Assignment Cover Sheet

Student ID CBTC210613
Student Name Sarthak Bhargava
BSBPEF501 Manage Personal and Professional Development
Unit
Assessment Task ‐ Title/Number
Muskan Aneja
Trainer/Assessor
February 20, 2022
Date Submitted

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LEARNER’S GUIDE

BSB50120 Diploma of Business

BSBPEF501
Manage Personal and
Professional Development
Mode | Classroom Delivery
Copyright 2020 | Skillworks Australia | Skillworks (TM) is a registered trademark |
All rights reserved.
BSBPEF501 Manage Personal and Professional Development
Supporting: BSB50120 Diploma of Business; May also support other qualifications based on respective packaging rules

© Skillworks Australia Pty Ltd, 2018 | 2021

Copyright:

Provided under license from Skillworks Australia Pty Ltd. All rights reserved.

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Table of Contents

1. Introduction 4
2. Unit Overview 4
3. Competency Standards 5
AQF Descriptor 5
4. Delivery Plan 8
Delivery Arrangement 8
Delivery Conditions 8
Lesson Topics and Plan 8
Suggested Learner Resources 10
5. Assessment Plan 17
Assessment Method 17
Submission of Work 18
6. Assessment Tasks 20
Assessment Task 1 20
Assessment Task 2 25
Assessment Task 3 28
Assessment Task 4 31
7. Academic Policies and Processes 36
Assignment Cover Sheet 38
 Unit of Competency
:BSBPEF501 Manage Personal and
Professional Development
Total Delivery Hours Schedule Cluster/Term
:Forty (40)
:10 Sessions x 4 Hours
:Refer to the timetable

1. Introduction

Welcome to the learner’s guide for this unit of competency for the qualification BSB50120 Diploma of Business. This
guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan,
assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

▪ Provide you with information on delivery schedule and plan of this unit
▪ Ensure that you understand how students will be assessed in this unit
▪ Provide information on assessment methods, strategies, and evidence requirements
▪ Provide information on learning activities and assessment tasks
▪ List resources which may assist in student learning and assessment tasks

2. Unit Overview

This unit describes the skills and knowledge required to implement systems and process that support the personal and
professional development of self and others.

The unit applies to individuals working in a range of managerial positions who are accountable for the development and
performance of others.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

▪ Manage work goal development

▪ Facilitate achievement of work priorities
▪ Develop and maintain professional competence

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate
their ability to apply the required knowledge and skills in a range of situations. These are summarised in the
Competency Standards section below.

Prerequisite Requirements

This unit does not have a pre‐requisite.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence
of successful completion of the same unit in an equivalent or higher qualification. Under the Australian Qualifications
Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from
other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills
and knowledge in the specific areas of competency through work/industry experience and/or completed eligible
assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is
available either through the faculty coordinator or college’s website.

3. Competency Standards

This unit is derived from the Business Service training package BSB for the qualification BSB50120 Diploma of Business.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance
criteria, required skills, required knowledge, embedded employability skills components, assessment requirements
and evidence guide.

They can also be viewed

at:

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and
ensure that they have received all the relevant information and support from the trainer and assessor that might be
detrimental to their academic performance and outcomes.

AQF Descriptor

The Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced
skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will have specialised
and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and
apply methods and technologies to:

▪ Analyse information to complete a range of activities

▪ Interpret and transmit solutions to unpredictable and sometimes complex problems
▪ Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility
in contexts that are subject to change and within broad parameters to provide specialist advice and functions.
Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of competency:

Elem Performance
ent Criteria

1.1 Document team member responsibilities and

identify organisational framework for development
of work goals
1.2 Support others to develop work goals, plans
1. Manage work goal development
and activities that align with their responsibilities
1.3 Assess others’ work goals, plans and activities for
alignment with organisational goals and provide feedback to
team members
1.4 Facilitate access to personal and professional
development opportunities that align to team member goals,
plans and activities

2.1 Assess and prioritise personal, team

2. Facilitate achievement and organisational demands
of work priorities 2.2 Use technology to manage work priorities of the team
2.3 Identify and implement techniques to manage team
health and wellbeing in the workplace

3.1 Document own development needs, priorities and

3. Develop and maintain
professional competence
plans using applicable competency standards, where
required
3.2 Seek feedback from relevant personnel on
own development needs
3.3 Participate in personal and professional development
activities that address identified needs, priorities and
plans

Performance Evidence

Evidence of the ability to:

▪ Develop and implement a plan for own personal and professional development
▪ Manage personal and professional development of at least two
other individuals. In the course of the above, the candidate
must:
▪ Identify roles and responsibilities of team members
▪ Support two different individuals to develop work goals that align with their role and responsibilities
▪ Facilitate team member access to relevant personal and professional development activities
▪ Use technology to organise and prioritise tasks and commitments of a team or work area
▪ Research and implement techniques for maintaining health and wellbeing of self and others
▪ Develop personal work goals, plans and activities to meet work goals
▪ Measure personal work performance, including assessing competency against competency standards
▪ Participate in personal and professional development activities to develop professional competence.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

▪ Roles and responsibilities of team members

▪ Principles and techniques involved in the management or organisation of:
o Performance measurement
o Personal behaviour, self‐awareness and personality traits identification
o Personal development plans
o Personal goal setting
 o Task prioritisation
▪ Common personal and professional development activities relevant to the industry
▪ Technology to plan and prioritise work tasks
▪ Techniques to manage health and wellbeing in the workplace
▪ Organisation’s human resources policies and procedures relevant to professional development.
4. Delivery Plan

Delivery is in the form of instructor‐led, classroom‐based training sessions supported by simulated learning and/or
project sessions. Within the classroom environment, delivery is supported by classroom‐based activities, tasks,
lectures and structured lessons. Strategies for classroom‐based learning focus on development of skills and
underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical
examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a classroom training environment through a
structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical
projects, group discussion and classroom‐based activities. Delivery schedule of this unit of competency is provided at
the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the
notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are
relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on
linking theoretical concepts and models with real‐life situations to provide the learners with an opportunity to gain
an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

▪ Learners are required to attend the prescribed delivery sessions, in particular

where assessment plan, schedule, projects, and in‐class activities and tasks are
planned
▪ On commencement, the learners should review and understand all the course related
information including course structure, prerequisites and competency requirements for each unit
of competency
▪ This unit of competency must be completed within the prescribed duration at the beginning of this
document. Due dates for the assessments will be set by respective assessors on commencement of
the unit and must be adhered to by all the learners
▪ The learners have the responsibility to maintain the required attendance and participate in all the
in‐ class activities and assessment/project tasks to be able to develop the required skills and
knowledge.
▪ The learners must keep record of their activities, assessments and research and take an
active interest in exploring new concepts and ideas
▪ On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any
assessments or the learning materials and must apply for a course extension. Learners should also
refer to other prevailing terms and conditions of delivery and assessment of this course and contact
the administration for further information if required.

