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BSBWOR501 : Manage Personal Work Priorities and Professional Development

   

Added on  2020-10-04

57 Pages18756 Words92 Views
1.Unit Assessment Pack (UAP) – CoverSheet Course and Unit Details Unit codeBSBWOR501Unit nameManage personal work priorities and professional developmentStudent Declaration •I certify that the work submitted for this assessment pack is my own. I have clearly referencedany sources used in my submission. I understand that a false declaration is a form ofmalpractice; •I have kept a copy of this assessment pack and all relevant notes, attachments, and referencematerial that I used in the production of the assessment pack;•For the purposes of assessment, I give the trainer/assessor of this assessment the permissionto: oReproduce this assessment and provide a copy to another member of staff; and oTake steps to authenticate the assessment, including communicating a copy of thisassessment to a checking service (which may retain a copy of the assessment on itsdatabase for future plagiarism checking).Student signature: ________________________________ Date: ____/_____/______________

Assessment PlanTo demonstrate competence in this unit, youmust be assessed as satisfactory in each of the followingassessment tasks. Evidence recordedEvidence Type/ Method of assessmentSufficient evidencerecorded/OutcomeUnit Assessment Task 1Unit Knowledge Test (UKT)S / NS (First Attempt) S / NS (Second Attempt)Unit Assessment Task 2Unit Project (UP)S / NS (First Attempt) S / NS (Second Attempt)Unit Assessment Task 3Unit Project (UP)S / NS (First Attempt) S / NS (Second Attempt)Final result C/NYC Date assessed Trainer/AssessorSignature

Assessment Conditions Unit purpose/applicationThis unit describes the skills and knowledge required to create systems and process to organiseinformation and prioritise tasks.It applies to individuals working in managerial positions who have excellent organisational skills. Thework ethic of individuals in this role has a significant impact on the work culture and patterns ofbehaviour 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 ofpublication.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 competenceTraining and assessment resources required for this unit of competency The student will have access to the following: Learner guide PowerPoint presentationUnit Assessment Pack (UAP) Access to other learning materials such as textbooksThe 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 groupsSubmission instructionsYour trainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusionAcademic Integrity Academic Integrity is about the honest presentation of your academic work. It means acknowledgingthe 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.PlagiarismPlagiarism means to take and use another person's ideas and or manner of expressing them and to passthem off as your own by failing to give appropriate acknowledgement. This includes material sourcedfrom 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 orweb page.•Reproducing lecture notes without proper acknowledgement.CollusionCollusion means unauthorised collaboration on assessable work (written, oral or practical) with otherpeople. 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. Thisapplies 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 andacademic 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 whoengage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and couldlead to disciplinary action.Other Important unit specific InformationN/AUnit outcome•This unit is not graded and the student must complete and submit all requirements for theassessment 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 notyet achieved/not yet competent (NYC). Prerequisite/sNil Co-requisite/sNil

Foundation SkillsThe Foundation Skills describe those required skills (learning, oral communication, reading, writing,numeracy, digital technology and employment skills) that are essential to performance. Foundation skillsessential to performance are explicit in the performance criteria of this unit of competency.Relevant LegislationAustralian Human Rights Commission Act 1986Age Discrimination Act 2004Disability Discrimination Act 1992Racial Discrimination Act 1975Sex Discrimination Act 1984Code of ethics and codes of conductEthical Principles in the WorkplaceCodes of practiceThe Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)Occupational Health and Safety Act 2004Work Health and Safety Act 2011 Workplace environmental and resource efficiency strategies including organisational policies,plans and proceduresWorkgroup member responsibilities and duties, and relationship to individual responsibilitiesand dutiesPrinciples 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 ofachievement and the autonomy required to demonstrate that achievement.All assessment tasks must ensure compliance with the requirements of AQF level and the AQF levelcriteria. For more information, please visit http://www.aqf.edu.au/Further InformationFor further information about this unit go to https://training.gov.au/Training/Details/BSBWOR501Additional Information•This information will be managed by the provisions of the Privacy Act and the Freedom ofInformation Act.)•Students are required to satisfactorily complete and submit all assessment tasks thatcontribute 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 Unitassessment task (UAT). •Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensurethe student is ready for the assessment. •Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the complianceand quality assurance department/administration department in your RTO for continuouslyimproving our assessment and student resources. Feedback to student Feedback on students’ assessment performance is a vital element in their learning. Its purpose is tojustify to students how their competency was assessed, as well as to identify and reward specificqualities in their work, to recommend aspects needing improvement, and to guide students on whatsteps 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’ learningneeds.•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 assurancedepartment/administration department in the RTO/person responsible for looking after the qualityand 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. Thetrainer/assessor must review the checklist with the student before the student attempts the assessmenttask. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor mustprovide relevant information to the student to ensure they understand the requirements of theassessment 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 thisassessment.

