Unit Project: Manage Personal Priorities

This unit project assesses students' ability to manage their personal priorities and professional development. The assignment involves two attempts, with a student declaration and trainer/assessor feedback. Students must demonstrate their understanding of the consequences of falsifying documentation and plagiarism. The assessment process includes an appeal option for re-submission or re-assessment. This document provides a template for students to declare their work and for trainers/assessors to conduct a fair, valid, reliable, and flexible assessment.

1. Unit Assessment Pack (UAP) – Cover
Sheet
Course and Unit Details
Unit code BSBWOR501
Unit name Manage personal work priorities and professional development
Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced
any sources used in my submission. I understand that a false declaration is a form of
malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference
material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission
to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following
assessment tasks.
Evidence recorded Evidence Type/ Method of assessment Sufficient evidence
recorded/Outcome
Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 2 Unit Project (UP) S / NS (First Attempt)
S / NS (Second Attempt)
Unit Assessment Task 3 Unit Project (UP) S / NS (First Attempt)
S / NS (Second Attempt)
Final result C/
NYC
Date assessed
Trainer/Assessor
Signature

Assessment Conditions
Unit purpose/application
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, regulatory or certification requirements apply to this unit at the time of
publication.
What the student can expect to learn by studying this unit of competency
• Establish personal work goals
• Set and meet own work priorities
• Develop and maintain professional competence
Training and assessment resources required for this unit of competency
The student will have access to the following:
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
• Access to a computer, the Internet and word-processing system such as MS Word.
• An operational business environment to implement the learning plan
• Computer technology and documentation as required
• Codes of practice and standards issued by government regulators or industry groups
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity.
• Ensure that academic work is in no way falsified.
• Seek permission to use the work of others, where required.
• Acknowledge the work of others appropriately.
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass
them off as your own by failing to give appropriate acknowledgement. This includes material sourced
from the internet, RTO staff, other students, and from published and unpublished work.

Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used,
which includes:
• Paraphrasing and presenting work or ideas without a reference.
• Copying work either in whole or in part.
• Presenting designs, codes or images as your own work.
• Using phrases and passages verbatim without quotation marks or referencing the author or
web page.
• Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other
people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action.
Other Important unit specific Information
N/A
Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil

Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing,
numeracy, digital technology and employment skills) that are essential to performance. Foundation skills
essential to performance are explicit in the performance criteria of this unit of competency.
Relevant Legislation
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Code of ethics and codes of conduct
 Ethical Principles in the Workplace
 Codes of practice
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004
 Work Health and Safety Act 2011
 Workplace environmental and resource efficiency strategies including organisational policies,
plans and procedures
 Workgroup member responsibilities and duties, and relationship to individual responsibilities
and duties
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/BSBWOR501
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.

• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for continuously
improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT).
• Guide students to adapt and adjust their learning strategies.
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs.
• Be a pivotal feature of learning and assessment design, not an add-on ritual.
• Focus on course and unit learning outcomes.
• Guide students to become independent and self-reflective learners and their own critics.
• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.
2. Unit Pre-Assessment Checklist (UPAC)
3. UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the assessment
task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must
provide relevant information to the student to ensure they understand the requirements of the
assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.

• Please make sure your trainer/assessor clearly explained the assessment process and tasks to
be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the
answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with
your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date
of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department
for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.

Reasonable Adjustment
Strategies Matrix
(Trainer/Assessor to
complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as
wordlists
 Non-English Speaking
Background
 Speaking
 Reading
 Writing
 Cultural background
 Confidence
 Discuss with the student and
supervisor (if applicable) whether
language, literacy and numeracy are
likely to impact on the assessment
process
 Use methods that do not require a
higher level of language or literacy than
is required to perform the job role
 Use short sentences that do not contain
large amounts of information
 Clarify information by rephrasing,
confirm understanding
 Read any printed information to the
student
 Use graphics, pictures and colour
coding instead of, or to support, text
 Offer to write down, or have someone
else write, oral responses given by the
student
 Ensure that the time available to
complete the assessment, while meeting
enterprise requirements, takes account of
the student’s needs
 Indigenous  Knowledge and
understanding
 Flexibility
 Services
 Inappropriate
training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and
practical application through oral
assessment
 Flexible delivery
 Using group rather than individual
assessments
 Assessment through completion of
practical tasks in the field after
demonstration of skills and knowledge.
 Age  Educational
background
 Limited study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the
student’s experience
 Ensure that the time available to
complete the assessment takes account of
the student’s needs
 Provision of information or course
materials in accessible format.
 Changes in teaching practices, e.g.
wearing an FM microphone to enable a
student to hear lectures

Reasonable Adjustment
Strategies Matrix
(Trainer/Assessor to
complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 Supply of specialised equipment or
services, e.g. a note-taker for a student
who cannot write
 Changes in lecture schedules and
arrangements, e.g. relocating classes to an
accessible venue
 Changes to course design, e.g.
substituting an assessment task
 Modifications to physical environment,
e.g. installing lever taps, building ramps,
installing a lift
 Educational background  Reading
 Writing
 Numeracy
 Limited study skills
and/or learning
strategies
 Discuss with the Student previous
learning experience
 Ensure learning and assessment
methods meet the student’s individual
need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study skills
and/or learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the
student has agreed to
 Appropriately structure the assessment
 Provide information or course
materials in accessible format, e.g. a
textbook in braille
 Changes in teaching practices, e.g.
wearing an FM microphone to enable a
student to hear lectures
 Supply of specialised equipment or
services, e.g. a note- taker for a student
who cannot write
 Changes in lecture schedules and
arrangements, e.g. relocating classes to an
accessible venue
 Changes to course design, e.g.
substituting an assessment task
 Modifications to physical
environment, e.g. installing lever taps,
building ramps, installing a lift
Explanation of reasonable
adjustments strategy used
(If required)

Reasonable Adjustment
Strategies Matrix
(Trainer/Assessor to
complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
4. Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions
Assessment task description:
 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of twenty (20) written questions.
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to be
deemed satisfactory in this task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
 All knowledge tests are untimed and are conducted as open book tests (this means you are
able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that this
is your own work.
Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to your RTO Student Handbook.
Location:

 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:
 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read the
questions carefully and critically analyse them for a few seconds, this will help you to identify
what is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender, disability,
culture, race, religion, sexual preference or age. Gender inclusive language should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are using
to write your answers/research your work, you must always acknowledge the source.
How your trainer/assessor will assess your work?
 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your knowledge to manage personal work priorities and
professional development.

Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to assess the students’ knowledge essential to manage
personal work priorities and professional development in a range of contexts and industry
settings.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answered in order to gain competency for this assessment.
You may attach a separate sheet if required.
You must include the following particulars in the footer section of each page of the attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
You must staple the loose sheets together along with the cover page.
You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through the
incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system

Question 1: Read the case study and answer following questions.
Jacinta Darlo is known at Larotte World PR for being a natural people developer. As the vice
president of the firm’s financial services practice, Jacinta manages several senior account
executives, including Carlo Agerson. Jacinta has overseen Carlo’s work since Carlo started at
Larotte World four and a half years ago. Since the beginning, they have set goals through a
collaborative process: Carlo develops draft goals, Jacinta comes up with ones she believes
Carlo needs to focus on, and then they identify the overlap between them. “I want to make
sure they are manageable but stretched too,” says Jacinta. The two regularly check in on these
goals. Jacinta takes a hands-on approach, providing Carlo with regular input. They also sit
down together at least four times a year to have a more formal discussion about Carlo’s
ambitions.
One of Carlo’s goals is to become more of a thought leader on one of their largest financial
services accounts. She has mastered the day-to-day work of managing the client and now
needs to focus on the bigger picture. Carlo has been working on this goal for several months
now by speaking up more in client meetings and providing more input into the content, not
just the process, of their work. “We don’t need a goal review session. I give her constant
feedback in the context of the work,” says Jacinta.
Jacinta also knows that ultimately Carlo is responsible for her own achievements. “I’m fully
invested in making it work but I realized the limitations I have as a manager to make it
happen,” she says. It hasn’t been necessary to talk about the consequences if Carlo fails to
meet the goal — there are natural consequences in Larotte World’s high-performing culture.
If you don’t succeed, you don’t get the better assignments.
The real test of Jacinta's leadership skills happened when company lost it's one of the client to
Narlo PR, a competitor. Jacinta and Carlo worked as a team and got the client back in a
record 2 weeks’ time, and gave Larotte World PR company it's next project of US $2713
billion.
1.1. Describe in 50-150 words, how Jacinta served as a positive role model in the
workplace, by relating it with qualities of a role model in a professional environment?
Within professional context, a role model is believed to be a person who possess high
confidence in their abilities yet possess the humility to accept with grace the mistakes or
blunders committed by them in relation to organisation. They show high respect towards
their colleagues or subordinates in order to receive the same. In this regard, by possessing
confidence in her skills and demonstrating effective leadership skills by way of providing
guidance to senior account executives under her, Jacinta served as a role model for
people in the workplace. She utilised her communication skills and provided adequate
suggestions to Carlo so that she could improve her skills and abilities for optimum
performance at company. Further for this, Jacinta organised meeting with Carlo atleast 4
times in an year so as to facilitate desirable performance.
1.2. Explain how Carol ensures personal work goals, plans and activities reflect the
organisation’s plans, and own responsibilities and accountabilities? (50-100 Words)
Carlo has numerous personal work goals and one of them is becoming an effective
thought leader on one of their largest financial services accounts. For this, she has been
speaking up in client meetings and providing adequate input into content. The

organisational plan is to develop effective relationship with clients so as to get lucrative
deals from them for the enterprise. The responsibilities of Carlo is to develop draft goals
in accordance with her accountability to Jacinta and as per the feedback received from
her post the analysis of overlaps between former and latter's work. With this, Carlo makes
sure that her responsibilities and accountabilities within the company get fulfilled within
stipulated time so as to ensure effective alignment with the organisational plans.
1.3. Provide an example where Jacinta and Carol worked as a team to measure and
maintain personal performance in varying work conditions, work contexts and when
contingencies occur? (50-100 Words)
Since the joining of Carlo in Larotte World PR, Jacinta and Carlo have always worked in
a collaborative manner. Here, the latter develops draft goals and the former informs
about the ones she considers to be worked upon by Carlo and afterwards, the
concurrence between them is found out so as to make sure that same the work is not
repeated by both of them. The adversity occurred when company lost one of its clients to
a rival enterprise. In this regard, both of them worked successfully in collaboration and
consequently got the project of US $2713 billion back to Larotte.
Question 2: As a frontline manager, you will need to establish clear personal
work goals, so that you remain organised, focussed and skilled. Support the
statement in 150-200 words.
Front line managers are held responsible for overseeing an entity's primary processes,
functions and activities. They are the individuals who are responsible for providing
motivation and encouragement to employees so that they can perform to the full of their
potential. It is necessary for a frontline manager to devise clear and adequate personal
work goals so as to make sure that the work is being carried out in the desirable manner.
Also, this assists in ensuring that one remains focussed towards effective performance
and employ the right skills and competence to carry out the work that is necessary for
achieving the organisational goals and objectives. Further, when the manager develops
clear goals, they are able to align the behavioural characteristics of employees towards
working in a manner which will ensure the accomplishments of task goals and objectives
within the specific time allotted. When individuals are provided the right direction, they
ensure that they give sufficient contribution towards achievement of organisational
objectives.
Question 3: List the four (4) basic functions which organizational goals serve,
as per Barney and Griffin theory?
As per the theory proposed by Barney and Griffin, organisational goals serve four basic
functions: provide direction as well as guidance to workforce, foster effective planning
across company premises, inspire and motivate employees and lastly assists the
enterprise in monitoring and controlling performance of staff.

