Manage Personal Work Priorities and Professional Development

This document provides insights on managing personal work priorities and professional development. It includes written questions, strategies for work-life balance, personal goal setting, performance measurement, learning cycles, management development opportunities, and more. The content is relevant for students studying personal development, management, and related subjects.

Manage personal work
priorities and professional
development

Table of Contents
ASSESSMENT EVENT 1: WRITTEN QUESTIONS...................................................................1
Question 1....................................................................................................................................1
Question 2....................................................................................................................................1
Question 3....................................................................................................................................1
Question 4....................................................................................................................................2
Question 5....................................................................................................................................3
Question 6....................................................................................................................................3
Question 7 ...................................................................................................................................4
Question 8....................................................................................................................................5
ASSESSMENT EVENT 2: SIMULATION....................................................................................7
Task 1: Establish personal work goals.............................................................................................7
1.1 Development of work goal.....................................................................................................7
1.2 Ensure work goal aligns to the College plans and student responsibilities and
accountabilities............................................................................................................................7
TASK 2............................................................................................................................................8
2.1 Developing work plan............................................................................................................8
2.2 Implementing Work plan and measuring personal performance.........................................11
2.3 Prioritising competing demands..........................................................................................12
2.4 Monitoring and implementing contingencies in work plan.................................................15
2.5 Maintaining appropriate work life balance..........................................................................15
2.6 Ensuring stress is effectively managed................................................................................16
2.7 Ensuring health is managed.................................................................................................17
TASK 3..........................................................................................................................................17
3.1 Assessing personal knowledge as well as skills against competency standards for
identifying development needs..................................................................................................17
3.2 Seeking feedback from stakeholder in knowledge and skills..............................................19
3.3 Personal development plan..................................................................................................20
3.4 Implementing personal development plan .........................................................................21
REFERENCES..............................................................................................................................22

ASSESSMENT EVENT 1: WRITTEN QUESTIONS
Question 1
 Tracking time: Keeping time log of all activities helps in building and maintaining
healthy life balance at work.
 Schedule scrupulously: Through the strategy, people plan their work as well as work
their plan that help them in maintaining healthy work life balance. (Russo, Shteigman and
Carmeli, 2016)
 Nurturing relationship: The strategy help in keeping personal relationship on priority
and establishing good relationship results in maintaining work life balance more
healthier.
Question 2
 Reward high performance: Rewarding high performers is the work strategy that
motivates individual to work full fuller dedication, determination and efficiency.
 Positive work environment: With this strategy, managers creates a favourable and
positive work environment in which individual gain improvements in their performances.
 Simplifying complex processes: The strategy help an individual to work by simplifying
critical processes and improving performances.
 Batching tasks as well as meetings: To achieve improvements in performances of
employees, popular strategy is “Batching the workings” (Hoerl and Snee, 2020).
 Delegation: By delegation the work to an individual as per their preference is also a
strategy through which a person improves performances at work.
Question 3
Explaining the principle Explaining techniques
Personal goal setting: It is a powerful
principle in which an individual think about
ideal future as well as motivate themselves by
setting where they want to reach in their life.
 SMART method: The technique is
effective for setting goals in personal
and academic life.
 WOOP Method: The technique helps
in making dreams of a person comes
into reality.
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Performance measurement: The principle is
about collecting, analysing and reporting data
about a person, group, system or company.
 Frequent performance feedback: It is
one of easy technique to measure
performance of an individual of group
of people (Graber and Et. Al., 2016).
 Key performance indicators: It
measures performance of a person and
company in context to goals and
objectives.
Time management: The principle is defined
as a process to organise as well as plan ways
to divide time among specific activities.
 80/20 rule: It is also termed as Pareto
principle that helps in prioritising time
in particular activities for important
goals.
 Glass jar: The technique categorises
time in different ways including rocks
(strategic projects), pebbles (important
but not critical) and sand (Insignificant
tasks).
Personal development plan: The principle is
concerned with setting objectives for career,
assessing capabilities, recognising
requirements for skills, competence and
devising time for developments.
 Devising objectives: It is one of
foremost and first technique in personal
development plan to set clear
objectives.
 Learning from failure: The technique
assist a person to take something from
each personal encounter that they have
and develop the areas.
Question 4
Kolb's learning cycle is one of learning cycle model that is impetus for developing new concepts
through new experiences. It was published by David Kolb in 1984.
2

The learning cycle includes four stages and are used for critically evaluating provision of
learning and developing appropriate opportunities or behaviours (Truong, 2016). The learning
style comprises perception and processing that help learners in perceiving addition to processing
information in continuum form of experience, observing reflections, conceptualising abstract as
well as active experimentation which plays crucial role in developing behaviours towards study
or experience.
Question 5
Three management development opportunities:
 Mentoring: It is powerful tool which can be undertaken by an individual for professional
development through building a relationship among the one who have vast experience
and the one who have desires for learning.
 Work based development methods: The management strategy is about working with
people for improving, enhancing and refining current skills as well as developing newer
abilities to achieve objectives. Some of examples of the method are writing bids, teaching
other people, practice and reflection (Meredith and Pilkington, 2018).
 Job rotation: It broadens an individual at post of managers to turn generalist into
specialists. It includes transfer or movement of managers from one job to other for the
purpose of educational learning.
Question 6
Concept Techniques
Personal trait identification: The concept is
all about recognising traits of an individual in
effective manner. Identifying personal traits
refers to analysing characteristics patterns,
thoughts and behaviour of a person. It is an
paramount important concept that assist in
identifying traits that are within an individual.
It also offers a route to develop the traits and
improve effectiveness. It emphasis towards
personality differences among individuals
 Ocean model of personality: As per
the technique there are five main
elements of personality. Consciousness,
agreeableness, neuroticism, openness
and extraversion are components that
assist in identifying personality traits.
 Objective tests: The technique assist in
identifying and measuring traits of a
person the the manner that are not
influenced through beliefs of others.
3

(White and Et. Al., 2018). They hold subjectivity to willingness as
well as ability to recognise and present
traits accurately and effectively.
Self awareness: Concept of self awareness is
the ability to emphasis towards experience of
own personality addition to the ways actions,
emotions and thoughts align or not with
internal standards. It also defines the ways an
individual consciously knows as well as
understands their own motives and desires. It is
categorised into two broad categories that
includes internal self awareness along with
external self awareness.
 Johari window: It is the technique that
assist an individual to netter understand
their relations with themselves addition
to others. It enhances perception of a
person on themselves and is based on
ideas such as trust and learning
yourselves through feedbacks.
 The feeling wheel: It is another
technique that reflect towards tracking
feeling to become aware about self. It
includes nearby 72 feelings within pie
chart which aid practitioners to gain
particular information about themselves
(Salimi and Khanlari, 2018).
Personal behaviour: Concept of personal
behaviour refers to manifestation of personality
of an individual on the basis of combinations
of genes as well as experiences in life. It is
mixture of responses to internal and external
stimuli that reacts with multiple situations
together with defines the aspects in which
someone expresses numerous emotions such as
happiness, love etc. the factors that plays
crucial role in influencing personal behaviour
are attitude, perception, values, personality and
emotions.
 Positive behaviour strategy: It is
evidence based and proactive approach
to change challenging behaviour of an
individual. Some aspects of the strategy
are non verbal signals, pre correcting
etc.
 Stimulus and response measures: The
technique assist in measuring personal
behaviour through psychological
measurements such as duration of
response, impact of behaviour etc.
4

Question 7
 Professional development policy: The policy fosters culture of professional learning at
workplace. It develops capabilities of professional bodies that support attaining strategic
directions as well as goals. The policy encourages addition to support people to pursue
their career together with professional development as important component of
organisation.
 Professional development plan: It id the document that includes strategies to meet
career goals of a professional personal. It involves stages of actions to attain goals and
gain insights for the ways to reach aspirations to develop professional career (Ball,
2017).
Question 8
Work methods Descriptions
Work method 1: Setting clear
milestone
It is the method that help an individual to improve
personal work performance through devising clear
milestone and working on attaining them. Setting goals
is overwhelming method that helps in breaking critical
tasks into smaller chunks and devising goals
accordingly. This assist in staying motivated as well as
keeping energy levels up in entire stages of working.
The method also makes working easier to keep tracking
their progress and improving areas as early as they are
identified. This method also facilitate in seeing and
observing improvements in personal performance.
Work method 2: Practising clear
communication
Communication is essential method to maximise
personal performance at workplace. Through
communication methods, all the information, ideas,
thoughts and ideas are shared among the superiors and
subordinates that builds trustworthy relations among the
both and results in improving personal performance at
work (Morgeson, Brannick and Levine, 2019). When
5

the workings are communicated with employees in clear
and understandable manner then it motivates them to
perform will fuller efficiency and improving their
workings to huge extent. Most successful leaders
practise clear communication to look towards
innovative ways for improving performance of
employees.
Practices Description
Work practice 1: Scheduling task
and taking breaks
It is the practice which is performed by superiors in
which they create schedules to improve personal
performances. It is analysed that flexibility to plan about
completion of workings and scheduling meetings have
huge influences on work performances. Along with
scheduling, an individual must ensure to leave time for
less challenging activities as well as breaks is also
important practice to improve work performances of
personal. All people needs rest as it help them in
keeping working at most productive aspect to improve
their performances.
Work practice 2: Continue learning One of great practice to improve work performance is
becoming committed towards professional development.
An employee must take huge interest in learning for
their role, company and topics in which they are
interested (Wellin, 2016). The practice not only help in
learning new skills and improving current ones, rather it
builds bank of competence and knowledge which can be
applied in current or upcoming roles. For instance,
reading about productivity or efficiency, an individual
gains benefits in identifying inefficient aspects at work
6

and can save themselves and others through improving
them.
ASSESSMENT EVENT 2: SIMULATION
Task 1: Establish personal work goals
1.1 Development of work goal
A goal is referred as the desire result that an individual envision and plan as well as commit
to accomplish. There are some long term and short term academic goals which need to
accomplish by a student. As a student my performance related goals are mentioned below:
 I would like to learn skills and knowledge related to different areas.
 I want to enhance my communication skills within 2 months.
 I want to learn new language to get good employment opportunities in future.
All the goals which are developed above help in improving my performance. The main
reason of developing this goal is that these will help in improving my knowledge base and also
assist me to get good employment in future (Cooke, 2017). For getting good position in a reputed
organisation, it is very necessary to have adequate skills and knowledge. Accomplishment of
these goals will assist me in performing my roles and responsibilities effectively. These goals
will be achieving through developing various strategies and tactics and an appropriate plan is
developed by me to accomplish those goal in an effective and efficient manner.
1.2 Ensure work goal aligns to the College plans and student responsibilities and accountabilities
Personal development goals are referred as the goals which an individual set to enhance his
or her skills, capabilities and character. Setting of these objectives includes assessing own self
and determining the areas in which an individual can improve to increase his or her potential.
Work goals are important as these leads to career enhancement. Clear goals and responsibilities
help in providing a clear sense of direction (Malin, Bragg and Hackmann, 2017). Apart from
this, it helps in enhancing work ethic and developing better workplace relationship which helps
in increasing the output at workplace. It assists in improving my performance and productivity
and fuels my career growth and development. The key goals of student plan of college are
summarised below:
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 To enhance communication skills effectively within 2 months so to manage projects in
future.
 To learn new language which assist me in enhancing my competency in an effective and
efficient manner for different types of international project that I will manage in future.
There are three key responsibilities for student who is studying Diploma of Project Management
which are as follows:
1. Attending the classes regularly and on time so that a student can learn about international
project managemnet effectively in the class.
2. The another responsibility as a student is to reading on regular basis so that new learning can
be gain in an appropriate manner.
3. Doing their best in order to gain good grades in exams and other activities. This will help in
making good annual reports of student.
Work goal of a student who is studying Diploma of Project management aligns to
College plan as well as responsibilities as to attain the goals, students work through considering
their objectives and responsibilities. College plan of a learner is set as per work objectives so that
all the responsibilities are met by enhancing career.
TASK 2
2.1 Developing work plan
Goal: To enhance communication and learn about international project management.
Tasks Outcomes to
be achieved
Result Gap Issues
that
could
arise
Continge
ncy
Results after
contingency
Task 1
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Communic
ation
Origami
With this
task,
outcomes to
be achieved
are improving
project
management
skills,
developing
imagination,
understanding
people, spatial
awareness
and
interpreting
things
differently.
The results of
the task
includes
understanding
what others
want to say and
describing it in
similar words.
Improved
concentration
as well as
spatial
awareness are
also result on
the task (HM
Government,
2018).
Restricted
improvem
ent of
project
managem
ent skills,
interpretat
ion of
informatio
n in
different
manner
that what
is
communic
ated in
different
lamnguag
es.
Physical
barriers,
inaccurat
e
assumpti
ons,
heating
issues
and
misinterp
retation
of
statement
s,
linguistic
differenc
es.
Effectiven
ess in
exchangin
g
informatio
n, proper
prediction
about
what
others can
say and
analysing
obstacles
in
examining
situation.
Development
of project
management
skills,
improving
imagination,
interpreting
things
properly and
monitoring
surrounding
so to
communicate
accurate
information to
right person.
Task 2
Enigmatic
self
Self
awareness,
encouraging
deep respect
for
information
transmitted by
others and
understanding
Results of the
task are respect
for messages or
information
shared by
others and
awareness
about
improvement
Poor
understan
ding of
others
sentences
when
spoken
fastly and
restricted
Linguisti
c
barriers,
disrespec
t from
others
side and
demotiva
tion to
High
coordinati
on in
working
with
others,
sharing
mysteries
easily,
Awareness
about self,
engaging in
working with
others,
encouraging
respect for
exchange of
ideas and
9

others words. areas. awareness
about self.
students
to
celebrate
uniquene
ss
(Akramk
hanov,
2019).
finding
informatio
n about
self
through
others.
building
appreciation
for messages.
Task 3
Participatio
n in story
telling
programs
Outcomes to
be attained
from the task
are
developing
communicatio
n abilities,
broadening
imagination,
improving
creativity,
good bonding
time and
having
abilities to
make stories
about all
types of
situations in
which people
Improving
creativity,
developing
communication
skills, making
stories about
project
management
and sharing
them with
international
prospects.
Broadenin
g
imaginatio
n,
restricted
bond with
others,
making
stories in
which all
people are
attracted.
Physical
barriers,
exchangi
ng
stories,
ineffectiv
e
imaginati
on and
poor
coordinat
ion
between
what is
imagined
and what
is
delivered
about real
world in
working
in
schedule
of
programs,
limited
people
participati
on and
wide
chances to
share
story
which is
prepared.
Improvements
in
communicatio
n abilities,
imaginations,
sharing story
in different
languages and
broadening
creativity.
10

have manage
critical
projects.
story.
Task 4
Language
learning
websites
Having
proficiency in
multiple
language,
building
confidence
level,
speaking
different
languages
with fluency
and sharing
information
with students
belonging
from different
background.
Improving
confidence
level, sharing
information
with students
belonging or
speaking
different
languages and
having
knowledge
about certain
languages (Sik,
2017).
Restricted
knowledg
e about
different
languages,
complexit
y in
speaking
with
others that
uses
different
language.
Poor
internet
connectiv
ity,
barriers
in
perceptio
n.
Using
different
meaning
of similar
words and
avoiding
technical
errors in
language
learning
websites.
Speaking
different
languages,
relationships
with people
belonging to
different
nations,
having
confidence to
share words
with others in
multiple
languages.
Task 5
Participatio
n in
competition
(Debate,
Skit, etc)
Improving
communicatio
n skills,
sharing
information
Relationships
with students
from other
courses,
learning new
Knowledg
e about
limited
languages,
connectio
Competit
ion
problems,
different
agenda of
Taking
part in
competitio
n that
have mass
Achieving
knowledge
about
different
languages,
11

about ways in
which
different
people have
managed
same project
with others,
developing
proficiency in
different
languages,
improved
creativity and
broadening
skill set.
languages and
improving
knowledge
about topics
and speaking
them in distinct
languages in
front of larger
audiences.
ns with
audience
for small
duration
and
limited
creativity.
`
competiti
on,
differenc
es in
perceptio
ns of
participa
nts and
audiences
(Halliday
and
Atkins,
2019).
audiences,
using
different
languages,
group
participati
on that
influence
communic
ation with
others.
development
of confidence
to speak in
different
language with
others,
broadening
skill set and
communicatio
n with other
people of the
university.
2.2 Implementing Work plan and measuring personal performance
Work plan will be implemented through initiating towards tasks through using different
resources. Further, expected results are set from the task that will assist in working effectively in
each tasks to gain achievable in project management. After completing the task, the achieved
results are recorded. Personal performance is measured through identifying gaps between
outcomes to be achieved and results. In the implementation process, various issues have chances
to occur and these are identified by the student. Contingencies are situations that have possibility
to occur but are not forecasted with uncertainty. In Project management, there are wide number
of complexities that a person faces. Results after contingency are also analysed in order to
examine whether goal of student that is to enhance communication and learning mew languages
is achieved or not. All the working are mentioned in above work plan.
2.3 Prioritising competing demands
Competing task Factors Explanation Priority
12

Task: Exploring
self
Importance in
achieving work
plan for
enigmatic self
Work plan achievements are important as
they allow students to prioritise
systematically and utilise time to manage
different types of projects. Attaining results
expected of exploring self is important for
having awareness about self and
developing communication with others.
This will help in improving awareness
about self related to managing domestic
and internation level projects.
4 out of
5
Resources Availability of resources refers to access to
right resources for the tasks at defined time
with important skills as well as necessary
technology. In context to the Project
management subject, students arranges the
resources from university campus (Vural
and Tuna, 2016). Also, they visits
stationery to collect day to day essentials so
that they have required resources to learn
about Project Management.
4 out of 5
Time required to
complete
It will take around four weeks to complete
the task
4 out of 5
Interest with the
task
A student have huge interest with the task
of Project management as it is an
interesting activity to enhance
communication and learn different
languages by making and telling stories to
others about how others have managed
4 out of 5
13

critical projects in simple ways.
Priority Score 16 Out of
20 or 4
out of 5
Task:
Communication
Importance to
attain work plan
for
Communication
In Diploma of Project Management,
communication have strengths to help
students in understanding and interpreting
information differently which improve
communication with others (Stadtler and
Van Wassenhove, 2016). Also, it helps
them to have confidence to communicate in
different languages while managing
international projects.
3 out of 5
Resources All the required resources are available
with students that assist them to complete
the task as per instructions. Moreover, if
some additional resources are required to
improve communication then they can
coordinate with professionals of university
that looks after department of Project
Management.
3 out of 5
Time required to
complete
The task will require time of three weeks
for completion
4 out of 5
Interest with the
task
Learners have limited interest in the task.
They believes that they can communicate
with all people and manage projects with
best tactics.
2 out of 5
Priority score 12 out of
20 or 3
14

out of 5
Task: International
Language learning
Importance in
achieving work
plan for language
learning
Within Diploma of Project Management,
language learning have strength of
improving current language along with
gaining proficiency in different languages.
This makes a student proficient in having
fluency in international languages that are
required to manage projects in future.
4 out of 5
Resources Resources for international language
learning websites have strength of helping
students to establish close relationships
with others and learning about languages
used by both and fostering communication
(Taylor, 2016). Effective use of resources
makes student proficient to speak different
languages that are used to manage
international projects.
4 out of 5
Time taken to
complete the task
The task will take four weeks for
completion
5 out of 5
Interest in taking
the task
The task enhances communication of a
student with unknown people that
generates huge interest among them to
participate in managing projects.
3 out of 5
Priority score 16 out of
20 or 4
out of 5
Task: Competition Importance of
achieving work
plan for
Competition have strength of offering
chances for participants in showcasing
skills, uncovering personal aptitudes,
3 out of 5
15

participation in
competition
evaluating outcomes, gaining substantial
knowledge about international languages
and fostering communication with others.
Resources Students have all the required resources for
participation in competition and they uses
them in optimum and best effective
manner.
3 out of 5
Time to complete
task
The time which completion of task will
take is 1.5 weeks
2 out of 5
Interest with the
task
Students who are studying Diploma of
Project Management have huge interest in
taking the tasks as it enhances their
communication with others and help in
learning new language. This also improves
their confidence to have some wording
with internal professionals that manages
projects worldwide.
4 out of 5
Priority score 12 out of
20 or 4
out of 5
Task: Story telling
programs about
projects
Importance of
achieving work
plan for
participation in
story telling
programs
Participation in story telling related to
projects have strength related to
understanding strategies of project
management, developing imagination,
curiosity along with communication,
enhancing language proficiency (Rianes
and Brown, 2018).
2 out of 5
Resources For participation in story telling about
projects, students that are studying
2 out of 5
16

Diploma of Project management have
limited resources.
Time required for
completion
The task will require two week to complete
the task.
2 out of 5
Interest in task Story telling about projects is an intriguing
task in which student have huge interest to
take part and achieve objectives. The
activity motivates them to learn about how
different people have managed different
projects.
2 out of 5
Priority score 8 out of
20 or 2
out of 5
2.4 Monitoring and implementing contingencies in work plan
Gaps in performances
It have been monitored that there are huge gaps in expected outcomes and results.
Student of Diploma of Project management have identified various gaps in performances. In
context to task of communication origami, the gap is restricted improvements in motor skills. In
context to enigmatic self, gap analysed is limited awareness about self and poor understanding
others sentences. In task of participation in story telling, gap monitored is limited bond with
others. In learning language website, performance gaps includes minimum knowledge about
various languages and complexity in speaking with others that uses different language for
managing projects.
Address the gaps using contingencies from the plan
within Diploma of Project Management, gap in task of communication is addressed by
using contingencies such as proper prediction about what others can say and analysing obstacles
in examining projects. In enigmatic self, contingencies used includes sharing mysteries easily
and finding information about self through others (Chubb and Reed, 2018). In participation in
story telling, contingencies are working in schedule of programs and sharing stories with large
17

people which is prepared. Contingencies for language learning websites are avoiding technical
errors and using different meaning of same word.
Listing end result after application of contingency
The end results after implementing contingencies in communication origami are
improvements in imagination, monitoring surrounding effectively to communicate in different
language. In enigmatic self, end results are awareness about self, encouraging respect for
exchange of idea, building appreciation for messages. From the tasks of participation in story
telling, end results are improving communication abilities, imaginations and broadening
creativity. End results after applying contingency in language learning websites are speaking
different languages, having confidence to share words with others in multiple languages for
effective project management.
2.5 Maintaining appropriate work life balance
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Name of
activity (all data
in hours)
Su
nd
ay
M
on
da
y
Tu
es
da
y
We
dne
sda
y
Th
urs
da
y
Fr
id
a
y
Sat
urd
ay
Average hours per
day spent on these
lifestyle activities
Average
hour of
sleep and
study
Exercising 1 2 1 1.5 1 2 1
1.36 (1 hour and 22
minutes) 0
Walking rather
than taking
vehicles to go
to college
0.
5
0.
5 1 0.5 0.5 1 1 0.71 (43 minutes) 0
Cleaning house 1.
5 3 1 1 1 2 1
1.50 (1 hour and 30
minutes) 0
Study
7 4 6.5 4 6 6 5
5.50 (1 hour and 30
minutes)
5.5 (1 hour
and 30
minutes)
Playing sports 2
2.
5 2 3 3 2 3
2.50 (2 hours and 30
minutes) 0
Browsing social
media 3 4 3.5 4 3.5 3 4
3.57 (3 hours and 34
minutes) 0
Sleeping
7 7 8 9 7 7 8
7.57 (7 hours and 34
minutes)
7.57 (7
hours and
34 minutes)
Stress time 2 1 1 1 2 1 1
1.29 (1 hour and 17
minutes) 0
Total hours 24 24 24 24 24
2
4 24 24 14.36
Ratio between average total hour of sleep and study:
5.5:8.86
Ratio between study hours and total hours:
5.5:24
Ratio between sleeping hours and total hours:
8.86:24
2.6 Ensuring stress is effectively managed
Describing amount of times during study plan period student of Diploma of Project
Management feel stressed
19

One current coping strategies being used for address the stress
Behavioural strategies is the current coping strategies used by student studying Diploma
of Project Management for address the stress. In this strategy, student gives themselves regular
breaks, practice good sleep hygiene, exercise regularly and maintains healthy diet that help them
to deal with stress.
Level of effectiveness with coping mechanisms
The coping mechanisms have huge effectiveness level as it indulge the student in
different activities that help them to forget about stress and enjoy a healthy life (Bonis, 2016).
One potential strategies for further addresses the stress level
Acceptance oriented strategies is one potential strategies through which a student can
address stressful situations that they fail to control. In this, they can have balanced diet and
exercise, physical relaxation and resiliency.
2.7 Ensuring health is managed
Other factors which impact on health of student
Factors which impact on health are as follows;
 Diet Psychology
Strategy to address the factor
Strategy to address each factor:
Weight management strategy: It helps in address factor of diet as count calories and
motivate student to loose weight, tracking intake and staying ahead of meals. The strategy assists
in avoiding bottom heavy diets and manage stress level.
Emotion focused strategy: It is best to deal with psychology that is major factor which
impacts on health. It includes distractions, praying for strength, mediation and emotional
disclosure so that brain is relieved from huge stressful information.
TASK 3
3.1 Assessing personal knowledge as well as skills against competency standards for identifying
development needs
Competency Performance Foundation Knowledge Performa Abilities
20

criteria skill evidence nce
evidence
Communication The performance
criteria for
communication
competence
includes
constructively
expressing ideas,
handling conflicts,
clarifying points
and sharing
information in
different
languages.
Foundation
skills
required for
communicati
on
competence
are non
verbal skills,
listening
skills,
empathy
skills and
speaking
skills.
Awareness
about
information,
language
adaptable
communication
style and respect
are knowledge
evidence in
context to
communication
(Care, Scoular
and Griffin,
2016).
Friendline
ss,
confidenc
e,
empathy,
sharing
informatio
n in
understan
dable
manner.
3 out of 5
Story telling
about projects
Eye contact with
audience, clear
concentration,
telling story about
projects in
entertaining
manner and
developing
connection with
audience.
Relevance
skill,
resonance
skill,
reflexes,
narrative
know how
and
personality
skills.
Genuine
excitement in
story,
animations and
imagination,
facial
expressions,
proficiency in
different
languages and
effective
communication.
Interpretat
ion of
story,
engaging
audiences,
making
eye
contact
and using
different
languages.
2 out of 5
Competition Clarity in idea or
information, team
Handling
skill, work
In depth
awareness about
Accountab
ility,
3 out of 5
21

competence,
innovativeness,
creativity,
presentation and
analytical depth
(Kumpulainen and
Lankinen, 2016).
ethic skill,
retrieving
skill,
communicati
on skill and
knowing
other
cultures.
topic,
understanding
others and then
presenting own
views,
validation,
effectively
presenting
views and
communic
ating as
per rules.
Exploring self Being reflective,
checking attitude,
assessing
performance
against situations
and planning
ahead.
Analytical
skills,
reasoning
skills,
problem
solving and
observationa
l skills.
Mediation,
micro travel,
drawing timeline
of life and
communication
with known
people.
Improved
communic
ation,
clearer
thinking
and
improved
productivi
ty.
4 out of 5
Language
learning
Creating language
assignments, using
concept tests and
coordination
activities.
Resiliency
skill,
communicati
on skill and
problem
solving skill.
Awareness
about distinct
languages and
participation in
learning
language
website.
Proficienc
y in
different
languages
and
sharing
informatio
n in
multiple
languages.
4 out of 5
22

3.2 Seeking feedback from stakeholder in knowledge and skills
The two stakeholders that have information about level of competence of student of
Diploma of Project management are parents and teachers (Garmston and Wellman, 2016). The
criteria listed in Observation Check Sheet includes “S” for particular performance requirement to
satisfactory level and “NS” for not meeting performance requirement. Moreover, comments for
quality of evidence are also used in the sheet. For students overall performance, assessor are
required to tick on satisfactory, in case, when student meets al criteria in the sheet and not
satisfactory options if they don't.
Stakeholders rating in requirements of guide:
Ratings Stakeholders
Parents Teachers
Communication 3 out of 5 4 out of 5
Story telling 2 out of 5 3 out of 5
Competition 3 out of 5 3 out of 5
Language learning 4 out of 5 5 out of 5
Exploring self 3 out of 5 3 out of 5
3.3 Personal development plan
Objective Resources required Strategies Results Time
bound
To improve story
telling related to
managing projects
To improve story telling
competence, required
resources are diary,
books, teachers, internet
connection and laptops
(Kondo-Brown and
Brown, 2017).
Emotional
connection strategy is
one of effective
strategy that focuses
on genuine and
authentic experiences
which makes
The emotional
connection
strategy will
result in
developing
ways to
engage with
5 weeks
23

audience engaging in
the content and
understanding what
is told to them. In
this networking is
used by the story
teller as action.
Performance based
story telling strategy:
It is another strategy
through which a
student develop the
competency by
analysing
performance and then
interpreting it in own
words that are
understandable to
audience. The
strategy help students
in learning the ways
story are presented to
large audiences.
emotions of
audience and
building
strong
network with
them.
The
performance
based strategy
will result in
gaining
potentiality to
present
performances
of others in
story and
attaining
proficiency in
multiple
languages.
3.4 Implementing personal development plan
Personal development plan is implemented by student who is studying Diploma of
Project management through implementing strategy so that identified objectives are achieved
within defined duration. In context to improving story telling, learner adopts or implements
emotional connection strategy which will result in achieves outcomes such as telling story in
innovative manner, engaging audiences, using different languages and building an emotional
connection with them. Moreover, implementing of other strategy that is performance based story
24

telling will help the student to have knowledge about performances of self or others and then
presenting them in form of story so to achieve the outcomes that are improving awareness of
audience for the performance of personality, improving potentiality for presenting story or
working of other people in unique manner and gaining proficiency in various languages
(Meredith and Pilkington, 2018).
25

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