Student Assessment Guide
BSBWOR301
Organise Personal Work Priorities and Development
Version 1.0

Table of Contents
Assessment Information 1
Assessment Event 1 – Short Answer Questions 3
Question 1 3
Question 2 3
Question 3 4
Question 4 4
Question 5 5
Assessment Event 2: My Career Unlimited Simulation 6
Task 1: Organise and complete own work schedule 6
1.1 Ensure that study goals and key performance indicators are understood 6
1.2 Assess and prioritise workload to ensure tasks are completed within timeframes 7
1.3 Use business technology to manage and monitor completion of tasks 7
Task 2: Monitor own work performance 8
2.1 Monitor and adjust personal work performance through self-assessment 8
2.2 Seek feedback from stakeholders on your performance 8
2.3 Routinely identify and report on variations in the quality of products and services of the RTO 8
2.4 Identify signs and sources of stress 9
2.5 access supports to manage stress 9
Task 3: Coordinate personal skill development and learning 10
3.1 Identified personal learning, and skills required to meet study plan requirements 10
3.2 Develop a learning plan for these skills 10
3.3 Access, complete and record development 10
3.4 Incorporate formal and informal feedback into review of further learning needs 10
Appendix A: My Career Unlimited Simulation 11
My Career Unlimited Simulation Background 11
Simulation Details 11
Your Role in the Simulation 11
Phase 1: 11
Phase 2: 11
Phase 3: 11
Assessment Conditions for the Observation Session 12
Appendix B: Observation Check Sheet 13


Assessment Information
Welcome to your Student Assessment Guide for BSBWOR301 Organise Personal Work Priorities and Development.
This Student Assessment Guide will give you the opportunity to show your skills in planning your work and implementing professional development to maintain and develop new skills.
This assessment has the following two events:
Assessment Event 1 – Short Answer Questions
There are five questions that will provide us with evidence on your general knowledge of concepts and techniques with planning to achieve performance.
This assessment is completed in your own time and by a submission date provided by your assessor. You may use support material in the development of your answers, but you must indicate the source. In addition, you must not cut and paste answers from your source, rather, use your own words, unless it is a direct quote.
Assessment Event 2 – Simulation: My Career Unlimited
You will complete a number of tasks in planning and implementing a work/study and professional development plan. These tasks will be based on your role of a Planner in a simulation for My Career Unlimited, an initiative set up by the RTO to ensure students learn at the best while undertaking a course.
To complete the simulation, you will need to refer to the following resources:
Study Work Plan Matrix A template that prioritises actions as part of your study plan.

Remember, you do not type your answers in this Student Assessment Guide, but use the Student Assessment Workbook, which is a separate document. This document is simply a guide to explain what you are required to do, and by doing so, this will assist you to perform at your best.
Please note that your responses for both assessments can (where appropriate) use dot point format. See below for an example of a dot point answers and a full sentence:
Dot point format Presentation Plan includes the following:
• outcomes
• needs of the audience
• context.

Full sentence format When you are preparing for a presentation, there some tasks that must be carried out. These are listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room that you will be conducting the presentation.
Note that to be deemed competent for this unit, you must achieve a satisfactory outcome for all of the assessment questions and tasks. This includes meeting the following conditions:
• you must complete all of the tasks outlined in this Student Assessment Guide document to the standard indicated in the performance requirements; these are listed under each of the tasks
• you will then submit your completed workbook to your assessor electronically (note, your assessor may allow you to submit Assessment Event 1 and receive feedback before starting Assessment Event 2)
• you must perform the above two points within the given timeframes by your Assessor
• you must complete both assessment events and submit by the deadline specified by your Assessor
• your work must be your own work and in your own words
• where you use to an external source, you must provide citation.
Please be aware that your Trainer/Assessor is here to provide you with the necessary support throughout the assessment process so that you can achieve the desired outcomes. If you have questions, then contact them for guidance.

Assessment Event 1 – Short Answer Questions
The information contained in this assessment event lists the questions that you will need to develop a written response. These questions are theoretical and provide evidence of your understanding of concepts and examples when organising work and skills development. Each question includes a word count to give you an indication of the depth and the performance requirements to achieve a satisfactory result for each answer.
Question 1
Summarise in the table below, the content of key legislations that relate to an individual’s work in an organisation.
Performance requirements (PR): to achieve a satisfactory response for this question you will need to:
PR 1. select three legislations that are relevant to a worker in the workplace:
a. the legislation must be correctly named and dated
b. give an accurate summary in your own words for each legislation
c. word count is approximately 20 words.
legislation explanation

