- BSBWOR301A - Organise personal work priorities and development
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBWOR301A Mapping and Delivery Guide
Organise personal work priorities and development
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBWOR301A - Organise personal work priorities and development |
|---|---|---|---|
| Description | This unit describes the performance outcomes, skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance, and to maintain required levels of competence.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of work scheduling and performance improvement to provide technical advice and support to a team. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Industry Capability - Workplace Effectiveness | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Organise and complete own work schedule |
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| Element: Monitor own work performance |
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| Element: Coordinate personal skill development and learning |
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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: preparing work plans scheduling and prioritising work objectives and tasks knowledge of the principles and techniques of goal setting, measuring performance, time management and personal assessment. |
Context of and specific resources for assessment | Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of work schedules and performance improvement plans. |
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of self-assessment documentation outlining learning and development needs analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of methods to identify and prioritise personal learning needs evaluation of planning for personal skill development activities and professional development opportunities. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: other industry capability units. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
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Required skills |
literacy skills to read and understand the organisation's procedures, own work goals and objectives planning skills to organise work priorities and arrangements problem-solving skills to solve routine problems communication skills to give and receive constructive feedback relating to development needs. |
Required knowledge |
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS) organisational policies, plans and procedures methods to elicit, analyse and interpret feedback principles and techniques of goal setting, measuring performance, time management and personal assessment competency standards and how to interpret them in relation to self methods to identify and prioritise personal learning needs. |
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. | |
Work goals and objectives may include: | budgetary targets production targets reporting deadlines sales targets team and individual learning goals team participation |
Organisational requirements may include: | access and equity principles and practice business and performance plans defined resource parameters ethical standards goals, objectives, plans, systems and processes legal and organisational policies, guidelines and requirements OHS policies, procedures and programs quality and continuous improvement processes and standards quality assurance and/or procedures manuals |
Factors affecting the achievement of work objectives may include: | budget constraints competing work demands environmental factors such as time, weather resource and materials availability technology/equipment breakdowns unforeseen incidents workplace hazards, risks and controls |
Business technology may include: | computer applications computers facsimile machines internet/extranet/intranet modems personal schedulers photocopiers printers scanners |
Feedback on performance may include: | formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery |
Signs of stress may include: | absence from work alcohol or other substance abuse conflict poor work performance |
Personal wellbeing may include: | cultural emotional social spiritual |
Sources of stress may include: | complex tasks cultural issues work and family conflict workloads |
Supports and resolution strategies may include: | awareness raising counselling employee assistance programs (EAP) family support group activities job design mediation sharing load time off training |
Professional development opportunities may include: | career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study quality assurance assessments and recommendations recognition of current competence/skills recognition work experience/exchange/opportunities workplace skills assessment |
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 |
|---|---|---|---|
| Ensure that work goals and objectives are understood, negotiated and agreed in accordance with organisational requirements | |||
| Assess and prioritise workload to ensure tasks are completed within identified timeframes | |||
| Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans | |||
| Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks | |||
| Accurately monitor and adjust personal work performance through self-assessment to ensure achievement of tasks | |||
| Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements | |||
| Routinely identify and report on variations in the quality of service and products in accordance with organisational requirements | |||
| Identify signs of stress and effects on personal wellbeing | |||
| Identify sources of stress and access appropriate supports and resolution strategies | |||
| Identify personal learning needs and skill gaps using self-assessment and advice from colleagues and clients in relation to role and organisational requirements | |||
| Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel | |||
| Access, complete and record professional development opportunities to facilitate continuous learning and career development | |||
| Incorporate formal and informal feedback into review of further learning needs |
Forms
Assessment Cover Sheet
BSBWOR301A - 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
BSBWOR301A - 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: