Unit Assessment Pack (BSBWOR501): Personal Work Priorities

This document is a comprehensive Unit Assessment Pack (UAP) for the BSBWOR501 unit, which focuses on managing personal work priorities and professional development. It outlines the course and unit details, including the unit code, unit name, and student declaration. The assessment plan details the assessment tasks, including a unit knowledge test and two unit projects, and specifies the evidence recorded and the outcomes. The assessment conditions describe the unit's purpose, what students can expect to learn, required training and assessment resources, submission instructions, and policies on academic integrity, plagiarism, and collusion. Additional information includes unit outcomes, prerequisites, co-requisites, and relevant legislation. The document also covers principles of assessment, rules of evidence, AQF level, and further information, along with a unit pre-assessment checklist and feedback guidelines for students. The UAP emphasizes the importance of student feedback and provides resources for students to seek assistance if needed. This document serves as a guide for students undertaking the BSBWOR501 unit, ensuring they understand the assessment requirements and expectations.

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