Question 4: List any three (3) skills you will need to work as a frontline
manager.
I will need to possess effective communication skills, learning agility and motivational
skills so as to make sure that the employees complete the tasks within allotted time under
my guidance.
Question 5: Coaching and mentoring are two techniques that can be used to
develop individual workers or teams. How these techniques can help measuring and
maintaining personal performance in varying work conditions, work contexts and
when contingencies occur? Explain each of these in 100-150 words.
Question 6: Read the case study and answer following questions in your own
words.
Sylbanna is a technical customer service officer working in a team of six people to assist
customers with any issues regarding their gas and electricity bills. She uses the company
policies and procedures relating to complaints and disputes as part of her daily work
practices. The company encourages regular communication between workers and
management through formal and informal channels. Her organisation has a specific goal: to
deliver excellent customer service over the telephone. Sylbanna needs to focus her actions on
this goal, and ensure she follows company procedure in dealing with customers.
Think about team and individual goals that might reflect this organisational goal and write
down:
a) Three goals for Sylbanna’s team
b) Three individual goals for Sylbanna.
Your answer must include:
• Taking initiative to prioritise and facilitate competing demands to achieve
personal, team and organisational goals and objectives
• Using technology efficiently and effectively to manage work priorities and
commitments
• Maintaining appropriate work-life balance, and ensure stress is effectively
managed and health is attended to
Individual goals for Sylbanna:

 Working within the limits stipulated under the policies and procedures of
company
 Delivery of excellent customer service over telephone
 Prioritise work and implementing competing targets for the team members to
ensure timely achievement of team and organisational goals and objectives
Goals for Sylbanna’s team:
 Each team member to employ effective communication within the team to make
sure the addressal of consumer complaints and grievances on time
 Ensuring the maintenance of adequate work-life balance to enable least stress and
boredom at workplace
 Effective use of technology in order to ensure management of work priorities as
well as commitments
Question 7: Read the case study and answer following questions in your own
words.
Amy Werner took a job at the New York City-based search firm On-Ramps just over three
years ago. Amy joined at an integral time in the firm’s growth and quickly became a key
asset to the small firm. Sarah Grayson, one of the firm’s founding partners, manages Amy
and explains, “Amy has a lot of institutional knowledge and is a high performer.” When she
first began, she was working toward a degree in social work but taking classes at nights and
on the weekends. A year and a half into the job, Amy’s school schedule became more
complicated. Her internship requirements made working a traditional, full-time schedule
difficult. Because of her star performance, Sarah and her fellow partners were keen to keep
her on board while encouraging her to complete her degree. Amy remained full time but now
works two days a week in the office, completing the rest of her hours on nights and
weekends. As Amy says, “They have been nothing but supportive.”
The firm has a semi-annual review process where goals are set and discussed; they also do
more frequent check-ins on goals during weekly meetings. Amy and Sarah have talked a lot
about how On-Ramps can support Amy not only by providing a flexible schedule but by
thinking about the intersection of her studies and her work. They’ve found that there are lots
of transferable skills between her job as a search associate and her work as a social worker,
such as interviewing and client management. In explaining why they are so supportive of
Amy’s educational activities, Sarah says, “We wouldn’t have done this for a low performer.
We have to ask ourselves, ‘What would it take to hire another Amy?'” Amy will be finishing
her master’s degree in May and she and Sarah have begun to discuss what’s next for her.
Both hope that there is a way to combine her skills in search and her interest in social work to
create a job that is ideal for both her and On-Ramps.
7.1. How Amy has taken initiative to prioritise and facilitate competing demands to achieve
personal, team and organisational goals and objectives? (150-200 words)

7.2. How could Amy have used technology efficiently and effectively to manage work
priorities and commitments? (100-150 Words)
7.3. What must Amy and Sarah consider to maintain appropriate work-life balance, and
ensure stress is effectively managed and health is attended to at the same time? (150-200
Words)

Question 8: Use the internet to research other companies that promote
unconventional approaches to job-design and workplace culture. Write a summary in 100-
150 words what you discover.
Question 9: Arrange the mentioned below tasks in urgent, not urgent, reject and
explain and resist and cease categories:
• Trivial requests from others

• 'Comfort' activities, computer games, net surfing, excessive cigarette breaks
• Emergencies, complaints and crisis issues
• Planning, preparation, scheduling
TASKS:
 Accumulated unresolved trivia
 Ad-hoc interruptions and distractions
 Anticipation and prevention.
 Apparent emergencies
 Boss's whims or tantrums
 Chat, gossip, social communications
 'Comfort' activities, computer games, net surfing, excessive
cigarette breaks
 Daydreaming, doodling, over-long breaks
 Demands from superiors or customers
 Embellishment and over- production.
 Emergencies, complaints and crisis issues
 Meetings and appointments
 Misunderstandings appearing as complaints
 Networking relationship building
 Planned tasks or project work now due
 Planning, preparation, scheduling
 Pointless routines or activities
 Problem resolution, fire- fighting, fixes.
 Reading nonsense or irrelevant material
 Reports and other submissions
 Research, investigation, designing, testing
 Staff issues or needs
 Systems and process development
 Thinking, creating, modelling, designing
 Trivial requests from others