Question 2
Describe key principles of the following processes:
a) a goal
b) an objective
c) a key performance indicator
Performance requirements (PR): to achieve a satisfactory response for this question you will need to:
PR 1. describe two key principle for each process:
a. you must give an accurate summary in your own words for each process
b. answers must be accurate
c. word count for each key principle is approximately 10 words.
Processes Key principles
A goal
An objective
A key performance indicator

Question 3
Describe techniques for the following processes:
a. getting feedback when communicating with others face to face in the workplace
b. interpreting this feedback.
Performance requirements (PR): to achieve a satisfactory response for this question you will need to:
PR 1. provide two techniques for each process:
• you must give an accurate summary in your own words for each technique
• word count for each key technique was approximately 10 words.
Processes Key techniques
Getting feedback when communicating with others face to face
Interpreting this feedback
Question 4
Provide the principles and techniques for the following processes, in the table below:
a) goal setting
b) measuring performance
c) time management
d) self-assessment of learning and development needs
e) prioritising learning needs
Performance requirements (PR): to achieve a satisfactory response for this question you will need to:
PR 1. provide two principle and two techniques:
a. you must give an accurate summary in your own words for each principle
b. you must give an accurate summary in your own words for each technique
c. word count for each principle and technique is approximately 10 words.
Process
Key principles Key techniques
Goal setting
Measuring performance
Time management
Self-assessment of learning and development needs
Prioritising learning needs

Question 5
In the table below, explain signs, sources and strategies for managing stress as follows:
a) list three signs of stress an individual may exhibit
b) list three sources of stress
c) describe three strategies to manage stress in the workplace.
Performance requirements (PR): to achieve a satisfactory response for this question you will need to:
PR 1. provide two principle and two techniques:
a. you must give an accurate list for signs and sources
b. you must give appropriate strategies in your own words
c. word count for each is approximately 5 words.
Signs Sources Strategies
• • •
• • •
• • •

Assessment Event 2: My Career Unlimited Simulation
In this assessment, you will undertake a number of tasks associated with managing your work priorities and development. This includes undertaking one simulation where you will develop a work plan to manage priorities along with contingencies, then implement the plan and monitor results and undertake professional development activities to achieve objectives.
My Career Unlimited. The focus is on managing your study and skills development. To achieve this, you will perform the following actions:
• organise and prepare your study plan for a week
• seek feedback from stakeholders on this plan and your academic performance
• undertake further learning opportunities to address any gaps in performance.
The simulation in Assessment Event 2 has its own set of requirements related to the type of environment, facilities and equipment (where applicable). Please ensure that you familiarise yourself with this comprehensive set of requirements that underpin this simulation. This includes understanding the background of the simulation and the criteria you will be assessed. These are located in the Appendix of this document.
Task 1: Organise and complete own work schedule
In this task, you will demonstrate your skills in developing and implementing a work schedule for the achievement of your studies over a one week period.
1.1 Ensure that study goals and key performance indicators are understood
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. review the assessment requirements for one current unit and summarise the key performance indicators which cover the following areas:
a. requirements for unit of competence
b. performance levels required to be deemed competent
c. number of re-submits allowed
d. resources to be used
PR 2. send an email to your Manager to confirm this understanding:
a. email will include if required, a request for any reasonable adjustments to address special needs
PR 3. the Manager’s reply when received will require you to respond as follows:
a. with a confirmation of their understanding
b. or a further request for special considerations if appropriate
c. the above content of the email must be accurate and relevant
d. the word count for this summary was approx. 40 words.

1.2 Assess and prioritise workload to ensure tasks are completed within timeframes
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. populate the “Study Work Plan Matrix” template and include:
a. key tasks (minimum of 7) for a period of one week
b. these tasks related to their study
c. plan included factors for any prioritisation
d. plan included a rating based on these factors
e. plan included a reason for this rating
f. plan included a contingency for each task
g. plan listed planned outcomes
PR 2. all of the above sections of the work plan must be appropriate to the area of your study
PR 3. the work plan must use technology either; Microsoft Word or Excel
PR 4. word count is not critical.
1.3 Use business technology to manage and monitor completion of tasks
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. Implement your plan for a one week period:
a. the plan is in excel or a Word table
b. contains results for each task
c. results are quantified by percentage of completion
d. comments explain variance which are accurate and relevant
e. word count is not critical.

Task 2: Monitor own work performance
In this task you will demonstrate your skills in prioritising and managing your weekly schedule to achieve work plan requirements.
2.1 Monitor and adjust personal work performance through self-assessment
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. review your implemented study plan and completed the following:
a. list the number of tasks that were to be achieved on time as planned
b. list the number of tasks that were not achieved on time as planned
c. list the number of tasks that were still not achieved after you applied the contingency
d. identify two reasons why you managed or didn’t manage to achieve these planned results
e. word count for this review is approx. 40 words.
PR 2. review your current performance with your academic studies:
a. list your current academic results
b. this must include both competence and resubmits
c. include the level of quality of your work
d. word count is approximately 30 words.
2.2 Seek feedback from stakeholders on your performance
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. deliver an information session to two stakeholders to seek feedback on your level of performance:
a. explain your results with your study plan
b. share your academic results
c. make notes with from their feedback
d. word count for this feedback is approximately 150 words
PR 2. your actions in the observation align to the Check sheet that contains the criteria for this interaction.
2.3 Routinely identify and report on variations in the quality of products and services of the RTO
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. review the quality of the unit covered in the study plan as follows:
a. list the unit you are studying in this plan
b. describe the quality of the learning material being supplied in terms of its ability to assist your learning
c. describe the quality of the delivery of the trainer/assessor in terms of assisting your learning
d. describe the quality of the assessment in terms of how relevant it is to the unit requirements
PR 2. your review must be clear, specific and relevant
PR 3. the word count for their review is approximately 100 words.

2.4 Identify signs and sources of stress
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. during the one week of duration of your study plan, identify a time(s) where you have been stressed as follows:
a. when the demand being placed upon you is overwhelming
b. when your health suffered
PR 2. these descriptions must be relevant and specific and clear
PR 3. the word count for these descriptions is approximately 50 words.
2.5 access supports to manage stress
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. identify three strategies to address the stress experienced in task 2.4 as follows:
• one of the strategies must be about accessing support
• these strategies should identify if they decrease your stress
• these strategy descriptions must be specific and clear and appropriate
PR 2. the word count for each strategy is approximately 60 words.

Task 3: Coordinate personal skill development and learning
In this task you will use your skills with planning and implementing strategies to develop new skills and personal learning.
3.1 Identified personal learning, and skills required to meet study plan requirements
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. use your feedback from stakeholders to summarise your need for learning as follows:
• list one personal learning need
• list one vocational skill need
• it must be relevant to your findings
• it must be specific
• word count for these needs is 30 words.
3.2 Develop a learning plan for these skills
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. produce a plan that addressed the skills from task 3.1 as follows:
• list a minimum of three actions to achieve each of two needs identified
• actions must use a minimum of two learning options
• actions must be specific and measurable
• each action is placed in the correct sequence
• the word count is 25 words per action.
3.3 Access, complete and record development
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. implement this plan as follows:
• complete the learning plan
• make comments on the learning achieved or not achieved
• comments must be specific
PR 2. word count for these comments were is approximately 100 words per learning need.
3.4 Incorporate formal and informal feedback into review of further learning needs
Performance requirements (PR): to achieve a satisfactory response for this subtask you must:
PR 1. list any further skills development:
• table why there is a need for more development
• describe what would be the benefit of this new skill
PR 2. discussion must be relevant to the plan
PR 3. word count for this discussion is approximately 100 words in total.
Appendix A: My Career Unlimited Simulation
My Career Unlimited Simulation Background
The simulation centres on your role as a student in your course. The focus is on you identifying your current performance with your study in terms of results to date and then prioritising your study into a schedule. You will then implement this plan followed by a development plan to learn new skills. The simulation will also involve an interaction with two stakeholders to gather feedback on your current performance.
This initiative where students plan and implement study plans is a recent project termed My Career Unlimited, with the express aim of providing further support to students so that they can achieve while studying at the RTO.
Simulation Details
This simulation is divided into the following phases:
Phase 1: You will organise and prepare your study plan.

Phase 2: You will seek feedback on your performance.

