BSBWOR501 priorities and professional …...2. The Assessment Receipt Form must be signed and dated....

Version no: 2.0

BSBWOR501 – Manage personal work

priorities and professional development

STUDENT ASSESSMENT BOOKLET

BSB51915 Diploma of Leadership and Management

BSBWOR501

Student Assessment Booklet

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BSB51915 Student Assessment Booklet Version: 2.0 Date Created: March 2016

Date Implemented: March 2016 Responsibility: Academic Head Last Reviewed: July 2017

This page is intentionally left blank.

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ASSESSMENT RECEIPT FORM

STUDENT NAME:

STUDENT ID:

COURSE NAME:

ASSESSOR NAME:

DATE DUE:

UNIT CODE AND TITLE: BSBWOR501 – Manage personal work priorities and professional

development

NOTE:

1. This form must be attached on top of the completed Student Assessment Booklet when

submitting same.

2. The Assessment Receipt Form must be signed and dated.

DECLARATION:

1. I am aware that penalties exist for plagiarism and cheating.

2. I am aware of the requirements set by my assessor.

3. I have retained a copy of my assessment.

Student Signature: _________________________________ Date: _____________________

Assessment received by RGIT Staff

Name: Signature:

=================================TEAR HERE ==================================

Students must retain this as a Record of Submission

Assessment handed in on:

Unit code and title: BSBWOR501 – Manage personal work priorities and professional

development

Assessment received by RGIT staff

Name: ……………………………………………………

Signature: ………………………...……...……...……..

Student ID:…………………………………..

Student Signature:…………………………

Nanu KC Basnet

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BSBWOR501


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BSBWOR501 Student Assessment Booklet Version: 2.0 Date Created: March 2016


About this booklet

This assessment booklet has been designed for students undertaking face-to-face mode of study

to provide information before you undertake these assessments. It also contains assessment tools

to assess the skills and knowledge required from you to be deemed competent in this unit.

This booklet might not be suitable for students taking other modes of study e.g. online or work

based.

Please read all the information given to you when you receive this assessment booklet. If you do

not understand any part of this booklet, please inform your assessor.

The assessment booklet contains two (2) parts:

PART 1: Assessment information: This part contains information on the assessment for this unit of

competency and how an assessment will be conducted throughout this unit to achieve the

competency. It includes:

Application of the unit of competency

Purpose of assessment

Elements, performance evidence and knowledge evidence requirements of the unit

Conditions, context, required resources and location of the assessment

Assessment tasks

Outline of evidence to be collected

Administration, recording and reporting the requirements including special adjustments,

appeals, reasonable adjustments and assessors’ intervention.

PART 2: Assessment tasks: This part contains the information to undertake the assessment task

successfully. In each assessment task, students will find the following information:

Task instructions

Role play/Practical Demonstration information

Information on resources required, where applicable.

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PART 1: Assessment information

Application of the unit of competency:

This unit describes the skills and knowledge required to create systems and process to organise

information and prioritise tasks.

It applies to individuals working in managerial positions who have excellent organisational skills.

The work ethic of individuals in this role has a significant impact on the work culture and patterns

of behaviour of others as managers at this level are role models in their work environment.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Purpose of assessment:

The purpose of assessment is to determine competency in the unit BSBWOR501 – Manage personal

work priorities and professional development.

Elements

1. Establish personal work goals

2. Set and meet own work priorities

3. Develop and maintain professional competence

Performance evidence:

Evidence of the ability to:

• use business technology to create and use systems and processes to organise and prioritise

tasks and commitments

• measure and maintain personal work performance including assessing competency against

competency standards and seeking feedback

• maintain an appropriate work-life balance to manage personal health and stress

• participate in networks

• develop a personal development plan which includes career objectives and an action plan

• develop new skills.

Knowledge evidence:

To complete the unit requirements safely and effectively, the individual must:

• explain principles and techniques involved in the management and organisation of:

• performance measurement

• personal behaviour, self-awareness and personality traits identification

• a personal development plan

• personal goal setting

• time

• discuss management development opportunities and options for self

• describe methods for achieving a healthy work-life balance

• outline organisation’s policies, plans and procedures

• explain types of learning style/s and how they relate to the individual

• describe types of work methods and practices that can improve personal performance.

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Context and conditions for assessment:

To comply with the assessment conditions of this unit:

Skills for this unit of competency will be demonstrated in a simulated business environment.

You will have access to suitable facilities, equipment and resources, including template

documentation to undertake the assessment tasks for this unit of competency.

During the project work, you will undertake simulated case study assessment activities that

involve complex interactions with real time situations where you have to give your

suggestions.

Resources required:

The assessor will ensure that assessment is conducted in a safe environment and you have access

to the following resources for the unit:

• Computer with internet connection to refer to various resources

• Student assessment booklet

• RGIT Learners’ resources for the unit BSBWOR501 – Manage personal work priorities and

professional development

Clustering/holistic assessment:

There is no provision for clustering of assessments in this unit.

Competency requirements:

To be judged competent in this unit, you will be required to demonstrate all indicators which are

shown in the Marking Guide (assessor’s document).

You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students

with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet

Competent (NYC).

Assessors will ensure that the evidence collected meets the requirements of the Rules of

Evidence (authentic, current, sufficient and valid) prior to entering results into the competency

record sheet.

Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be

given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC)

after two reassessments in a unit of competency student will be required to repeat the unit as

per the scheduled delivery of the course. For further details, refer to RGIT Re-Assessment Policy

and RGIT Course Progress Policy.

Assessment tasks Assessment description Due date Location of

assessment

Assessment Part A:

Questions

This assessment includes a series of

questions you are required to

answer; you need to answer all

questions correctly.

Needs to be

completed as part

of self-paced

learning.

Assessment Part B: This assessment includes a series of

tasks and activities you are

Needs to be

completed as part

of self-paced

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Assessment tasks:

To achieve competency in this unit, you must satisfactorily complete all the following assessment

tasks within the date and time specified in the session plan. This will demonstrate that you have

all the required skills and knowledge for this unit.

Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will

ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient,

current and authentic.

Assessment Part A:

Questions

Answer all questions correctly in the Written Knowledge Questions and

submit to your assessor electronically or paper-based.

Complete and sign the cover sheet for assessment task.

Assessment Part B:

Project and

observation

Produce all required evidence electronically or paper-based including

Observation Report 1.

Complete and sign the cover sheet for assessment task.

NOTE The completion of this unit must be accompanied with a bibliography

in APA style. If this unit does not have a bibliography, it will not be

accepted for assessment by the assessor.

Administration, recording and reporting requirements:

You must read and follow this information carefully while completing assessments for this unit of

competency and if you are unsure of any instruction, please contact your assessor to clarify.

The assessments are intended to be equitable, fair and flexible.

Submission of assessment:

You must ensure that the completed assessment tasks are submitted along with the assessment

cover sheet:

Your assessor will mark the submitted assessment, provide feedback to you and complete the

comments section against each task, where applicable.

ALL tasks must be completed in legible English. It is preferred that the tasks submitted for

assessments are typed and that they are legible and clear, if handwritten.

You must submit all assessments on or before the due date specified by the assessor as per

the training plan.

Extensions for individual assessment tasks may be negotiated in specific circumstances with

your assessor/trainer. However, you need to provide genuine evidence documents when

seeking an extension to due date (e.g. extensions due to illness will require a medical

certificate). To arrange an extension, you must speak to your assessor prior to the due date.

Extensions must be confirmed by the trainer in writing.

You are permitted to use dictionaries and to seek support (as required) unless it puts in

jeopardy the integrity of the assessment, your assessor will let you know if this is the case.

Project and

Observation

required to complete relating to

your own personal career goals.

learning.

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Unless the assessment task specifically allows pair work or group activities such as

brainstorming, you must submit your own original work and must not copy the work of other

students. Plagiarism is unacceptable.

You can submit your assessment tasks through the learning management system or hand in

hard copies in the classroom.

Recording an assessment result:

Once the assessments have been completed, the assessor will record the assessment results on

the student assessment record sheets and LMS/student management system and all results will

be approved by the course coordinator.

Assessors will check that you have completed the student declaration prior to filling out the

assessment sheet.

Retaining assessment records:

RGIT will securely retain all completed student assessment items for each student for a period of

six months from the date on which the judgement of competence for the student was made.

RGIT will also retain sufficient data to be able to reissue AQF certification documentation for a

period of 30 years.

All assessment records submitted to the assessor for marking will be stored and retained properly.

And a hard copy submitted to student administration for filing along with the evidence.