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson
plans into their own session plans. Trainers must take a special note of the activities planned in the right‐hand
column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed)
but they contribute towards learning that prepares them for summative tasks.
The following topics are covered in the classroom training sessions. The topics for this unit include;

Less Top Activiti

on i cs es

Unit overview, assessment information, assessment Review contents of a

conditions Key concepts and definitions professional development
Role models plan
1 Understanding organisational requirements
Concept of personal and professional
development Identifying own learning
preferences

Evaluating own strengths and Take online personality

weaknesses Sources of tests and compare your
information Personal SWOT personality type with your
2 analysis friends
Personality type indictor tests and
their reliability Myer‐Briggs
personality test Other ability and
personality
tests Seeking feedback
from others

Developing goals and Have you ever set

objectives Personal and yourself a goal and
professional goals SMART worked towards it?
3 objectives
Own goals in the context of Discuss the importance of
organisation organisational planning goal setting
processes
Developing strategies to achieve the
objectives Developing an action plan

Tasks emerging from an Make a list of things to do

action plan Acting on the next week and prioritise
tasks Refining and finalising them
4 task lists prioritisation
techniques
Eisenhower Quadrant, ABC method, Pickle Jar theory
How to avoid procrastination
managing time effectively

Understanding the concept of Discuss KPI examples from

performance management KPIs
Setting measures for own work Review example KPIs
5 performance managing own
performance
Seeking feedback on performance
Identifying development needs and
opportunities The concept of continuous
development

Achieving a work‐life balance Write two things that you

Powers of introspection and would like change in your
6 self‐ life if you can. Convert them
analysis seeking feedback from into goals
others continuous learning and
personal plans Staying focussed and
motivated
 Skill and knowledge development within organisation
Impact of organisational culture Online activity. Team
Role of work teams member aptitude test
7
Developing leadership skills
Managing professional
competencies
 Understanding competency/workplace Case studies and
standards meeting management/team examples: Mentoring
expectations and coaching

Development Video presentation on

8‐9
opportunities; Action the subject
learning
Coaching
Exchange/rota
tion Mentoring
Shadowing
Structured training programs

Unit review and Assessment follow up

10 revision Class
discussion
Assessment queries and feedback

Suggested Learner Resources

Bolton G. and Delderfield R., 2018, Reflective Practice: Writing and Professional Development, Sage

Carlopio J. and Andrewartha G., 2012, Developing Management Skills: A Comprehensive Guide for Leaders, Pearson

Other Resources and Readings

Shriberg A. and Shriberg D., 2010, Practicing Leadership Principles and Applications, Wiley

Harvard Business Review, 2019, HBR Guide to Your Professional Growth, HBR Press

Littlejohn A. et. al., 2019, Networked Professional Learning: Emerging and Equitable Discourses for Professional
Development, Springer
Kodden S., 2019, The Art of Sustainable Performance: Model for Recruiting & Selection and Professional Development,
Management Impact

Prioritization Skills Video:

https://www.mindtools.com/pages/videos/prioritization‐
transcript.htm

Professional Development Handbook: https://aicd.companydirectors.com.au/education/professional‐development‐

handbook

Referencing Guide
Harvard Referencing Generator:
http://www.harvardgenerator.com/
http://www.citethisforme.com/au/referencing‐generator/harvard

Misc. Videos and Online Educational Channels (General ref)

List of some of the online educational channels. Search for the relevant topics and concepts.

Khan Academy Channel https://www.youtube.com/user/khanacademy

#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun8
3g
TED Talks https://www.youtube.com/user/TEDtalksDirector/channels
 TED ED https://www.youtube.com/user/TEDEducation

Massachusetts Institute of Technology

https://www.youtube.com/user/MIT
(MIT) Channel

Google for Education https://www.youtube.com/user/eduatgoogle

Big Think https://www.youtube.com/user/bigthink/videos

CrashCourse https://www.youtube.com/user/crashcourse/videos

Microsoft Education https://www.youtube.com/user/Microsoftedu

Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos

https://www.youtube.com/channel/UChA8eZO‐
Management Skills Courses
WYhdLsv8HlBrJcg/videos

Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos

Note: Learning and training materials and resources are not limited to the above. Additional resources may be used to
support classroom sessions and specific topics/lessons. Trainers and assessors should also review and enhance the
above resources list as needed (in accordance with specific sessions/lessons); and also check and update external
links. Links to educational channels are generic and specific topics/discussion should further be sourced as needed for
each session.

All additional resources/materials must be saved on the faculty drive/folder or provided to the Academic Manger.
5. Assessment Plan

Assessments for this unit have been developed by taking into account assessment guidelines as provided in
the training package and evidence requirements stipulated in this unit of competency. Assessment is an
ongoing process of gathering evidence to determine what each student/learner knows, understands and can
do in order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

▪ To collect evidence that demonstrate competency in the performance criteria of the

unit and satisfy skill, knowledge and employability skills requirements
▪ To provide feedback to the learners/trainees indicating the areas of
improvement and professional development
▪ To measure the effectiveness of the delivery plan and evaluate the learning

outcomes The required assessment criteria are provided in each assessment task for

learner’s information. Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency
and the training package. The evidence is generated through summative assessment tasks. However, the
role of Formative Tasks is crucial in developing the required skills and knowledge in completing the
summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their
facilitation based on the outcomes from these tasks. The role of formative assessments is to improve
learning and adapt to student needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the
summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks.
Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can
be used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned
evidence to demonstrate satisfactory performance in this unit;

▪ Written Assessment Tasks

▪ Practical/Analytical Tasks
▪ Test/Examinations
▪ Projects
▪ Observation
▪ Integrated Assessment

The Written Assessment Tasks and Tests have been developed to address various parts of Performance
Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks
and activities are mostly designed as in‐class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e., demonstration of a specific/required skill). Practical tasks may also include
use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are
generally provided within the task description. However, trainers/assessor may set certain conditions for
conducting and observing these tasks.
The Project (Individual or Group based) addresses various aspects of competency standard including
Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy
is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy
of instructions and learning in the prescribed delivery period by assessing the overall performance of the
students/trainees for the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency.
It may also be used to reinforce learning and test specific aspects of other part of competency where
knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as
specified in the task description. Examinations are conducted under set conditions.

Observation forms part of in‐class activities, participation in designated group processes, presentation and
provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created
in one unit/task to determine competency in another unit/task. The concept behind the design of the
integrated assessment is to limit repetitive tasks that test the same or similar competency elements in
different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the
context of assessment for this unit of competence, especially in the circumstances where assessment involved
components of online learning as well as actual workplace activities and/or performance.

▪ Workplace Verification through RPL application

▪ Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge
needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide
feedback to students and teachers to promote further learning. Summative assessment contributes to the
judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required
by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet
should be signed by the student and must contain student details and date of submission. Assessment
Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects,
etc. must contain student’s name, ID (if available), address and contact details. Within the context of these
assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work
submitted for “approval” within this context must demonstrate care and attention to detail, such that the
student inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to
established procedure. This would typically include a course or unit code, assessment or submission code,
and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be
submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g.,
zip or rar. Follow submission guidelines in each assessment task for specific instructions.
Assessment Tasks and Schedule

The following assessments are planned for this unit;

# Assessment Task/Activity Type Assessment

Method
1 Develop Goals and Conduct a Personal SWOT Analysis Individual Written
2 Team Project: Collaborative Project Plan Team Written &
Observation
3 Project: Professional Development Plan Individual Written
4 Knowledge Test Individual Test

These assessment tasks/activities have been described in detail in the following section.

Task schedule to be advised by trainer/assessor based on the lesson and session plans.
6. Assessment Tasks

Assessment Task 1:

Develop Goals and Conduct a

Assessment Task Personal SWOT Analysis
Schedule TBA

Performance Criteria:

1.4, 3.1, 3.2, 3.3

Outcomes Assessed
Addresses some elements of required skills and
knowledge as shown in the Assessment Matrix.

Description:

SWOT Analysis is a useful technique that helps identify your strengths and weaknesses and analyse the
opportunities and threats that flow from them. Personal SWOT analysis can help uncover opportunities that
you would not otherwise have spotted. In a workplace environment, a mentor of a senior colleague can
provide important feedback and advice towards personal and professional development.

Using the worksheet provided, conduct a personal SWOT analysis identifying major strengths, major
weaknesses, potential opportunities and potential threats. Write a brief summary of the outcomes of the
analysis. For the purpose of this task, assume that you have just joined an organisation as a junior manager
at the start of your career. Your trainer/assessor will play the role of your senior manager and mentor.
Ensure that you conduct consultations and seek inputs.

A SWOT analysis should be prepared within the context of specific career objectives and goals. SWOT
analysis can be used in a range of situation, including personal, academic and professional aspirations. In
the business context, strengths and weaknesses are often internal to an organisation, while opportunities
and threats generally relate to external factors. For this reason, SWOT is sometimes called Internal‐External
Analysis and the SWOT Matrix is sometimes called an IE Matrix.

Goal setting is a powerful process for thinking about your ideal personal or professional future, and for
motivating yourself to turn them into reality. Set SMART (specific, measurable, attainable, relevant and time‐
bound) goals that motivate you and help you focus on where you have to concentrate your efforts.

Develop draft goals and discuss with your trainer/assessor (mentor role). Adjust the goals, as necessary.

For the purpose of this task, use this tool as a personal analysis;

1) Set at least two broad personal goals that you would like to achieve over the next 1‐3 years
2) Set SMART objectives
3) Research the job role/position, skill or ability that you aim to achieve and take
notes on specific requirements and expectations (e.g., criteria)
4) Analyse your current strength and weaknesses against the criteria and
identify opportunities and threats emerging from your analysis
5) Record them into the SWOT Analysis chart provided
6) Write a brief (at least one A4 sheet, singles‐spaced) summary of your analyses, including

You may consider this from both a personal/internal perspective and an external perspective based on your
current experiences in academic life, workplace, or working in groups.
The summary report should be word‐processed and written in a reflective style.

Consider your career objectives and path when developing goals and focus on higher‐level skills and
knowledge to achieve your career objectives when you undertake the SWOT.

Submission Guidelines:

Submit:

▪ A copy of the completed SWOT Worksheet and Analysis

▪ Copies of any reference or supporting documents used
▪ Summary report (Word‐processed)

Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.
 PERSONAL SWOT ANALYSIS: WORKSHEET – BSBPEF501
Student Number : CBTC210613

Group : Student Name: Sarthak Bhargava

Date Taken: 03rd February 2022
Examiner : Muskaan Aneja

Goals and Objectives

Strengths Weakness
es
 Opportuniti Threats
es

Reflection and Analysis

Based on above information, write your own analysis on your SWOT.

On completing, submit these sheets to your assessor for marking and record. You may also make a copy for
your own reference and use in the major project for this unit.
Submission of Task 1

Goals and Objectives:

Starting a career as Junior Manager Operations (at Call Center) itself is a big responsibility.
However, in the next 1-3 years, I would like to see myself as Assistant Senior Manager Operations
and for that, I have decided following goals and objectives:

1. To become Manager Operations in next 1.5 years and for that I need
to focus on the product, following the available training to gain knowledge to give more
output to the company.

2. Need to complete the 6 Sigma certification as soon as possible to advance my career along
with my decision-making capability which will be helpful for me to become an important
asset to the company.

Strengths:

1. Quick learner and adaptable to every situation.

2. Stays calm and patient which is really important in the Customer Service market.
3. Multitasking is my main strength.
4. A good listener, helping to resolve customer queries up to the mark and will minimize the
iteration situation to provide the best customer experience.
5. Leadership quality to lead the team.

Weakness:

1. Need more Professional Experience to deal with critical situations.

2. Emotional behavior.
3. Public speaking fear in front of a big group.
4. Intermediate level in report making.

Opportunities:

1. I can work on public speaking fear so that in future I can address in meeting with ease.
2. I will gain experience from my senior to advance my management skills along with report
making which will be essential for higher roles in the organization.
3. Going through all the essential training will improve my product knowledge to deliver
output as expected by the organization.
4. Getting more certifications and attending the personal and professional grooming sessions
conducted by the organization will be a plus point.
Threats:

1. Having less professional experience in comparison to other staff members in the same
position.
2. In the current technology era, every day technology changes or get upgraded. New
technology will take time to get used to it and that will be the biggest threat towards higher
roles journey.

Reflection and Summary:

Being a Junior Manager (Operations), I would like to see myself as Assistant Senior Manager
(Operations) in the next 3 years and for that, I need expertise in lots of things such as team
management, time management, leadership quality.

During this journey, I need to utilize my time by performing all essential pieces of training to learn
the product by heart, its shortcoming, its benefits and so on. I will have to focus on decision-
making skills as in future I will need that quality to get success in my work. I know it’s just starting
of my career so I will follow my senior’s guidelines so that I can complete all assigned tasks in a
timely manner with good results.
In the next year, my target is to become Manager (operations) and for that, I need to keep an eye on
internal promotions to apply after meeting all requirements to make myself suitable for that role.
Along with that, I will ensure I have expertise in my office skills for reports. I have to gain
experience in how to manage teams, each individual performance to meet the matrix.

Public speaking is my weakness but I have to overcome this fear as in long term, I have to address
the teams with new ideas and to put them in the right way, I have to speak clearly in front of big
teams or groups without any hesitation. For a manager or higher role, you should be a good listener
and friendly with the team members so that if there is any issue within the team or team
performance, they can listen to you and can perform accordingly to increase their performance
level.

While working, I will keep working on personal and professional grooming skills by attending
training sessions organized by the organization internally along with their certifications. By
working in the customer service industry, I will work on my customer service skills to enhance my
problem-solving quality. Six Sigma certification will advance my career along with decision
making capability.

In this advanced technology world, every day new technology comes into place, so to cope with the
new challenges, I have to be ready. After getting promoted to Manager (Operations), my next goal
will be Assistant Senior Manager (Operations). And for that my overall experience gained so far
from my working and from seniors, along with essential skills learned will be a plus point to apply
for that role as soon I get that internal opening available.

For that role, my major challenge will be other experienced managers with a better ideology. To
give them tough competition, I need to make my record strong with all necessary requirements to
become the first choice of our management. To get succeed in that, I will use my multi-tasking
ability, my management skills, and situation handling ability to meet the company’s target to boom
my career and to deliver more.

During the first three years, my prime focus will become experienced, more skilled and to
overcome my all weaknesses to make them my strength and to prove myself as an important asset
to the company every single time to become everyone’s first choice for the desired roles.
 Assessment Task 2:

Assessment Task Team Project: Collaborative Project Plan

Schedule TBA

Performance Criteria:

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.3

Outcomes Assessed
Addresses some elements of required skills
and knowledge as shown in the Assessment
Matrix.

Description:

A Collaborative work culture is a process governed by a set of norms and behaviours that helps maximize
individual contribution in the way in which people collectively explore ideas to generate solutions that
extend beyond the limited vision of a single person. Organisations worldwide thrive to implement such a
culture based on share values and goals.

Components such as mutual respect, trust, shared vision, and collective intelligence and skills make
collaborative environment work.

In this team‐based assessment task, you and your team will be required to develop a project plan that relies
on collaborative work. To create an organisational and real‐life context, you will be provided with an
organisational profile/scenario, to assume the respective role plays. The organisational profile/scenario
given in this task is a proposed scenario and your team will have the flexibility to select any other similar
profile/scenario – especially any organisation your team members are familiar with ‐ in consultation with
your trainer/assessor.

Sample Profile/Scenario

Bytes Technology is an information technology service and consulting company providing a range of IT services
to its corporate clients including new system design and implementation, custom software development,
systems upgrade, and IT networking. The company is based in Melbourne CBD.

The company started as a small business with only three (3) employees, including two of the directors
who were expert programs and system administrators. In the past 12 months, the company has grown
rapidly serving a large client base and employing 22 staffs in various roles.

Due to its start‐up model, distinct technology/expert areas were divided between different programmers and
technicians who managed individual client accounts. The resultant organisational culture was a much‐
decentralised environment/model in with individual employees assumed full responsibility of a project. The
management rewarded project managers and programmers for individual achievements; and performance
was reviewed/considered based on individual KPIs (Key Performance Indicators). However, as the company
grew, it realised that it had to keep employing new staffs for a variety of tasks – and many of those tasks were
repetitive/identical between difference departments. In an internal management review, the company realised
that if projects team from across different area collaborated, the company will not only save costs but also
increase its intellectual base.

Task

Recently, the company has received a new contract/project from a major corporate client to customise
implement a new ERP (Enterprise Resource Planning) system to improve productivity. The company has taken
this opportunity to try to start a new collaborative approach within the company; rather than allocating the
project to an individual expert.

Assume that your team has been set up as a project team by the senior management and asked to prepare a
project plan that shows how the available skills, knowledge, and expertise can best be utilised for different
parts of the project. The new system will require;

▪ Planning
▪ Modelling
▪ Coding
▪ Testing
▪ Implementation
▪ Monitoring

Note: You will only be developing a “plan” for the system as a project plan, and not the system itself.

Team Interaction and Workplans

Based on the information provided, as a team, prepare a project plan that at a minimum includes the following
structure;

▪ Background/context (from the information provided)

▪ Goals and objectives
▪ Key stakeholders (internal and external stakeholders)
▪ Project overview
▪ Project scope and key tasks (breakdown of key project tasks and milestones) – A
workplan outlining tasks and priorities for each member (i.e., Individual
workplans)
▪ Role and responsibilities
▪ Key performance indicators (KPIs to measure individual performance)
▪ Collaborative strategy (e.g., communication plan) and strategic networks
▪ Strategies for effective work relationships (diversity, cultural sensitivity, interpersonal styles etc.)
▪ Contingency – e.g., Conflict management strategies
▪ Project timeline and resources
▪ Legislative/regulatory requirements

The team will need to allocate tasks between the members; and ensure that all the members equally
contribute (a signed team statement will be required as part of final submission). For the purpose of this
task, your trainer/assessor will play the role of the management representative.

Professional Development Activities

Having identified and described the specific project requirement, you will need to engage in a collaborative
professional activity. For this purpose, obtain and refer to the organisational professional development
policy and procedure (sample policy) to ensure that these activities meet organisational guidelines.

The focus of the plan must on the “collaborative” approach, highlighting/discussing how various ideas and
information will be captured as a collective knowledge, and supporting each other (avoiding conflicts,
ensuring team wellbeing). Team members will be required to develop and include individual work plan and
priority based on the tasks allocated, leading to a professional development plan (PD Plan) in the next
assessment task. To facilitate this, two of the team members will share their workplace and short‐term goals
(aligned with the project) and discuss specific professional development needs and requirements. As a
supporting team member, provide inputs, information on professional development tools, and make
recommendations for professional development activities.
The project plan should be developed and submitted as a formal business documents (word‐processed),
ensuring appropriate structuring and content flow.

Each team member will also need to submit individual workplans and minutes/notes on the collaborative
professional development interaction.

Submission Guidelines

This task must be prepared and submitted in a word‐processed layout. Handwritten documents cannot be
accepted for this task.

Submit:

▪ Completed project plan

▪ Signed team statement
▪ Individual note/plans (e.g., work/action plan)
▪ Record of PD interaction

This assessment task must be completed in a designated session in presence of a trainer/assessor.

Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.
Submission of Task 2

Assessment 2

Table of

content

1. Background
2. Goals and objectives -effective Time management
3. Key stakeholders
4. Project overview
5. Project scope and key tasks - guide to prioritisation techniques
6. Role and responsibilities
7. Key performance indicators - professional development for middle managers
8. Collaborative strategy and strategic networks - career development from
organisational perspective
9. Strategies for effective work relationships -career development from organisational
perspective
10. Contingency
11. Project timeline and resources- effective Time management
12.Legislative/regulatory requirements -

BACKGROUND

A culture of collaboration may be a sort of work climate that centres on

maximising employees' distinct expertise and competencies through
cooperation. Organisations with collaborative societies do this by purposely
making openings for group individuals to reliably work together toward common
objectives.
In this assessment, our team makes a project plan based on the collaborative
work culture for the cooperative client for the implementation of an Enterprise
resource planning system (ERP). Enterprise resource planning arrangements are
outlined to bolster an organisation in around each angle of commerce operations
by centralising information and through mechanisation. Our team will dedicatedly
help the client instil the collaborative culture and maximise its growth,
development and productivity.

GOALS AND OBJECTIVES

1. Increase productivity-
An increment in efficiency can offer businesses to grow their operations, fulfil
essential assignments and decrease their by and large costs. These experts can
work together to create techniques for expanding efficiency. Human assets staff
can make planning changes and make required break plans. Supervisors can at
that point guarantee that representatives are taking breaks and utilizing their
time admirably. Authority can moreover work on making strides in their
communication in arranging to dodge superfluous gatherings.

2. Minimise cost -
Organisations may be able to lower their costs by expanding collaboration
between HR faculty, office heads, bookkeepers, showcasing groups and company
authority. Company staff can lower the fetch of materials by expanding their
communication and collaboration with their providers.

3. Growth of the company-

Data is the foremost imperative part of measuring a company's success and
arranging for its future development, and viable communication can guarantee
that corporate pioneers get it how they can increment their development
potential. Department directors, workers and administrators can meet to share
execution measurements and recognize modern openings for development.
4. Employee engagement -

Focus on making communication a priority. Increased communication and

collaboration can allow individuals to voice their opinions and boost their self-
esteem. This may permit businesses to take advantage of great thoughts and
Sharing company objectives can enhance engagement by giving your group a
more prominent sense of solidarity and reason. To meet the challenges
effectively, we might use the following methodology:

● Utilise the shared calendars of your colleagues to search for helpful times,
and hence computerise as much of the assembly arranging as possible.

● Set up more productive, more compelling, and shorter gatherings by

planning them well.

5. Efficient marketing-
Client benefit staff can conduct overviews and talk with clients to decide how
their commerce might make strides in its administration. They can at that point
pass these experiences on to promoting groups who can utilise the data to alter
their informing and make it more compelling. Marketers can moreover work
closely with advancement groups to construct items that react to client needs.

6. Develop company culture-

Open communication can permit both pioneers and representatives to impact the
building of a company's culture. Pioneers can share their vision for the company,
their centre values and
their future plans. Representatives can communicate their encounters and
portray what makes work important for them. This collaborative exertion can
assist you construct a culture of regard and believe in your company.

KEY STAKEHOLDERS

The key stakeholder in the organization are :

● Internal stakeholders
The employees, managers and the owners of the company are internal stakeholders
who contribute to the working and realization of the vision and goal of the company.

● External stakeholders
The company while operating communicates and indulges with suppliers,
manufacturers, society, government, creditors, shareholders and customers
in different ways and are answerable to them in one way or another.

PROJECT OVERVIEW

1. Create a vision
Establish a crystal clear vision for the organization and instil its importance in
everyone's mind so that all work together to achieve the goal. This vision ought
to incorporate points of interest around what collaboration looks like, how it'll
offer assistance to your organization's workflow and what steps you plan on
taking to assist create employees' capacity to collaborate.

2. Absorb great leaders

Bring in candidates who have involvement in building effective collaborative
societies in other organisations. These people might have a particular
administration fashion, foundation or key preparation strategy that can offer
assistance to the organisation to realise its objectives for cooperation more
effectively.

3. Assess the work and build more opportunities for collaboration

Carefully study the current practises and identify the potential areas of work for
collaboration and motivate the employees to work in teams and overcome
challenges.

4. Work on team spirit and reward the work

Distribute work in teams and reward their efforts, appreciate their contribution
to the shared vision of the organization.
 5. Appreciate difference of opinions
Differences might lead to identify loopholes and also allow the employees to feel
confident for being heard and valued. Such constructive discussions are
important for formulation of great successful ideas.

6. Maintain a feedback system

Making feedback frameworks can assist in keeping track of organizational
shifts, such as culture building activity and help screen employees' capacity to
collaborate effectively and mediate once you distinguish potential crevices in
collaborative forms. These criticism openings can offer assistance your
workers feel comfortable communicating around forms and help you in
encouraging and empowering cooperation over your organization.

PROJECT SCOPE AND KEY TASK

The project plan will be made by distributing various tasks to small groups
which will be allotted on the basis of a prioritization technique called
multi voting technique.
In this technique, a long list of tasks is prepared and the top few most important
tasks are identified to start the work upon. All the candidates will vote and
identify the area they feel is the most important. Then the list is updated to a few
main tasks and voting is repeated again.
The project focuses on increasing productivity, Minimise cost, growth of the
company, employee engagement, efficient marketing and develop company
culture. The project plan is divided in some major tasks :
● Software selection
● Assemble team and distribute roles such as, project manager,
executive sponsor, clients, implementation partners, different
departments of IT, finance and manufacturing, data scientist
and project stakeholders.
● Budgeting
● Data migration
● Training
● System test
● Analysis and evaluation

Implementing an enterprise resource planning system is a hectic affair and often

exceeds the budget, time and needs an intensive and focused approach. A
careful analysis and regular checks and tests will ensure its systematic and
successful execution.

ROLES AND RESPONSIBILITIES

KEY PERFORMANCE INDICATORS

The key performance indicators are:
1. Engagement
How the employees share a relation with each other, if they are communicative,
participate in discussions, speak out their differences in opinions and focus on
constructive criticism. The team members share a professional approach towards
the work at hand and are determined to deliver the best for the organisation and
contribute to a positive working environment.

2. Energy
The energy and enthusiasm that the workforce bring in to the office. Their
mindsets focused to attain the goal and deliver their best makes the environment
more conducive. These would include delivering the assigned task on time,
conducting meetings and communicating with everyone.

3. Influence
An extraordinary key execution pointer is the sum of impact an worker has over
his/her peers, supervisors and coordinate reports. Representatives with impact
will quickly rise to the best since there's regularly a few reasons for their
assembled regard, whether it is since they are a subject matter master in that
specific region, or since they are a persuasive pioneer.
 4. Quality
Within the long term quality may be a more prominent pointer for success than
speed. Hunt for individuals who are persevering, hard working and have
consideration to detail. The quality of an employee's work ought to be adequate
to set them apart from the swarm.
Socially capable workers are beyond any doubt to rise to the top, and ought
to be given suitable openings to utilise these aptitudes for the improvement
of the company
 5. Results
Results are the key indicators of any work. And in an organisation if somebody is
continually hitting and surpassing their targets, at that point there can be no
contentions against what they are accomplishing. A driven workforce which
rewards individuals based absolutely on results can be a profoundly viable way
to oversee groups.

COLLABORATIVE STRATEGY AND STRATEGIC NETWORK

A collaboration strategy is the way in which businesses approach cooperation

inside their organisation. It alludes to the ways in which a company advances or
requires workers working together to meet objectives and complete ventures.

1. Establish the behaviour

Showing workers how to work together can be more compelling than telling them.
Collaborate along with your peers regularly to show the attitude you need to see
in your group. Inquire others for thoughts and utilise their proposals. Plan
conceptualising sessions with groups of representatives.

2. Focus on company’s values and goals

Spend time investigating your company's mission explanation and values
with workers. Interface the mission to your goals so representatives get the
thinking behind certain exercises, such as group ventures and peer
surveys.

3. Skill audits
Skills audits drive a different extent of arranging and preparing exercises, such
as progression planning, recruitment and conservation. Organisations have a
vested interest in moving forward employee productivity, which is connected
straightforwardly to the organisation’s victory and survival, and is fulfilled, in
part, by in-house and outside improvement exercises, such as abilities
preparing, job-rotation and work update.

4. Organise a feedback system

Making criticism systems can help in keeping track of authoritative shifts,
such as culture building movement and offer assistance screen employees'
capacity to collaborate successfully and intercede once you recognize
potential cleft in collaborative shapes

NETWORKING
Companies are progressively utilising business-networking methodologies to
reach their promoting objectives. Additionally, companies are grasping
collaboration as a way of expanding openings. These organisations create
connections with the community and other partners to complement their centre
ability. This hypothesis concurs with Drucker’s contention that no single company
can illuminate all the grave issues confronting the world. Building a digital
network has become a common platform these days. These ventures
encourage the building and usefulness of trade systems.

STRATEGIES FOR EFFECTIVE WORK RELATION

Good relationships among all the people working together is one of the
imperatives for the realisation of the values and goals of an organisation.
Relations among employees, managers and the pioneers and stakeholders build
the strength for the company to progress at a fast pace.
1. Identify the need for a relationship.
Always remember that each relationship should help both the parties yield the
best out of their personalities and have a thorough understanding.

2. Develop interpersonal skills

One must develop these qualities of confident communicating skills, collaborative
and helpful nature, and constructive way of dealing with conflicts. These allow a
person to handle diverse and uncalled for situations.

3. Emotional intelligence
Organisations in the 21st century have been focusing on the emotional
intelligence of a person. It allows a person to identify, understand and handle
emotions of themselves as well as the other co-workers who need support.

4. Organise small fun activity events for the employees so that they all can
bond well and share some memories and build friendship. Such activities
can include trekking, meditation and group vacations.

5. Cultural sensitivity could be a set of aptitudes that empowers us to

memorise approximately and understand individuals who are distinctive
from ourselves, in this manner get way better able to serve them within
their claim communities.

6. As diversity develops as a key pointer of trade execution, organisations

around the world are tolerating the esteem and direness of honouring
difference—they realise the irrefutable significance of differing qualities
within the workplace
Lips-Wiersma and Lobby (2007) recognized five career development zones
where both the worker and the association were fostering a few joint
responsibility:
– improvement of capacity and employability within the person
– vital and basic integration (e.g., the association assembly wants for security
by identifying and articulating pathways inside the organisation)
–cultural integration (e.g., cultivating a culture that permits workers more control
and responsibility for career confidence)
– differing qualities administration (e.g., assembly work/non-work
adjust through adaptable working hours)
– communication (e.g., the association looking for input on what people
ought to oversee their careers).

CONTINGENCY
A possible arrangement could be a proactive methodology that depicts the course
of activities or steps the management and staff of an organisation ought to take
in reaction to an occasion that seems to happen within the future. It plays a
critical part in trade progression, hazard administration and fiasco recuperation. It
makes a difference if you remain arranged for unexpected occasions and
minimise their effect. It moreover outlines an arrangement for carrying out the
typical commerce operations after the occasion has happened.
Wisely plan for such events in advance and keep the responsive team ready in
case of any emergency. For example, if the office catches fire, safe exits, fire
alarms and fire extinguishers must be readily available. Everyone in the
organisation must get occasional training on how to react in such emergency
situations.

Being able to select and apply the finest strife determination methodology viably
is made conceivable by creating way better conflict resolution abilities. Examples
of conflict resolution abilities that can assist you incorporate the capacity to:
Listen effectively. Identify particular focuses of disagreement. Express your
possessive needs clearly. View conflict as an opportunity for growth. Focus on
particular issues without generalising or raising the situation. Always move
towards constructive criticism. Although you'll have a proclivity towards a
particular sort of struggle determination, you're not required to utilise this
procedure in each circumstance. With time and exertion, you'll be able to learn
unused struggle determination abilities that improve your capacity to arrange
and resolve issues with others. Eventually,
you'll be able to choose and utilise the strife determination technique that's
best for the circumstance, as opposed to the one that's most comfortable
or familiar.

PROJECT TIMELINE AND RESOURCES

Week 1
● Budgeting
● Accounting
● Procurement
● Workflow
● Construction
project administration
Week 2
● Budget execution
● Travel planning
● Workflo
w Week3
● HR
● Payroll
● Employee
service Week 4
● Enhance recruitment
● Training
● Event management
● Personal development
LEGISLATIVE OR REGULATORY REQUIREMENTS

For the entreprises jumping into erp, there are some laws that need to be followed
1. Sarbanes oxley act:This enactment contains a number of prerequisites
planned to assist organisations avoid budgetary announcing extortion.

2. Health insurance portability and accountability act: This enactment

requires that certain wellbeing care companies archive and keep up
control over anybody who has got to understand information. That
incorporates benefit supplier representatives who have regulatory access
to this information.

3. Code of federal regulation title 21: These are directions that the US
Nourishment and Sedate Organisation issue that apply to everything
from quality control programs to regulatory strategies.

4. Payment card industry data security standard: Typically a set of

compliance rules that each industry that acknowledges instalment cards
must meet, counting everything from hardware determinations to
collected information.

In most cases, cloud-based ERP frameworks can be a step within the right
course for organisations battling to meet those necessities, but the obligation
for understanding which directions apply to a given organisation and
guaranteeing that they are met falls to the company contracting ERP services,
not the supplier. That creates due perseverance and a basic portion of
selecting the correct cloud-based ERP supplier.
 Assessment Task 3:

Assessment Task Project: Professional Development Plan

Schedule TBA

Performance Criteria:

3.1, 3.2, 3.3

Outcomes Assessed
Addresses some elements of required skills and
knowledge as shown in the Assessment Matrix.

Description:

This project is aimed at developing and enhancing key competency elements of this units as well as
underpinning the required knowledge and skills as part of overall learning outcomes.

Professional development planning is the process of creating an action plan based on awareness, values,
reflection, goal setting and planning for professional development within the context of a career, education
or self‐improvement. It involves identifying what skills you need to learn, the aspects of yourself needs to be
improved, abilities that are you lacking and areas which needs to be given priority for improvement.

In this project, you are required to develop a “Professional Development Plan” based on your goals and
objectives (Assessment Task 1) and your experience in working in the team project in Assessment Task 2.

Task Condition: You MUST have completed Assessment Tasks 1 and 2 in this unit before undertaking or
commencing this project. Consult with your trainer/assessor to ensure that you can proceed with this task.

Project Tasks

This project has two parts. Both must be completed.

Part A: Develop a PD Plan

1. Analyse the information gathered in SWOT analysis (Assessment Task 1)

and identify specific weaknesses that impinge upon your professional
goals.
2. Take an online personality test (e.g., Myers‐Briggs) and analyse results (link will be
provided by your trainer/assessor)
3. Develop strategies to achieve your goals, including how you plan to achieve work‐life balance
4. Develop an action plan to put strategies into action
5. Identify resource requirements and set timelines
6. Prioritise your tasks and prepare a calendar (paper based or electronic) for

next two months Your Professional Development Plan may use the following structure;

a. Introduction/Background
b. SWOT Analysis
c. Long term and Short‐Term Goals and Objectives
d. Strategies to Achieve the Objectives
e. Strategies to achieve work‐life balance
f. Resources Required
g. Key Actions (How the strategies are implemented)
h. Key Priorities and timelines
Each section should be appropriately organised and structured with supporting information. There is no
word limit, but it is expected that each part will be articulated in sufficient detail to be able to form an
analytical perspective. Document must be structure and maintain a logical flow and progression of
information and arguments/discussion.

Part B: Join a Professional Network

Continuing professional development (CPD) refers to the work‐related learning and development that
continues throughout a professional career. Professionals in some fields (e.g., health professionals, educators,
accountants, lawyers etc.) must complete mandatory CPD requirements in order to maintain their registration
or accreditation. CPD is one of the key mechanisms by which high standards of professional practice and the
relevance and currency of qualifications and experience are maintained.

In this part of the task, you will be required to select and join an online professional network relevant to your
career goals and intended professional role (as In Assessment Task 1). The purpose and section of the network
should also be based on your SWOT analysis – specific area of development that you would like to strengthen.

This is a simulated task. From privacy point of view, you must not provide any information on unknown or
new public networks that could compromise your identity or privacy. You may also use any existing known or
trusted networks that you already use (e.g., membership with professional bodies, workplace intranet etc.).

You will be establishing/joining and maintain a professional network over the duration of the term or as per
the scheduled advised by your trainer/assessor. Join the required/selected networks and;

1. Download and save terms and conditions or code of conduct competed at sign‐up
2. Add friends, contacts or join groups
3. Start new group or conversation or forum, as the network permits
4. Start conversations and build rapport with other members, participants
5. Contribute to existing discussions
6. Maintain and lead a healthy communication as per the communication strategy
7. Expand your network and invite others to join in
8. In the local network (created by your trainer) develop relationships and devise
tangible outcomes in terms of consultation, negotiation, knowledge sharing or work
procedures
9. Identify any conflict or misunderstanding occurred during the conversations
10. Take a pro‐active approach to resolve conflicts and misunderstandings
11. Create or identify new and mutual opportunities through the networks

If you are already part of an existing professional network, you may use that network to complete the required
tasks. Discuss your options with your trainer/assessor and obtain an approval.

Parts of this task will be completed during designated assessment sessions. The process of establishing, joining
and maintaining the strategic networks must be observed by your assessor for marking. You will also have to
provide your login details to your assessor for assessment of your work and activities with the networks.
Criteria for assessment of this part, as in the Assessment Criteria, must be addressed.

Submission Guidelines:

Submit;

▪ A copy of completed SWOT Analysis

▪ Word processed professional development plan in a printed copy
▪ Print outs of task schedules
▪ Login details of your strategic network
▪ Screenshots of interactions and postings/discussions
▪ Print out of key communications or important references, opportunities or incidents
This project must be submitted in a professional, word‐processed layout using the document structure
suggested above as a guide for key headings.

Handwritten documents cannot be accepted for this project.

Submission of Task 3

Introduction

Individual differences play an important role in the professional development of an individual. The
different skill sets of an individual help them to prepare for different professions and in having
different long term and short-term goals. This assignment will focus on analyzing the weakness,
strengths, opportunities and threats. This assignment will also include long-term, short-term goals and
the objectives that are to be achieved, later in these assignments the strategies for achieving the
objectives and working for life balance will be mentioned. The timeline for achieving the goals will
also be mentioned through using the SMART goal framework.

SWOT analysis

The strengths which can help me in my professional development is the skill of learning quickly and
having adaptable behaviour according to every situation. The skills of staying calm and having patients
will help in performing effectively in customer service. Multitasking, being a good listener and taking
the initiative to help others and having leadership skills are some other qualities that will help me in
attaining my goals and in having effective professional development.

In context with weakness, the need for gaining more professional experience will reflect in my resume
which can impact my chances to have the job opportunity and the emotional behaviour can influence
decision making in an organisation. Emotional behaviour can influence the decision making and
problem-solving skills which can hamper my performance in an organisation and the lack of
confidence in public speaking can also hamper my performance in the organisation. To reduce the
negative impact on my performance implication of an appropriate action plan and strategies would be
helpful which are mentioned below.

Long term and Short-term goals and objectives

The short-term goal is to start a career as a junior manager at a call centre and the long term goal is to
be an assistant senior manager operation for which there are some objectives that are to be achieved.
Having efficient training and getting certification courses for advancing my skills for a better career. I
have analysed my strengths and weakness with the help of a personality test.

In order to mention the strategies to achieve the above-mentioned objectives and strategies to achieve
work-life balance, resources that would be required and key actions that would be required a SMART
goal table is mentioned below which includes all these. SMART goals mean having specific goals
which are measurable, attainable, realistic and have a time limit to be attained.

SMART goals

Specific Measurable Attainable Realistic Time bond

Improving The progress This goal is It's a reasonable 2 months.

communicatio gained in feasible, and I'm objective since
n skills communicating aiming to improving my
with others will enhance my communication
be used to communication skills will
measure this aim. abilities by improve my
participating in a professional
debating group talents, allowing
where people me to perform
may present their better in both
thoughts to my business and
others (Ranjan, personal lives.
et al., 2015). I
will also be able
to develop my
self-confidence
as a result of this
exercise.

Improving I will be able to This aim may be This objective is 2 months

leadership achieve this aim achieved through achievable since
qualities by properly engaging in improved
directing discussions and effective
initiatives and taking the leadership traits
listening to initiative to lead have a high
others. It may be group initiatives, probability of
measured by both of which success, and
asking group will aid in the enhancing my
members for development of leadership
 input on the my leadership abilities would
leadership traits I abilities help me succeed
demonstrate. (Krasnoff, et al., better in my
2015). professional
life.

Enhancing IT IT skills are one This aim may be This aim is 3 months
skills of the most achieved by achievable since
important enrolling in an improving IT
abilities to have advanced abilities would
in order to be a computer course aid in becoming
successful that will assist a more
salesperson. I've me in successful
completed a understanding salesperson.
basic computer new technical
course and intend aspects. (Lockett
to continue on to and Boyd, 2012).
a more
sophisticated IT
education that
will assist me in
my working life.
The distinction in
IT operations
management will
aid me in
measuring my IT
objectives.
The above-mentioned goals are specific and they will help in enhancing my professional performance.
The strategies to improve communication skills us by participating in debate groups which will help
me in achieving confidence and in enhancing my professional development. In order to improve
leadership skills, the strategy is to engage in group activities and participate as much as possible
because it will help in the development of leadership skills. Enhancing IT skills will help me in
marketing and management and thus improving this skill set will increase the value of my resume and
my knowledge.

The strategy to maintain life balance and work balance is to track the time and to schedule the
activities in an appropriate manner through which the consistency between work and life is maintained.
The time management skills would be required for keeping track of the required skills and in
maintaining the effectiveness of professional development. The work-life balance is also maintained
through indulging in natural exercises such as meditations, therapies and engaging in hobbies of an
individual which contributes to keeping peace of mind. Maintaining a life balance is important as it
helps in concentrating on work effectively and efficiently.

The above-mentioned set of goals have deadlines that will help in maintaining the record of time that
has been invested in enhancing a particular skill set. The mentioned skill set will help in attaining
objectives and in performing well in professional development. The acknowledgement of different skill
sets will help me in improving myself on a personal as well as professional level. The implementation
of the SMART goals mentioned above will help me in attaining both short term and long-term goals.
The improvement in different skills will increase the value and knowledge that will have a positive
impact on my professional development. I will work on achieving my goals and objectives through the
help of SMART goals as it will help me effectively.

References
Lockett, L.L. and Boyd, B., 2012. Enhancing Leadership Skills in Volunteers. Journal of leadership
education, 11(1), pp. 11-14.

Krasnoff, B., Leong, M. and Siebersma, M., 2015. Leadership qualities of effective
principals. Education Northwest, pp.1-10.

Ranjan, P., Kumari, A. and Chakrawarty, A., 2015. How can doctors improve their communication
skills?. Journal of clinical and diagnostic research: JCDR, 9(3), p.01- 13.
 Assessment Task 4:

Assessment Task Knowledge Test

Schedule TBA

Performance Criteria:

Required Knowledge
Outcomes Assessed
Addresses some elements of required skills and
knowledge as shown in the Assessment Matrix

Description:

This is a closed book Test and must be undertaken in presence of an assessor. All the questions must be
answered.

Duration: 1 Hour

Assessment criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed all of the criteria in your work.

▪ Test completed as per the given instructions and conditions

▪ All the questions are attempted and answered
▪ Answers are consistent with model answers and demonstrate the required depth
of knowledge for this unit of competency

Submission Guidelines

Submit;

▪ Completed Test paper

 st Paper: BSBPEF501 Manage Work Priorities and Professional Development: Assessment Task

Student Number :
Group : Student Name:
Date Taken:
Assessor :

Q1. What does SWOT stand for? Describe one other similar self‐analysis tool that can be helpful in the
professional development process.

Q2. What does KPI stand for? Develop at least two KPIs for the job role you perform or have performed in
the past. If you have never worked, developed the KPIs for an Administrative Manager
Q3. What is a performance management system? Describe key elements of a performance management
system

Q4. Describe two prioritisation techniques with examples

Q5. Describe at least five management work practices that can help improve work performance of your
team and yourself

Q6. What are major barriers in time management? List at least five‐time management principles.
End Test
8. Academic Policies and Processes

Students with Special Needs

If leaners/learners have any special needs (e.g., physical disability, learning difficulty) regarding assessment,
they should be directed to discuss these with the Course Coordinator. The college will endeavour to make
all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some
examples of additional support could include:

▪ Language, literacy and numeracy (LLN)

▪ Assistive technology
▪ Additional materials or tutorials
▪ Assistance in using technology for online delivery components.

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment,

certification requirements, training delivery or assessment method to help learners with a
disability access and participate in education and training on the same basis as those without
disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They
clarify the obligations of training providers to ensure that learners who have a disability are able to access and
participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

▪ Personal support services, e.g., a reader, Auslan interpreter, a scribe

▪ assistive technology or special equipment, e.g., screen readers, magnifiers, alternative keyboards
▪ modifying the presentation method, e.g., visual, oral, print, electronic
▪ adjustments to timeframes, e.g., providing materials prior to class, extended time limits
▪ adjustment of the physical environment, e.g., specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO
and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the
ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not
Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the
standards expected should be the same irrespective of the group and/or individual being assessed (Disability
Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required
skills and knowledge in the specific areas of competency through work/industry experience and/or
completed eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to
successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit
transfer learners will finish the course in a shorter duration and are advised to consult appropriate
authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience
and consider they are able to meet the unit purpose may seek recognition.
The college acknowledges skills and knowledge obtained through:
 ▪ Formal training (conducted by industry or educational institutions in Australia or overseas)
▪ Work experience
▪ Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning
occurred.

To be granted RPL, applicants will be asked to:

1. Present evidence of
their achievement;
and/or
2. Undertake a
challenge test; and/or
3. Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a
recognised industry or workplace representative or challenge testing

Academic Policies and Procedures

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and
complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the
college’s website.