Phase 3: You will undertake professional development to achieve new skills.
Your Role in the Simulation
You will be the Planner of My Career Unlimited in the simulation with the following roles and responsibilities:
Phase 1:
Phase 1 occurs from Task 1.1 to Task 2.1. In Phase 1, your main duties in the organisation are as follows:
• identifies goals, objectives and key performance indicators
• prioritise workload
• develops work plans and contingencies
• monitors performance.
Phase 2:
Phase 2 occurs in Tasks 2.2.
This session will have a duration of 30 minutes where you will interact with two stakeholders to seek feedback on your performance. Note that your assessor will not be engaged in this observation activity and their role will be limited to observing your interaction with these stakeholders and documenting evidence on the Observation Check Sheet provided in Appendix B. In Phase 2, your main duties in the organisation are as follows:
• undertake self-assessment on performance
• seek feedback on this self-assessment from stakeholders
• adjust study plan based on feedback.
Phase 3:
Phase 3 occurs from Task 2,3 to Task 3.4. In Phase 3, your main duties in the organisation are as follows:
• Review quality of products and services in RTO
• Identify and manage stress
• Develop and implement a professional development plan.
Assessment Conditions for the Observation Session
The information in this section outlines the assessment conditions for the observation session which occurs in Task 2.2 and involves you to interact with two stakeholders.
Before the observation session:
• you must ensure that you have read and understood any documents required to undertake the observation
• you must ensure that you have read and understood all performance requirements listed under each task
• you must ensure that you have read the requirements listed in the Observation Check Sheet as your performance will be judged based on these criteria (see Appendix B)
• your Assessor will inform you prior to the date of your observation session
During the observation session:
• this meeting will be with the Student Support Officer and Customer Service Officer and has a total duration of 30 minutes
• other students will not be observers during the session as this will give them an unfair advantage
• these stakeholders will be role played by staff from the RTO
• your assessor will brief them on your topic so that they can carry out their duties in an appropriate manner
• you cannot refer to the Observation Check Sheet while undertaking the demonstration
• your assessor will:
­ not participate in the simulation and their role as an assessor will be only observing the simulation
­ observe you individually based on the criteria written on the Observation Check Sheet
­ document their observations in detail on the Observation Check Sheet
­ provide extensive written feedback using the Observation Check Sheet in case you do not meet a criterion to a satisfactory level
­ ensure that the session will be free from distractions
• you must comply with WHS requirements; that is acting in a safe way
• you must demonstrate all the actions in the Observation Check Sheet to achieve a satisfactory result for the task.
If you are not successful, after the observation session, the Assessor will:
• provide the written feedback on the Observation Check Sheet explaining their justification in detail
• communicate this feedback to you via verbally or email
• confirm that you have understood their feedback
• negotiate another suitable time to observe your second attempt (which must be in full, not just on the specific NYS area(s)).

Appendix B: Observation Check Sheet
We have provided the observation check sheet for you to prepare for your assessment with the Assessor. Remember, you will not be able to use this check sheet at the time you will be observed. However, we strongly urge you to use this as a planning tool so that you are fully prepared for the assessment task.
Note that you must demonstrate all the performance requirements listed in the following Observation Check Sheet to be deemed satisfactory.
Performance requirements:
• welcome stakeholders appropriately:
­ introduces each stakeholder
­ friendly
­ appropriate body language
­ is positive
• states objectives of session:
­ specific
­ relevant
­ measurable
­ achievable
­ time framed
• explains format of session:
­ outcomes required
­ the method of exchanging ideas, views
­ duration (30 minutes)
• explains the need for information on their current performance:
­ gives background to project
­ checks that message is understood by asking open questions such as “what is your understanding of competence?” or can you explain the importance of having a study schedule?”
• overviews their academic results:
­ gives concise and accurate summary of results
­ these results include competence achieved and not yet achieved
­ estimates of late submissions
­ supported by PowerPoint or handout
• overviews the study plan:
­ gives concise and accurate summary of plan
­ supported by PowerPoint or handout
• seeks feedback:
­ requests information on their views on this plan
­ records their views using notes
­ questions for understanding
­ summarises consensus of views
• the conclusion is appropriate:
­ summarises session in terms of whether objectives have been achieved
­ overviews next steps
• time management:
­ session is completed within the time allocation
• body language skills:
­ maintains eye contact
­ appropriate facial expressions
­ posture is appropriate
­ gestures fits message
• verbal skills:
­ vocal pitch is appropriate
­ tone is pleasant
­ pace is at the right speed to achieve clarity
­ volume is appropriate for participants
• sensitive to the cultural diversity of the participants:
­ language avoids jargon
­ language chosen is easy to understand
­ level of formality that shows respect to participants
­ content is non-sensitive
­ watches for non-verbal signs of both participants
­ seeks input if withdrawn through direct open questioning
• emotions:
­ processes emotions of self and participants and stays calm
­ feeds back to the group emerging issues
­ these interpretations are accurate and appropriate
• uses appropriate consultation skills:
­ requests views and opinions of participants
­ listens
­ does not interrupt where possible
­ encourages participants to give input
­ validates this input
­ uses open questions to explore issues
­ where appropriate incorporates into draft strategies
• session was presented in an interesting way:
­ generates enthusiasm
­ material is comprehensive
• student is credible:
­ knowledgeable
­ honest
­ sincere
­ motivating
­ confident
• student is professional:
­ concise
­ organised
­ uses resources where appropriate
­ does not read from notes
­ does not lose focus