- BSBWOR501B - Manage personal work priorities and professional development
Manage personal work priorities and professional development
Issue Date: March 2023
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)
This unit contains employability skills.
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
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.
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)
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.
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.
principles and techniques involved in the management and organisation of:
personal behaviour, self-awareness and personality traits identification
personal development plan
personal goal setting
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
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
Development opportunities may include:
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.
|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|
Assessment Cover Sheet
BSBWOR501B - Manage personal work priorities and professional development
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
BSBWOR501B - Manage personal work priorities and professional development
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent