- BSBWOR404B - Develop work priorities
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBWOR404B Mapping and Delivery Guide
Develop work priorities
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | BSBWOR404B - Develop work priorities |
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Description | This unit describes the performance outcomes, skills and knowledge required to plan one's own work schedules, to monitor and to obtain feedback on work performance and development. It also addresses the requirement to take responsibility for one's own career planning and professional development.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies to individuals who are required to design their own work schedules and work plans, and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Management and Leadership - Management |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Plan and complete own work schedule |
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Element: Monitor own work performance |
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Element: Coordinate professional development |
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Evidence Required
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: preparing and communicating own work plan scheduling work objectives and tasks to support the achievement of goals seeking and acting on feedback from clients and colleagues reviewing own work performance against achievements through self-assessment accessing learning opportunities to extend own personal work competencies using business technology to monitor self development. |
Context of and specific resources for assessment | Assessment must ensure: the learner and trainer should have 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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate observation of performance in role plays observation of presentations review of work and professional development plans. |
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 Certificate IV in Frontline Management. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
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.
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Required skills |
learning skills to recognise and develop new and necessary skills and knowledge literacy skills to understand the organisation's policies, procedures and communications, to write personal work plans and professional development plans, and to request and receive feedback about performance organising skills to prioritise, manage time and meet deadlines problem solving skills to develop contingency plans |
Required knowledge |
knowledge of relevant business technology applications to schedule tasks and plan work knowledge of techniques to prepare personal plans and establish priorities methods to identify and prioritise personal learning needs understanding of a range of professional development options understanding of methods to elicit, analyse and interpret feedback understanding of methods to evaluate own 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. | |
Workgroup plans may include: | budgetary plans production plans reporting plans sales plans team and individual learning goals team participation work schedules |
Work objectives may include: | budgetary targets production targets reporting deadlines sales targets team and individual learning goals team participation |
Factors affecting the achievement of work objectives may include: | budget constraints competing work demands environmental factors such as time, weather, etc personnel resource and materials availability technology/equipment breakdowns unforeseen incidents |
Business technology may include: | computer applications computers email and internet/intranet/extranet facsimile machines modems personal schedules photocopiers printers scanners |
Feedback on performance may include: | formal/informal performance appraisals obtaining comments from clients obtaining comments from supervisors and colleagues personal, reflective behaviour strategies routine organisational methods for monitoring service delivery |
Professional development activities may include: | career planning/development coaching, mentoring and/or supervision formal/informal learning programs internal/external training provision performance appraisals personal study Recognition of Prior Learning work experience/exchange/opportunities workplace skills assessment |
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.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Prepare Workgroup plans which reflect consideration of resources, client needs and workgroup targets | |||
Analyse and incorporate Work objectives and priorities into personal schedules and responsibilities | |||
Identify Factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans | |||
Efficiently and effectively use Business technology to manage and monitor planning completion and scheduling of tasks | |||
Identify and analysed personal performance through self-assessment and feedback from others on the achievement of work objectives | |||
Seek and evaluate Feedback on performance from colleagues and clients in the context of individual and group requirements | |||
Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements | |||
Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities | |||
Research and identify sources and plan for opportunities for improvement in consultation with colleagues | |||
Use Feedback to identify and develop ways to improve competence within available opportunities | |||
Identify, access and complete professional development activities to assist career development | |||
Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements |
Forms
Assessment Cover Sheet
BSBWOR404B - Develop work priorities
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBWOR404B - Develop work priorities
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: