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Evidence Guide: BSBWOR201A - Manage personal stress in the workplace

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBWOR201A - Manage personal stress in the workplace

What evidence can you provide to prove your understanding of each of the following citeria?

Develop personal awareness of stress

  1. Recognise signs and sources of stress
  2. Acknowledge stress and difficult situations
  3. Analyse and understand potential areas of stress in the work environment
Recognise signs and sources of stress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge stress and difficult situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and understand potential areas of stress in the work environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop stress management techniques

  1. Develop an effective understanding of a range of stress management techniques
  2. Use appropriate techniques effectively to manage stressful situations
  3. Focus on areas of stress within personal control
  4. Adopt strategies to effectively reduce, manage and deal with stress
Develop an effective understanding of a range of stress management techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate techniques effectively to manage stressful situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Focus on areas of stress within personal control

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adopt strategies to effectively reduce, manage and deal with stress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage time

  1. Develop and understand job role priorities
  2. Develop techniques to support the achievement of key performance indicators (KPIs) and priorities
  3. Use appropriate time management tools and techniques
  4. Regularly evaluate tools and techniques
  5. Promptly identify and inform relevant personnel of any variations and difficulties affecting work requirements, through regular reviews
Develop and understand job role priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop techniques to support the achievement of key performance indicators (KPIs) and priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate time management tools and techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly evaluate tools and techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promptly identify and inform relevant personnel of any variations and difficulties affecting work requirements, through regular reviews

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recover from a stressful contact

  1. Review the contact or situation
  2. Analyse the root cause/s of stressful contact or situation
  3. Depersonalise the context of contact or situation
  4. Discuss outcomes with appropriate staff members
  5. Prepare for next contact or situation in a positive manner
  6. Follow-up or take action where needed
Review the contact or situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse the root cause/s of stressful contact or situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Depersonalise the context of contact or situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss outcomes with appropriate staff members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for next contact or situation in a positive manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow-up or take action where needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain personal stamina and resilience

  1. Identify sources of fatigue in contact centre role
  2. Adopt work routine and procedural strategies to minimise stress and fatigue
  3. Monitor personal performance against performance requirements
  4. Adapt stamina management strategies to maximise performance
  5. Seek assistance from team members and management in managing stamina
Identify sources of fatigue in contact centre role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adopt work routine and procedural strategies to minimise stress and fatigue

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor personal performance against performance requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt stamina management strategies to maximise performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance from team members and management in managing stamina

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain work/life balance

  1. Identify work/life priorities
  2. Adopt strategies to support work/life priorities
  3. Give high priority to health and wellbeing
  4. Monitor work/life balance
  5. Develop the ability to effectively leave work behind at the end of the day
Identify work/life priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adopt strategies to support work/life priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give high priority to health and wellbeing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor work/life balance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the ability to effectively leave work behind at the end of the day

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

understanding of signs and sources of stress

understanding of job role priorities and KPIs

knowledge of occupational health and safety guidelines and policies.

Context of and specific resources for assessment

Assessment must ensure:

access to workplace information and data

access to KPI and performance management documentation

access to relevant legislation, standards and guidelines.

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

oral and/or written questioning to assess knowledge of signs and sources of stress

direct observation of the candidate effectively managing time and work priorities

oral and/or written questioning to assess knowledge of time management tools and techniques

oral and /or written questioning to assess knowledge of process to work through and recover from a stressful situation

oral and/or written questioning to assess knowledge of signs of work/life balance.

Guidance information for assessment

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

Required Skills and Knowledge

Required skills

analytical skills to understand the needs of internal and external customers

communication skills to relate to people from diverse backgrounds and people with diverse abilities

customer service skills to handle customer contacts confidently and effectively

interpersonal skills to establish rapport and to build relationships with customers, team members and stakeholders

literacy skills to communicate and articulate clearly and effectively

negotiation skills to effectively deal with customers and work colleagues

organisational skills to manage own tasks within timeframes

problem-solving skills to solve problems creatively, independently and confidently

self-confidence skills to confidently introduce own ideas and abilities

self management skills to evaluate and monitor own performance and wellbeing

teamwork skills to participate positively within the team and to be supported by the team.

Required knowledge

escalation pathways

job role priorities and KPIs

internal and external sources of assistance

occupational health and safety guidelines and policies

signs and sources of existing and potential stress or difficult situations

stress management and reduction techniques

time management tools and techniques

workplace policies and procedures.

Range Statement

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.

Signs of stress may include:

absence from work

conflict

fatigue

lack of self-esteem and confidence

poor work performance

sickness

Sources of stress may include:

challenging KPIs and/or priorities

complex tasks

difficult customer contact

external factors

inadequate physical environment

interpersonal relationships

Difficult situations may include:

changing regulations and legislation

customer abuse

customer complaint

high number of customer contacts

sensitive customer situations

unreliable technology

Stress management techniques may include:

debriefing with peers and/or line manager

relaxation methods

specific training

stretching and exercises

taking breaks

KPIs may include:

call rates

compliance with schedules (adherence)

customer satisfaction results

performance measures

quality assurance ratings

sales targets

targets

Time management tools and techniques may include:

diary and/or schedule

organising information

prioritisation of tasks

self-management of training requirements

Sources of fatigue may include:

ergonomic factors

excessive overtime

external issues

overload of information

repetitive tasks and/or contacts

shift rostering and hours of work

Stamina management strategies may include:

management of personal wellbeing, for example:

breaks

hydration

life balance

meals

recognising fatigue

management of the environment, for example:

ergonomics

climate

noise

management of work, for example:

minimising re-working

sequencing tasks