Question 10: Read the case study and describe in 150-200 words how Roche
Pharmaceuticals has ensured:
• Assess personal knowledge and skills against competency standards to determine
development needs, priorities and plans
• Seek feedback from employees, clients and colleagues and use this feedback to
identify and develop ways to improve competence
• Identify, evaluate, select and use development opportunities suitable to personal
learning style/s to develop competence
• Participate in networks to enhance personal knowledge, skills and work
relationships
• Identify and develop new skills to achieve and maintain a competitive edge
Each year Roche Pharmaceuticals conducts Voice Engagement Surveys to determine the key
drivers of high engagement for their employees. In recent years, they have invested a lot of
time into Leadership as it is one of the two top drives of engagement at Roche. Despite
significant organisational change, Roche continued to achieve high levels of trust in leaders
with 90% of staff rating Roche as a well-managed company. These great leadership results
are “due to four leadership practices”, says Director of Prescription Medicines, Kirsten
O'Doherty.
Firstly, Roche leaders involved employees in organisational change decision-making. They
ran focus groups and surveyed all employees asking them what changes they would make to
the organisation. Employee recommendations were made available on their website,
including the outcomes. O'Doherty says, at Roche the “transparency and involvement in
decision making is not lip service, it? real”. Secondly, clarity of direction is important.
Regular town hall meetings enable the business plan to be understood by their employees.
This allows employees to effectively be involved in the change process.
Thirdly, Roche recognise and reward high performance. Roche “value everybody that
contributes but particularly value high performance”. Recently, they have created detailed
descriptions of high performance to clarify Roche's expectations and promote fairness when
allocating rewards. Lastly, Roche invest in their leaders by providing ongoing leadership
skills training for managers in local and global programs. Organisational change and leading
that change is important at Roche. Skills developed include, for example, how to be a leader
in the change process, and the guidance of career development as a manager.

Question 11: Explain how a manager should assess his/her personal knowledge and
skills against competency standards to determine development needs, priorities and
plans? (250-300 Words)
Question 12: All professionals should develop and maintain personal development
plans (PDPs) to help them manage and plan their short-, medium- and long-term
employment. What are the steps involved/ methods that can help in enhancing personal
knowledge and skills against competency standards to determine development needs,
priorities and plans? Answer in 150-300 words.
Question 13: Feedback from employees, clients and colleagues should be sought to
help you to plan appropriate professional development to improve competence. Justify the
statement in 100-200 words.
Question 14: How can a Personal development planning (PDP) help identify,
evaluate, select and use development opportunities suitable to personal learning style/s to
develop competence? (150-200 Words)

Question 15: Participation in networks can enhance personal knowledge, skills
and work relationships? Justify the statement and provide examples of any three (3)
networks.
Question 16: Conduct some online research on the future direction of an industry of
your choice. How do you see the industry’s work, worker and workplace developing over
the next ten (10) years? (50-100 Words)
Question 17: Describe any four (4) ways that you can employ to gather feedback on
your performance.
Question 18: Explain advantages of conducting behavioural assessments/appraisals
in 100-150 words.

Question 19: List and briefly describe any five (5) learning styles for professional
development.
Question 20: Outline any five (5) professional development opportunities during
working?

5. Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code BSBWOR501
Unit name Manage personal work priorities and professional development
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS)☐ ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.

 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid,
reliable, and flexible assessment. I have provided feedback to the
above-named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
6.Unit Pre-Assessment Checklist (UPAC)
7. UAT 2 – Unit Project
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the assessment
task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must
provide relevant information to the student to ensure they understand the requirements of the
assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to
be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the
answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with
your request for an extension to submit your assessment work.

• Request for an extension to submit your assessment work must be made before the due date
of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department
for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as w
 Non-English Speaking
Background
 Speaking
 Reading
 Writing
 Cultural background
 Confidence
 Discuss with the student and supervis
the assessment process
 Use methods that do not require a high
 Use short sentences that do not contain
 Clarify information by rephrasing, con
 Read any printed information to the stu
 Use graphics, pictures and colour codi
 Offer to write down, or have someone
 Ensure that the time available to com
student’s needs
 Indigenous  Knowledge and understanding
 Flexibility
 Services
 Inappropriate training and assessment
 Culturally appropriate training
 Explore understanding of concepts and
 Flexible delivery
 Using group rather than individual asse
 Assessment through completion of pra
 Age  Educational background
 Limited study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the stu
 Ensure that the time available to comp
 Provision of information or course mat
 Changes in teaching practices, e.g. wea
 Supply of specialised equipment or ser
 Changes in lecture schedules and arran
 Changes to course design, e.g. substitu
 Modifications to physical environment
 Educational background  Reading  Discuss with the Student previous lear

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
 Writing
 Numeracy
 Limited study skills and/or learning
strategies
 Ensure learning and assessment metho
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study skills and/or learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the stude
 Appropriately structure the assessment
 Provide information or course material
 Changes in teaching practices, e.g. wea
 Supply of specialised equipment or ser
 Changes in lecture schedules and arran
 Changes to course design, e.g. substitu
 Modifications to physical environmen
Explanation of reasonable adjustments strategy used (If
required)
8.
9.

Unit Assessment Task (UAT)
Assessment Task 2 – Unit Project
Assessment type
 Unit Project - Manage personal work priorities and professional development
Assessment task description
 This is the second (2) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 This assessment task is comprised of a project.
 You are required to manage personal work priorities and professional development in this
assessment task.
 You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task.
 You must manage personal work priorities and professional development by following all
given instructions, for your trainer/assessor to assess your competency in this assessment task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions
 This project is untimed and conducted as an open book test (this means you are able to refer
to your textbook or other learner materials during the test).
 You will be assessed independently on this assessment task.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
 Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts
 Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.
Location
 This assessment task may be completed in a learning management system (i.e. Moodle etc.)
or independent learning environment.
 Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.
General Instructions for attempting the project:
 You will be required to correctly attempt all activities of this assessment task.
 You will manage personal work priorities and professional development in this assessment
task.
 Instructions to complete the work plan and report are provided within the assessment task.
How your trainer/assessor will assess your work?