The assessor will ensure that the student records are securely retained in accordance with the

RGIT record control policy accessible by the Student Administration Officer.

Assessment outcomes:

For unit of competency:

There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent

(requires more training and experience).

You will be awarded C = Competent on completion of the unit when the assessor is satisfied that

you have completed all assessments and have provided the appropriate evidence required to

meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will

receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in

accordance with the RGIT Re-Assessment Policy and RGIT Course Progress Policy.

For assessment task:

There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.

On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if

you have completed the task successfully, submitted all evidence and satisfied the assessment

criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or

does not meet the requirements of the assessment criteria.

Re-assessment:

If you are unsuccessful at achieving competency at the first attempt, you will be given two

further opportunities for re-assessment at a mutually agreed time and date. For further details,

refer to the RGIT Re-Assessment Policy and RGIT Course Progress Policy. As this is a competency

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based program, the assessment continues throughout the program until you either achieve

Competency in the assessment tasks or a further training need is identified and addressed.

Student access to records:

You have the right to access current and accurate records of your participation and results at

any time. You can see your results or attendance progress by logging in to the Learning

Management System at any time or you can request a copy of your records by contacting the

student administration and the assessor.

Support:

You may seek clarification about the assessment information and the instructions and tasks at

any time from the assessor.

Reasonable adjustments and special learning needs:

RGIT Australia works to ensure that students with recognised disadvantages can access and

participate in education and training on the same basis as other students. Disadvantages may

be based, for example, upon age, cultural background, physical disability, limited or non-current

industry experience, language, numeracy or digital literacy issues.

Where pre-training interviews and assessments reveal that a student may require special support

or where, after enrolment, it is made apparent that the student requires special support,

reasonable adjustments will be made to the learning environment, training delivery, learning

resources and/or assessment tasks to accommodate the particular needs of the student. An

adjustment is reasonable if it can accommodate the student’s particular needs, while also

taking into account factors such as the student’s views, the potential effect of the adjustment

on the student and others and the costs and benefits of making the adjustment.

Any adjustments made must:

be discussed, agreed and documented in the assessment record

benefit the student

maintain the integrity of the competency standards and course requirements as stipulated

in the training package

be reasonable to expect in a workplace.

Reasonable adjustment may consist of:

providing additional time for students to complete learning and assessment tasks

presenting questions orally for students with literacy issues

asking questions in a relevant practical context

using large print material

extending the course duration

presenting work instructions in diagrammatic or pictorial form instead of words and

sentences.

Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In

the first instance, you are encouraged to appeal informally by contacting the assessor and

discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you

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may appeal further to either the Course Coordinator and/or Head of Department. If you are still

dissatisfied, you may appeal formally and in writing to have the result reviewed. For more

information, refer to the Assessment Policy and the Complaints and Appeals Policy and

Procedures.

Assessor intervention:

Assessors will check if you are ready for the assessment, and defer the assessment if you are not.

Feedback will be given to you at the completion of the assessment.During role play, the

assessor may act as a client or employer, where required, but the assessor will not interfere with

the assessment. If the assessment activities might impact on your safety or that of others, the

assessor will stop the assessment immediately.

Plagiarism, cheating and assessment dishonesty:

RGIT considers plagiarism and cheating as a serious misdemeanor. Evidence of plagiarism and

cheating is treated on a case by case basis and the consequences for students engaging in

such practices may include failure of the assessment or unit or exclusion from the course. For

more information, refer to RGIT’s Assessment Policy.

Assessor feedback:

Assessors will provide feedback on the assessment that you have submitted. This can identify

your strengths and weaknesses or be an overall comment on your submission. A copy of the

feedback along with your submission will be given to you and you must keep a copy of it

throughout the completion of the course.

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Student Declaration:

I.............................................................................. (Student Name) have read and understand the

information provided above and also understand and accept that any act of plagiarism and

academic dishonesty may have penalties including cancellation or suspension of my enrolment

with RGIT. I further declare that:

All assessment work submitted for this unit competency is my own original work and plagiarism

and collusion has not occurred.

Assessment work has not been copied or submitted for any other unit/course.

I have taken proper care and effort to ensure my work has not been copied by another

person.

I have retained a copy of this assessment for my own records in the event I have to reproduce

my work.

I am aware that any assessment deemed unsatisfactory will require me to undergo

reassessment which may be different to the one originally submitted.

Student signature: ............................................................... Date: ....../....../.......

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Assessment Cover Sheet

Student details

Student name: Student ID:

Assessment details

Unit of competency: BSBWOR501 – Manage personal work priorities and professional

development

Assessment task: Part A – Knowledge questions

Date of submission:

Assessment Outcome: Satisfactory Not Satisfactory Not Assessed

Assessor signature:

Assessor name:

Feedback:

Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this

assessment task is original and has not been copied or taken from another source except where

this work has been correctly acknowledged. I have made a photocopy or electronic copy or

photograph of my assessment task, which I can produce if the original is lost.

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment of this student, and I have provided

appropriate feedback. I also declare that I have undertaken

the indicated assessment integrity checks

Google check for plagiarism Yes No

Check for copying/collusion Yes No

Check for authenticity (own work) Yes No

Cheating or use of model answers Yes No

Student: I have received,

discussed and accepted my

result as above for this

assessment and I am aware

of my appeal rights.

Signature: .........................................................

Signature:......................................

............

Date:.................................................................

Date:..............................................

Nanu KC Basnet

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Assessment Task Part A: Knowledge Questions

Required documents and equipment:

Computer with internet connection to refer to various resources

Student assessment booklet and pen (organised by the student)

RGIT Learners’ resources for the unit BSBWOR501 – Manage personal work priorities and

professional development (organised by the trainer/assessor)

Learner’s notes

Instructions for students:

This assessment will be conducted in classroom/as part of the student’s self-paced learning (in their

own time) with access to the resources listed above.

You must answer all knowledge questions as part of this assessment and you can submit answers

either electronically or paper-based.The assessor will verify the authenticity of your work by asking

questions regarding the answers provided. You must satisfactorily answer all knowledge questions

to be deemed Satisfactory for this assessment.

Planning the assessment:

Recommended date for assessment: After session 5

Access all resources mentioned in required resources, either printed copies or access via the

internet.

Time required for assessment: 2-3 hours

You must:

Answer all questions in the knowledge questions assessment.

Complete them and submit in due timelines.

Submit with a completed assessment cover sheet.

Your assessor will set a time to provide feedback.

Evidence specifications:

At the end of the assessment, you will be required to submit the following evidence before the due

date specified by the assessor:

Completed Student Assessment Booklet with all questions answered

Completed and signed cover sheet for the assessment.

Evidence submission:

Documentation can be submitted electronically or paper-based.

Your assessor will record the assessment outcome on the assessment cover sheet.

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Knowledge questions:

Question 1: Explain two principles behind the need for a leader to be self-aware

and understand their behaviour, personality and learning style.

Answer:

Marking: Satisfactory Unsatisfactory

Question 2: Outline two techniques to identify and manage personal behaviour,

self-awareness and personality traits.

Answer:


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Question 3: Explain three learning styles and how they affect individual learners.

Answer:


Question 4: Explain two principles involved in managing and organising personal

goal setting as part of a personal development plan.

Answer:


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Question 5: Explain two principals involved in managing and organising personal

performance measurement.

Answer:


Question 6: Explain two principles of time management.

Answer:


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Question 7: Describe how a leader may take the initiative to prioritise and

facilitate competing demands to achieve personal, team and

organisational goals and outcomes.

Answer:


Question 8: Identify the technology a leader may use to improve work

efficiencies.

Answer:


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Question 9: Describe how a leader’s role contributes to broader organisational

goals.

Answer:


Question 10: Describe two work methods and practices that can improve

personal performance and competence.

Answer:


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Question 11: Explain two personal management development opportunities and

options a leader could use.

Answer:


Question 12: What organisational protocols might need to be taken into account

when planning your own career development?

Answer:


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Question 13: List the organisational plans that underpin an organisation’s

operations.

Answer:


Question 14: List the topics that should be included in an organisation’s

professional development policy.

Answer:


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Question 15: Explain the importance of an organisation having a succession plan

and policy.

Answer:


Question 16: Describe three ways you can achieve a healthy work-life balance.

Answer:


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Assessor to complete

Task outcome (S or NS)

Assessor

Feedback

Assessor signature

Date

Assessment date

Student signature Date

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Assessment Cover Sheet

Student details

Student name: Student ID

Assessment details


development

Assessment task: Part B – Project and Observation

Date of submission:

Assessment Outcome: Satisfactory Not Satisfactory Not Assessed

Assessor signature:

Assessor name:

Feedback:

Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this

assessment task is original and has not been copied or taken from another source except where

this work has been correctly acknowledged. I have made a photocopy or electronic copy or

photograph of my assessment task, which I can produce if the original is lost.

Assessor: I declare that I have conducted a fair, valid, reliable

and flexible assessment of this student, and I have provided

appropriate feedback. I also declare that I have undertaken

the indicated assessment integrity checks

Google check for plagiarism Yes No

Check for copying/collusion Yes No

Check for authenticity (own work) Yes No

Cheating or use of model answers Yes No

Student: I have received,

discussed and accepted my

result as above for this

assessment and I am aware

of my appeal rights.

Signature: .........................................................

Signature:......................................

............

Date:.................................................................

Date:..............................................

............

Nanu KC Basnet

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Assessment Task Part B: Project and Observation

Required documents and equipment:

Computer with internet connection to refer to various resources

Student assessment booklet and a pen (organised by the student)

RGIT Learners’ resources for the unit BSBWOR501 – Manage personal work priorities and

professional development (organised by the trainer)

Learner’s notes

Instructions for students:

This assessment will be conducted in the RGIT classroom or outside the campus with access to the

resources listed above.

You must satisfactorily perform all tasks to be deemed Satisfactory for this assessment.

Planning the assessment

Recommended date for assessment: After session 5

Access all resources mentioned in required resources either printed copies or access via the

internet.

Time required for assessment: 1-2 Weeks

You must:

Produce all evidence as required in the Project assessment.

Complete and submit in due timelines.

Submit with a completed assessment cover sheet.

Your assessor will set a time to provide feedback.

Evidence specifications:

At the end of the assessment, you will be required to submit the following evidence before the due

date specified by the assessor:

Report on target organisation and desired role

Training Needs Analysis

Professional Development Plan

Professional Development Plan Review

Completed and signed Observation Checklist

One week electronic schedule print out

Explanation of prioritising competing demands

Explanation of managing competing demands

Explanation of how to use a schedule to help you maintain a healthy work-life balance and

minimise stress.

Networking opportunity review

Evidence of participation in networking

Completed and signed cover sheet for assessment.

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Evidence submission:

Documentation can be submitted electronically or paper-based.

Your assessor will record the assessment outcome on the assessment cover sheet.

Project overview and context

This project has been developed to enable you to create your own professional development plan

by addressing your personal and career goals.

Instructions

This Project has been split into seven separate tasks. Please complete each task in the order they

appear.

Task One

You are to complete a typed report organised under the headings below. You are to base your

report on an organisation you would like to work for.

You will need to access the organisation’s website to find the required information. Please read

through the headings to ensure you will be able to access all the information you need to complete

this report. Please ensure you include all sources accessed.

You may research information on your ideal your job role by looking at job advertisements on

websites such as www.seek.com.au

Each section of your report should be approximately 500 words.

Introduction

Describe the organisation:

What industry is it in?

What products or services does it offer?

What is the strategic goal?

What are the organisational values?

How is the organisation structured? (You may like to include an Organisational Chart)

Does the organisation support professional development?

Your team/department

Describe the team or department would like to work in:

What is the team or department’s purpose?

What are the team or department's objectives?

Your desired role

Describe the role you would like:

What is the purpose of the role?

What are typical objectives or Key Performance Indicators (KPIs) of the role?

What, if any, are the mandatory qualifications required to undertake the role?

What are the required skills and knowledge to undertake the role?

What are the required technical skills to undertake the role?

What are the behavioural characteristics required to undertake the role?

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Task Two

Referring to the report you completed in Task 1, analyse your training and development needs in

order to undertake your desired role.

Complete the Training Needs Analysis template to ascertain your training needs:

1. In the first column, list the mandatory qualifications, skills, knowledge and characteristics

required to undertake your role or desired role.

2. In the second column, rate your level of competency for each area as follows:

a. No skills / knowledge / qualification

b. Basic skills / knowledge / qualification

c. Intermediate skills / knowledge / qualification

d. Expert skills / knowledge / qualification

3. Ask your manager, supervisor or trusted mentor to rate your level of competency in the third

column as follows:

a. No skills / knowledge / qualification

b. Basic skills / knowledge / qualification

c. Intermediate skills / knowledge / qualification

d. Expert skills / knowledge / qualification

4. Prioritise the order of importance to gain the required qualifications, skills or knowledge to

undertake your role of desired role in the fourth column.