•Please make sure your trainer/assessor clearly explained the assessment process and tasks tobe 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 consideredduring the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiatethese with your trainer/assessor). •Please make sure that you have access to a computer and the internet (if you prefer to type theanswers).•Please ensure that you have all the required resources needed to complete this UnitAssessment Task (UAT). •Due date of this assessment task is according to your timetable. •In exceptional (compelling and compassionate) circumstances, an extensionto submit anassessment can be granted by the trainer/assessor. •Evidence of the compelling and compassionate circumstances must be provided together withyour request for an extension to submit your assessment work. •Request for an extension to submit your assessment work must be made before the due dateof this assessment task. Section 2: Reasonable adjustments•Students with carer responsibilities, cultural or religious obligations, English as an additionallanguage, disability etc. can request for reasonable adjustments. •Please note, academic standards of the unit/course will not be lowered to accommodate theneeds of any student, but there is a requirement to be flexible about the way in which it isdelivered or assessed. •The Disability Standards for Education requires institutions to take reasonable steps to enablethe student with a disability to participate in education on the same basis as a student withouta disability. •Trainer/Assessor must complete the section below “Reasonable Adjustment StrategiesMatrix” to ensure the explanation and correct strategy have been recorded and implemented. •Trainer/Assessor must notify the administration/compliance and quality assurance departmentfor any reasonable adjustments made. •All evidence and supplementary documentation must be submitted with the assessment packto the administration/compliance and quality assurance department.

Reasonable AdjustmentStrategies Matrix (Trainer/Assessor to complete)CategoryPossible IssueReasonable Adjustment Strategy (select as applicable)LLNSpeakingReadingWritingConfidenceVerbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such aswordlistsNon-English SpeakingBackground SpeakingReadingWritingCultural backgroundConfidenceDiscuss with the student andsupervisor (if applicable) whetherlanguage, literacy and numeracy arelikely to impact on the assessmentprocessUse methods that do not require ahigher level of language or literacy thanis required to perform the job roleUse short sentences that do not containlarge amounts of informationClarify information by rephrasing,confirm understanding Read any printed information to thestudentUse graphics, pictures and colourcoding instead of, or to support, textOffer to write down, or have someoneelse write, oral responses given by thestudentEnsure that the time available tocomplete the assessment, while meetingenterprise requirements, takes account ofthe student’s needsIndigenousKnowledge andunderstandingFlexibilityServicesInappropriatetraining andassessmentCulturally appropriate trainingExplore understanding of concepts andpractical application through oralassessmentFlexible delivery Using group rather than individualassessments Assessment through completion ofpractical tasks in the field afterdemonstration of skills and knowledge. AgeEducationalbackgroundLimited study skills Make sure font size is not too smallTrainer/Assessor should refer to thestudent’sexperienceEnsure that the time available tocomplete the assessment takes account ofthe student’s needsProvision of information or coursematerials in accessible format. Changes in teaching practices, e.g.wearing an FM microphone to enable astudent to hear lecturesSupply of specialised equipment or

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