 This assessment task requires the student to manage personal work priorities and professional
development.
 Answers must demonstrate the student’s understanding and skills of the unit.
 Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have successfully
completed and submitted the assessment task.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
 Skill to establish personal work goals by serving as a role model in the workplace through
personal work planning
 Skill to ensure personal work goals, plans and activities replicate organisation’s plan, own
responsibilities and accountabilities.
 Skill to set priorities and facilitate competing demands to achieve personal and organisational
goals.
 Skill to maintain work-life balance by effectively managing stress and attending health needs.
 Skills to use GANTT chart to prioritise work.
 Skill to assess personal knowledge and skills against competency standards to determine
development needs and required skills.
 Reading skills to collect, review, interpret/understand and analyse/review text-based business
information from a range/number of sources.

Assessment Task 2 – Unit Project
Assessment Instructions
 You are required to manage personal work priorities and professional development.
 This assessment task requires you to take on the role of Restaurant Manager.
 You must identify and analyse informaion given in the business plan before completing the
task.
 Business plan will be provided along with this unit.
 Student must prepare work Plan as per the provided template to them.
 For part C, GANTT chart is to be completed using MS-Excel.
 Word limit to complete the task is provided in the templates.
 You must assess the performance as per the performance criteria and checklist provided.
 Your assessor will assess your work according to the given performance criteria/ performance
checklist.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking through the
incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system

Project Task
In this assessment task, based on the scenarios and business plan, you are required to manage personal
work priorities and professional development.
Note: The business plan will be provided along with this unit.
Scenario:
Recently you have been hired as a Restaurant Manager at Traditional Aussie Restaurant, that has
recently started its business at the Chadstone Shopping centre. In this job role, you will hire the staff
required, arrange appropriate training, review effectiveness of the marketing strategies, promote
products and manage Restaurant’s day-to-day operations. You will need to report to owner. As per the
business plan of the organisation, there are certain areas that the CEO of the organisation wants to
focus on as priorities for the departmental store. The business plan attached along this unit provide
details regarding organisational plans and areas given in the table.
The CEO has discussed these areas along with the organisational objectives with you. These are as
follow:
Areas of management Objectives
Hire employees Improve ability to recruit online across the organisation. Hire top notch
chefs.
Training and
development
Identify requirements for training and development for each department
and offer training to keep the chef on top of his/her game and pay top
wages to ensure they stay with us.
Networking Work with local businesses to increase collaborative opportunities
Marketing strategy Review effectiveness of current marketing strategy and positioning.
Inventory management Effectively manage ordering, receiving and maintaining sufficient
inventory to meet production demands
Performance management Establish departmental KPIs
Task:
Part A:
Considering your role as a Restaurant Manager, you are required to set up one ‘SMART goal’ for
each organisation’s area of management given in the table. Your ‘SMART goal’ must align with the
organisational objectives. You will need to make sure that the goals are well explained, and details are
provided on how to achieve them.
You must document your response in the template provided.
Areas of
management
Task to complete
(Single sentence)
Goal
(Single sentence)
Hire employees To recruit top chefs for the
organisation via online
sources such as recruitment
consultancy websites.
To enhance the number of top notch
chefs hired for the restaurant by 25% in
next 3 months.
Training and
development
To review the performance
regularly and ascertain the
requirement for imparting
training to chefs employed
To conduct training and development
sessions for chefs such as short term
hotel management classes in every 3
months and increase their job pay by

within restaurant. 10% in every six months.
Networking To work with local
organisations which will
render collaborative
opportunities.
To work with 3 local businesses at any
point of time to gain advantage of their
knowledge about local tastes and
cultures.
Marketing
strategy
To constantly monitor and
review the performance of
marketing strategy and
positioning and incorporate
changes if needed.
To update marketing strategies in every
6 months to ensure alignment with
market and industry environment to
increase the market share by 5% every
time.
Inventory
Management
To review the order receipt
and delivery system
constantly to ensure
fulfilment of production
demands at all times.
To maintain 15% extra inventory at all
time to deal with sudden upsurge in
customer demands.
Performance
management
To implement the system of
Key Performance Indicators
(KPI) to ensure timely
completion of tasks in
desirable manner
To dismiss all employees with C or
below grading even after giving them 3
months Performance-In-Process time for
improving their performance.
Part B:
Considering the areas of management specified above and the task to be completed, you are required
to create three (3) ‘SMART’ personal work goals to make sure that you fit in with the organisational
goals. You will provide justification of your choices of personal goals by providing an explanation of:
 How your personal goals align with the organisation?
 How your personal goals consider demands on your time and energy.
Hint: When planning your personal work goals, you will need to demonstrate that a health work-life
balance is maintained. This context must be referred to in your response.
You must document your response in the template provided.
Personal Goals
Areas of
management
Task to complete
(Single sentence)
Goal
(Single sentence)
Collaborative
Working
To develop a culture where
employees work in coordination
and cooperation with each other so
as to ensure that there are no
conflicts and even if they arise, they
are personally solved without the
involvement of manager.
To enhance the collaborative
working skills by 15% by the end
of next 3 months.

Time
Management
To learn the art of prioritising work
as per the importance and the target
dates so as to ensure that all the
tasks are completed within the time
stipulated and organisational goals
are also accomplished.
To attend one month time
management classes so as to
enhance time management skills
by the end of a period of 45 days
Leadership
Skills
To assign and allot the tasks to
team members on the basis of their
expertise and competence so as to
make ensure excellent customer
service delivery and optimum
workforce performance.
To attend personality
development classes where a
number of group activities are
conduced in order to enhance the
leadership skills within a period
of 60 days
Part C: Create GANNT chart and use it to organise and prioritise tasks and commitments.
In this part of the assessment task, you are required to use GANTT chart to prioritise the work and
personal work goals (completed in part A and part B).
Note: You must rank priorities.
You will need to attach a screenshot of the GAANT chart along with this unit.
You will also need to provide justification of your priorities. You must document your response in the
template provided.
Priorities
Priority SMART goal
(Single sentence)
Justification
(20-30 words)

Part D:
Based on the priorities that you set up in previous assessment task, you are required to create a plan of
action to measure your work and personal goals. To do so, you must prepare a ‘Personal/professional
development plan’ using the template provided.
In the template provided, you are required to set milestones throughout the year that can enable you to
measure your performance.
This task is to be completed for your top priority five (5) work and personal goals.
Name
Personal/
Professional
development plan
Work and
personal
goals
Task Activities Timeframe KPI
Part E:
In this part of the assessment task, you are required to assess your personal knowledge and skills for
the personal and work goals (refer to part a) against competency standards to determine development
needs, priorities and plans.

To do so, you need to visit http://training.gov.au (Refer to Appendix A for instructions), assess
personal and work goals, assess development needs and find a unit of competency that can assist you
in achievement of the SMART goals.
Professional goals
Priority SMART Goal Development needs Unit of Competency
Personal goals
Priority SMART Goal Unit of Competency

Performance criteria checklist for unit assessment task:
Trainer/ Assessor to
complete
Assessment activities to be
completed  Manage personal work priorities and professional
development
Does the candidate meet the
following criteria
Ye
s
No Trainer/Assessor Comments
a) Created “SMART goal’ for each
area of management.
o ‘SMART goals’ aligned
with the organisational
objectives.
o Goals were well
explained, and details
are provided on how to
achieve them.
b) Created “SMART” personal
work goal for each area of
management.
o Provided justification
of the choices of
personal goals by
providing an explanation
of how they align with
organisation.
o Demonstrated that
health work-life balance
has been maintained.
c) Created GANTT chart to manage
work priorities and commitments
using MS-Excel.
o Ranked priorities for
work and personal work
goal
o Justification provided
for the priorities were
appropriate.
d) Developed work plan for two
personal work and two for team
goals according to the identified
priorities.
o Ranked priorities for
work and personal work
goal

o Justification provided
for the priorities were
appropriate.
e) Created
personal/professional
development plan.
o Identified activities
o Set timeframes
o Identified KPI’s to
measure performance.
f) Assessed personal knowledge and
skills for the personal and work
goals against competency
standards to determine
development needs, priorities and
plans.
o Visited
http://training.gov.au,
assessed personal and
work goals as well as
development needs and
found a unit of
competency that is
relevant to the SMART
goal.

10. Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit Project
Student and Trainer/Assessor Details
Unit code BSBWOR501
Unit name Manage personal work priorities and professional development
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS)☐ ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.

 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid,
reliable, and flexible assessment. I have provided feedback to the
above-named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)
11. UAT 3 – Unit Project (UP)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the assessment
task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must
provide relevant information to the student to ensure they understand the requirements of the
assessment task. The student must ensure they are ready for the assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks to
be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type the
answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together with
your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due date
of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional
language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable
the student with a disability to participate in education on the same basis as a student without
a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department
for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack
to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue
 LLN  Speaking
 Reading
 Writing
 Confidence
 Non-English Speaking
Background
 Speaking
 Reading
 Writing
 Cultural background
 Confidence
 Indigenous  Knowledge and understanding
 Flexibility
 Services
 Inappropriate training and assessment
 Age  Educational background
 Limited study skills
 Educational background  Reading
 Writing
 Numeracy
 Limited study skills and/or learning strategies
 Disability  Speaking
 Reading
 Writing
 Numeracy

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to
complete)
Category Possible Issue
 Limited study skills and/or learning strategies
Explanation of reasonable adjustments strategy used (If
required)

12. Unit Assessment Task (UAT)
Assessment Task 3 – Unit Project (UP)
Assessment type:
 Unit Project (UP) – Develop and maintain professional competence
Assessment task description:
• This is the third (3) task you have to successfully complete to be deemed competent in this
unit of competency.
• This task is in continuation to the previous assessment task.
• This assessment task is comprised of a project.
• Student is required to develop and maintain professional competence in this assessment task.
• You must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the
performance checklist to be deemed satisfactory in this task
• You must develop and maintain professional competence by following all given instructions,
for your trainer/assessor to assess your competency in this assessment task.
• You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
• This project is untimed and is conducted as open book test (This means you are able to refer
to your textbook or other learner materials during the test).
• You will be assessed independently on this assessment task.
• No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
• As you complete this assessment task you are predominately demonstrating your practical
skills, techniques and knowledge to your trainer/assessor.
• Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
• Where your answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
• You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to your RTO Student Handbook.
Location:
• This assessment task may be completed in a learning management system (i.e. Moodle etc.)
or independent learning environment.
• Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.
General Instructions for completing the project:
• This assessment task requires you to develop and maintain professional competence.
• You will be required to correctly attempt all activities of this assessment task.

How your trainer/assessor will assess your work?
• This assessment task requires the student to develop and maintain professional competence.
• Answers must demonstrate the student’s understanding and skills of the unit.
• Assessment objectives/ measurable learning outcome(s) are attached as performance
checklist/ performance criteria with this assessment task to ensure that you have successfully
completed and submitted the assessment task.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome
is Not Yet Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome
will be either Competent (C) or Not Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
 Skill to maintain personal performance during contingencies and varying work environment.
 Skill to develop and maintain professional competence by assessing personal knowledge and
skills against industry standards and taking feedbacks from stakeholders.
 Skill to identify and evaluate personal learning opportunities, participate in networks to
enhance knowledge and develop new skills to maintain a competitive edge.
 Reading skills to collect, review, interpret/understand and analyse/review text-based business
information from a range/number of sources.
 Written and oral/speech communication skills to organise and deliver information to
effectively communicate personal priorities and professional development processes to a
range of stakeholders/interested people.

Assessment Task 3 – Unit Project (UP)
Instructions to complete this assessment task:
 Please write your responses in the template provided.
 This task is in continuation with previous assessment task.
 You will need the outcomes of assessment task 2 to complete this task.
 You will be required to take on Role of Restaurant Manager.
 This task is divided into four parts:
o Part A: Role play
o Part B: Identify and develop ways to improve competence
o Part C: Identify, evaluate, select and use development opportunities
o Part D: Revisiting the plan
 Time-limit to complete part A of this assessment task is 10-15 minutes.
 You must document their response in the template provided.
 Word limit to complete the assessment task is provided in the templates.
 Your trainer/assessor will play multiple roles. These roles have been explained in the
scenarios provided.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted.
 Please do any corrections by striking through the incorrect words with one or two lines and
rewriting the correct words.
 The premise of the project report must be closely related to the previous assessment tasks.
 This submission must be well presented and follow the guidelines and instructions provided.
 Please follow the format as indicated in the template section below.
 One of the most important steps that you can take: proofread your project report.
 Development plan must be made using 11-point font, double-spaced, and must be made as per
given template.
 Appropriate citations are required.
 All RTO policies are in effect, including the plagiarism policy.
Resources required to complete the assessment task:
 Computer
 Internet
 MS Word
 Printer or e-printer

 Adobe acrobat/reader
 Learning management system

Project task:
This assessment task is divided into following four parts:
 Part A: Role play
 Part B: Identify and develop ways to improve competence
 Part C: Identify, evaluate, select and use development opportunities
 Part D: Revisiting the plan
Part A: Role play
This part of assessment task has two subparts:
 Discussion with the colleagues and employees
 Discussion with the clients
Scenario:
The restaurant has been running successfully for last six months. The employees, clients and
colleagues have been reasonably happy with the performance and the work culture of the
organisation. You have arranged a formal feedback session to develop and maintain professional
competency and to help business excel.
Sub-part i:
In this sub-part, you are required to engage in discussion with the Restaurant Owner “Jeff
Wright”, the Kitchen Manager “Betty Wright” and Line chef.
You will play the role of Restaurant Manager. The role of Restaurant Owner “Jeff Wright” will be
played by your trainer/assessor. The roles of Kitchen Manager “Betty Wright” and Line cook will be
allocated to the students. At the conclusion of the scenario, each student will switch with the other
students to ensure everyone experiences each role fully. If there is an insufficient number of students,
the trainer will assume multiple roles for the scenario, rotating roles at the conclusion of each
exercise. If the student is required to participate in multiple roles for the exercise, they will also switch
after each round, of the role play scenario.
During the discussion/role play, you will seek feedback Restaurant owner, Kitchen Manager and the
Line cook regarding your professional competence on the key areas of management given in ‘part a’
of this task.
You will ask Kitchen Manager “Betty Wright”:
 If She is satisfied with the inventory management.
 If orders are managed, received and maintained effectively so that there is always sufficient
inventory to meet production demands.
Kitchen Manager “Betty Wright” will:
 Be quite satisfied with the inventory management system in place.
 Be quite happy with your results.
 She further wants you to take on responsibility of purchasing for the next six months. Your
duties would include:
o Managing business resources and customer needs
o Planning purchases
o Handling online transactions
o Selecting suppliers and preparing contracts
You will ask Restaurant Owner “Jeff Wright”:

 If he is satisfied with his role as Restaurant Manager.
 His point of view on where the restaurant can further excel.
Restaurant Owner “Jeff Wright” will:
 Be quite happy with the work you have done, and the way business has performed for the last
six months.
 Present his point of view that the business can further work with local businesses to increase
collaborative opportunities.
You will ask Line chef:
 If the staff has been trainer properly.
Line chef will:
 Be quite happy with the skill level of the staff.
You must document the feedback in the template provided.
Sub-part ii:
In this sub-part, you are required to engage in discussion with two clients “Client A and Client B”.
You will play the role of Restaurant Manager. The role of Client A will be played by your
trainer/assessor. The roles of Client B will be allocated to the students. At the conclusion of the
scenario, each student will switch with the other students to ensure everyone experiences each role
fully. If there is an insufficient number of students, the trainer will assume multiple roles for the
scenario, rotating roles at the conclusion of each exercise. If the student is required to participate in
multiple roles for the exercise, they will also switch after each round, of the role play scenario.
Scenario:
Giving preference to the client satisfaction, you have decided to gather feedback from them regarding
the restaurant operations. You have decided to have an informal discussion with the clients so that you
can rectify any problem there may be. At the moment there are two customers/clients in the restaurant
that visit the place on regular basis. You need to approach them to gather their valuable feedback and
experience so that you can improve the restaurant operations and maintain professional competency as
well.
During the role play, you are required to:
 Approach these two clients and request them to provide feedback.
 Ask them the following questions:
o How the meal is going?
o Does the Restaurant Have a Sufficient Selection of Healthy Choices?
o Whether there is anything to be done that would improve it for the customer?
o What Did You Not Like About Our Food and Services?
o How Quick or Adequate Was the Speed of Service?
o How Would You Rate Our Staff’s Ability to Meet Your Needs?
o How Would You Rate the Cleanliness of the Restaurant?
Client 1 and Client 2 will:
 Agree to provide them feedback.
 Offer positive feedback on the questions asked.

You must document the feedback for subpart (i) and (ii) in the template provided.
Feedback
provided
by:
Feedback
Kitchen
Manager
“Betty
Wright”
Drawing upon the discussion session conducted with Betty Wright, it has
been gained that the kitchen manager is quite satisfied with the stock
maintenance system which is prevalent within the restaurant. Further,
Betty is happy with the performance delivered by Restaurant Manager in
managing the activities and functions of business. It has also been
acknowledged that she wants the restaurant manager to further take the
responsibilities of purchasing for the period of next 6 months. It is
ascertained that manager would be responsible for planning the purchase,
managing the resources of business to meet customer needs, dealing with
online transactions and selecting effective suppliers and entering into
contract with them.
Restaurant
Owner “Jeff
Wright”
As per the discussion taken place with Jeff Wright, it has been
ascertained that the restaurant owner is quite satisfied and happy with the
work performed by Restaurant Manager and the manner in which the
activities have been taking place within the entity. As per Jeff, business
has been doing well over the period of last six months. Further, it was
suggested by the Restaurant Owner that the entity can collaborate with
local businesses to gain the advantage of tapping the opportunities owing
to their suggestions and knowledge level.
Line chef Drawing upon the feedback gained from line chef, it has been
acknowledged that he/she is quite content with the training imparted to
chefs due to which their existing level of skills is optimum to meet the
quality demand of restaurant and customers.
Client 1 It was acknowledged that the customer was quite happy with the services
provided by staff and the cleanliness of the premises. Further, it was
pointed out by them that the meal provided was of high quality and
optimum taste. Also, they pointed out that the waiter was amiable and
had a friendly conversation while serving the meal.
Client 2 Drawing upon the feedback, it was determined that the customer was
quite content with the taste of food and hygiene maintained by restaurant.
Also, it was pointed out by them that the quality of services provided by
the waiter was good enough to cater to their demands. The menu also had
special offerings for health conscious segment of population.

Part B: Identify and develop ways to improve competence
In this part of the assessment task, you are required to identify and develop ways to improve
competence.
During the role play, Restaurant Owner “Jeff Wright” suggested that the business can further excel if
it works with local businesses to increase collaborative opportunities.
Considering the feedback from the Restaurant Owner “Jeff Wright”, you are required to identify and
document in what ways can you improve your professional competency to participate with local
businesses to increase collaborative opportunities. You must document your response in the space
provided. Write your answer in 100-150 words.

Part C: Identify, evaluate, select and use development opportunities
In this part of the assessment task, you are required to identify, evaluate, select and use development
opportunities suitable to personal learning style/s to develop competence.
Scenario:
During the role play, Kitchen Manager “Betty Wright” wanted you to take on responsibility of
purchasing for the next six months. The key duties that you were required to perform were:
o Managing business resources and customer needs
o Planning purchases
o Handling online transactions
o Selecting suppliers and preparing contracts
Considering the duties specified above, you are required to identify skills that you need to maintain
managerial competency for purchasing activities, evaluate them, select and document the
development opportunities that would suit to personal learning style/s to develop and maintain those
skills.
Duties Skills required
(Single sentence)
Development opportunities
(Single sentence)
Managing business resources
and customer needs
Planning purchases
Handling online transactions
Selecting suppliers and
preparing contracts

Part D: Revisiting the plan
After 6 months of implementation of your personal/professional development plan, provide an
explanation on how you would revisit your plan after the scenarios explained above (Part A to C) took
place. (100-150 words)

Appendix A:
You want to look for a course to help you develop your coaching skills.
The best place to start is to visit www.training.gov.au to look up courses.
 Click on “Courses & training providers”.
 You type “Diploma of Leadership and Management in the Keyword search field, and your
preferred location”.
 Select a qualification to find out more information. Ensure the qualification you select does
not have superseded under the unit code. As this means it is no longer available.
 At the top of the page there are a number of tabs available: ‘Course Overview’, ‘Training
providers’ and, ‘Career Pathway’, ‘Student outcomes’, ‘Course details’. You should explore
all of these tabs. Read all the information available on the qualification. You should then
click on the tab course details. Scroll down this page and you will see all the units of
competency that are able to be completed within the qualification.
 Select a unit of competency by clicking on the blue unit title.
 Now you will see more information on that unit of competency. Repeat steps 5-7 until you
find a unit of competency you are interested in which, matches your identified development
needs.
 Make a note of the unit code and title.
 Now go back to Training.gov.au
 Select ‘National Register of VET’
 In the ‘Quick Search’ box to the right of the screen, enter your unit code or unit title in the
search field.
 Click on the code for your unit of competency
 On this screen you will see all the information you require to fully understand the elements
and performance criteria that apply to this unit of competency.

Performance checklist criteria
Trainer/ Assessor to
complete
Assessment activities to be
completed  Develop and maintain professional competence
 For a full project outline, please refer to the
student assessment instructions
Resources required for the unit
assessment task  Unit assessment guide template
 Access to live or simulated working environment
 Interaction with others
Does the candidate meet the
following criteria
Ye
s
No Trainer/Assessor Comments
.a) Engage in discussion with the
colleagues, owners and clients to
seek feedback.
 Uses active listening and
questioning to seek and
receive feedback
 Selected and used
appropriate conventions
and protocols when
communicating.
 Used interpersonal skills to
establish and build positive
working relationships with
employee, colleagues and
clients.
.b)Identified and developed ways to
improve personal / professional
competency.
 Considered the feedback
from the Restaurant Owner
“Jeff Wright” to identify
and document the ways to
improve professional
competency to participate
with local businesses to
increase collaborative
opportunities.
.c) Identified skills that you need to
maintain managerial competency
for purchasing activities,
evaluate them, select and
document the development
opportunities that would suit to
personal learning style/s to
develop and maintain those
skills.
 Used feedback to prepare
reports that summarise ways

to improve competence.
d) Participated in networks to
enhance personal knowledge,
skills and work relationships.
e) Provided an explanation on how
you would revisit your plan after
the scenarios explained.

Unit Assessment Result Sheet (UARS)
Assessment Task 3 – Unit Project (UP)
Student and Trainer/Assessor Details
Unit code BSBWOR501
Unit name Manage personal priorities and professional development
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) or Not Satisfactory (NS)☐ ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature

Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid,
reliable, and flexible assessment. I have provided feedback to the
above-named candidate.
Trainer/Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________