bsbwor501 manage personal work priorities and professional...

Go Mama BSBWOR501 Manage personal work priorities and professional development

Assessment Written Response

Business Mama Name:

i BSBWOR501 AA V2

Version control

Version No. Date Name Change

1 11.05.15 FWE Resource Development

2 12.05.15 FWE Template Change

3 29.07.15 FWE Addition of reflective activities (WW 6c, P3) to elicit post activity feedback from students

Copyright Statement

© Copyright ATS Arrow Training Services T/A Business Mamas

Disclaimer

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, scanning, recording, or any information storage retrieval system without permission in writing from Arrow Training Services. No patent liability is assumed with respect to the use of information used herein.

While every effort has been taken in the preparation of this publication, the publisher and authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein.

Head office: 184 Rathdowne Street

CARLTON VIC 3053

ii BSBWOR501 AA V2

Contents How do I use this workbook? ........................................................................................................................... 1

Introduction ......................................................................................................................... 3

Pre-requisites ..................................................................................................................................................... 3

Appeals and reassessment .............................................................................................................................. 3

Assessment activities ........................................................................................................................................ 5

Expectations at a Diploma Level ...................................................................................................................... 6

Assessment Due Dates ..................................................................................................................................... 6

Submitting Your Assessments ......................................................................................................................... 6

Written Work ......................................................................................................................... 7

Assessment activity 1 ........................................................................................................................................ 8

Assessment Activity 1 Result Table ............................................................................................................... 10

Project 1 .............................................................................................................................. 11

Project 1 ............................................................................................................................................................ 13

Project 1 Template ........................................................................................................................................... 14

Project 1 Template ........................................................................................................................................... 15

Project 1 Checklist Assessor Use Only .......................................................................................................... 16


Project 2 .............................................................................................................................. 17

Project 2 ............................................................................................................................................................ 18

Project 2 Template - ............................................................................................................................................ 19




Project 3 .............................................................................................................................. 25

Project 3 ............................................................................................................................................................ 27




Assessment Report............................................................................................................. 32

iii BSBWOR501 AA V2

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BSBWOR501 / Assessment Activities

Page | 1 BSBWOR501 AA V3

How do I use this workbook?

This workbook is divided into two sections:

• The introduction provides information about the unit(s) of competency you will be assessed in. For a comprehensive overview of what’s involved in an assessment process and

definitions of common words used throughout this process, refer to your student guide. The student guide was provided to you when you enrolled in your course.

• The second section contains the assessment activities. You will need to complete each assessment activity completely and to the required standard in order to achieve competence in this assessment process.

Your assessor will go through this workbook and the assessment activities with you in detail, before the assessment process begins.



Introduction Welcome to your assessment for the following unit(s) of competency:

Unit code Title Training Package code and title BSBWOR501 Manage personal work priorities

and professional development BSB Business Services Training Package

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.

In this assessment process you will need to demonstrate that you have:

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:

performance measurement personal behaviour, self-awareness and personality traits identification personal development plan personal goal setting time management 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

Pre-requisites There are no pre-requisite units of competency which must have been trained and assessed prior to this assessment session.

Appeals and reassessment If you disagree with the assessment decision and result, you have the right to appeal and be reassessed if necessary. Details of the appeals process is contained in your student guide, provided to you when you initially enrolled in your course. Your assessor will discuss this process with you before starting this assessment.



Assessment activities The assessment activities contained below have been designed for the following unit(s) of competency:

BSBWOR501 Manage personal work priorities and professional development

This is a summative assessment process. For you to be assessed as competent, you need to satisfactorily complete each assessment activity contained within this workbook. The assessment activities are:

Written Response Questions 1 – 10 Project 1 Develop a work plan and monitor outcomes Project 2 Conduct a performance self-evaluation Project 3 Create a professional development plan

Assessment 1 Written Response You will be required to provide written responses to questions to assess your underpinning knowledge in relation to this unit. Assessment 2, 3 and 4

Project

You will be provided with instructions for a workplace task that will assess your practical application of knowledge and skills in a workplace setting. When creating project documents and tools you are encouraged to be guided by existing practices and documentation in your workplace, whilst being mindful of any minimum requirements set for the project task. If your workplace does not currently use such documents and tools you will need to create or source suitable resources. In some cases, illustrated templates will be provided to guide you. This assessment activity has been designed to be completed with the support and resources of a ‘real’ working environment. For students without access to a workplace environment, please refer to your assessor who will provide you with the relevant guidance required to complete this assessment activity.



Expectations at a Diploma Level There is an expectation at a Diploma level qualification that students will be able to analyse an assessment activity and apply reflective and critical thinking, as well as undertake research, to respond to the activity.

This does not mean however that you cannot seek clarification of an assessment question or task. If any assessment activity in this workbook is unclear, you should discuss it with your trainer/assessor before attempting the assessment.

In most cases direction is provided on the expected length of your written responses to questions. These assessments will require a Short, Medium or Long response. The following is a guide to the expected number of words for each of these categories:

Short 50+ words Medium 150+ words Long 300+ words

Please ensure that you have met the minimum word count for relevant questions before submitting your assessments.

Assessment Due Dates Your trainer/assessor will provide you with specific due dates for all assessment tasks during your induction for this unit. These dates will be largely driven by your start date and progress through the Action Stations for the unit. If you are unsure about the due date for any assessment tasks you should contact your trainer/assessor.

Submitting Your Assessments The Written Response and Project assessments must be submitted to your trainer/assessor on or before the submission due date.

Your trainer/assessor will provide you with submission instructions during your induction for this unit.



Assessment 1 Written Work

Student Instructions Type of Assessment

This is a summative assessment activity, which means it is an assessment of what you have learnt and used towards the assessment of your overall competency.

Context and purpose of assessment

The purpose of this assessment activity is for you to show us the knowledge you have regarding Establishing personal work goals, setting and meeting own work priorities and developing and maintaining professional competence. Your answers should relate to your own business and be within your own job role and responsibilities as a current or potential Business Owner.

Assessment methods and instructions

This assessment activity requires you to answer a series of questions, in a written format. Your answers may submitted electronically.

Assessment conditions

This assessment activity can be completed in any environment. A mutually agreed time as to when this assessment activity is due to be submitted, will be negotiated with your trainer/assessor

Time required This assessment activity should take approximately 30 minutes to complete. Resources, equipment & material required

Action Station Activities Course webinar.

Workplace policies and procedures relevant to your business.

Satisfactory requirements

• To be assessed as satisfactory for this assessment activity each question must be answered correctly.

• Each question must be answered providing a full description of the task or action required. Please refer to your student guide for a satisfactory answer example.

• If you do not answer every question correctly, your assessor will either arrange a time for you to re-sit the assessment where you are only required to answer the questions you previously answered incorrectly OR ask you a similar verbal question for each of the questions you answered incorrectly.

• If you do not answer all questions correctly in your second attempt, you will be given the opportunity to reschedule and re-attempt this entire assessment on another day. Your assessor will provide guidance as to the areas of the learning materials, learning activities and practice activities you need to review.

• If you are unable to correctly answer all the questions on your third attempt, your assessor will discuss the most suitable options available to you, which may include attending further learning sessions.



Assessment activity 1 1. Describe three (3) behaviours that workplace role models possess and describe how you

can incorporate these attributes into your own role? (Medium)

Role Model Trait Incorporate in Me

1.

2.

3.

2. Define what is meant by the term ‘circle of influence’. (Short)

3. Define what is meant by the term ‘circle of concern’. (Short)



4. Give an example for circle of concern and circle of influence the impact on your daily life and how you respond to each. (Medium)

Circle of Concern Response 1.

Circle of Influence Response 2.

5. Ensuring all tasks are completed can be time consuming and lots of work. What planning and organisational tools will you use to help you? (Medium)

6. List three (3) opportunities you can employ to network. (Short)

1.

2.

3.

b) What benefit do you, or would you receive from participating in networking activities? (Short)

c) Choose one networking event or online forum activity that you have recently enjoyed. Provide details of the activity and comment on the skills or knowledge gained during the activity. (Short)

Activity Name Skills or knowledge gained



7. Research and review three (3) phone apps that are designed to help you be the Queen of organisation? Your apps should include those that will assist you with planning, scheduling and monitoring of tasks. (Medium)

App Name Review

1)

2)

3)

8. What are your signs when feeling stressed? (Short)

9. What are 3 strategies you can employ to reduce stress? (Short)

10. Refer back to your “Juggling Act” activity in Action Station 3. What 3 areas of your “life wheel” require particular attention and what strategy will you use to achieve more balance? (Medium)

Area Strategy

1)

2)

3)

Assessment Activity 1 Result Table The learner’s result has been deemed : Satisfactory Unsatisfactory Comments to learner (optional):



Assessment 2 Project 1

Develop a work plan and monitor outcomes

Student Instructions

Type of Assessment



The purpose of this assessment activity is for you to show us the skills and knowledge you have for:

• establishing personal work goals • setting and meeting your own work priorities • developing and maintaining professional competence.


You are required to develop a daily work plan at the beginning of the day, and then reflect on your achievements and performance at the end of that day. You must do this on five (5) consecutive work days, with a view to making incremental improvements in your scheduling and time management skills.

Work plan

You may use the provided template “Daily Work Planner” or create a journal of your own however the following questions must be addressed.

• your objectives for the day • a prioritised task list • a time-based schedule/agenda.

Whatever the format of your work plan, it will be beneficial to build in a mechanism for recording achievements, issues and other reflective notes throughout the day. This will assist you with the reflective journal at the end of the day.

Reflective journal

You may use the provided template “Upon Reflection” or create a journal of your own however the following questions must be addressed.

• Did I achieve my planned objectives? If not, why not? • Did I follow the planned schedule for the day? If not, why not? • If applicable, what were the issues or events that diverted me from my plan for

the day? • What could I have done to prevent or better manage the diversions? • In terms of my scheduling and time management skills today:

o What did I do well? o What will I do differently tomorrow to improve my performance?

A guideline for the length of each day’s reflective journal is a minimum of 150 words.

Your project submission must include five (5) daily work plans, with five (5) associated reflective journals.




This assessment activity has been designed to be completed with the support and resources of a ‘real’ working environment. For students without access to a workplace environment, please refer to your assessor who will provide you with the relevant guidance required to complete this assessment activity.

Your project submission must be accompanied by a signed Assessment Cover Sheet.

Time required A mutually agreed time as to when this assessment activity is due to be submitted, will be negotiated with your trainer/assessor.

This assessment activity should take approximately 4 hours to complete.

Resources, equipment & material required

Action Station Activities Course webinar. Work plan X 5 Reflective journal X 5 Computer with word processing capabilities.


• Your trainer/assessor will mark your project against the assessment criteria listed below and then contact you with feedback. To be assessed as satisfactory for this assessment activity each criteria must be addressed correctly.

• If criteria are not addressed satisfactorily, your assessor will provide you with up to two additional opportunities to successfully demonstrate your competence.

• If you are unable to demonstrate your competency after your third attempt, your assessor will discuss the most suitable options available to you, which may include attending further learning sessions.

Assessment criteria

The following criteria will be used by your trainer/assessor to determine if your project submission is satisfactory:

• Set in the context of the students Business or workplace and in accordance with workplace practices.

• Aligned to the project requirements as described above in “Assessment methods and instructions” regarding coverage and minimum word count.

• Realistic daily objectives are set that can be measured. • Work is prioritised to ensure that activities most critical to achieving objectives

are done first. • Realistic timeframes are allocated to tasks and to cater for contingencies. • Ability to determine if an objective is achieved and analyse the cause of the

outcome. • Demonstrates an awareness of unplanned activities and their impact on

achieving objectives. • Identifies and implements opportunities to improve scheduling and time

management skills.



Project 1 Develop a daily work plan at the beginning of each day, and then reflect on your achievements and performance at the end of that day. You must do this on five (5) consecutive work days, with a view to making incremental improvements in your scheduling and time management skills. (Long)

Documentary Evidence for Project 1

Provide the following documentary evidence to support this project:

• Evidence of 5 consecutive days of work planning using the template provided or one of your own design.

• Evidence of reflection of the work planning using the template provided or one of your own design.

Note: if you intend to create or use your own templates for this exercise, please ensure all elements listed above in “Assessment methods and instructions” have been included.



Project 1 Template - Work Plan

0800

0900

1000

1100

1200

1300

1400

1500

1600

1700

1800

1900

2000

Ideas

Day, Date

Just for Me

Today’s Inspiration

Achievement/Issue

To Do List Priority

Water



Project 1 Template - Upon Reflection

Day, Date

What (What happened, what did I do, did I achieve my planned objectives? If not, why not?)

So What (Did I follow the planned schedule for the day? If not, why not? What disrupted my plan for the day?)

Now What (What can I do differently to prevent hijacking of my day?)

And When (What are the concerns I need to work on in the short/medium or long term?)



Project 1 Checklist Assessor Use Only Student name:

Assessor name:

Did the student’s project submission meet the following assessment criteria?

Yes No Comments

Please record detailed comments to support your judgement

Set in the context of the student’s workplace and in accordance with workplace practices.

Aligned to the project requirements set out in the Assessment Workbook regarding coverage and minimum word count.

Realistic daily objectives are set that can be measured.

Work is prioritised to ensure that activities most critical to achieving objectives are done first.

Realistic timeframes are allocated to tasks and to cater for contingencies.

Ability to determine if an objective is achieved and analyse the cause of the outcome.

Demonstrates an awareness of unplanned activities and their impact on achieving objectives.

Identifies and implements opportunities to improve scheduling and time management skills.




Assessment 3 Project 2 Performance self-evaluation reflection


Type of Assessment




• establishing personal work goals • developing and maintaining professional competence.


You are required to undertake an evaluation of your work performance, based on feedback collected from your colleagues and your own self-assessment. The context for the project is your current work role. You must:

• Evaluate your own response and the responses provided by at least two (2) colleagues or peers during the Action Station activities (Test My Potential) against the performance required of a Business Manager or Business Owner.

• Use the Position Description provided as a guide to competence requirements or use your own Position Description if you have developed one for your business.

• Complete the performance self-evaluation activity and document the outcomes using the developed tool.

Your project submission must include evidence of the feedback processes (Test my potential) and the completed performance self-evaluation tool.




Time required

A mutually agreed time as to when this assessment activity is due to be submitted, will be negotiated with your trainer/assessor.



Action Station Activities - Test Your Potential and Test My Potential (x2) Course webinar. Computer with word processing capabilities. Work role job description or work task list Work colleagues or people who can provide feedback as to your performance

against your work role job description or work task list Workplace performance self-evaluation tool template provided.







Project 2 You are required to undertake an evaluation of your work performance, based on feedback collected from your colleagues and your own self-assessment. The context for the project is your work role as a Business Mama (Business Owner). (Long) You must:

• Evaluate your own responses and the responses provided to you by at least two (2) colleagues or peers during the Action Station activities (Test My Potential) against the performance required of a Business Manager or Business Owner.

• Complete the performance self-evaluation activity and document the outcomes using the developed template.



• Evidence of at least 2 colleague/peer responses to “Test My Potential” • Your own response to “Test Your Potential” • A copy of your position description if you have developed your own. If you do not provide an

alternative your self-evaluation will be marked against the Business Mama Position Description provided.

• Completed Performance self-evaluation template • Evidence of reflection of the work planning using the template provided or one of your own

design.

Note: You may use the Position Description provided as a guide to competence requirements or use your own Position Description if you have developed one for your business.



Project 2 Template - Position Description - Business Mama As a Business Mama you will need to fill many different roles. You may have expertise in some areas, but in other areas you will have to learn new skills or buy in the expertise.

Title: Business Mama Responsibilities

Chief of First Impressions and Administration

Answering phones; filing paperwork; buying office supplies; handling shipping; answering customer requests; other duties as required.

Executive Manager for “Get It Out There”

Researching similar businesses to determine your competitive advantages; writing ads; joining business groups; networking with anyone and everyone who could be a possible customer. Writing copy and refining online marketing presence.

Mistress of Finance

Maintaining all records, managing accounts; preparing GST and payroll tax submissions; understanding financial statements. Communicating with customers who don't pay their bills; making repeat calls; sending invoices

Director of Operations

Final decisions over human, financial, environmental and technical operations. Understanding the laws and regulations related to your business; complying with federal and state laws for employees; knowing the penalties for violations. Drafting and making changes to your business plan depending on your financial, personal, and retirement goals; planning for expected and unexpected costs.

Chief of Staff Being responsible for managing all the people in your business; taking care of time off, sick days, human resources, complaints, taxes, and more.



Skills / Attributes Required

Business Management Skills

Can delegate tasks effectively? Has problem solving and decision making experience? Has experience coordinating and planning important tasks/projects? Possesses good time management skills? Can negotiate successfully

Interpersonal skills Can lead and motivate other people Knows how to delegate tasks and demand accountability? Is able to communicate effectively for business Is familiar with requirements for staffing and human resources

Entrepreneurial Skills

Possesses an entrepreneurial spirit? (Innovation, vision, creativity, taking initiative) Uses setbacks to motivate and try harder Holds a clear vision of where the business will take her? Can turn ideas into a start up? Knows how to evaluate a business idea?

Financial Skills Is comfortable with financial reports and financial ratios? Is familiar with profit planning, financial forecasting and budgeting? Knows how to manage payroll? Can cost supplies, overheads and labour to price products or services? Can manage purchasing for a business? Appreciates how to manage debtors? Possesses bookkeeping skills? Understands requirements for tax?

Sales and Marketing Skills

Can analyse competitors and customers? Knows how to research a market, test a product and advertise? Is familiar with different marketing channels? Grasps the best way to promote and sell your product or service? Has strong written and presentation skills?



Project 2 Template - Performance Self-Evaluation Tool Business Mama Name:

Date prepared:

Objectives List the performance objectives that are

relevant to the role.

Link to Organisational Plans Identify how each performance objective

relates to the bigger picture.

Responsibilities List the main areas of responsibility.

Key Performance Indicator (KPI) Indicate how performance is measured.

Business Management Business and Operational Plan Provide the proper resources Make available capital and people to successfully implement the Business and Operational plan.

Interpersonal Skills to communicate and negotiate with internal and external clients

Business and Operational Plan Build the Culture

Ensure Values are applied consistently

Goals, attitudes, behaviours are on brand.

People feel safe and respected

Entrepreneurial Skills to lead the business

Business Plan Own the vision

Lead and provide guidance.

Describe in a clear and engaging manner the vision of the company

Financial Acumen Business Plan and Financial Plan Preparation of budgets.

Reconciliation of accounts

Preparation of accounts for BAS Agent and Accountant

Timely follow up of creditors and debtors

Accurate input of data

Sales and Marketing Business and Marketing plan Generate sales

Generate marketing leads

Prepare proposals

Meet sales targets

Generation of leads

Acceptance of proposals



Competency Requirements

In this column list the knowledge and skills required in this role.

Self-Assessment 1. Not relevant to job

2. Not competent 3. Limited competency

4. Competent but require support 5. Fully competent

Further development?

1 2 3 4 5 Yes No

Possesses an entrepreneurial spirit? (Innovation, vision, creativity, taking initiative)

Uses setbacks to motivate and try harder

Holds a clear vision of where the business will take her?

Can turn ideas into a start up?

Knows how to evaluate a business idea?

Can lead and motivate other people

Knows how to delegate tasks and demand accountability?

Is able to communicate effectively for business

Is familiar with requirements for staffing and human resources

Can delegate tasks effectively?

Has problem solving and decision making experience?

Has experience coordinating and planning important tasks/projects?

Possesses good time management skills?

Can to negotiate successfully

Is comfortable with financial reports and financial ratios?



Competency Requirements

In this column list the knowledge and skills required in this role.

Self-Assessment 1. Not relevant to job

2. Not competent 3. Limited competency

4. Competent but require support 5. Fully competent

Further development?

1 2 3 4 5 Yes No

Is familiar with profit planning, financial forecasting and budgeting?

Knows how to manage payroll?

Can cost supplies, overheads and labour to price products or services?

Can manage purchasing for a business?

Appreciates how to manage debtors?

Possesses bookkeeping skills?

Understands requirements for tax?

Can analyse competitors and customers?

Knows how to research a market, test a product and advertise?

Is familiar with different marketing channels?

Grasps the best way to promote and sell your product or service?

Has strong written and presentation skills?



Project 2 Checklist Assessor Use Only

Student name:

Assessor name:


Yes No Comments


Set in the context of the student’s current role and in accordance with workplace practices.

Aligned to the project requirements set out in the Assessment Workbook regarding the scope and detail of the documented performance feedback and self-evaluation.

The self-evaluation tool identifies relevant objectives, responsibilities and KPIs.

The self-evaluation tool identifies competency requirements to a level of detail that supports a valid evaluation process.

The self-evaluation tool provides the student’s rating for each competency requirement.

Performance feedback from colleagues is used in the self-evaluation process.

The self-evaluation tool included sufficient detail to allow the identification of competency development opportunities.




Assessment 4 Project 3

Create a professional development plan


Type of Assessment




• developing and maintaining professional competence.


You are required to use the outcomes of your self-evaluation in Project 2, as well as reflecting on your career goals and aspirations, to create a professional development plan and reflection of at least one Professional Development activity.

You may use the template provided or create one of your own.

As a minimum, the plan should include the following details:

• short and long term professional goals. • current strengths and areas for development. • development priorities. • a learning plan • A reflection of at least 1 activity that you have undertaken to learn/improve your

professional skills.




Time required

A mutually agreed time as to when this assessment activity is due to be submitted, will be negotiated with your trainer/assessor.



Course webinar. Computer with word processing capabilities. Work role job description, work task list Performance self-evaluation tool completed in assessment 2 Workplace professional development plan template







Assessment criteria

The following criteria will be used by your trainer/assessor to determine if your project submission is satisfactory:

• Set in the context of the student’s current role and in accordance with workplace practices.

• Aligned to the project requirements set out below regarding the scope and detail of the documented professional development plan.

• The student has considered both immediate and future career goals in developing a professional development plan.

• Learning goals presented in the plan are consistent with the development opportunities identified in the self-evaluation process (Project 2).

• There is consistency in the learning plan between the learning goals and the identified learning strategies.

• Learning styles and preferences are considered when identifying appropriate learning strategies.

• Realistic resources and timeframes are identified for each learning goal. • The Key Performance Indicators identified in the learning plan will provide

effective measures of success for each learning goal.



Project 3 You are required to use the outcomes of your self-evaluation in Project 2, as well as reflecting on your career goals and aspirations, to create a professional development plan and analysis of success for one development activity. (Long)

You must:

• Identify short and long term professional goals. • List current strengths and areas for development. • Evaluate development priorities. • Complete a learning plan for yourself based on your business needs. • Reflect on 1 positive Professional Development activity that you have undertaken. What was

your learning goal? What strategy did you use to undertake the learning? What new skills have you developed? How will this new skill assist you in your business dream?



• A copy of your completed VARK Learning styles worksheet. • A Copy of your MBTI Codes worksheet. • Completed Professional Development Plan • A copy of your position description if you have developed your own. If you do not provide an

alternative your self-evaluation will be marked against the Business Mama Position Description provided.

Note: You may use the Position Description provided as a guide to competence requirements or use your own Position Description if you have developed one for your business.



Project 3 Template - Professional Development Plan Business Mama Name:

Date Prepared:

GOALS AND ASPIRATIONS

Next 12 months Next 5 years

WHERE AM I NOW?

Strengths Areas for development

PRIORITIES

Identified gap Objective of development activity By when?



Learning plan

Learning goals Learning strategies Timeframe Resources Measures of success

What skills and knowledge do I require to achieve competence?

Must be SMART goal, i.e. specific, measurable, ambitious, relevant and track-able.

Include both short and long term goals.

How will I reach this learning goal and how have I made allowances for my learning style or possible learning barriers?

Describe training, coaching and/or mentoring programs that you have identified.

What are the timeframes to achieve this learning goal?

Include relevant milestone dates for long term goals.

What resources do I need to achieve this learning objective?

This may include financial resources to cover training costs, people resources such as coaches or mentors or physical resources such as materials and equipment.

How can I monitor my progress and demonstrate to myself and others that I have achieved this learning goal?



Professional Development Reflection What was your learning goal?

What strategy did you use to undertake the learning? (i.e. online, face to face, workshop, course or program, personal research)

What new skill/s have you developed?

How will the new skill or skills assist you in your business dream?



Project 3 Checklist Assessor Use Only

Student name:

Assessor name:


Yes No Comments


Set in the context of the student’s current role and in accordance with workplace practices.

Aligned to the project requirements set out in the Assessment Workbook regarding the scope and detail of the documented professional development plan.

The student has considered both immediate and future career goals in developing a professional development plan.

Learning goals presented in the plan are consistent with the development opportunities identified in the self-evaluation process (Project 2).

There is consistency in the learning plan between the learning goals and the identified learning strategies.

Learning styles and preferences are considered when identifying appropriate learning strategies.

Realistic resources and timeframes are identified for each learning goal.

The KPIs identified in the learning plan will provide effective measures of success for each learning goal.

The reflection of activity in the Professional development plan clearly identifies as learning goal successfully achieved.




Assessment Report Assessor use only

This report is used to collate the results recorded on the individual assessment activities throughout this assessment activity workbook.

Student name:

Assessor name:

Unit code & title BSBWOR501 Manage personal work priorities and professional development

Qualification BSB50215 Diploma of Business Questions 1 – 10 Satisfactory Not Satisfactory

Project 1 Satisfactory Not Satisfactory



Overall Assessment Competent Not Yet Competent

Not yet competent Arrangement for re-assessment of this unit of competency, including a date, time and assessment method to be used has been agreed to

YES NO

Comments:

Assessor must record comments about the student’s overall performance

Student signature:

Date: ____/____/______

Assessor signature:

Date: ____/____/______

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