadowing
exchange/rotation
structured training programs
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
Legislation, codes and national standards relevant to the workplace may include:
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 (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
OHS considerations may include:
knowledge of OHS legislation, principles and practice within the context of the organisation's operations and plans
OHS practice as an ethical standard and legislative requirement
training of all employees in health and safety procedures, and updating of records
inclusion of OHS in personal work priorities within the context of the organisation
adjustment of communication and OHS approach to cater for social and cultural diversity and special needs
Own responsibilities and accountabilities may include:
a statement of conduct outlining an individual's responsibilities/actions/performance
outputs as expressed in position descriptions or duty statements
expectations of workplace performance as expressed in a performance plan
Technology may include:
computerised systems and software such as databases, project management and word-processing
telecommunications devices
any other technology used to carry out work roles and responsibilities
Competency standards may include:
nationally endorsed units of competency consistent with work requirements of the diploma
enterprise-specific units of competency consistent with work requirements of the diploma
Clients and colleagues may be:
internal or external customers
team members
colleagues at the same level and more senior managers
people from a wide range of social, cultural and ethnic backgrounds and physical and mental abilities
Development opportunities may include:
induction
mentoring
action learning
coaching
shadowing
exchange/rotation
structured training programs
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 |
|---|---|---|---|
| Personal work planning and organisation serve as a positive role model in the workplace | |||
| Personal work goals, plans and activities reflect the organisation's plans, and own responsibilities and accountabilities | |||
| Individual initiative is taken to achieve and extend personal work goals beyond those planned | |||
| Personal performance is measured and maintained in varying work conditions, work contexts and contingencies | |||
| Initiative is taken to prioritise and facilitate competing demands to achieve personal, team and the organisation's goals and objectives | |||
| Technology is used efficiently and effectively to manage work priorities and commitments | |||
| Personal knowledge and skills are assessed against competency standards to determine development needs, priorities and plans | |||
| Feedback from employees, clients and colleagues is sought and used to identify and develop ways to improve competence | |||
| Development opportunities suitable to personal learning style(s) are identified, evaluated, selected and used to develop competence | |||
| Participation in networks is undertaken to enhance personal knowledge, skills and work relationships | |||
| New skills are identified and developed to achieve and maintain a competitive edge |
Forms
Assessment Cover Sheet
BSBFLM501B - Manage personal work priorities and professional 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
BSBFLM501B - Manage personal work priorities and professional 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: