Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

BSBWOR404B Mapping and Delivery Guide
Develop work priorities

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency BSBWOR404B - Develop work priorities
Description This unit describes the performance outcomes, skills and knowledge required to plan one's own work schedules, to monitor and to obtain feedback on work performance and development. It also addresses the requirement to take responsibility for one's own career planning and professional development.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 required to design their own work schedules and work plans, and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Management and Leadership - Management
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: Plan and complete own work schedule
  • Prepare Workgroup plans which reflect consideration of resources, client needs and workgroup targets
  • Analyse and incorporate Work objectives and priorities into personal schedules and responsibilities
  • Identify Factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans
  • Efficiently and effectively use Business technology to manage and monitor planning completion and scheduling of tasks
       
Element: Monitor own work performance
  • Identify and analysed personal performance through self-assessment and feedback from others on the achievement of work objectives
  • Seek and evaluate Feedback on performance from colleagues and clients in the context of individual and group requirements
  • Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements
       
Element: Coordinate professional development
  • Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities
  • Research and identify sources and plan for opportunities for improvement in consultation with colleagues
  • Use Feedback to identify and develop ways to improve competence within available opportunities
  • Identify, access and complete professional development activities to assist career development
  • Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements
       


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 and communicating own work plan

scheduling work objectives and tasks to support the achievement of goals

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

using business technology to monitor self development.

Context of and specific resources for assessment

Assessment must ensure:

the learner and trainer should have 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:

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

observation of performance in role plays

observation of presentations

review of work and professional development plans.

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 Certificate IV in Frontline Management.


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.

Required skills

learning skills to recognise and develop new and necessary skills and knowledge

literacy skills to understand the organisation's policies, procedures and communications, to write personal work plans and professional development plans, and to request and receive feedback about performance

organising skills to prioritise, manage time and meet deadlines

problem solving skills to develop contingency plans

Required knowledge

knowledge of relevant business technology applications to schedule tasks and plan work

knowledge of techniques to prepare personal plans and establish priorities

methods to identify and prioritise personal learning needs

understanding of a range of professional development options

understanding of methods to elicit, analyse and interpret feedback

understanding of methods to evaluate own 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.

Workgroup plans may include:

budgetary plans

production plans

reporting plans

sales plans

team and individual learning goals

team participation

work schedules

Work objectives may include:

budgetary targets

production targets

reporting deadlines

sales targets

team and individual learning goals

team participation

Factors affecting the achievement of work objectives may include:

budget constraints

competing work demands

environmental factors such as time, weather, etc

personnel

resource and materials availability

technology/equipment breakdowns

unforeseen incidents

Business technology may include:

computer applications

computers

email and internet/intranet/extranet

facsimile machines

modems

personal schedules

photocopiers

printers

scanners

Feedback on performance may include:

formal/informal performance appraisals

obtaining comments from clients

obtaining comments from supervisors and colleagues

personal, reflective behaviour strategies

routine organisational methods for monitoring service delivery

Professional development activities may include:

career planning/development

coaching, mentoring and/or supervision

formal/informal learning programs

internal/external training provision

performance appraisals

personal study

Recognition of Prior Learning

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
Prepare Workgroup plans which reflect consideration of resources, client needs and workgroup targets 
Analyse and incorporate Work objectives and priorities into personal schedules and responsibilities 
Identify Factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans 
Efficiently and effectively use Business technology to manage and monitor planning completion and scheduling of tasks 
Identify and analysed personal performance through self-assessment and feedback from others on the achievement of work objectives 
Seek and evaluate Feedback on performance from colleagues and clients in the context of individual and group requirements 
Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements 
Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities 
Research and identify sources and plan for opportunities for improvement in consultation with colleagues 
Use Feedback to identify and develop ways to improve competence within available opportunities 
Identify, access and complete professional development activities to assist career development 
Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements 

Forms

Assessment Cover Sheet

BSBWOR404B - Develop work priorities
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

BSBWOR404B - Develop work priorities

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: