• BSBWOR501A - Manage personal work priorities and professional development

Assessor Resource

BSBWOR501A
Manage personal work priorities and professional development

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to managers and focuses on the need for managers to be organised, focussed and skilled, in order to effectively manage the work of others. As such it is an important unit for most managers, particularly as managers serve as role models and have a significant influence on the work culture and patterns of behaviour.

This unit describes the performance outcomes, skills and knowledge required to manage own performance and professional development. Particular emphasis is on setting and meeting priorities, analysing information and using a range of strategies to develop further competence.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

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

This unit contains employability skills.




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 on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

systems and processes (electronic or paper-based) used to organise and prioritise tasks, which show how work is managed

personal development plan, with career objectives and an action plan

knowledge of relevant legislation.

Context of and specific resources for assessment

Assessment must ensure:

access to appropriate documentation and resources normally used in the workplace.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

analysis of responses to case studies and scenarios

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

observation of presentations

oral or written questioning to asses knowledge of work methods and practices that can improve personal performance

review of personal work goals, plans and activities

evaluation of work-life balance

review of documentation assessing personal knowledge and skills against competency standards.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

other units from the Diploma of Management.


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.

Required skills

communication skills to receive, analyse and report on feedback

literacy skills to interpret written and verbal information about workplace requirements

organisational skills to set and achieve priorities.

Required knowledge

principles and techniques involved in the management and organisation of:

performance measurement

personal behaviour, self-awareness and personality traits identification

personal development plan

personal goal setting

time management

management development opportunities and options for self

organisation's policies, plans and procedures

types of learning style/s and how they relate to the individual

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

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Own responsibilities and accountabilities may include:

expectations of workplace performance as expressed in a performance plan

outputs as expressed in position descriptions or duty statements

statement of conduct outlining an individual's responsibilities/actions/performance

Technology may include:

computerised systems and software, databases, project management and word processing

electronic diary

personal digital assistant (PDA)

Competency standards may include:

enterprise-specific units of competency consistent with work requirements

nationally endorsed units of competency consistent with work requirements

Clients and colleagues may be:

colleagues at the same level and more senior managers

internal or external customers

people from a wide range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities

team members

Development opportunities may include:

action learning

coaching

exchange/rotation

induction

mentoring

shadowing

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
Serve as a positive role model in the workplace through personal work planning and organisation 
Ensure personal work goals, plans and activities reflect the organisation's plans, and own responsibilities and accountabilities 
Measure and maintain personal performance in varying work conditions, work contexts and contingencies 
Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives 
Use technology efficiently and effectively to manage work priorities and commitments 
Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to 
Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans 
Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence 
Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence 
Undertake participation in networks to enhance personal knowledge, skills and work relationships 
Identify and develop new skills to achieve and maintain a competitive edge 

Forms

Assessment Cover Sheet

BSBWOR501A - 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

BSBWOR501A - 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: