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BSBWOR501 Manage Personal Work Priorities and Professional Development

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BSBWOR501 Manage Personal Work Priorities and Professional Development

ASSESSMENT EVIDENCE

To achieve competency in this unit a student must demonstrate their ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

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. 

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once. 

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.

 

ASSESSMENT CONDITIONS 

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

          workplace equipment and resources 

          case studies and, where possible, real situations 

          interaction with others.

 

Assessors must satisfy NVR/AQTF assessor requirements. 

AQF SPECIFICATIONS FOR ASSESSMENTS 

AQF Specifications for Assessments in Advanced Diploma Qualifications: 

This assessment is set in accordance with the criteria for AQF Level 5. As stated in the AQF specification for the Advanced Diploma qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 5 criteria and the Advanced Diploma descriptor. 

Students at this level will have specialised knowledge and skills for skilled/paraprofessional work and/or further learning.

 KNOWLEDGE 

Students at this level will have broad theoretical and technical knowledge of a specific area or a broad field of work and learning.

 SKILLS 

Students at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

 

  analyse information to complete a range of activities

  interpret and transmit solutions to unpredictable and sometimes complex problems

  transmit information and skills to others 

APPLICATION 

Students at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions. 

ACSF SPECIFICATIONS AND FOUNDATION SKILLS 

The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. 

Foundation skills encompass both the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills for this unit are located in the Unit Outline Booklet and have been addressed in the assessment as part of the performance criteria for this unit. 

Students should submit assessment tasks with the provided cover sheet. 

Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Academic Manager in writing.

TRAINING RESOURCES 

The student will have access to the following: 

       AIE Student Workbook

 

       PowerPoint presentation

 

       Learner Assessment Pack (LAP)

 

       Access to a computer, the Internet and word-processing system such as MS Word. 

To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment part.

       All questions must be answered correctly to be completed satisfactorily. 

       All knowledge assessments are untimed and are conducted as open book (this means student can refer to textbooks or any resources). 

       Student may handwrite/use computers to answer the questions. 

       This assessment task may be completed in a classroom, at home, learning management system (i.e. Moodle), or independent learning environment. 

       You must complete all questions unassisted by the assessor or other personnel but may refer to reference material as needed. 

Submission details 

       The Assessment Task is due on the date specified by your trainer. Any variations to this arrangement must be approved in writing by your trainer.

 

       Fill out and attach the Assessment Submission form to the documents you are submitting to be marked. 

       Please answer each question on a separate page provided and clearly indicate the question number at the top of the page. 

       The Trainer/Assessor may further prompt and question in order to receive answers of appropriate quality or if further clarification is required and to validate authenticity of your submitted work.

Answer all of the following questions. 

Q1. In what ways should a manager serve as a positive role model in the workplace? (25-50 words)

Q2. Explain the relationship between an individual’s personal work goals and the organisation’s plans. (25-50 words)

Q3. What types of legislation could assist on determining an individual’s responsibilities and accountabilities? (25-50 words)

Q4. What types of documentation might an individual within an organisation use to identify responsibilities & accountabilities? (25-50 words)

Q5. What methods could be used to measure personal performance in the workplace? (20-30 words)

Q6. Describe a range of work conditions and contingencies that could impact on personal performance? (25-50 words)

Q7. What type of information that should be included in an effective personal work plan. (25-50 words)

Q8. What methods, tools or techniques could be used to prioritise work? (20-30 words)

Q9. What initiatives could assist in achieving personal, team and organisational goals in the context of competing demands? (20-30 words)

Q10. How could you use technology to assist with prioritisation and organisation? (25-50 words) 

Q11. What are 4 work methods that could assist in maintaining an appropriate work-life balance.

(20-40 words)

Q12. What are 4 methods to effectively manage stress? (20-40 words) 

Q13. What standards can be used to assess competence? (25-50 words)

Q14. How would you use competency standards to assess personal knowledge and skills? (20-40 words)

Q15. Who might you ask for feedback when reviewing your own skills and knowledge? (10-20 words) 

Q16. What methods could be used to collect feedback on your skills and performance? (25-50 words) 

Q17. What development opportunities can be used to assist in developing competence? (20-30 words)

Q18. Describe at least 2 different learning styles. (20-30 words) 

Q19. How can participation in networks enhance personal knowledge, skills and development of work relationships? (20-30 words)

Q20. How can a focus on longer term career objectives contribute to the maintenance of a competitive edge? (20-30 words)



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