Task Three

Referring to the Training Needs Analysis you completed in Task 2, develop a Professional

Development Plan to help you achieve the required level of competence to undertake your current

or desired role.

Complete the Professional Development Plan template.

1. Choose the five top priority qualifications, skills or knowledge you require to undertake your

current or desired role and list them in column 1.

2. In column 2, identify the best method of gaining this competency that suits your personal

learning style. This may include accredited training, reading a book, working with a mentor,

practise, attending a workshop etc.

3. In the third column, provide details of how and where you will undertake this professional

development.

4. Details of any costs associated with this professional development should be inserted in

column 4.

5. Provide a timeframe in column 5.

Task Four

Arrange a time to discuss your Professional Development Plan with your Assessor and use the

Professional Development Plan Review Template to detail their feedback and note any amendments

you might make to your plan as a result.

Your Assessor will complete the Observation Checklist below to record your participation in the

discussion, and as a student of Diploma of Leadership and Management. Please review the

Observation Checklist before the discussion so you know exactly what is required of you.

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Task Five

Using Microsoft Outlook or a similar electronic calendar/diary, create a plan for one week that

schedules the following (at a minimum):

Study commitments Medical or other appointments or meetings

Work commitments Household commitments eg shopping, cleaning

Family time Social events

Meals Sleeping

Gym / Sport / Exercise

1. Explain how you have prioritised the competing demands on your time.

2. Explain what you would do if something unexpected and important came up that clashed

with one or more of your commitments.

3. Explain how you have or can use a schedule to help you maintain a healthy work-life balance

and minimise stress.

Task Six

Conduct research to find three different networking opportunities that could enhance your personal

and career goals.

Provide the details of each one with an explanation of how they could be of benefit to you, how

they communicate (eg website, blog, emails), what events they run, any costs (eg membership fees,

event fees).

You are now required to join one of these networks and provide evidence that have participated.

This may be an email, ticket stub or invoice. If you are unable to provide this type of evidence then

please provide an explanation of the meeting, event or phone call you participated in, including

date, time and location.

The final documents you submit for assessment will be assessed using the project criteria provided.

All project criteria outlined must be covered satisfactorily for Part B to be completed satisfactorily.

You must complete the project unassisted by the assessor or other personnel, but may refer to

reference material as needed.

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TRAINING NEEDS ANALYSIS TEMPLATE

(Please add rows as required)

Mandatory Qualifications, Skills,

Knowledge

Level of current

competency (self-

rated)

Level of

competency (peer

rated)

Priority of

importance

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Qualification / Skill / Knowledge gap

Development Activity Provider Cost Timeframe

(days, weeks, months)

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PROFESSIONAL DEVELOPMENT REVIEW FORM

Review conducted with (Name

and Title) Date of Review

Discuss each of the following aspects and include all feedback and amendments.

Aspect Feedback Amendments

Are my development goals

consistent with my desired job

role? If not, what should I be

looking into?

Are my development goals

prioritised correctly? How should I

change them?

Is each development activity

appropriate for me? What other

activities could I undertake?

What networks could I utilise to

help achieve my goals?

Are there any other aspects of my

current skills or knowledge that I

should be addressing?

Do I have the required

behavioural characteristics to

undertake my desired role?

Why/why not?

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What else can I do to achieve my

goals?

Do you have any other feedback for me?

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Observation Checklist


Name of Student:

Date:

During the Personal Development Plan Discussion, did student satisfactorily: Yes No

Explain their desired job role and target organisation?

Clearly explain their goals and objectives?

Clearly explain their personal development plan?

Justify the reasons for the development methods they have chosen?

Ask for (and take on board) your feedback?

Answer your questions clearly and confidently?

Use positive and appropriate body language?

Use appropriate language and tone?

During class-time as a student of RGIT’s Diploma of Leadership and

Management, does the student:

Yes No

Use active listening to ask and answer questions clearly and confidently?

Use positive and appropriate body language when communicating with

others?

Use appropriate language and tone when communicating with others?

Show respect for others’ points of view?

Show respect for students and trainers from diverse backgrounds?

Use interpersonal skills to build relationships with other students and RGIT staff

members?

Actively participate in and contribute to the learning environment?

Feedback to the student:

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Observation outcome: □ Satisfactory □ Not Satisfactory

Assessor signature:

Date:

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Project checklist


Marking criteria Please tick S or

NS The student’s project meets the following requirements:

Feedback was sought and used to identify and develop ways to improve competence S NS

Ensured personal work goals, plans and activities reflect organisational plans, and own

responsibilities and accountabilities S NS

A personal development plan was developed which included career objectives and an action

plan S NS

Prioritised and facilitated competing demands to achieve personal, work and organisational

goals and objectives S NS

Assessed personal knowledge and skills against competency standards to determine

development needs, priorities and plans S NS

Measured and maintained personal work performance S NS

Identified, evaluated, selected and used development opportunities suitable to own learning style

to develop competence S NS

Identified and participated in networks S NS

Identified new skills to achieve and maintain a competitive edge S NS

Described methods for achieving an appropriate work–life balance S NS

Used technology effectively to schedule and manage work, study and other priorities and

commitments S NS

Task outcome S NS

Assessor feedback

Assessor signature

Date

Assessment date

Student signature

Date

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Final Assessment Record

Student name:

Student ID:

Assessor name:

Date of

completion:


development

Assessments

Student results

Satisfactory Not

Satisfactory Not

Completed

Assessment Part A: Questions

Assessment Part B: Project and Observation

Comments/ Feedback:

Unit outcome: Competent Not Yet Competent

Is re-assessment required? Yes No

Assessor Signoff

By signing this final assessment record:

I confirm that the student has attempted all requirements of this unit of competency

I am satisfied the work submitted is their own work.

I have informed the participant of the assessment decision.

Assessor signature: Date:

Student Signoff

By signing this final assessment record:

I have received, discussed and accept the outcome from my assessment as above for this unit of

competency and I am aware of my right to appeal.

Student signature: Date:

Nanu KC Basnet

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Unit Feedback Form

The purpose of this evaluation is to obtain your feedback on the content, delivery and

assessments of the unit of competency provided by RGIT. Your response will be treated in the

strictest confidence and will assist us to review and improve our delivery. Please leave this

feedback form with your assessor/ course coordinator or feedback box in your campus of study.

Student name (optional)

Qualification in which enrolled

DIRECTIONS: Along each scale given below, please tick the box that matches most closely with

your opinion as indicated below:

Criteria Feedback

How would you rate the content of the unit? All completely new

information

Mostly new but with some

familiar ideas

Mostly refreshing ideas with

some new ideas

All refreshing ideas

How useful were the practical/class activities in helping

you learn new information or refreshing ideas you had

previously learned? Not Applicable (N/A)

Useful

Somewhat useful

Not useful

How useful were the practical/ class activities in

understanding of the unit? Not Applicable (N/A)

Useful

Somewhat useful

Not useful

How well did your trainer/assessor explain the concepts

covered in the unit?

Useful

Somewhat useful

Not useful

I received the assessment information prior to the date of

assessment

Strongly Disagree

Disagree

Not sure

Agree

Strongly agree

Unit criteria and assessment process were available or

explained

Strongly Disagree

Disagree

Not sure

Agree

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Criteria Feedback

Strongly agree

The trainer/assessor covered all WHS/OHS issues (where

applicable) Not Applicable (N/A)

Strongly Disagree

Disagree

Not sure

Agree

Strongly agree

Instructions were clear and easy to understand Strongly Disagree

Disagree

Not sure

Agree

Strongly agree

I knew exactly what was expected from me Strongly Disagree

Disagree

Not sure

Agree

Strongly agree

The assessment procedure was explained Strongly Disagree

Disagree

Not sure

Agree

Strongly agree

The trainer/assessor used appropriate language Strongly Disagree

Disagree

Not sure

Agree

Strongly agree

The trainer/assessor was professional Strongly Disagree

Disagree

Not sure

Agree

Strongly agree

How would you rate the degree of easiness of the

assessments?

Definitely easy

Somewhat easy

Easy

Difficult

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Criteria Feedback

FURTHER COMMENTS: If you have additional comments, please use the space below.

BSBWOR501 priorities and professional …...2. The Assessment Receipt Form must be signed and dated....

Documents

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