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Evidence Guide: BSBWOR301B - Organise personal work priorities and development

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

 

BSBWOR301B - Organise personal work priorities and development

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

Organise and complete own work schedule

  1. Ensure thatwork goals, objectives orKPIsare understood, negotiated and agreed in accordance withorganisational requirements
  2. Assess and prioritise workload to ensure tasks are completed within identified timeframes
  3. Identifyfactors affecting the achievement of work objectives and incorporate contingencies into work plans
  4. Usebusiness technologyefficiently and effectively to manage and monitor scheduling and completion of tasks
Ensure thatwork goals, objectives orKPIsare understood, negotiated and agreed in accordance withorganisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and prioritise workload to ensure tasks are completed within identified timeframes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identifyfactors affecting the achievement of work objectives and incorporate contingencies into work plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Usebusiness technologyefficiently and effectively to manage and monitor scheduling and completion of tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor own work performance

  1. Accurately monitor and adjust personal work performance through selfassessment to ensure achievement of tasks and compliance with legislation and work processes or KPIs
  2. Ensure thatfeedback on performanceis actively sought and evaluated from colleagues and clients in the context of individual and group requirements
  3. Routinely identify and report on variations in the quality of and products and services according to organisational requirements
  4. Identifysigns of stressand effects onpersonal wellbeing
  5. Identifysources of stressand access appropriatesupports and resolution strategies
Accurately monitor and adjust personal work performance through selfassessment to ensure achievement of tasks and compliance with legislation and work processes or KPIs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure thatfeedback on performanceis actively sought and evaluated from colleagues and clients in the context of individual and group requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Routinely identify and report on variations in the quality of and products and services according to organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identifysigns of stressand effects onpersonal wellbeing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identifysources of stressand access appropriatesupports and resolution strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate personal skill development and learning

  1. Identify personal learning and professional development needs and skill gaps using selfassessment and advice from colleagues and clients in relation to role and organisational requirements
  2. Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel
  3. Access, complete and recordprofessional development opportunitiesto facilitate continuous learning and career development
  4. Incorporate formal and informal feedback into review of further learning needs
Identify personal learning and professional development needs and skill gaps using selfassessment and advice from colleagues and clients in relation to role and organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access, complete and recordprofessional development opportunitiesto facilitate continuous learning and career development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate formal and informal feedback into review of further learning needs

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:

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 onthejob performance by the candidate

review of selfassessment 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.

Required Skills and Knowledge

Required skills

communication skills to give and receive constructive feedback relating to development needs

literacy skills to read and understand the organisation’s procedures

planning skills to organise work priorities according to work goals and objectives

problemsolving skills to solve routine problems

selfmanagement skills to:

comply with policies and procedures

consistently evaluate and monitor own performance

seek learning opportunities.

Required knowledge

key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:

antidiscrimination 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.

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.

Work goals and objectivesmay include:

budgetary targets

production targets

reporting deadlines

sales targets

team and individual learning goals

team participation.

KPIsmay include:

key performance indicators on customer satisfaction

key performance indicators on customer effort

monitoring time taken to answer calls

operating within reporting protocols

score tools such as net promoter

understanding metrics.

Organisational requirementsmay 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 objectivesmay 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 technologymay include:

computer applications

computers

email

facsimile machines

internet/extranet/intranet

modems

personal schedulers

photocopiers

printers

scanners.

Feedback on performancemay 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.

Products and servicesmay include:

either products or services

goods

ideas

infrastructure

private or public sets of benefits.

Signs of stressmay include:

absence from work

alcohol or other substance abuse

conflict

poor work performance.

Personal wellbeingmay include:

cultural

emotional

social

spiritual.

Sources of stressmay include:

complex tasks

cultural issues

work and family conflict

workloads.

Supports and resolution strategiesmay include:

awareness raising

counselling

employee assistance programs (EAP)

family support

group activities

job design

mediation

sharing load

time off

training.

Professional development opportunitiesmay 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.